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Developmental Psychology > Lecture 6 -Play 2 > Flashcards

Lecture 6 -Play 2 Flashcards

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1
Q

What were Garvey (1991) and Smith, Cowie & Blades (2003) types of play?

A
  1. Physical play
  2. Play with objects
  3. Fantasy play
  4. Language play

Argued you do these at any ages, but certain types are more common at certain ages

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2
Q

Outline 1. Physical play

A
  • locomotive/ physical play
  • involves play signals- to show its not agressive
  • it can be passive - tickling
  • within this type of play, there are 3 developmental phases of play
  • rough and tumble play - often follows periods of being cooped up in classroom
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3
Q

Outline the 3 dev phases of physical play

A
  1. Rhytmical stereotypes, 1st stage - gross motor movements, kicking/ flailing, tecahes motor control
  2. Exercise play
    - running around, jumping, can be alone or with others, starts in toddler, peaks in middle school, declines after
    - uses surplus energy
  3. Rough and tumble play
    - 3/4/5
    - wrestling
    - done with others
    - teaches muscle strenghth, co-ordination, balance
    - dominance/ hierachy
    - often outside, doesnt need objects
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4
Q

What did Pellegrini & Smith (1998) find?

A

Boys engage it physical play more than girls

  • rhythmical stereotypes is equal though
  • SLT may play a role in this - more rough and tumble with their sons than with their daughters
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5
Q

What are the functions of physical play?

A
  • rhythmical stereotypes - improves control of motor patterns, what synapese are important
  • Exercise play - endurance and strenght, enhance skills and economy of movement, keeps us fit, regulates temp
  • rough and tumble - understanding of emotions (facial expressions) and practice fighting
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6
Q

Outline 2. play with objects

A
  • 6-12 months
  • objects link person to env
  • western kids: toolbox/ kitchen
  • Other cultures have dufferent stuff
  • boys prefer transport stuff
  • girls prefer dolls/ soft toys
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7
Q

What are functions of play with objects?

A
  • Garvey (1991) - its a channel for social interaction (offer an object verbal/ non-verbal)
  • Facilitates problem solcing - encounter new problems (toy getting stuck)
  • Counterfactual thinking - progresses development. If i pour the tea out of this pretend tea pot, it must now be empty
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8
Q

Outline Lowes (1975) procedure

A

Gave different aged children an array of toys to see what they picked

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9
Q

Outline Lowes (1975) findings/ stages of object play beginning

A

•9 months - pick closest thing, bring it to mouth
• 12 months - investigated objects before doing anything with them
• 15 months - investigates before all other behaviour
- conventional use of items, how they would be used IRL
- hitting a hammer
• 21 months - searches for objects to go with other things, e.g. spoon and bowl
• 24 months -realistic enactment, uses objects all toghetr
• 30-36 - power to act purposefully attributed to object - e.g. get a doll to feed teddy bear

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10
Q

Outline 3. Fantasy play

A
  • need certain abilities (e.g. OP)
  • Also known as symbolic/ symbolic representation/ imaginative/ pretend play
  • starts around 2, peaks early school, decreases after primary school
  • Starts quite object orientated
  • at 3, decontextualised play occurs - use objcets as a substitute - stick for a gun
  • boys do more physical/ rough & tumble - superheros
  • Girls do domestic, family play
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11
Q

Outline functions of fantasy play

A
  • There are loads, but one is you can play together - develops friendships and social skills
  • imagination, creativity, decentration
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12
Q

What did Lowe (1985) Find about fantasy play

A

observed children:
found its rare for any form of social play to occur under 2 years
- they dont play together

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13
Q

Outline how many have an imaginary friend

A

25-50% of 3-8 year olds have an imaginary friend

- helps development, but know its not real

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14
Q

Outline ages involved in fantasy play

A

• around 2.5, start to use scripts
- simplified order of events (e.g. how to make a pretend meal)
- based off real world observations
• By 4/5, pretend play is intiated by childrens ideas of the social world - where cultural differences is important

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15
Q

Define socio-dramatic play

A
  • involves taking on roles/ identities in play
  • e.g. family roles
  • Vygotsky argued its important for self-contol, and there is a ZPD for play
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16
Q

What did Garvey (1984) say about fantasy play?

A

children carry out actions, take on roles, transform objects, express feelings about social world

17
Q

What are the agents used in fantasy play

A

by 2.5, these have developed:

  1. Self as agent
    - infant puts head on pillow, pretends to be asleep
  2. Passive other agent
    - doll on pillow, pretends doll sleeps
  3. Passive substitute agent - block on pillow, pretends block is asleep
  4. Active other agent
    - doll places block on pillow, doll is ‘putting block to bed’
18
Q

What are the 3 types of social play with language?

A
  1. Spontaneous rhyming and word play
  2. Play with fantasy and nonsense
  3. Play with speech acts and discourse conventions (play with conversations)
    - language facilitates other types of play as well
19
Q

Outline spontaneous rhyming and word play

A

Sound of words are more important than grammar

  • the fishy fishy is yours
  • it is fun
  • get enjoyment out of the sounds the words are making
20
Q

What did Garvey (1991) say about spontaneous rhyming and word play

A

Argued its seperate from fantasy play/ goal-orientated play

- its play in its own right, without a purpose

21
Q

Outline play with fantasy and nonsense

A
  • nonsense verse and ‘topsy-turvy’ meanings appeal to children
  • playing with conventions
  • Assign funny names to objects for fun
  • im a whale, look at my tail
  • rhyming words - often with siblings name - smelly ellie
22
Q

Outline play with conversation

A
  • pick up rules over time
  • take on roles in social setting
  • manipulates/ plays with language conventions
  • conversations show the extent to which a child understands norms - e.g. failing to expand on answers
  • Makes them learn about conversation but in a play setting
23
Q

Outline Ariel & Sever (1980)

A
  • Studied Bedouin children (arab) vs Kibbutz in israel
  • Bedouin: traditional community, little physical interaction between kids and adults - little pretend play
  • Kibbutz: emphasised community, story telling, interaction - did much more pretend play
24
Q

Outline Mcdonald (1992)

A
  • Found higher socio-economic status parents play with children more
  • lower status -> more sibling play, as siblings often help to rear young ones
  • Sibling play helps imaginative play - younger people can enter imaginative world easier
25
Q

Outline Garvey (1991)

A

explored the influence of family and culture on play

26
Q

Oultine Archer & Lloyd (1986)

A

found differences in play behaviour of boys and girls:

  • boys prefer objects, playing in large groups, and with different ages
  • Girls prefer dressing up, playing in smaller groups, with same age
27
Q

Outline Martin et al (2013) findings

A

P’s chose to play with same sex

28
Q

Outline Maccoby (1998)

A

Found:
• segregation - tendency to play with same sex
• Differentiation - girls/ boys play differentyl
• Asymmetry - boys less likely to bring in others, more exclusive, vice versa with girls

29
Q

Outline gender stereotypes

A
  • Parents, teachers, media etc all reinforrce stereotypes
  • Socialisation
  • Girls more likely to do domestic play
  • Boys are less likely to imitate fathers acts, as he is at work, so they look for role models from other sources
  • girls imitate mum as they are the same gender

Developmental Psychology (9 decks)

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