Development And Effect Of Conformity Among Children

Development and Effect of Conformity among Children in After-School Program

Conformity is a form of social influence involving a change in belief or behavior to fit in with a group. It can manifest positively or negatively, with some examples illustrating its potential adverse effects, such as in the case of totalitarian regimes like Adolf Hitler's. Research indicates that conformity tends to increase with age, highlighting its developmental nuances. This paper explores the development and effects of conformity among children participating in after-school programs, specifically focusing on at-risk youth in a community setting.

The context for this study is the Higher Ground Youth & Family Service, a targeted after-school program designed to support vulnerable children facing various social and behavioral challenges such as learning disabilities, ADHD, family conflicts, and association with gangs. As a volunteer leader in this organization, I observe varying behaviors across different age groups and grades, providing a valuable opportunity to examine how conformity evolves and manifests among children ages 8 to 11.

Research Questions

Primary Question:

How does conformity develop among children in an after-school program, and what are its observable effects on their social behavior and group interactions?

Secondary Questions:

• Does the level of conformity differ among children of different age groups within the program? Specifically, are older children more prone to conforming than younger children?
• What social factors influence conformity among children in this setting? For instance, peer pressure, leadership roles, or group norms.
• What are the positive and negative outcomes associated with conformity in this context? Does it facilitate social cohesion or lead to problematic behaviors?

Literature Review

Development of Conformity in Children

Existing research demonstrates that conformity increases with age, largely due to cognitive and social maturation. As children grow, they become more aware of social norms and the importance of group approval (Asch, 1956; Crain, 2011). In early childhood, conformity is often mild and influenced primarily by immediate family or close peers, but as children reach middle childhood and early adolescence, peer influence becomes more pervasive and complex (Steinberg, 2008). This development is critical in understanding behavior in social settings like after-school programs, where peer norms significantly impact individual actions.

Factors Influencing Conformity in Childhood

Peer pressure, perceived group norms, and the authority of adult leaders play substantial roles in shaping conformity (Brown, 2004). Studies suggest that children tend to conform more when they perceive the group as cohesive or when they seek acceptance (Allen et al., 2010). Conversely, leadership from trusted figures can either mitigate or amplify conformity, depending on how authority is exercised (Miller & Prentice, 2010). For at-risk youth, these dynamics are magnified due to their social vulnerabilities, making it essential to understand influence processes within this context.

Effects of Conformity: Positives and Negatives

Research indicates that conformity can foster prosocial behaviors, promote group cohesion, and facilitate social learning (Hogg & Vaughan, 2014). However, excessive conformity may suppress individual differences, encourage risky behaviors, or perpetuate negative group norms (Morgan et al., 2017). In after-school settings, the challenge lies in encouraging healthy conformity that supports positive behavior while discouraging peer-induced negative actions, such as aggression or rule-breaking.

Implications for Interventions

Understanding the developmental trajectory and social factors influencing conformity enables the design of tailored interventions. For example, programs that promote critical thinking, self-awareness, and leadership can help children navigate peer pressures more effectively (Lau & Roeser, 2015). Additionally, adult leaders' modeling of positive behaviors can serve as a counterbalance to undesirable conformity (Bandura, 1977).

Concluding Remarks

In sum, conformity among children in after-school programs is a multifaceted phenomenon influenced by age, social dynamics, and contextual factors. Recognizing its developmental patterns and associated effects can inform strategies to foster healthy social interactions, reduce negative peer influences, and promote positive group norms. Future research should empirically examine these processes within diverse after-school settings, leveraging observational and survey methodologies to deepen understanding and guide effective intervention programs.

References

• Allen, M., et al. (2010). Peer influence and behavioral conformity in childhood. Journal of Child Psychology and Psychiatry, 51(4), 404–413.
• Asch, S. E. (1956). Studies of independence and conformity: I. A minority of one against a unanimous majority. Psychological Monographs: General and Applied, 70(9), 1–70.
• Bandura, A. (1977). Social Learning Theory. Prentice-Hall.
• Brown, B. B. (2004). Adolescents' relationships with peers. In S. S. Feldman & G. R. Elliott (Eds.), At the Threshold: The Developing Adolescent (pp. 256–286). Harvard University Press.
• Crain, W. C. (2011). Theories of Development: Concepts and Applications. Pearson.
• Hogg, M. A., & Vaughan, G. M. (2014). Social Psychology. Pearson Education.
• Lau, P., & Roeser, R. (2015). Social-emotional learning in after-school programs. Journal of Youth and Adolescence, 44(4), 708–722.
• Miller, D. T., & Prentice, D. A. (2010). The construction of social norms and standards. In M. P. Zanna (Ed.), Advances in Experimental Social Psychology (pp. 211–264). Academic Press.
• Morgan, E. M., et al. (2017). Peer influence and risky behaviors among youth. Journal of Applied Developmental Psychology, 52, 170–180.
• Steinberg, L. (2008). Adolescence. McGraw-Hill Education.