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Development Psychology > Module 3 > Flashcards

Module 3 Flashcards

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1
Q

Play is a _______ need

A

natural

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2
Q

What are the characteristics of Play

A
  • Active
  • Child Selected
  • Motivated by pleasure
  • Suspension of Reality

Mnemonic: A Child May Sleep

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3
Q

Activity Level

A

Not play: Passive
Play: Active

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4
Q

Choice

A

Not play: Adult-selected
Play: Child-selected

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5
Q

Motive

A

Not play: Product-Oriented
Play: Process-Oriented

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6
Q

Mindset

A

Not Play: Reality Oriented
Play: Suspension of reality

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7
Q

What are the Cognitive Play Types

A

Functional Play
Construction Play
Dramatic Play
Games with Rules

Mnemonic: Family Can Do Good

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8
Q

Cognitive Play: Birth - 2 years old

A

Functional Play

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9
Q

Cognitive Play: 2 - 3 years old

A

Construction Play

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10
Q

Cognitive Play: 3 - 7 years old

A

Dramatic Play

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11
Q

Cognitive Play: 7 years old

A

Games with rules

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12
Q

Play Type
* Simple repetitive muscle movements

A

Functional Play

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13
Q

Play Type
* Physical Skills (Walking, Running)

A

Functional Play

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14
Q

Play Type
* Making something out of something available to them (blocks)

A

Construction Play

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15
Q

Play Type
* Provide children with clay and blocks (houses, roads, castles, and communities)

A

Construction Play

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16
Q

Play Type
* How they progress their story

A

Construction Play

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17
Q

Play Type
* Pretend play or role playing

A

Dramatic Play

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18
Q

Play Type
* Mimic what they see around them (parents, older siblings)

A

Dramatic Play

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19
Q

Play Type
* You can observe family dynamics through here

A

Dramatic Play

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20
Q

Play Type
* Agreeing in a given set of rules and accept penalties for breaking rules

A

Games with Rules

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21
Q

What are the Social Play Types?

A

Solitary Play
Parallel Play
Cooperative Play
Cooperative-competitive Play

Mnemonic: So Pretty Cute and COOl

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22
Q

Social Play: Birth - 2 1/2 years old

A

Solitary Play

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23
Q

Social Play: 2 1/2 years old - 3 1/2 years old

A

Parallel Play

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24
Q

Social Play: 4 1/2 years old

A

Cooperative Play

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25
Q

Social Play: 7 or 8 years old

A

Cooperative-competitive play

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26
Q

Play Type
* Play alone with toys that are different from those children playing nearby

A

Solitary Play

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27
Q

Play Type
* Still play independently but now with other children; with the similar toys

A

Parallel Play

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28
Q

Play Type
* Play in groups with division of labor to attain a common goal.

A

Cooperative Play

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29
Q

Play Type
* Patterned toward team victory.

A

Cooperative-competitive Play

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30
Q

Play Type
* Work with other children to attain a goal (which is to win)

A

Cooperative-competitive Play

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31
Q

Benefits of Play

A

Intellectual Growth
Social Skills
Language and Literacy
Physical Development
Emotional Development
Creativity

Mnemonic: IS Laughter & Play EC?

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32
Q

Benefits of Play in Intellectual Growth

A

Multisensory experiences; problem solving; abstract symbolism

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33
Q

Benefits of Play in Social Skills

A

Learn from social roles; decrease egocentrism; understand social rules

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34
Q

Benefits of Play in Language and Literacy

A

Play with language; metacommunication; pretend communication, mimicking what others are saying

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35
Q

Benefits of Play in Physical Development

A

Gross and fine motors; integrate muscle movements; body, space, helps with spatial and direction awareness

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36
Q

Benefits of Play in Emotional Development

A

Master emotional issues; feel good about self; emotional regulation

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37
Q

Benefits of Play in Creativity

A

Personality characteristics; intellectual processes; creative products

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38
Q

Jean Piaget: Play is the answer to the question,

A

How does anything new come about?

39
Q

What stage do you Experience the world through the 5 senses?

A

Sensorimotor stage

40
Q

What stage is Circular reactions

A

Sensorimotor stage

41
Q

What stage do children Start developing object permanence, intentionality, decentration (these are milestones)

A

Sensorimotor stage

42
Q

Start of language development and abstract thinking

A

Piaget’s Preoperational Stage: Language and Play

43
Q

Piaget’s stage in 2-5 yo

A

Piaget’s Preoperational Stage: Language and Play

44
Q

Formation of concepts and reasoning

A

Piaget’s Preoperational Stage: Language and Play

45
Q

Words, images, and language

A

Piaget’s Preoperational Stage: Language and Play

46
Q

the beginning of the ability to reconstruct in thought what has been established in behavior.

