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Play 1 Flashcards

1
Q

Infant repeatedly dropping an object or banging them together is an example of

A

Sensorimotor play

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2
Q

An infant babbling or cooing to herself is an example of

A

Language play

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3
Q

A child lying a teddy down in “bed” is an example of

A

Pretend play

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4
Q

Sensorimotor play –> playing w objects by making use of their

A

Properties

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5
Q

Sensorimotor play mainly occurs

A

Between second half of first year –> 2nd year

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6
Q

Secondary circular reactions

A

REPEATED pleasurable actions involving objects/their own bodies

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7
Q

Pretend play

A

Symbolic

Non-literal use of object/action

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8
Q

Pretend play

First performed with self, then with

A

Objects

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9
Q

Pretend play is first performed with self, then with objects.

What is this process called?

A

Decentration

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10
Q

Haight + Miller, 1993

Most pretend play is…rather than

A

Social

Solitary

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11
Q

Haight + Miller, 1993

The social companion has a …. role

A

Scaffolding

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12
Q

Haight + Miller, 1993

Pretend play is initially….

A

Imitative

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13
Q

Haight + Miller, 1993

How does the older companion have a scaffolding role?

A

Suggests/demonstrates actions

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14
Q

Haight + Miller, 1993

When the child becomes less reliant on older people, they

A

Take an active role in pretend play

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15
Q

Haight + Miller, 1993

At what age do children become less reliant on older companions/realistic props?

A

3-4 years

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16
Q

Between 2-4 children start going to nursery

Increase in –>

A

Social participation

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17
Q

Parten’s categories of

A

Social participation

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18
Q

Parten’s 6 Categories of Social Participation

U
O
S
P
A
C
A 
Unoccupied 
Onlooker 
Solitary 
Parallel 
Associative 
Cooperative
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19
Q

Having siblings supports the development of

A

Theory of mind

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20
Q

Ruffman et al., 1998

Having OLDER siblings supports

A

Performance in false belief tasks

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21
Q

McAlister + Peterson, 2013

Having SIBLINGS supports development of

A

Theory of mind

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22
Q

Lewis et al., 1996

Having older siblings OR ________ increases performance in false-belief tasks

A

Interacting with older children

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23
Q

Kitzmann et al., 2002

Siblings might be helpful for learning to manage conflicts. However, what about children without siblings?

A

Similar social behaviour

Shows there are other routes available

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24
Q

Smilansky’s 4 sequence play development model

Introduced idea of (2)

A

Constructive play

Dramatic play

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25
Q

Smilanksky

Constructive play is (2)

A

More focused/mature than sensorimotor play

Not quite symbolic

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26
Q

Smilansky

Two types of symbolic play

A

Dramatic

Games with rules

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27
Q

Pellegrini + Smith, 1998

3 developmental stages of physical activity play

A

Rhythmical stereotypes

Exercise play

Rough and tumble play

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28
Q

Pellegrini + Smith, 1998

Rhythmical stereotypes

A

Bodily movements characteristic of infants

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29
Q

Pellegrini + Smith, 1998

Exercise play

A

Running, jumping climbing etc

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30
Q

Pellegrini + Smith, 1998

Rough-and-tumble play

A

Wrestling, grappling etc

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31
Q

Humphreys + Smith, 1987

Rough and tumble play constitutes __ of playing on playground

A

10%

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32
Q

Schaefer + Smith, 1996

Rough and tumble play, most of the time, does not

A

Lead to real fights

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33
Q

Schaefer + Smith, 1996

If rough and tumble does lead to real fights, this may be because (2)

A
  1. Lack of social skills

2. Deliberate manipulation/cheating

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34
Q

This kind of play can improve language skills/social negotiation

A

Sociodramatic

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35
Q

This kind of play can improve physical strength and make a child realise their own strength/establish their position in a hierarchy

A

Rough and tumble play

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36
Q

The role of pretend play
Lilliard et al., 2013

Reviewed three models

A

Epiphenomenal
Equifinality
Essential

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37
Q

Lilliard et al., 2013

Epiphenomenal play

A

No role in development, just a byproduct of other abilities

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38
Q

Lilliard et al., 2013

Which type of play has no role in development and is just a byproduct of other abilities

A

Epiphenomenal

39
Q

Lilliard et al., 2013

Equifinality

A

Play is one of the no.1 ways a child can learn/acquire skills
USEFUL but not necessary

40
Q

Lilliard et al., 2013

Essential

A

Play is ESSENTIAL or has a PRIVILEGED POSITION for many aspects of development

41
Q

Pretend play and friendship
(Gottman et al., 1983)

3 kinds of pretend play

A

Parallel play

Pretend play

Role play

42
Q

Pretend play and friendship
(Gottman et al., 1983)

Role play

A

Introduction of a role activity with negotiation

43
Q

Pretend play and friendship
(Gottman et al., 1983)

Parallel play has been described as a

A

Low-risk low-benefit activity

44
Q

Bigelow + Gaipa, 1980

Proposed ____ stages in expectations of friendship

A

3

45
Q

Bigelow + Gaipa, 1980

At 6-8, friendship is based on

A

Common activities/living nearby/similar expectations

46
Q

Bigelow + Gaipa, 1980

At 9-10, friendship is based on

A

Shared values

Sanctions become important

47
Q

Bigelow + Gaipa, 1980

At 11-12, friendship is based on

A

Understanding and self-disclosure

48
Q

Haselager et al., 1998

Children are more similar to friends than non-friends

A

In a range of characteristics e.g. being sociable/shy/cooperative

49
Q

Newcomb + Bagwell, 1995
Interactions between friends vs non-friends

More intense

A

Social activities

50
Q

Newcomb + Bagwell, 1995
Interactions between friends vs non-friends

More ______ in interactions

A

Reciprocity and intimacy

51
Q

Newcomb + Bagwell, 1995
Interactions between friends vs non-friends

More conflict

A

Resolution between friends

52
Q

Newcomb + Bagwell, 1995
Interactions between friends vs non-friends

Difference in how friends/non-friends criticise each other?

