Reflective Journal Entry #4

Description
In chapter 7, Sharing and Control in Initial Peer Cultures, William Corsaro discusses concepts of sharing and gaining control among the production and participation in initial peer cultures. He describes first peer encounters as being family members, preschool or daycare peers, and neighborhood kids. Corsaro explains themes discovered in initial peer cultures and ideas of friendship, sharing, and social participation. The most intriguing information in this chapter was Approach-Avoidance Play. 
Analyze
The Approach-Avoidance Play routine is broken down into three stages. In the first stage, identification, children identify, label, and have shared confirmation of who is going to be the "threatening agent". In the next stage, approach, children approach the threatening agents with multiple peers, based on a proposal from one other child, and is orchestrated into a build up of tension that the children have created and shared together. In the final part of the Approach-Avoidance Play routine, the avoidance, children have fled from the threatening agent, and once the threatening agent pursues, now they have begun the participation. As fifth graders, I see my students doing this often with tag, or playing zombies, or vampires. 
Reflection
This concept means to me that this play can allow children to release tension as well as have excitement. This also gives opportunities for the threatening child to have control. I feel that this type of play could be good for students who are typically overlooked or seen to not have many friends. If they participate as the threatening agent, they could find some confidence as they have control of their peers in this game. Concerning the context of my classroom, this concept allows me to think of opportunities to allow my students to participate in this type of play more often. I usually do not allow this type of play for fear of injuries, or students getting too rowdy. I now see the importance in allowing children to confront fears and anxieties and have excitement. Based on this learned information, I might allow students to play their Approach-Avoidance games, as I careful observe the stages I have learned about. I now see how these games allow children to work together, build their own tensions, and excitements. 
References
Corsaro, W. A. (2011), The Sociology of childhood (4th ed.). London: SAGE Publication.