Early Childhood

Question 1

What is Selmans perspective on friendship between 3-6

Answer 1

A momentary physical interaction

Question 2

What is Selmans perspective on friendship between 5-9

Answer 2

A one way assistance, so still quite ego-centric

Question 3

What is Selmans perspective on friendship between 7-12

Answer 3

Fair weather cooperation, so starting to bring in reciprocation. There’s a back and forth but self interest is still the main focus

Question 4

What is Selmans perspective on friendship between 10-15

Answer 4

The concept of an intimate and mutual sharing or strong concept of a relationship

Question 5

What is the Damon and Berndt perspective on friendship for children between 4-7?

Answer 5

The concept of the handy playmate where proximity drives and best friends change given availability/exposure

Question 6

What is the Damon and Berndt perspective on friendship for children between 8-10?

Answer 6

Mutual trust and assistance. The beginning of sharing given a mutual trust and assistance is prioritised

Question 7

What is the Damon and Berndt perspective on friendship for children between 10-15?

Answer 7

Priority of intimacy and loyalty. A shift from discolosure to parents to friends

Question 8

What is the take away point about friendship in childhood?

Answer 8

It is a shifting changing thing which moves from ego-centrism to formation of a relationship

Question 9

What are some social tasks leading to social competence?

Answer 9

Entering a group
Managing conflict
Listening
Negotiating Rules
Sharing resources/belongings
Maintaining Interaction
Eliciting Disclosure
Self Disclosure
Asking for help
Apologising
Forgiving
Resisting Distraction by others
Complimenting
Coping with frustrating situations
Expressing Affection
Sticking up for a friend

Question 10

How is social competence measured?

Answer 10

Through Sociometric tests

Question 11

What do sociometrics do?

Answer 11

Children indicate they would or would not choose to play with to form a network

Question 12

What are the benefits of social competence? (Dunsmore and Karn)

Answer 12

Children with more stable friendships show increased emotional knowledge by the end of the first semester of kindergarten.

Question 13

What are the benefits of social competence? (Ladd et al)

Answer 13

Children who have had more conflicts have shown a decreased liking for school and engagement

Question 14

What are the benefits of social competence? (Howes & Phillipsen)

Answer 14

Childrens social play during toddler years predicted increased prosocial behaviour and decreased social withdrawal AND decreased social withdrawal and aggression at age 9

Question 15

What is the snowball effect?

Answer 15

initial social interaction effects can grow larger and perpetuate. Feelings of rejection build to becoming further ostracized for example

Question 16

What is play? (Hoffnung)

Answer 16

Activities of a non-serious nature, which are highly individual, are engaged in for pleasure and which may not be associated with reality

Question 17

What can play provide?

Answer 17

Allowance for exploration
Problem solving
Stimulation of development
Strengthening of self concept
Teaching of cultural life forms, values, ideas

Question 18

What is unoccupied play?

Answer 18

Watching whatever is of interest without becoming engaged or occupied in a specific type of play

Question 19

What is solitary play?

Answer 19

The child plays alone with different toys or other objects with no real interest or involvement with other children, even if in close proximity

Question 20

What is onlooker play?

Answer 20

The child watches others play but not engaging. may engage in social interaction but does not engage in play

Question 21

What is parallel play?

Answer 21

Children playing their own thing next to one another, with an awareness of one another

Question 22

What is associative play?

Answer 22

Children engaging in a 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

Question 23

What is co-operative play?

Answer 23

Children consciously form into groups to make something, attain a goal or dramatise a situation; one or two members organise and direct the activity, with children assuming different roles and responsibilities

Question 24

What are Grusec and Lytton’s Typology of play?

Answer 24

Functional play - simple and largely reflexes
Constructive play - Building blocks etc
Pretend play - use of imagination
Games with rules - formation of structure

Question 25

What is an affect of maltreatment on children for their play behaviour?

Answer 25

There was found to no difference in play between control and maltreated children, however there was a difficulty in other behaviours such as assertion, cooperation, self control and problem behaviours.

Question 26

What are the issues with maltreated children?

Answer 26

Their regulation or skills in getting what they want are not as developed

Question 27

What are the benefits of play in therapy?

Answer 27

Establish rapport with child
Visually demonstrate therapeutic techniques
Helps children communicate thoughts and feelings
Explore repressed thoughts and feelings
Address unresolved trauma and experience growth

Question 28

What is the psychoanalytic perspective of play?

Answer 28

Play promotes childrens verbalisations and provides access to a childs inner thoughts and emotions

“We have within ourselves the ability to solve our own problems. The role of the child-centred therapist is to facilitate the clients growth, the counselor does not lead to take direction of the play

Question 29

What are examples of adult play?

Answer 29

Improvisation in theatre
Role play for a job interview
Fantasy gaming
Comicon, swordcraft
Bonding activity

Question 30

What are developmental tasks?

Answer 30

A task that arises at or about a certain period in life. Unsuccessful achievement of which leads to inability to perform tasks associated with the next period or stage in life

Question 31

What some examples of early (birth to 5 years) developmental tasks?

Answer 31

Learning to walk
Learning to control bodily wastes
Learning to talk
Learning to form relationships with family members

Question 32

What are some examples of developmental tasks for middle childhood (6-12 years)

Answer 32

Learning physical skills for playing games
Developing school related skills such as reading, writing and counting
Developing conscience and values
Attaining independence

Question 33

What is the benefit of being on the watch for developmental delays as early as possible?

Answer 33

Ability to see red flags and allow for early intervention

Question 34

What can help guide parents and professionals to detect developmental delays?

Answer 34

Milestone checklists/checkups

Question 35

Autism Spectrum Disorder describes a group of developmental disorders characterised but various impairments:

Answer 35

Social interactions
Verbal and non-verbal communication
a restricted repertoire of activities and interest with behaviours and stereotypes

Question 36

What are prevalence rates of ASD in:
0-4 years?
5-9 years?
10-14 years?

Answer 36

0-4 years - 0.374%
5-9 years - 1.9%
10-14 years - 2.2%

Question 37

Does treatment hours affect development in ASD?

Answer 37

Yes

Question 38

What are some reasons for individual differences?

Answer 38

Cultural differences, interpretation of symptoms

Question 39

The difference between expected developmental ages of children of Anglo-Australian and Malaysian parents indicate what?

Answer 39

Cultural differences in maturation

Question 40

What are the advantages of age based developmental perspectives?

Answer 40

early detection of problems
opportunity for early intervention
Provide a guide for parental expectations and focus

Question 41

What are risks of aged based developmental perspectives?

Answer 41

Mis-diagnosis if purely based on age
Disregard for individual differences
Parental anxiety about achievement