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62 Cards in this Set
- Front
- Back
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"In play it is as though he were a head taller than himself" Who said this? |
Vygotsky |
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What percentage of children's time is spent in play? |
3-20% |
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What is the zone of proximal development? |
the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers |
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What are the 4 different types of play? |
Locomotor play
Object play
Language play
Social play |
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What is locomotor play? |
Physical play |
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What are the 3 developmental phases of locomotor play? |
Rhythmical stereotypes (babies kicking legs)
Exercise play (preschool years)
Rough and tumble play (play fighting) |
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What does the cognitive immaturity hypothesis say? |
Physical play breaks help children to have space in order to re-engage their attention |
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What are the functions of 'rough and tumble' play? |
Benefits in physical development
Dominance hierarchy
Test ones own and others' strength |
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Supporting the dominance hierarchy, boys who play fight more are seen to be more popular, is this true? |
YES |
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What is object play? |
Using objects as the tools of play |
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Does pretend play come about through objects? |
YES |
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Play with objects allows children to try out new combinations of actions and may help problem solving skills, is this true? |
YES |
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What is language play? |
Play that is based on speech and language |
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What is the earliest form of language play? |
Presleep monologues |
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How old are infants when they start to play with and practice new words? |
2 years |
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What is social play? |
Children playing with other people (caregivers first, and then other children) |
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At what age does the child play with their care giver? |
>2 |
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What is parallel play and how old are children at this stage? |
Children playing next to others with little interaction
Aged 2-3 |
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How old are children when they start playing with other children and acquire social coordination skills and social scripts? |
3 or 4 |
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Is there greater prevalence of exercise play and rough and tumble play in males? |
YES |
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How does mother-infant play develop? |
Initially mums begin by taking the lead and directing the play
Eventually the infant will be directing the play |
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What did Slade (1987) find about the complexity of play and mothers interaction? |
That mothers are helping the child to react to the upper limits of their zone of proximal development |
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What is scaffolding? |
When mothers/siblings/peers encourage the infant to participate in more complex play |
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Is early pretend play imitated and does it follow scripts? |
YES |
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At what age to children become less reliant on props or a partner to guide their play? |
3-4 |
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What are scripts? |
Blue prints for a typical situation (steps to follow) e.g. child might have scripts about going to nursery-hand coat up, sit down etc |
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When does pretend play emerge? |
Age 2 |
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Who thinks that pretend play is crucial in development? |
Vygotsky |
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Who thinks that pretend play is equifinity (not essential)? |
Smith |
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Who thinks that pretend play is simply a by-product of development? |
Piaget |
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What did Taylor & Carson (1997) find about theory of mind and language? |
Children who were more elaborate in explaining what they had built were better with theory of mind |
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Are children who are securely attached to parents more likely to engage in pretend play early? |
YES |
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What is secure attachment associated with? |
Better Theory of Mind performance |
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Why are parents of securely attached infants more able to treat their children as mindful beings and engage in more mental state talk? |
Parents will be higher in theory of mind and will be mind-minded; in tune with thoughts, emotions and motivations |
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What did Hughes & Dunn (1998) find there to be a high correlation between? Performance on false belief task and... |
Emotional understanding of tasks |
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Was mental state talk more advanced and frequent in females or males? |
Females |
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Which children scored higher on Theory of Mind (Dunn & Cutting, 1999)? |
Children with more shared pretend play |
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How is having an imaginary friend beneficial? |
Children with imaginary friends get better experience of the emotions of other people (mind-mindedness) |
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Freud (1955) saw all play as... |
Releasing tension on a specific area; if you approach a specific episode, specific play can be therapeutic but its not always significant |
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Children with poor social skills may be... |
Ostracised by other children |
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As children reach the age of around 2, who becomes increasing sources of interest? |
Other children about the same age |
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What evidence was found from a study by Lewis et al (1975) involving two mother-infant pairs with infants around 12-18 months? |
The infants touched their mothers a lot but looked at the peers more - who clearly interested them |
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What kind of infants are more confident about exploring objects and peers, and making new social relationships? |
Infants who are securely attached to their mothers |
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Are under 2s interested in peers? |
No - interactions are brief, infrequent, and often consist of just looking at another child and smiling or making a noise |
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What is sensorimotor play? |
The play with objects, making use of their properties (falling, making noises) to produce pleasurable effects |
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When does sensorimotor play emerge? |
In the second half of the first year 6-12 months |
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When do language play and pretend play appear? |
The second year - when sensorimotor development is completed |
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What is pretend play sometimes called? |
Make-believe play
Symbolic play (Piaget) |
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What is the process of 'decentration'? |
Young children do pretend actions first with themselves and then with a doll or a teddy |
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What did Haight and Miller (1993) find from their longitudinal study with infants from 12-24 months about their pretend play? |
That about 75% of pretend play was social - first with mothers or parents, later with friends (peers) |
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What is social participation? |
From 2-4 years, there is a great increase in the extent to which children play interactively and co-operatively with others |
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Does the size of groups of children playing together tend to increase in older preschoolers and early school years? |
YES |
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What is associative or co-operative activity? |
An activity in which children interact with one another performing similar tasks |
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What is parallel activity? |
A type of activity where children play near each other with the same materials, but do not interact much |
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What makes a child unoccupied? |
The child is not engaged in any activity |
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What makes a child an onlooker? |
The child is just watching others, and not joining in |
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What makes a child solitary? |
The child plays alone, away from others |
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What makes a child parallel? |
The child plays near other(s) with the same materials, but does not interact much |
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What makes a child associative? |
The child interacts with other(s) at an activity, doing similar things |
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What makes a child co-operative? |
The child interacts with other(s) in complimentary ways |
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What did Dunn and Kendrick (1982) find in their study of sibling relationships in first borns? |
Many first borns showed some signs of jealousy after the arrival of the new sibling |
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What have several studies find that helps the development of theory of mind skills? |
Having an older sibling |
