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Developmental L12
Gender and Friendships
| Question | Answer |
|---|---|
| How does Ted say play might be descried? (3 things) then write them out | Has no clear, immediate benefits or obvious goals, is accompanies by "play" signals such as smiles and is repeated activity, fragmented, exaggerated or reordered activity - doesn't need to be the same all the time, we can sense that it is play |
| What are the names of the two categories that play is divided up into? | System 1 and System 2 |
| What does System 1 category of play comprise of? Write in the order that children go through them as they age) | Locomotor (running), Object (building blocks), Fantasy/pretend play, Social play (doing any of these three things with other kids) |
| What does System 2 category of play comprise of? (Write in the order that children go through them as they age) | Non-social play (being an onlooker, solitary (alone)), Parallel play (playing near other children, doing the same thing but not actually interacting with them), Cooperative play (playing while sharing a common goal) |
| As children age, non social play is increasing or decreasing and cooperative play is decreasing or increasing? But what do you still see happening from time to time? Why? | decreasing, increasing, still see solitary, onlooker and parellel play because sometimes they do their own thing and sometimes they work together with others |
| When is locomotor play especially common? And why do we think kids do this? | In the first 2 years of life. It has an evolutionary purpose as in hunter gatherer days it would have helped us to move quickly and chase animals etc. |
| When is object/constructive play especially common? | Between 3 and 6 years |
| Fantasy play involves acting out ______day and _________ roles and is especially common between what ages? | everyday and imaginary roles, between 2 and 6 years |
| What are the three consequences (good things) of children's fantasy play? | Langauge is facilitated, they learn about the social world and tend to be more advanced in both cognition and language |
| What is active/locomotor play important for? | Gross movement development such as running and climbing |
| What is object/exploratory play important for? | Fine motor skills, sensory integration and eye-coordination |
| What is representational/pretend play important for? | Language - very strong link between this play and language |
| How does play help children learn to make conversations? | From turn taking in play such as when rolling a ball back and forth to someone, this eventually turns into taking turns in conversations |
| Between 2 and 3 there is a change in play between what types of play? | Locomotor play to object play |
| Between 1 and 2 there is a change in play between what types of play? | Locomotor and fantasy |
| Play teaches children how to ________ with others, (social play) - teaches them that they can't say certain things to others such as "I dont want him to come into car" because that will hurt their feelings. | interact |
| Pretend play and language are both hypothesised to rely on? This is the hypothesised theoretical reason for why these two things are linked | symbolic abilities - understanding that the word "apple" represents the real object apple and understanding that pretending to be a mummy represents the real activity of being a mummy |
| The better the child's language the better....? why? | They are at pretend play because they have more words to understand and act out roles |
| The more pretend play, the better....? why? | he child's language because language is scaffolded through talking and acting out roles (two girls in playhouse where older sister is scaffolding her younger sister) |
| With the video of two sisters pretend playing in playhouse, what is happening and what is in it for them? | Older sister's scaffolding younger sister which improves their language. Young sister gets to engage in sophisticated play and language that she wouldn't be able to alone-facilitates both her knowledge & language & old sister gets an assistant & playmate |
| Does play drop out as children mature? | Not really, as adults we still engage in play such as sports. It is important for the well-being of our lives |
| If you dont give children the opportunity to play , this may effect....? | their will to learn later in life |
| What else is good about older sister scaffolding younger sister? | It is good for the brain, provides younger sister with social contact and new information that is stimulation, enhancing her connections in her brain |
| Who's play tends to be more rough and tumble and risk-taking? | Boys |
| Who's play involves larger groups? | Boys |
| Who's play involves more social interactions as the focus? | Girls |
| Who's play involves smaller groups or dyads? | Girls |
| When kids are younger a friend is basically ....? | Anyone who is around (making friend at the pub for half an hour) |
| In terms of children's friendships there are 3 levels. What is level one and what ages does this type of friendship occur? | Level 1 is 'handy playmate (making friend with whoever is around) between 4 and 7 years old |
