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1
Q

Infant repeatedly dropping an object or banging them together is an example of

A

Sensorimotor play

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2
Q

An infant babbling or cooing to herself is an example of

A

Language play

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3
Q

A child lying a teddy down in “bed” is an example of

A

Pretend play

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4
Q

Sensorimotor play –> playing w objects by making use of their

A

Properties

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5
Q

Sensorimotor play mainly occurs

A

Between second half of first year –> 2nd year

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6
Q

Secondary circular reactions

A

REPEATED pleasurable actions involving objects/their own bodies

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7
Q

Pretend play

A

Symbolic

Non-literal use of object/action

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8
Q

Pretend play

First performed with self, then with

A

Objects

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9
Q

Pretend play is first performed with self, then with objects.

What is this process called?

A

Decentration

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10
Q

Haight + Miller, 1993

Most pretend play is…rather than

A

Social

Solitary

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11
Q

Haight + Miller, 1993

The social companion has a …. role

A

Scaffolding

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12
Q

Haight + Miller, 1993

Pretend play is initially….

A

Imitative

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13
Q

Haight + Miller, 1993

How does the older companion have a scaffolding role?

A

Suggests/demonstrates actions

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14
Q

Haight + Miller, 1993

When the child becomes less reliant on older people, they

A

Take an active role in pretend play

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15
Q

Haight + Miller, 1993

At what age do children become less reliant on older companions/realistic props?

A

3-4 years

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16
Q

Between 2-4 children start going to nursery

Increase in –>

A

Social participation

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17
Q

Parten’s categories of

A

Social participation

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18
Q

Parten’s 6 Categories of Social Participation

U
O
S
P
A
C
A 
Unoccupied 
Onlooker 
Solitary 
Parallel 
Associative 
Cooperative
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19
Q

Having siblings supports the development of

A

Theory of mind

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20
Q

Ruffman et al., 1998

Having OLDER siblings supports

A

Performance in false belief tasks

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21
Q

McAlister + Peterson, 2013

Having SIBLINGS supports development of

A

Theory of mind

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22
Q

Lewis et al., 1996

Having older siblings OR ________ increases performance in false-belief tasks

A

Interacting with older children

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23
Q

Kitzmann et al., 2002

Siblings might be helpful for learning to manage conflicts. However, what about children without siblings?

A

Similar social behaviour

Shows there are other routes available

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24
Q

Smilansky’s 4 sequence play development model

Introduced idea of (2)