A

Friends criticise each other more constructively

53
Q

Imaginary companions

Between ___ and ____ of children between ______ have an imaginary friend

A

1/4 and 1/4

3-8

54
Q

Imaginary companions

Tend to disappear by the age of

A

10

55
Q

Imaginary companions
Taylor et al., 1993

Children are well aware that

A

The imaginary friend is NOT a real friend

56
Q

Imaginary companions

Most imaginary companions are

A

Humans

57
Q

Imaginary companions

Children can create a detailed

A

Fantasy world

58
Q

Paracosm

A

Detailed fantasy world

59
Q

Clark, Wyon + Richards, 1969

Developed the

A

Sociogram

60
Q

A sociogram is

A

A visual representation of who plays with whom

61
Q

Sociogram

Concentric lines represent

A

The number of play partners

62
Q

Sociogram

The connecting lines represent

A

% of observations in which they have been seen playing together

63
Q

4 sociometric status types

A

Popular
Neglected
Controversial
Rejected

64
Q

Popular
Neglected
Controversial
Rejected

All examples of

A

Sociometric status types

65
Q

Social relationships

______ are often used instead of

A

Interviews

Lengthy observations

66
Q

Nominations can indicate a child’s…

A

Sociometric status type

67
Q

Rejected children may engage in…

A

Disruptive actions

68
Q

Dodge et al., 1983

Disruptive actions e.g.

A

Interrupting

69
Q

Ladd 1983

Rejected children spend less time in _______ and more time ______

A

Cooperative play

Arguing and fighting

70
Q

Cillessen et al., 1992

Identified the ______ type of child in play

A

Aggressive-rejected

71
Q

Cillessen et al., 1992

Aggressive-rejected children have a lack of

A

Social skills

72
Q

Dodge et al., 1986

Created a _________ model

A

Social skills processing

73
Q

Dodge et al., 1986
Social skills processing model

Interpreting incoming social information may result in….

A

Misinterpretation

74
Q

Dodge et al., 1986
Social skills processing model

Evaluating available responses may result in

A

Aggressive responses

75
Q

Dodge et al., 1986
Social skills processing model

Aggressive responses/misinterpretation may occur in a child with

A

A lack of social skills

76
Q

Sutton et al., 1999

Some aggressive-rejected children may have good social skills…

A

E.g. good theory of mind but lack empathy

77
Q

Sutton et al., 1999

If a bully has good social skills but lacks empathy, they

A

Are skilled at knowing how to hurt others with little risk of retaliation/detection

78
Q

Sandstorm + Cole, 1999

Childs own perception of social status
Participation in E-C activities
Internal LOC
High parental monitoring

^ All factors that support

A

Escaping from rejected social status

79
Q

Condition of rejected children worsens

A

During adolescence

80
Q

Hartup 1996

Factors to consider about friendship (3)

A
  1. Having friends
  2. Having high status friends
  3. Having good quality friendship
81
Q

Hartup 1996

Victims of bullying

A

Might be low in all three friendship factors

82
Q

Parker + Asher, 1987

Review of studies exploring child friendship and ________

A

Later outcomes

83
Q

Parker + Asher, 1987

Low peer acceptance could predict

A

Dropping out of school early

84
Q

Parker + Asher, 1987

Aggressiveness at school could predict

A

Juvenile/adult crime

85
Q

Parker + Asher, 1987

Shyness/withdrawal could predict

A

Adult psychopathology

86
Q

Sex differences in play

Which sex engages in more empathetic/oriented towards adult play?

A

Girls

87
Q

Sex differences in play

Which sex places more emphasis on intimacy/exclusiveness?

A

Girls

88
Q

Sex differences in play

Which gender engages often in small same-age groups (10-11)

A

Girls

89
Q

Maccoby, 1998

Categorised sex differences into three main phenomena

A
  1. Segregation
  2. Differentiation
  3. Asymmetry
90
Q

Maccoby, 1998

From which age do children display a strong tendency to play with same-sex

A

3 onwards

91
Q

Maccoby, 1998

Different style of _____ in boys and girls groups

A

Interaction

92
Q

2 explanations for SEX DIFFERENCES IN PLAY

A
  1. Biological factors

2. Social learning theory (Bandura)

93
Q

Sex differences in play

Boys are more active in rough-and-tumble play, even though this isn’t reinforced by teachers. This may be attributed to

A

Testosterone

94
Q

Bandura social learning theory for sex differences in play (3)

A

Parents/others reinforce sex-appropriate behaviours
Children imitate behaviour of same-sex models
Influence of peer group

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