Module 3 Flashcards
(94 cards)
1
Q
Play is a _______ need
A
natural
2
Q
What are the characteristics of Play
A
- Active
- Child Selected
- Motivated by pleasure
- Suspension of Reality
Mnemonic: A Child May Sleep
3
Q
Activity Level
A
Not play: Passive
Play: Active
4
Q
Choice
A
Not play: Adult-selected
Play: Child-selected
5
Q
Motive
A
Not play: Product-Oriented
Play: Process-Oriented
6
Q
Mindset
A
Not Play: Reality Oriented
Play: Suspension of reality
7
Q
What are the Cognitive Play Types
A
Functional Play
Construction Play
Dramatic Play
Games with Rules
Mnemonic: Family Can Do Good
8
Q
Cognitive Play: Birth - 2 years old
A
Functional Play
9
Q
Cognitive Play: 2 - 3 years old
A
Construction Play
10
Q
Cognitive Play: 3 - 7 years old
A
Dramatic Play
11
Q
Cognitive Play: 7 years old
A
Games with rules
12
Q
Play Type
* Simple repetitive muscle movements
A
Functional Play
13
Q
Play Type
* Physical Skills (Walking, Running)
A
Functional Play
14
Q
Play Type
* Making something out of something available to them (blocks)
A
Construction Play
15
Q
Play Type
* Provide children with clay and blocks (houses, roads, castles, and communities)
A
Construction Play
16
Q
Play Type
* How they progress their story
A
Construction Play
17
Q
Play Type
* Pretend play or role playing
A
Dramatic Play
18
Q
Play Type
* Mimic what they see around them (parents, older siblings)
A
Dramatic Play
19
Q
Play Type
* You can observe family dynamics through here
A
Dramatic Play
20
Q
Play Type
* Agreeing in a given set of rules and accept penalties for breaking rules
A
Games with Rules
21
Q
What are the Social Play Types?
A
Solitary Play
Parallel Play
Cooperative Play
Cooperative-competitive Play
Mnemonic: So Pretty Cute and COOl
22
Q
Social Play: Birth - 2 1/2 years old
A
Solitary Play
23
Q
Social Play: 2 1/2 years old - 3 1/2 years old
A
Parallel Play
24
Q
Social Play: 4 1/2 years old
A
Cooperative Play
25
Social Play: 7 or 8 years old
Cooperative-competitive play
26
Play Type
* Play alone with toys that are different from those children playing nearby
Solitary Play
27
Play Type
* Still play independently but now with other children; with the similar toys
Parallel Play
28
Play Type
* Play in groups with division of labor to attain a common goal.
Cooperative Play
29
Play Type
* Patterned toward team victory.
Cooperative-competitive Play
30
Play Type
* Work with other children to attain a goal (which is to win)
Cooperative-competitive Play
31
Benefits of Play
Intellectual Growth
Social Skills
Language and Literacy
Physical Development
Emotional Development
Creativity
Mnemonic: IS Laughter & Play EC?
32
Benefits of Play in Intellectual Growth
Multisensory experiences; problem solving; abstract symbolism
33
Benefits of Play in Social Skills
Learn from social roles; decrease egocentrism; understand social rules
34
Benefits of Play in Language and Literacy
Play with language; metacommunication; pretend communication, mimicking what others are saying
35
Benefits of Play in Physical Development
Gross and fine motors; integrate muscle movements; body, space, helps with spatial and direction awareness
36
Benefits of Play in Emotional Development
Master emotional issues; feel good about self; emotional regulation
37
Benefits of Play in Creativity
Personality characteristics; intellectual processes; creative products
38
Jean Piaget: Play is the answer to the question,
How does anything new come about?
39
What stage do you Experience the world through the 5 senses?
Sensorimotor stage
40
What stage is Circular reactions
Sensorimotor stage
41
What stage do children Start developing object permanence, intentionality, decentration (these are milestones)
Sensorimotor stage
42
Start of language development and abstract thinking
Piaget’s Preoperational Stage: Language and Play
43
Piaget's stage in 2-5 yo
Piaget’s Preoperational Stage: Language and Play
44
Formation of concepts and reasoning
Piaget’s Preoperational Stage: Language and Play
45
Words, images, and language
Piaget’s Preoperational Stage: Language and Play
46
the beginning of the ability to reconstruct in thought what has been established in behavior.
