5. Early Childhood: Psychosocial Development Flashcards
when is the development of self-regulation skills highly important in early childhood?
during preparation for school
what new developments in emotional self-regulation and understanding occur between ages 2 and 3?
sympathy is displayed towards others in distress; child discusses emotions and their causes and self-evaluative emotions (shame, guilt, pride) appear
what new developments in emotional self-regulation and understanding occur between ages 3 and 6?
Child understands the likley causes and consequences of many basic emotions: controls feelings for social reasons and is aware of basic emotional display rules (e.g. not rejoicing when an opponent loses)
what is social cognition?
An individual’s understanding of human behaviour, human psychology and other elements of social life
what is the theory of mind
Understanding of people’s mental states and the influences of thoughts, feelings and intentions on behaviour
how do children come to understand their own and other minds?
by formulating an implicit theory of the mind
what are the abilities of a child who can exercise theory of mind and social cognition?
ability to attribute beliefs and desires to oneself and others and to understand that others have desires and beliefs that are different from one’s own. They also have the ability to employ this understanding to anticipate the behaviour of others
what are examples of false belief tasks?
deceptive box test (e.g. smarties task), unexpected transfer test (e.g. Sally-anne task)
With regard to false belief tasks, what do children between the age of 3 and 4 begin to understand?
they begin to understand that other people can have a false belief and can thus anticipate their behaviour
what are children between the by the age of 5 and 6’s abilities with regard to completing false belief tasks?
readily on false belief tasks
what are factors that “define play”?
intrinsically motivated, process-oriented, Creative and non-literal, governed by implicit rules, spontaneous and self-initiated, free from major emotional distress
What are Partne’s categories of play?
unoccupied play, solitary play, onlooker play, parallel play, associative play, cooperative play
what is Partne’s unoccupied play?
The child wanders about, watching whatever is of momentary interest, but does not come involved in any activity
what is Partne’s solitary play?
The child plays alone with different toys with no direct or indirect awareness or involvement with other children, even if nearby
What is Partne’s Onlooker play?
the child watches others play without actually entering into the activities; is clearly involved with what is happening and is usually within speaking distance of other participants
what is Partne’s parallel play
Involves two or more children playing side by side in close proximity and with awareness of each other’s presence often with the same toy or enjoying a similar activity; but o not talk or interact except in very minimal ways
what is Partne’s Associative play?
Children engage in common activity and talk about it with each other, but do not assign tasks or roles to particular individuals and are not very clear about their goals
What is Partne’s Cooperative play
Children consciously from into groups to make something, attain a goal, or dramatise a situation; one or two children organise and direct the activity with other children assuming different roles and responsibilities
What are Grusec and Lytton’s types of play?
Functional play, Constructive play, Pretend play, Games and rules
What is Grusec and Lytton’s functional play?
Simple, repetitive movements, sometimes with objects or own body. For example, shovelling sand, pushing a toy, jumping up and down
what is Grusec and Lytton’s Constructive play?
Manipulation of objects in order to construct something. E.g. building with blocks
what is Grusec and Lytton’s pretend play?
Substitutes make-believe, imaginary and dramatic situations for real ones. E.g. playing ‘house’ or ‘superheroes’
what is Grusec and Lytton’s Games and rules play?
Play is more forma and is governed with fixed rules. E.g. Hopscotch or hide-and-seek
what is the importance of pretend play?
promotes cognition and conservation, creativity and cognitive flexibility, theory of the mind, Emotional understanding and self-regulation skills, learning of social roles (including gender roles)
What is the importance of physical play (rough and tumbler play)?
allows for practice of physical and motor skills and social dominance hierarchies
what sort of play materials and activities develop fine and gross motor coordination?
ride-on-toys that are stable (e.g. tricycles or push-along toys), swing sets or trampolines with safety borders and soft surrounds, large outdoor building blocks for making forts and castles, Water table and sandpit for sand and water play, finger painting materials and play dough
what play materials and activities release emotions and express feelings
Acting out feelings though role play with finger puppets or stuffed toys, Give children a safe space to run wild - jumping, rolling and laughing to help release emotions, encourage children to express their feelings through painting and drawing
