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Development 2
Developemental psychology
| Question | Answer |
|---|---|
| Functional Approach | 1)Activity without obvious goals 2)No immediate benefits 3)Unclear purpose, beginning and end Diff to define but all know what it is |
| Structural Approach | Behaviours associated with play, centrality of play signals and meaning of behave playfully |
| Piaget | Overlapping stages in the development of play - innate and universal |
| Practice Play (SMS) | Play limited and consists of banging things. Depends on aims and level of cognitive development or exploration |
| Symbolic/Pretend Play (POS) | Cognitive skills, internal rep and SA --> use imagination = going beyond enviro and project onto things in enviro |
| Play with rules | Playground games e.g. tig |
| Symbolic Play | Emerges 12-15m --> Involves meta-rep and links to other social cog skills e.g. lang |
| Early Symbolic Play | Involves self directed actions. Piaget: play = isolated activity. Over time: 1) Decentration - others incorporated (shift from solitary) 2) Decontextualisation - use less realistic substitute objects |
| Haight & Miller (SP) | Most play social = joint longer than solitary |
| Howes and Matherson (SP) | Gradual Shift from adult led to child led symbolic play (scaffold) |
| Evidence not conclusive | SP = claimed positive effect on ToM development |
| Sylva (SP) | High yield (building, drawing, etc) more cognitive benefits than mid (SP with toys and clay) - low (rough and tumble) yield |
| SP predicts language development | complexity in play associated with emergence of 1st word and multiword development |
| Wing & Gould (SP) | Triad of symptoms associated with autism: communication, imagination, socialisation |
| Autistic Research | Little if any spontaneous play |
| Jarrold (Challenged autistic research) | Depends on what the child is interested in. Autistic engage in structured SP and understand when activity SP. Lack of flexible SP result of: 1) Probs associated with multiple reading s of situation 2) Preference for literal interpretation (SP = 2 levels) |
| Haight et al (Cross cultural - similarities) | Similarities: 1) Object centered play universal and act as transition from real to non-lit rep 2) SP is social 3)Parent-Child interaction = developmental characteristics (caregivers bring into play and back off) |
| Haight et al (Cross cultural - differences) | Differences: 1) Degree of parent initiated play (more in TC) 2) Centrality of object centered play (more in IA) |
| Prior 18m | Basic sense of self as distinct from the environment |
| 2-4m | Aware can control objects and own bodily movements |
| 8m | Distress when caregiver moves away |
| 1yr | social checking: look at expression and understand need attention to direct attention |
| Person permanence | Understand certain people permanent and look if disappear. Internal rep of social being. Achieved in SMS along with object permanence |
| Lewis & Brooks-Gunn (MSR) | 9-12m = not touch nose (didn't know it was them/methodology/misinterpretation of behavior). 15-18m = minority touch nose (18M = aware reflection in mirror self - SA). 21-24m = 70-73% touch nose. |
| Povinelli (delayed recognition test) | SA not as robust as adults. 36m = 13% (MSR = 85%), 48m = 80%. When asked who in picture - Youngest = proper name, Older = personal pronoun. Gradual development of self representation and 3yrs = understand temporal continuity of self |
| Nielson (leg MSR) | 18m = don't show SA/touch sticker on leg but some can in MSR. 24 = 29% reach for sticker -> matching between the 2 representations (some mental rep of selves) |
| Self recognition | Beginning of child's ability to meta-represent. Understanding one thing can represent another - moving beyond senses to mental representation stored in mind (underlies many aspects of cognitive development) |
| Self recognition (2) | Related to other developmental milestones e.g. language |
| Lewis & Brooks-Gunn: categorization along 3 social domains | Family, Gender, Familiarity (9-12m = some awareness of self and others) |
| Until 2yrs (gender differences minimal) | Females = more responsive to people, stay closer to adults, talk earlier. Males = more stress in situations beyond control (Marginal difference but difficult to test) |
| Gender identity emerge gradually | 3yrs = aware of own and others gender, 4yrs = gender typically stable, 2y6m = beliefs about sex appropriate behavior |
| Competence models (Hala & Chandler) | FBT: underestimate children's ability due to task demands. Hala & Chandler - strategic deceit = conspire to move contents performance elevated (3yrs = pass). Test questions complex -> modify FBT = significant elevation in peformance. |
| Problems with competence model | 1) Improvements not |
Created by:
carmenjosephine24
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