A

Preoperational thought

47
Q

2-4 yo substage in Preoperational stage

A

Symbolic Function Stage

48
Q

4-7yo substage in preoperational stage

A

Intuitive Thought Substage

49
Q

Children gain the ability to have mental representation of objects that are not present (2-4yo)

A

Symbolic Function Stage

50
Q

Children use scribbles to represent things they see around (e.g., people, trees, houses, etc)

A

Symbolic Function Stage

51
Q

Children begin to use language and engage in pretend play

A

Symbolic Function Stage

52
Q

the inability to distinguish between one’s own perspective (and feelings) and someone else’s

A

Egocentrism from symbolic function stage limitation

53
Q

The belief that inanimate objects have life like qualities

A

Animism from symbolic function stage limitation

54
Q

Children begin to use primitive reasoning and asks a lot of questions (4-7yo)

A

The intuitive thought substage

55
Q

focusing attention on one characteristics to the exclusion of others

A

Centration from intuitive thought substage limitation

56
Q

Symbolic thinker but cannot reason logically

A

 Cannot understand reversibility
 Problems with classifications
limitation from intuitive thought substage

57
Q

the awareness that altering an object’s or a substance appearance does not change its basic properties

A

conservation from intuitive thought substage limitation

58
Q
  • Perceptual, motor, cognitive, language skills to make things happen
A

Initiative vs guilt

59
Q
  • Moving out of a wider social world on ones initiative
A

Initiative vs Guilt

60
Q

Primary goal of initiative vs guilt

A

mastering new skills

61
Q

Initiative develops when

A

encouraged (not pushed) to try things on their own

62
Q

Guilt develops when

A

parents restrict, interfere, or ridicule efforts to master new skills

63
Q

Children’s growing physical abilities and mental representational abilities spur them on with a myriad of ideas and plans. They want to pursue their ideas

A

Initiative

64
Q
  • It is initiative that make children become _____ _____ and _____
A

creative individuals and leaders

65
Q

Feeling bad when what they are doing is wrong; shows growing internalization of standards (“this was (“this was bad”) rather than shame (“I was caught”)

A

Guilt

66
Q

a sense of purpose: the goal of pursuing goals without guilt or fear of punishment but guided by morals

A

Virtue

67
Q

affection and acceptance, and is a universally “positively valued” dimension of parenting

A

warmth/acceptance

68
Q

material/physical and psychological verbalizations and behaviors intended to modify the child’s thoughts, emotions and behaviors

A

control

69
Q
  • High control, low warmth
A

Authoritarian

70
Q
  • Parents exhort the child to follow their directions
A

Authoritarian

71
Q

Parenting style that Allows little verbal exchange

A

Authoritarian

72
Q

Associated with children’s social incompetence

A

Authoritarian

73
Q

Parenting Style that causes Externalizing and internalizing of behavior in children

A

Authoritarian

74
Q
  • High control, high warmth
A

Authoritative

75
Q
  • Encourages childron to be independent but still place limits and controls on their actions
A

Authoritative

76
Q

Parenting style that has Firm standards but with reasoning (clear and consistent)

A

Authoritative

77
Q

Parenting style that has Room for compromise and explanation

A

Authoritative

78
Q

Extensive verbal give-and-take is allowed

A

Authoritative

79
Q

Associated with children’s social competence

A

Authoritative

80
Q
  • Low control, high warmth
A

Indulgent

81
Q

Few rules, rarely punish

A

Indulgent

82
Q
  • Children become immature, have little self-control and less exploratory
A

Indulgent

83
Q
  • Parents are highly involved with their children but place few demands or controls on them
A

Indulgent

84
Q
  • Associated with children’s social incompetence and lack of self-control
A

Indulgent and Neglectful/Uninvolved

85
Q
  • Low control, low warmth
A

Neglectful and Uninvolved

86
Q
  • Focus on their own needs and do not focus on child
A

Neglectful and uninvolved

87
Q
  • Leads to a variety of behavioral disorders in children
A

Neglectful and uninvolved

88
Q

What kind of parenting style do asian studies show?

A

Authoritarian characteristics

89
Q

Are seen as love and care and concern for asian families

A

o Obedience, acceptance of power and social order

90
Q

An important aspect of emotional development among children in the early childhood stage is an increased understanding of their emotions such as:

A
  1. understanding that specific situations may evoke certain emotions;
  2. facial expressions indicate specific emotions;
  3. emotions can affect behavior and can also influence other people’s emotions;
  4. causes and consequences of feelings;
  5. same event can elicit different feelings in different people;
  6. increasingly aware of the need to manage their emotions to meet social demands.

mnemonic: Sophia Feels Easy Cause Studied Intuitively

91
Q

is a component of self-regulation or executive function, a key concept in the higher-level cognitive functioning.

A

Emotional regulation

92
Q

monitor their children’s emotions, view their children’s negative emotions as opportunities for teaching, assist them in labeling emotions, and coach them in how to deal effectively with emotions

A

Emotion-coaching parents

93
Q

view their role as to deny, ignore, or change negative emotions.

A

emotion-dismissing parents

94
Q

the important functions of play:

A
  1. Helps children master anxieties or conflicts and cope with problems as tensions are relieved in play.
  2. Allows children to release excess physical energy and release pent-up emotions.
  3. Provides a venue for children to practice competencies and acquired skills in a relaxed pleasurable way.
  4. Imaginary play advances child’s cognitive development, particularly creative thought.
  5. Encourages exploratory behavior by offering children the possibilities of novelty, complexity, uncertainty, surprise, and incongruity.
  6. Satisfies exploratory drive (curiosity and desire for information regarding new or unusual things) hence it is exciting and pleasurable in itself.
  7. Helps develop language and communication (enhances literacy skills) through social interactions, particularly discussions and negotiations regarding roles and rules in play as young children practice various words and phrases.

Mnemonic: HAPIESH

Development Psychology (4 decks)

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