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Lecture on Play Flashcards

(47 cards)

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1
Q

Stages of Development

Preintentional/Perlocutionary

A

1-8 months

  • no intention in paly
  • have not developed cognitive skills to represent ideal or plan actions
  • do not indented an outcome for behavior
  • parents pretend and put meaning on it (helps with development
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2
Q

Sages of Development

Illocutionary

A

9-18 months
express intentions through signals (not conventional language)

need iinteraction for reinforcement

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3
Q

Classifications of Play

A

Presymbolic and Symbolic

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4
Q

Presymbolic

A

prerepresentational beacsue child isn’t using an object/gesture to represent something else

-child primarily explore and interact with objects/toys

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5
Q

Substages of Presymbolic

A

Sensorimotor play: 2-12 months Nonfunctional play: 9-12 months
Functional play: 10-18 mothns

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6
Q

Sensorimotor Play

A

physical manipulation and inpection of objects be grasping, holding, mouthing, biting and banging

Infant’s attempt to assimilate the object into existing cognitive structure

also attempting to adapt the world to make accommodations for the toy/object

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7
Q

Nonfunctional Play

A

befinning to relate objects to another (putting objects together in some way)

  • in a non-functional way
  • child might stack, bump, nest, touch objects together
  • if not doing this child may have midline problems
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8
Q

Fuctional Play

A

beginning to use ojects in mannaer consistent with object’s conventional use

typical, conventional, social, functional use of objects (usually have seen it used that way before)

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9
Q

Symbolic Play

A

Watson & Zlotlow (1999) “an important characteristic of young children’s early symbolic play is the existence of functional-conventional behaviors, demonstrated in the enactment of activities that are very familiar to the child in contexts that are not typical for those activities”

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10
Q

Symbolic play is multi-dimensional and involves the components of…

A
  • the use of objects
  • actions used during play
  • the roles of the individuals enacting the paly

(goes beyond functional play)
important to speech development

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11
Q

Decentration

A

role transformation

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12
Q

Decontextualization

A

use of real object or miniature substitutions
-assigning attributes (ex yummy food)
Ideation- ex. hand to ear for phone

Object/setting transformation

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13
Q

Integration

A

combining schemas

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14
Q

Script Knowledge

A

charactures, props, setting, sequence, vocabulary based on life experience, books, tv

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15
Q

Solitary Pretend Play

A

(another way to say symbolic play)

selfto other; partner is passive

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16
Q

Collaborative Pretend Play

A

(another way to say dramatic play)

dramatic play with to or more ppl

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17
Q

Developmental Timeline of Pretend

A
  • Self-directed: 14 months
  • Other-directed single schemas: 16 months
  • Combinatorial/multischemes: 18 months
  • Planned pretend/hierarchical schemes: 24m
  • Collaborative pretend: 21/2-3 years
  • Competent in play: 5 years
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18
Q

Metacommunication

A

Meta refers to language/cognition

metacommunication is talking about the ongoing play

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19
Q

The Pretend Rules

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A
  1. Participants must not reveal that they are “just playing”
  2. the assumption among participants is that everyone is pretending throughout
20
Q

The Collaboration Rules

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A
  1. participants must incorporate all new proposals of others in the scheme
  2. participants must elicit or provide agreement to proposals
  3. negotiation must occur when disagreements arise
21
Q

Play Themes

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A
  • examination of play themes can reveal a childs ability to integrate the symbolic play components
  • incorporation of components results in longer sequences with more variety of agents and objects
  • initially play comes from child experience
  • ability to act on personal events shows internal representation
  • ability to enact experiences out of context is enabled by childs ability to represent events internally
22
Q

Decentration

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A

child views events from the perspective of others

  • seen in play when child takes on other’s roles (and does so well enough that observers can recognize)
  • big part in pragmatics
23
Q

Developental Relationships and Language

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A
  1. Firat words/single schemes
  2. Word combos/scheme combos
  3. Script-related vocabulary grows
  4. Practice with meta-verbs (talk, listen, read, write)
  5. Practice communication at 2 levels
24
Q

Developmental Relationships and Cognition

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A

pretend play is dependent on cognition and known to enhance: joint planning, memory, creativity, problem solving, curiosity, negotiation and improvisation