A

Constructive play

Dramatic play

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25
Smilanksky Constructive play is (2)
More focused/mature than sensorimotor play | Not quite symbolic
26
Smilansky Two types of symbolic play
Dramatic | Games with rules
27
Pellegrini + Smith, 1998 3 developmental stages of physical activity play
Rhythmical stereotypes Exercise play Rough and tumble play
28
Pellegrini + Smith, 1998 Rhythmical stereotypes
Bodily movements characteristic of infants
29
Pellegrini + Smith, 1998 Exercise play
Running, jumping climbing etc
30
Pellegrini + Smith, 1998 Rough-and-tumble play
Wrestling, grappling etc
31
Humphreys + Smith, 1987 Rough and tumble play constitutes __ of playing on playground
10%
32
Schaefer + Smith, 1996 Rough and tumble play, most of the time, does not
Lead to real fights
33
Schaefer + Smith, 1996 If rough and tumble does lead to real fights, this may be because (2)
1. Lack of social skills | 2. Deliberate manipulation/cheating
34
This kind of play can improve language skills/social negotiation
Sociodramatic
35
This kind of play can improve physical strength and make a child realise their own strength/establish their position in a hierarchy
Rough and tumble play
36
The role of pretend play Lilliard et al., 2013 Reviewed three models
Epiphenomenal Equifinality Essential
37
Lilliard et al., 2013 Epiphenomenal play
No role in development, just a byproduct of other abilities
38
Lilliard et al., 2013 Which type of play has no role in development and is just a byproduct of other abilities
Epiphenomenal
39
Lilliard et al., 2013 Equifinality
Play is one of the no.1 ways a child can learn/acquire skills USEFUL but not necessary
40
Lilliard et al., 2013 Essential
Play is ESSENTIAL or has a PRIVILEGED POSITION for many aspects of development
41
Pretend play and friendship (Gottman et al., 1983) 3 kinds of pretend play
Parallel play Pretend play Role play
42
Pretend play and friendship (Gottman et al., 1983) Role play
Introduction of a role activity with negotiation
43
Pretend play and friendship (Gottman et al., 1983) Parallel play has been described as a
Low-risk low-benefit activity
44
Bigelow + Gaipa, 1980 Proposed ____ stages in expectations of friendship
3
45
Bigelow + Gaipa, 1980 At 6-8, friendship is based on
Common activities/living nearby/similar expectations
46
Bigelow + Gaipa, 1980 At 9-10, friendship is based on
Shared values | Sanctions become important
47
Bigelow + Gaipa, 1980 At 11-12, friendship is based on
Understanding and self-disclosure
48
Haselager et al., 1998 Children are more similar to friends than non-friends
In a range of characteristics e.g. being sociable/shy/cooperative
49
Newcomb + Bagwell, 1995 Interactions between friends vs non-friends More intense
Social activities
50
Newcomb + Bagwell, 1995 Interactions between friends vs non-friends More ______ in interactions
Reciprocity and intimacy
51
Newcomb + Bagwell, 1995 Interactions between friends vs non-friends More conflict
Resolution between friends
52
Newcomb + Bagwell, 1995 Interactions between friends vs non-friends Difference in how friends/non-friends criticise each other?
Friends criticise each other more constructively
53
Imaginary companions Between ___ and ____ of children between ______ have an imaginary friend
1/4 and 1/4 3-8
54
Imaginary companions Tend to disappear by the age of
10
55
Imaginary companions Taylor et al., 1993 Children are well aware that
The imaginary friend is NOT a real friend
56
Imaginary companions Most imaginary companions are
Humans
57
Imaginary companions Children can create a detailed
Fantasy world
58
Paracosm
Detailed fantasy world
59
Clark, Wyon + Richards, 1969 Developed the
Sociogram
60
A sociogram is
A visual representation of who plays with whom
61
Sociogram Concentric lines represent
The number of play partners
62
Sociogram The connecting lines represent
% of observations in which they have been seen playing together
63
4 sociometric status types
Popular Neglected Controversial Rejected
64
Popular Neglected Controversial Rejected All examples of
Sociometric status types
65
Social relationships ______ are often used instead of
Interviews Lengthy observations
66
Nominations can indicate a child's...
Sociometric status type
67
Rejected children may engage in...
Disruptive actions
68
Dodge et al., 1983 Disruptive actions e.g.
Interrupting
69
Ladd 1983 Rejected children spend less time in _______ and more time ______
Cooperative play Arguing and fighting
70
Cillessen et al., 1992 Identified the ______ type of child in play
Aggressive-rejected
71
Cillessen et al., 1992 Aggressive-rejected children have a lack of
Social skills
72
Dodge et al., 1986 Created a _________ model
Social skills processing
73
Dodge et al., 1986 Social skills processing model Interpreting incoming social information may result in....
Misinterpretation
74
Dodge et al., 1986 Social skills processing model Evaluating available responses may result in
Aggressive responses
75
Dodge et al., 1986 Social skills processing model Aggressive responses/misinterpretation may occur in a child with
A lack of social skills
76
Sutton et al., 1999 Some aggressive-rejected children may have good social skills...
E.g. good theory of mind but lack empathy
77
Sutton et al., 1999 If a bully has good social skills but lacks empathy, they
Are skilled at knowing how to hurt others with little risk of retaliation/detection
78
Sandstorm + Cole, 1999 Childs own perception of social status Participation in E-C activities Internal LOC High parental monitoring ^ All factors that support
Escaping from rejected social status
79
Condition of rejected children worsens
During adolescence
80
Hartup 1996 Factors to consider about friendship (3)
1. Having friends 2. Having high status friends 3. Having good quality friendship
81
Hartup 1996 Victims of bullying
Might be low in all three friendship factors
82
Parker + Asher, 1987 | Review of studies exploring child friendship and ________
Later outcomes
83
Parker + Asher, 1987 Low peer acceptance could predict
Dropping out of school early
84
Parker + Asher, 1987 Aggressiveness at school could predict
Juvenile/adult crime
85
Parker + Asher, 1987 Shyness/withdrawal could predict
Adult psychopathology
86
Sex differences in play Which sex engages in more empathetic/oriented towards adult play?
Girls
87
Sex differences in play Which sex places more emphasis on intimacy/exclusiveness?
Girls
88
Sex differences in play Which gender engages often in small same-age groups (10-11)
Girls
89
Maccoby, 1998 Categorised sex differences into three main phenomena
1. Segregation 2. Differentiation 3. Asymmetry
90
Maccoby, 1998 From which age do children display a strong tendency to play with same-sex
3 onwards
91
Maccoby, 1998 Different style of _____ in boys and girls groups
Interaction
92
2 explanations for SEX DIFFERENCES IN PLAY
1. Biological factors | 2. Social learning theory (Bandura)
93
Sex differences in play Boys are more active in rough-and-tumble play, even though this isn't reinforced by teachers. This may be attributed to
Testosterone
94
Bandura social learning theory for sex differences in play (3)
Parents/others reinforce sex-appropriate behaviours Children imitate behaviour of same-sex models Influence of peer group

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