friendship and play Flashcards
stages of peer influences
-infancy and toddlerhood: mostly caregivers/family
-childhood: main peer interaction through play, family more important than peers
-teens: growing peer influence but we still look to parents for big life decisions
development of peer relationships
-newborns: distinguish own cry from those of other babies (dondi: filmed babies crying and played back to them, infants cry at others crying but not their own)
-6 months: positive interest in others e.g reaching
-toddler/pre school: first friendship
-3-4: at least one friendship (more fluid, less understanding of reciprocation compared to adult friends)
-school age: interactions with friends outweigh other activities, true reciprocal friendships develop
Bigelow and La Gaipa 1980 friendships based on…
6-8yrs: location + activities
9-10: shared values and rules
11-12: understanding and shared interests
as we age importance shifts to understanding and intimacy
gender and friends
-preference for same sex friends early on
waldrop and halverson 1975: boys tend to have more extensive groups of friends whereas girls have intensive
importance of friendships
-amount of friends linked to emotional regulation
-classroom friends influence academic performance Vandell et al
-popularity = more reciprocal friendships = less lonliness = lower levels of depression Nangle 2003
-later life status and lower self esteem by those rejected by peers Bagwell 1998
what is free play
play without obvious purpose
enjoyable, intrinsically motivated, means not ends, free from external rules
how does play develop
changes as motor, social, cog and language skills develop
-object/sensorimotor play-earliest form
-pretend play
-social play/sociodramatic
-language play
types of play
Parten 1932 (2.5-4yr olds)
-non social/ solitary play
-onlooker play (not joining in)
-parallel play (side by side, no interaction
-associate (share and swap toys but pursue own interest
-cooperative (reciprocal, shared goals)
cognitive changes in play
Howes and matheson 1992 - cog complexity changes play
1. parallel play 6-12 months: play w no interactions
2. parallel aware 1yr: parallel play and looking at each other
3. simple pretend play 1-1.5yr: engage in similar activities, talking, smiling, sharing
4. reciprocal play 1.5-2yrs: action based role reversal like run and chase
5. cooperative social pretend play 2.5-3yrs: pretend roles like mums and dads without any planning of the form the play will take
6. complex social pretend play 3.5-4yrs: actively plan pretend play, name and assign roles, may stop playing to modify script
rough and tumble
primary school age
children better at reading cues for where it turns to physical fighting than adults are
-only 1% turns to fighting
social play timeline
3yrs: cooperative and dramatic play
4-5: longer play sequences, negotiate roles/rules
6yrs: peak in pretend play
-7-8yrs: larger groups, big on rules, games last for hrs
gender differences in play
-girls play with domestic themes
-boys with superheroes, rough and tumble etc
-girls more sophisticated pretend play, boys like more structured competitive play
theories of play
-Spencer: surplus energy, play to release energy
-Lazarus: relaxation, play to replenish energy
-Hall: recapitulation, deals with evolutionary leftovers
-Groos: preparation theory, develops skills for later
contemporary play theories
psychoanalytic
-play cathartic (freud), repetitive play to play out situations
-psychosocial theory erikson, helps us to deal with and interact with others
cognitive
-piaget, play advances cog ability
-vygotsky, play as adaptive mechanism, advances cog growth
functions of play
-cog social, cultural, coping mechanisms and emotional development etc
-Harris: pretend play important for ToM
-pellegrinni = play essential for problem solving
