Play 1 Flashcards
Infant repeatedly dropping an object or banging them together is an example of
Sensorimotor play
An infant babbling or cooing to herself is an example of
Language play
A child lying a teddy down in “bed” is an example of
Pretend play
Sensorimotor play –> playing w objects by making use of their
Properties
Sensorimotor play mainly occurs
Between second half of first year –> 2nd year
Secondary circular reactions
REPEATED pleasurable actions involving objects/their own bodies
Pretend play
Symbolic
Non-literal use of object/action
Pretend play
First performed with self, then with
Objects
Pretend play is first performed with self, then with objects.
What is this process called?
Decentration
Haight + Miller, 1993
Most pretend play is…rather than
Social
Solitary
Haight + Miller, 1993
The social companion has a …. role
Scaffolding
Haight + Miller, 1993
Pretend play is initially….
Imitative
Haight + Miller, 1993
How does the older companion have a scaffolding role?
Suggests/demonstrates actions
Haight + Miller, 1993
When the child becomes less reliant on older people, they
Take an active role in pretend play
Haight + Miller, 1993
At what age do children become less reliant on older companions/realistic props?
3-4 years
Between 2-4 children start going to nursery
Increase in –>
Social participation
Parten’s categories of
Social participation
Parten’s 6 Categories of Social Participation
U O S P A C
Unoccupied Onlooker Solitary Parallel Associative Cooperative
Having siblings supports the development of
Theory of mind
Ruffman et al., 1998
Having OLDER siblings supports
Performance in false belief tasks
McAlister + Peterson, 2013
Having SIBLINGS supports development of
Theory of mind
Lewis et al., 1996
Having older siblings OR ________ increases performance in false-belief tasks
Interacting with older children
Kitzmann et al., 2002
Siblings might be helpful for learning to manage conflicts. However, what about children without siblings?
Similar social behaviour
Shows there are other routes available
Smilansky’s 4 sequence play development model
Introduced idea of (2)
Constructive play
Dramatic play
Smilanksky
Constructive play is (2)
More focused/mature than sensorimotor play
Not quite symbolic
Smilansky
Two types of symbolic play
Dramatic
Games with rules
Pellegrini + Smith, 1998
3 developmental stages of physical activity play
Rhythmical stereotypes
Exercise play
Rough and tumble play
Pellegrini + Smith, 1998
Rhythmical stereotypes
Bodily movements characteristic of infants
Pellegrini + Smith, 1998
Exercise play
Running, jumping climbing etc
Pellegrini + Smith, 1998
Rough-and-tumble play
Wrestling, grappling etc
Humphreys + Smith, 1987
Rough and tumble play constitutes __ of playing on playground
10%
Schaefer + Smith, 1996
Rough and tumble play, most of the time, does not
Lead to real fights
Schaefer + Smith, 1996
If rough and tumble does lead to real fights, this may be because (2)
- Lack of social skills
2. Deliberate manipulation/cheating
This kind of play can improve language skills/social negotiation
Sociodramatic
This kind of play can improve physical strength and make a child realise their own strength/establish their position in a hierarchy
Rough and tumble play
The role of pretend play
Lilliard et al., 2013
Reviewed three models
Epiphenomenal
Equifinality
Essential
Lilliard et al., 2013
Epiphenomenal play
No role in development, just a byproduct of other abilities
Lilliard et al., 2013
Which type of play has no role in development and is just a byproduct of other abilities
Epiphenomenal
Lilliard et al., 2013
Equifinality
Play is one of the no.1 ways a child can learn/acquire skills
USEFUL but not necessary
Lilliard et al., 2013
Essential
Play is ESSENTIAL or has a PRIVILEGED POSITION for many aspects of development
Pretend play and friendship
(Gottman et al., 1983)
3 kinds of pretend play
Parallel play
Pretend play
Role play
Pretend play and friendship
(Gottman et al., 1983)
Role play
Introduction of a role activity with negotiation
Pretend play and friendship
(Gottman et al., 1983)
Parallel play has been described as a
Low-risk low-benefit activity
Bigelow + Gaipa, 1980
Proposed ____ stages in expectations of friendship
3
Bigelow + Gaipa, 1980
At 6-8, friendship is based on
Common activities/living nearby/similar expectations
Bigelow + Gaipa, 1980
At 9-10, friendship is based on
Shared values
Sanctions become important
Bigelow + Gaipa, 1980
At 11-12, friendship is based on
Understanding and self-disclosure
Haselager et al., 1998
Children are more similar to friends than non-friends
In a range of characteristics e.g. being sociable/shy/cooperative
Newcomb + Bagwell, 1995
Interactions between friends vs non-friends
More intense
Social activities
Newcomb + Bagwell, 1995
Interactions between friends vs non-friends
More ______ in interactions
Reciprocity and intimacy
Newcomb + Bagwell, 1995
Interactions between friends vs non-friends
More conflict
Resolution between friends
Newcomb + Bagwell, 1995
Interactions between friends vs non-friends
Difference in how friends/non-friends criticise each other?
