Social development

Question 1

Differentiation of self from others and how we come to understand others’ perspectives

Answer 1

Babies with the TV mother interaction experiment showed that even infants are both aware of their own actions and sensitive to the presence of others.
Researches have shown that a true sense of self develops between 18-24 months. The rouge test, a dot or sticker is put on the child`s head then they are placed Infront of a mirror if they attempt to remove it or the they are credited as having a sense of self, as the child recognises their face looks different now from how it had look in the past. Development of object permanence might be a prerequisite for the development of a sense of self. Children younger then 20 months rarely tried to remove.
Preschool- describe themselves largely in terms of physical attributes or preferences. (I am 5 years old, I am tall, I like to play with my dog). As children get older there self description becomes more complex, involving more descriptions of psychological characteristics (I sometimes feel shy, I am honest), and the first use of trait labels such as smart, lazy and mean. Children are creating a description of their personality, integrate their various characteristics into a meaningful whole, a theory of their own personality. Adolescents ability to think abstractly support them in their attempt to forge a more coherent view of the self.

Question 2

How children’s knowledge of desires, beliefs, false beliefs, and early social experiences shape theory of mind.

Answer 2

Baron-Cohen- it is hard for us to make sense of behaviour in any other way than via the attribution of mental states such as beliefs, desires, intentions and emotions, the John walked into kitchen, looked around and left scenario. We explain the actions through what we think he was doing- that makes sense. These processes happen automatically and often unconsciously.
Developmental psychologist interested in this area have used the term theory of mind to describe the attribution of mental states to explain behaviour in both ourselves and other people. This is very important in child’s social development, theory of mind allows us to easily understand both our own and others actions and to predict and control their behaviour by manipulation their mental states. A child that has developed theory of mind can deceive someone by making them think something false or they can empathise to comfort them.

Question 3

Theory of mind age 2-

Answer 3

children begin to talk about their mental states, in particular their desires and their intentions (what they want). Fist theory of mind is desire psychology, children understand they peoples mental states correspond with their desires. 2 year old understand people acts to satisfy their desires.

Question 4

Theory of mind age 3-

Answer 4

children collaborate to add in people beliefs, this theory called belief-desire psychology. Children can show an ability to relate a person’s actions to their beliefs and desires. Two people can have the same desire but act in different ways, in accordance to their beliefs. The key difference between adult and 3 year old is that a 3 year old doesn’t understand the notion that ones beliefs are not always true of the world, that is, that beliefs can be false.

Question 5

Theory of mind age 4-

Answer 5

• children begin to understand that beliefs can be false, peoples mental states can misrepresent a situation. Understand that peoples beliefs depend on their perceptions and are not direct copies of the environment. They act on their representation, and these representations can differ. People act on the basis of their belief not simply on the basis of reality- this is representational theory of mind. Sally anne test

Question 6

what are some aspects that impact the development of theory of mind?

Answer 6

Many things impact child developing theory of mind children with older siblings seem to develop theory of mind sooner, exposed to it more, same with larger families. Children exposed to more sophisticated talk about thoughts and beliefs. Also parents using mind-minded, talking about and labelling mental states during talk. Don’t do to others what you wouldn’t like done to you kinda stuff.

Question 7

what are second order mental state and when do children begin to understand?

Answer 7

lag behind with children not developing till around 6, eg, jill wants jack to believe that there is someone behind him. Jill has desire to create a particular belief in jack. This is necessary to understand sarcasm, say jill had car accident, lost wallet and missed appointment but when asked she said she had a nice day. The same remark but can mean quite different things by the way it is intended to the listener.

Question 8

Demonstrate knowledge of Erikson’s basic conflicts, and the outcomes of these conflicts

Answer 8

Trust vs mistrust- successfully develop trust, child feel safe and secure in the world.
Autonomy vs shame and doubt- children who struggle and who are shamed for their accidents may be left without a sense of personal control. Success during this stage leads to feelings of autonomy.
Initiative vs guilt; children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try ti exert too much power experience disapproval, resulting in a sense of guilt.
Industry vs inferiority; children who don’t receive encouragement from parents, teachers or peers aoubt their abilities to be successful. Children who are encouraged develop a sense of competence.
Identity vs confusion; success leads to an ability to stay true to yourself, while failure leads to role confusion and week sense of self. Those who remain unsure of their beliefs and desires will feel insecure and confused about themsevels and furture.

