lecture 4 Flashcards
infant play types
sensori motor
fucntional
symbolic
pretend play
sensorimotor
first 18 months
explore objects by feeling and sucking
functional
begins in 2nd year
use objects for function designed for
symbolic
begins in 2nd year
use objects to represent other objects
pretend play
cognitively sophisticated
taking on someone else point of view
older siblings and parents can increase level and complexity
smilanskys stages of play
functional
constructive
socio-dramatic
gaming with rules
functional play
manipulating objects in a functional msnner
constructive
making things with objects
socio dramatic play
acting out
gaming with rules
adjusting ones behaviour to pre arranged rules
parten
social participation - how we encode it -
unoccupied
solitary - playing alone
onlooker- watching others play
parallel- no direct interaction but playing near others
associative- responding to peers
coordinated- complementary interactionwsn
why is play important
pelligrini and smith - physical development
infancy - improving coordination
pre schooler- exercise play- balance fitness
middle childhood- rough and tumble - boundaries
importance of symbolic play
emotional development
theory of mind skills 0 ability to be aware of another mental state
importance of socio dramatic play
increasingly complex social competence
involves planning, negotiation, compromise resolution of conflicts
development of imagination
improves language and cognitive skills
functions of play
psychological - expression of emotions
physical task directed behaviours , fitter, coordination balance
cognitive- use of creative thinking, imagination
language- practice communication
social - practice reciprocity
gender differences in play
children show clear toy preferences
and play in gender segregated groups
gender identity
how children understand and interpret their sex role
Kohlberg
initially children have no gender concept
later they construct concepts from info around them
kohl bergs stages
basic gender identity- aware of sex but believe it can change
gender stability - aware that sex is stable overtime nut not over situations
gender consistency- realises that sex remains the same regardless of time and location
gender schema theory
bem- once children know which gender they are they search the environment for info about the values/behaviours of that gender
construct schema
organised body of knowledge beliefs about characteristics of a group
more focus on info that is consistent with the schema - confirmation bias
social learning theory
bandora
behaviour is acquired through differential reinforcement and modelling/ observational learning
all adults treat female and male
infants differently
differential reinforcement study
seavey , Katz and zalk
3 month old baby dressed in yellow babgro
choice of toys
interact using different toys according to which gender they are told the baby is
differential treatment by others
teachers - boys receive more attention
peers- positively reinforce gender segregation
differential treatment tested by
Langlois and downs
same gender pairs of 3 year olds
given a choice of toys
if boys picked cross gender toy - hit/teased
if girls picked cross gender toy.- peers ignored
modelling and observational learning
children are continually exposed to sex typed behaviour- modelled by parents , peers, films, books
Perry and bussey
found children more likely to copy the same sex when observing males picking up an apple and women picking a banana
social cognitive theory
bandura and bussey
interested in translation of gender knowledge into gender related behaviour
social factors important in influencing which gender typed characteristics children acquire