| In terms of children's friendships there are 3 levels. What is level two and what ages does this type of friendship occur? | Level 2 is 'mutual trust and assistance where it is important to have trust and someone to help you when you are down and is between 8 and 10 years |
| In terms of children's friendships there are 3 levels. What is level three and what ages does this type of friendship occur? | Level 3 is 'Intimacy and Loyalty' where you not only have mutual trust and assistance but you can also discuss certain things (secrets) this close friend |
| Preschoolers give 2 times_________ to friends than non friends. Friends are more emotionally _________ with one another, school age children ___ and ___ on task more with friends than nonfriends, older children do what more with friends than nonfriends? | reinforcement, expressive, share and focus on task more, older children show more cooperation, generosity, mutual affirmation and self-disclosure with friends |
| Friends disagree and _________ more with each other | compete |
| Girls friendships has more emotional d______ and cl_____, get together "____ to ____", create appearances of ______, emphasise exclusiveness of friendship pair, operate in ______ groups and pairs. | disclosure, closeness, "just to talk", equality, small |
| Boys friendships talk involves more on acc______ and s___, is based on _______ activity rather than disclosure and emotional expression, is _____ structure, play in ______, competitive games with ____ & structure, develop 'p_____' skills of cooperation 7? | accomplishments and sport, shared, hierarchical, larger, rules, political skills of cooperation, competition and leadership |
| In boys friendship groups there is an _______ male who is trying to provide leadership for the group | alpha |
| What 'political' skills do boys develop? | Cooperation, competition and leaderhsip |
| Which friendship group involves are hierarchical structure? Boys or girls? | Boys |
| What are the 4 types of peers? | Popular children, Rejected children, Controversial children, Neglected children |
| What are the two subtypes of popular peers? | Type 1 (high in academic and social competence, high in prosocial ability and low in aggression) Type 2 ("tough kids", highly aggressive, "cool" kids) |
| What are the two subtypes of Rejected children? | Type 1 (Aggressive, have sever conduct problems - get angry a lot, poor emotional regulation - girls prone to tears) Type 2 (withdrawn, passive, socially awkward, poor emotional regulation) |
| How are controversial children described? | Blend of characteristics, high activity and high prosocial, often change their classification over time, hard to slot into one category |
| How are neglected children described? | Might be well-adjusted, shy and play alone, good social skills, might also change their classification over time |
| What type of peer/ child is the boy in the video wanting to join in boys sports game? | Neglected child |
| Why do girls engage in relational aggression (bitching about other girls)? | To place themselves in an in-group rather than an out-group, to make themselves feel better |
| What type of peer/child is this? "Blend of characteristics" | Controversial child |
| What type of peer/child is this? "Shy and often play alone" | Neglected child |
| What type of peer/child is this? "high in academics and social competence" | Popular child type 1 |
| What type of peer/child is this? "Aggressive with severe conduct problems" | Rejected child type 1 |
| What type of peer/child is this? "tough kid" | Popular child type 2 |
| What type of peer/child is this? "hard to slot into one category" | Controversial child |
| What type of peer/child is this? "high in prosocial ability and low in aggression" | Popular child type 1 |
| What type of peer/child is this? "high in prosocial and poor emotional regulation" | Controversial child because hard to slot into one category |
| What type of peer/child is this? "Highly aggressive kids and "cool kids" | Popular child type 2 |
| What type of peer/child is this? "Withdrawn and passive" | Rejected child type 2 |
| What type of peer/child is this? "Socially awkward and poor emotional regulation" | Rejected child type 2 |
| What type of peer/child is this? "Girl is prone to tears and boy is prone to be angry" | Rejected child type 1 |
| Why is it not goof for children to be rejected children? | Because more if rejected at 8 are more 30% more likely to be rejected 4 years later. More likely to be school dropout and be delinquent. |
| What type of ratings at age 8 of rejected children is the best predictor of mental health problems 11 years later? | Peer ratings - so their popularity withe peers predicted the best |
| How can we improve children's peer relationships? | teach them social skills - how to cooperate, communicate and show appropriate emotions, and teaching academic skills also helps as it increases children's self-esteem and positive reactions from peers |
Created by:
alicemcc33
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