Question 9

what is o Group socialization theory

Answer 9

Purposed by Judith Harris 1998, children are viewed as learning largely from groups of their peers, rather then from their parents. Childrens interactions with the larger peer culture are what explain their socialization. Group socialization that the child encounters away from parents has a lasting effect on personality and behaviour.

Question 10

describe cooperative play?

Answer 10

the most complex form of play, involving behaviours like playing formal games, social pretend play where children take on pretend roles, and constructive play where children build things together.

Question 11

describe associative play?

Answer 11

occurs when children talk to one another and share the same materials in their play but do not take on different roles within the same imaginary context or work towards completing a joint project. Most common 4 year olds

Question 12

describe Parallel play?

Answer 12

children play beside each other, rather then with other children, using same toys and materials but not interacting. Most common in 2 year olds

Question 13

describe onlooker play?

Answer 13

child is watching other children play but not join in.

Question 14

describe unoccupied play?

Answer 14

child does not play with anything but simply watches what-ever interest them.

Question 15

describe solitary play?

Answer 15

when children play by themselves in a way that is different from those around them.

Question 16

according to Parten, the roles of play include;

Answer 16

Rough and tumble play; common during school years and consists of play fighting and chasing, play fights rarely become hostile, only from misinterpreting signals or mistakes someone getting hurt.
Play with objects; appears from around5 months, inicially exploring object in mouth, then become interested in what can be done bagging shaking, making noise, toddlers start to play with 2 or more objects at the same time and come to the realisation that object have specific uses.
Then incorporate objects in pretend play 12-15months, three stages, Decentration, child draws others into pretend activities, decontextualization, child uses one object to represent another, initially children rely on realistic substitutes (cloth as blanket) by age 3, use other object to represent (pretending wooden block is a cake and pretending to eat it). Integration, which refers to individual acts of pretend play becoming joined into patters of connected activities.
Sociodramatic; pretend play with other people, 12 months then increases through preschool and school years.

Question 17

what are some aspect that play develops?

Answer 17

problem solving, creativity, theory of mind and self-control

Question 18

Which children are liked by their peers/disliked and how does this impact other factors?

Answer 18

Which children are liked by their peers or which children are popular.
Popular, rated high on most liked and low on least liked, good at initiating new relationships and maintain one s they built, socially competent
Controversial are rated high on most liked and high on least liked
Neglected children, rated low on liked more and low on liked least, are friendless children, but not actively disliked
Average children fit in between, not as popular but not as disliked as neglected, some positive some negative.
Regected- low on most liked and high on least liked and cluster into aggressive rejected children who have high levels of behavioural problems, poor self-contral and show high levels of aggression. Nonaggressive rejected, rejected by peers, socially unskilled, withdrawn and socially anxious.
Popular and rejected are extremely stable overtime.
Children identified as rejected were twice as likely to drop out of school.
For rejected non aggressive peers one good friendship can buffer the effects of negative social status. But aggressive children often take the company of other aggressive children and therefore doesn’t provide same buffer.

Question 19

what are Baumrind`s parenting styles, and what are the characteristics?

Answer 19

Provide consistant and age-appropriate control over their children`s behaviour and at the same time are responsive and respectful of their childres thoughts and feelings. While firm they allow child to participate in decision making, use rewards rather then punishments, provide rules and explinations to hteir children, warm, loving and emotionally supportive in their interactions.
Authoritarian; high levels of control over their childrens behaviour, they are inflexible and do not permit child participation in decision making. Not child-centred, rules are often absolute, often enforced with threat and punishment. Not warm with little threshold for disagreement and disobedience.
Permissive; low level of control, reluctant to put limits on their child behaviour. Often a reaction to parents having an authoritarian parent. Warm to child but often have lose boundaryies and give mixed messages.
Uninvolved: low levels of control and emotionally detached, prroritise their own concerns ahead of their responsibilities. inconsistency in setting behavioural limits and have few behavioural demands on their children. associated with child neglect, substance abuse and psychiatric disturbances.

Question 20

some cultural variations in parenting styles?

Answer 20

In other cultures such as Asian cultures it is expected that parents have a tight control over their child and an authoritarian parent is preferred. There are also variations with the subgroups some are harsh an authoritarian and authoritative, having some warmth.