Preoperational thought
47
2-4 yo substage in Preoperational stage
Symbolic Function Stage
48
4-7yo substage in preoperational stage
Intuitive Thought Substage
49
Children gain the ability to have mental representation of objects that are not present (2-4yo)
Symbolic Function Stage
50
Children use scribbles to represent things they see around (e.g., people, trees, houses, etc)
Symbolic Function Stage
51
Children begin to use language and engage in pretend play
Symbolic Function Stage
52
the inability to distinguish between one's own perspective (and feelings) and someone else's
Egocentrism from symbolic function stage limitation
53
The belief that inanimate objects have life like qualities
Animism from symbolic function stage limitation
54
Children begin to use primitive reasoning and asks a lot of questions (4-7yo)
The intuitive thought substage
55
focusing attention on one characteristics to the exclusion of others
Centration from intuitive thought substage limitation
56
Symbolic thinker but cannot reason logically
Cannot understand reversibility
Problems with classifications
limitation from intuitive thought substage
57
the awareness that altering an object’s or a substance appearance does not change its basic properties
conservation from intuitive thought substage limitation
58
* Perceptual, motor, cognitive, language skills to make things happen
Initiative vs guilt
59
* Moving out of a wider social world on ones initiative
Initiative vs Guilt
60
Primary goal of initiative vs guilt
mastering new skills
61
Initiative develops when
encouraged (not pushed) to try things on their own
62
Guilt develops when
parents restrict, interfere, or ridicule efforts to master new skills
63
Children's growing physical abilities and mental representational abilities spur them on with a myriad of ideas and plans. They want to pursue their ideas
Initiative
64
* It is initiative that make children become _____ _____ and _____
creative individuals and leaders
65
Feeling bad when what they are doing is wrong; shows growing internalization of standards ("this was (“this was bad”) rather than shame (“I was caught”)
Guilt
66
a sense of purpose: the goal of pursuing goals without guilt or fear of punishment but guided by morals
Virtue
67
affection and acceptance, and is a universally "positively valued" dimension of parenting
warmth/acceptance
68
material/physical and psychological verbalizations and behaviors intended to modify the child's thoughts, emotions and behaviors
control
69
* High control, low warmth
Authoritarian
70
* Parents exhort the child to follow their directions
Authoritarian
71
Parenting style that Allows little verbal exchange
Authoritarian
72
Associated with children's social incompetence
Authoritarian
73
Parenting Style that causes Externalizing and internalizing of behavior in children
Authoritarian
74
* High control, high warmth
Authoritative
75
* Encourages childron to be independent but still place limits and controls on their actions
Authoritative
76
Parenting style that has Firm standards but with reasoning (clear and consistent)
Authoritative
77
Parenting style that has Room for compromise and explanation
Authoritative
78
Extensive verbal give-and-take is allowed
Authoritative
79
Associated with children's social competence
Authoritative
80
* Low control, high warmth
Indulgent
81
Few rules, rarely punish
Indulgent
82
* Children become immature, have little self-control and less exploratory
Indulgent
83
* Parents are highly involved with their children but place few demands or controls on them
Indulgent
84
* Associated with children's social incompetence and lack of self-control
Indulgent and Neglectful/Uninvolved
85
* Low control, low warmth
Neglectful and Uninvolved
86
* Focus on their own needs and do not focus on child
Neglectful and uninvolved
87
* Leads to a variety of behavioral disorders in children
Neglectful and uninvolved
88
What kind of parenting style do asian studies show?
Authoritarian characteristics
89
Are seen as love and care and concern for asian families
o Obedience, acceptance of power and social order
90
An important aspect of emotional development among children in the early childhood stage is an increased understanding of their emotions such as:
1. understanding that specific situations may evoke certain emotions;
2. facial expressions indicate specific emotions;
3. emotions can affect behavior and can also influence other people's emotions;
4. causes and consequences of feelings;
5. same event can elicit different feelings in different people;
6. increasingly aware of the need to manage their emotions to meet social demands.
mnemonic: Sophia Feels Easy Cause Studied Intuitively
91
is a component of self-regulation or executive function, a key concept in the higher-level cognitive functioning.
Emotional regulation
92
monitor their children's emotions, view their children's negative emotions as opportunities for teaching, assist them in labeling emotions, and coach them in how to deal effectively with emotions
Emotion-coaching parents
93
view their role as to deny, ignore, or change negative emotions.
emotion-dismissing parents
94
the important functions of play:
1. Helps children master anxieties or conflicts and cope with problems as tensions are relieved in play.
2. Allows children to release excess physical energy and release pent-up emotions.
3. Provides a venue for children to practice competencies and acquired skills in a relaxed pleasurable way.
4. Imaginary play advances child's cognitive development, particularly creative thought.
5. Encourages exploratory behavior by offering children the possibilities of novelty, complexity, uncertainty, surprise, and incongruity.
6. Satisfies exploratory drive (curiosity and desire for information regarding new or unusual things) hence it is exciting and pleasurable in itself.
7. Helps develop language and communication (enhances literacy skills) through social interactions, particularly discussions and negotiations regarding roles and rules in play as young children practice various words and phrases.
Mnemonic: HAPIESH
