Forming relationships - SED3

Question 1

What is play?

Answer 1

behaviour that is enjoyable and done for its own sake, with no other obvious, immediate purpose

Question 2

Who do infants play with below age 2?

Answer 2

themselves or a caregiver

Question 3

What is sensorimotor play?

Answer 3

explore objects and see what they can do with them

Question 4

What is rough and tumble play? What is it for and what does it lead to?

Answer 4

play fighting, helps to establish a dominance hierarchy, leads to popularity and having a wider variety of strategies for solving social problems

Question 5

What is pretend play?

Answer 5

make a non-literal use of an object or action

Question 6

What is decentration?

Answer 6

Pretend first with themselves being the object, then use more objects over time

Question 7

how much of pretend play is social?

Answer 7

75%

Question 8

What is evidence for parents scaffolding pretend play? (2)

Answer 8

• level + complexity of play increased when mother joined in and gave enouragement through explicit suggestions
• 20 months old = mothers foster physical and functional play, 28 months = symbolic play

Question 9

What happens to pretend play at age 3 or 4?

Answer 9

children initiate it more often and adopt less realistic objects

Question 10

Why is pretend play important?

Answer 10

helps us to establish a fictional reality with peers based on shared goals, which is crucial for cooperating in society as adults

Question 11

What happened to 4 year olds after pretend play training? (2)

Answer 11

• significantly increased frequency and complexity of group pretense (more pretend play)
• improved performance on theory of mind tests

Question 12

What is a positive of imaginary companions?

Answer 12

they help stave off loneliness for children

Question 13

How do different age groups understand friendship? (3)

Answer 13

• 6-8 yrs = common activities, living nearby
• 9-10 yrs = shared values, rules
• 11-12 yrs = self disclosure, shared interests

Question 14

How do friends and non-friends differ in their conflicts?

Answer 14

they are at the same rate, but friends resolve conflicts more quickly and more amicably and will more likely positively interact with each other again

Question 15

What are stable preschool friendships characterised by? (4)

Answer 15

• frequent positive interactions
• talking
• cooperating
• positive affect

Question 16

How did friends and non-friends differ on tasks designed to have conflicts? (2)

Answer 16

• friends made more proposals about how to resolve situation, more time negotiating arrangements and more compromises
• more stable friendships (lasted the year) showed more sensitivity to each other

Question 17

What are sociograms?

Answer 17

circle diagrams that show the friendships within a group of people

Question 18

How did popular children try to be accepted into a group that was already playing?

Answer 18

waited and watched, then started to make group oriented statements

Question 19

How did neglected children try to be accepted into a group that was already playing?

Answer 19

waited and watched only

Question 20

How did rejected children try to be accepted into a group that was already playing?

Answer 20

made disruptive statements and interrupted their peers’ play

Question 21

What does peer rejection at age 10 predict at age 23? (2)

Answer 21

• poorer job aspiration and performance
• fewer social activities

Question 22

What does having friends at age 10 predict at age 23?

Answer 22

positive self-esteem

Question 23

Why might some children be rejected? (2)

Answer 23

• aggression
• group membership

Question 24

How do heterogeneous and homogeneous schools differ in perceptions of ambiguous situations involving black and white children?

Answer 24

mostly white school pupils see black children as more aggressive than white children
mixed school sees fewer differences

Question 25

What is bullying?

Answer 25

a subset of aggressive behaviour characterised by an imbalance of power and repitition

Question 26

How can bullying be measured? (5)

Answer 26

• teacher + parent report
• self report
• focus groups with children
• direct observations
• peer nominations

Question 27

What is bullying associated with? (5)

Answer 27

• later anti-social behaviour
• 4x more likely to become chronic offenders
• insecure attachment
• harsh physical discipline
• parental maltreatment

Question 28

When presented with shapes or images of children, which one do ASD or non-ASD children look at most?

Answer 28

• shapes = ASD
• child = non-ASD

Question 29

What is a potential effect of ASD children not initiating pretend play?

Answer 29

less developed theory of mind

Question 30

How does ASD relate to friendship? (2)

Answer 30

• 56% of ASD adults report having no friends
• lower on friendship questionnaire

Question 31

How do autistic children do on the sally anne task? (2)

Answer 31

• poorly most of the time
• however, some with higher social functioning do pass the test

Question 32

What is central coherence? Who has weak central coherence?

Answer 32

a human being’s ability to derive overall meaning from a mass of details
ASD children

Question 33

How do ASD individuals perform on embedded figures tests? Why?

Answer 33

better than controls
they process the details rather than the image as a whole

Question 34

How do ASD children differ on types of pleasure they feel?

Answer 34

reduced social pleasure to typical children, but similar levels of other pleasures

Question 35

Why might autistic children lack interest in social interaction? (2)

Answer 35

• anxiety
• stigma and bullying