Friends criticise each other more constructively
Imaginary companions
Between ___ and ____ of children between ______ have an imaginary friend
1/4 and 1/4
3-8
Imaginary companions
Tend to disappear by the age of
10
Imaginary companions
Taylor et al., 1993
Children are well aware that
The imaginary friend is NOT a real friend
Imaginary companions
Most imaginary companions are
Humans
Imaginary companions
Children can create a detailed
Fantasy world
Paracosm
Detailed fantasy world
Clark, Wyon + Richards, 1969
Developed the
Sociogram
A sociogram is
A visual representation of who plays with whom
Sociogram
Concentric lines represent
The number of play partners
Sociogram
The connecting lines represent
% of observations in which they have been seen playing together
4 sociometric status types
Popular
Neglected
Controversial
Rejected
Popular
Neglected
Controversial
Rejected
All examples of
Sociometric status types
Social relationships
______ are often used instead of
Interviews
Lengthy observations
Nominations can indicate a child’s…
Sociometric status type
Rejected children may engage in…
Disruptive actions
Dodge et al., 1983
Disruptive actions e.g.
Interrupting
Ladd 1983
Rejected children spend less time in _______ and more time ______
Cooperative play
Arguing and fighting
Cillessen et al., 1992
Identified the ______ type of child in play
Aggressive-rejected
Cillessen et al., 1992
Aggressive-rejected children have a lack of
Social skills
Dodge et al., 1986
Created a _________ model
Social skills processing
Dodge et al., 1986
Social skills processing model
Interpreting incoming social information may result in….
Misinterpretation
Dodge et al., 1986
Social skills processing model
Evaluating available responses may result in
Aggressive responses
Dodge et al., 1986
Social skills processing model
Aggressive responses/misinterpretation may occur in a child with
A lack of social skills
Sutton et al., 1999
Some aggressive-rejected children may have good social skills…
E.g. good theory of mind but lack empathy
Sutton et al., 1999
If a bully has good social skills but lacks empathy, they
Are skilled at knowing how to hurt others with little risk of retaliation/detection
Sandstorm + Cole, 1999
Childs own perception of social status
Participation in E-C activities
Internal LOC
High parental monitoring
^ All factors that support
Escaping from rejected social status
Condition of rejected children worsens
During adolescence
Hartup 1996
Factors to consider about friendship (3)
- Having friends
- Having high status friends
- Having good quality friendship
Hartup 1996
Victims of bullying
Might be low in all three friendship factors
Parker + Asher, 1987
Review of studies exploring child friendship and ________
Later outcomes
Parker + Asher, 1987
Low peer acceptance could predict
Dropping out of school early
Parker + Asher, 1987
Aggressiveness at school could predict
Juvenile/adult crime
Parker + Asher, 1987
Shyness/withdrawal could predict
Adult psychopathology
Sex differences in play
Which sex engages in more empathetic/oriented towards adult play?
Girls
Sex differences in play
Which sex places more emphasis on intimacy/exclusiveness?
Girls
Sex differences in play
Which gender engages often in small same-age groups (10-11)
Girls
Maccoby, 1998
Categorised sex differences into three main phenomena
- Segregation
- Differentiation
- Asymmetry
Maccoby, 1998
From which age do children display a strong tendency to play with same-sex
3 onwards
Maccoby, 1998
Different style of _____ in boys and girls groups
Interaction
2 explanations for SEX DIFFERENCES IN PLAY
- Biological factors
2. Social learning theory (Bandura)
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
Testosterone
Bandura social learning theory for sex differences in play (3)
Parents/others reinforce sex-appropriate behaviours
Children imitate behaviour of same-sex models
Influence of peer group
