Abstract
Socialization theories in the past have stressed the role, at least in early childhood, of the mother. Only recently has there been much work on the role of fathers (Lamb, 1981), and research on siblings during the in fancy/early-childhood period is almost nonexistent (Cicirelli, 1975; Dunn & Kendrick, 1979). Although a growing number of studies bear witness to the recognition that other social objects play an important role in the early development of children, there are relatively few theoretical perspectives that can be used to anchor any empirical findings. Bronfenbrenner (1977) and Lewis (Lewis, 1982; Lewis & Feiring, 1978, 1979; Lewis, Feiring, & Weinraub, 1981; Lewis & Weinraub, 1976; Weinraub, Brooks, & Lewis, 1977) have begun to lay out a more theoretical perspective. In each of these views, the child’s place in the social network, rather than specific dyadic relationships, becomes the primary focus. Lewis (1982), in describing the social network of young children, has suggested that the role of any dyadic relationship cannot be fully appreciated without a broader perspective of placing that dyad into the larger framework of the child’slife. In particular, for example, when discussing the role of the father, it becomes obvious that part of the father’s role is his indirect influence, that is, those effects of the father’s behavior, values, and goals that are experienced by the child through the father’s behavior to others, who, in turn, act on the child (Lewis & Feiring, 1981).
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Lewis, M., Feiring, C. (1982). Some American Families at Dinner. In: Laosa, L.M., Sigel, I.E. (eds) Families as Learning Environments for Children. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-4172-7_4
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DOI: https://doi.org/10.1007/978-1-4684-4172-7_4
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