25
Developmental Relationships and Academics
Math skills may be enhanced: - through paly with cash registers - "vet" clinic (billing) - restaurant
26
Developmental Relationships and Social-emotional
Pretend requires/improves - cooperation - empathy - turn-taking - impulse control - actions have consequences - negotiation
27
Developmental Relationships and Literacy
- metacommunication is important for meta-reading - narrative skills - use more literate language with literacy props - learn to read embedded print - learn story elements
28
Westby Play Scale | Stage I
9-12 months - move to get what they want - no longer mouthing everything - will search for object that is hidden - may use toys right and with related sound (sound effects) - may request or demand
29
Westby Play Scale | Stage II
13-17 months - purposefully explores toys and performs trial and error paly - may have a variety of motoric schemas with toys/objects - may hand toy to adult for assistance - single words (in context) but doesnt label on request - requests, commands, gains attention, initiates interaction, greets, protests, and names - when child requests for help it means child undersands that adults are agents who can act on objects
30
Westby Play Scale | Stage III
17-19 months - autosymbolic play: pretending - pretending/playfulness is related to self - uses tools to reach toys - uses most common objects appropriately - finds toy invisibly hidden
31
Functional and semantic development in languge as seen in...
``` Recurrence Existence Nonexistance Rejection Denial Agent and Object Action or state Location Object or person associated with object or location ```
32
Westby Play Scale | Stage IV
19-22 months - symbolic play extends beyond self - begins to use possessives - "No" word endings - refers to people and things not present
33
Westby Play Scale | Stage V
24 months - pretends activities of others - uses objects that are realistic - short events/ no true sequencese - blocks stacking/knocking down - blocks are not used in pretend play - sand and water play only pouring/dumping - pragmatic language extend to phrases and short sentences - ing appears - use of plurals/possessives - language extends to pretend - sharing information and asking questions
34
Westby Play Scale | Stage VI
2. 5 years - paly is representative of events less frequently observer (nurse/sick child) - realistic objects still needed/ used - roles shift quickly - parallel paly - responds to what, who, whoes, where and what quetions - ask WH questions - responds to "why" quetions but inappropriatley; asks "why" inappropriatley and usually doesnt attend to response - use of size occurs with respect to self not comparative
35
Westby Play Scale | Stage VII
3 years - relates pretend schemas in sequence - associative play increases - reenact old play scenarios with new outcomes - past tense (past events)/ future aspect
36
Westby Play Scale | Stage VIII
3-3.5 years - carries out paly of earlier stages with doll house - blocks used to make enclosures - objects used to represent another - concepts emerge in speech (shapes, size, colors)
37
Westby Play Scale | Stage IX
3. 5-4 years - begins to problem solve events not experienced - conceptualizeds "this should", "this would", "if i do this" - verbalizes intentions by using "can, may, might" (emerging) - begins to respond appropriately to why/how
38
Westby Play Scale | Stage X
5 years - plans a sequence of pretend events and organizes needs in advances (objects and children) - can coordinate simultaneous events - full cooperative paly seen - attained cognitive attainment of relative and subordinate clauses that relate 2 or more prepositions to each other
39
KIds Who Develop Atypically
- poor access skills (may have limitations for initiation or be ignored - trouble with topic maintenance - poor negotiation - limited script knowledge - limited comprehension of rules - less frequently invited by peers (usually perfer adults)
40
Assessment of Play | Standardized
Communication and Symbolic Behavior Scales Symbolic Play Test Test of Pretend Play
41
Assessment of Play | Criterion-referenced
Westby McCune Rosetti
42
Assessment of Collaborative Pretend Play
1. Collect/trancribe 2. Subjective 3. Objective/Script Knowledge 4. Objective/ Metacommunication skill 5. Objective/ Rule Knowledge 6. Follow up 7. Set goals 8. Intervention 9. Reassess 10. Choose a new script
43
Theory of Mind
our ability to understand other people's minds
44
Foundations of TOM
- Philosophy - Psychology - Linguistics
45
Influences on TOM Development
- Socialization - Siblings - Cultural Influances
46
Developmental Components of TOM
- Recognition of emotion - Identification of an external cause of emotion - Diverse Desires - Knowladge access - Explicit False Beliefs - Belief Emotion - Regulation of Emotion - Hiding Emotions
47
Lack of TOM
- primary contributor to social and pragmatic languge deficits - right frontal lobe appears to be primary center for TOM functions - inpacts ability to interact and to develop play skills

Assessment (3 decks)

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