Please enable JavaScript.
Coggle requires JavaScript to display documents.
Social Development for Pre-schoolers :silhouettes: - Coggle Diagram
Social Development for Pre-schoolers
:silhouettes:
Theories
Lev Vygotsky
Sociocultural theory
Socialization affects the learning process in an individual.
Social interaction plays a fundamental role in the development of cognition.
Make-believe play requires children to initiate an imaginary play situation and follow a set of rules to play out the situation.
Jean Piaget (1962)
Piaget's theory of social development
Play provide children with opportunities to develop social competence through ongoing interactions.
Play interaction helped children understand that other players have different perspective with them.
Play as a factor in the child's responses to the social environment.
Erik Erikson (1959)
Erikson's 8 stages of social development
Stage 1: Trust vs Mistrust (Birth to 12-18 months)
Autonomy vs Shame and Doubt (18 months to 3 years old)
Stage 3: Initiative vs Guilt (3 to 5 years old)
Stage 4: Industry vs Inferiority (5 to 12 years old)
Stage 5: Identify vs Confusion (12 to 18 years old)
Stage 6: Intimacy vs Isolation (18 to 40 years old)
Stage 7: Generativity vs Stagnation (40 to 65 years old)
Stage 8: Integrity vs Despair (over 65 years old)
Characteristic of social play
Active. During active play, children use their bodies and minds in play by interacting with the environment, materials and other people.
Adventurous and risky. This type of play involves children exploring unknown or new concepts. When children engage in adventurous or risky pretend play, they are able to safety explore these concepts within the confines of a safety net.
Communicative. Play presents a natural opportunity for children to share information and knowledge. Children can communicate verbally, using words or their bodies, postures and other non-verbal cues and these messages can be simple or more complicated.
Enjoyable. Simply put, play is fun! When children play they should be enjoying themselves and they can often find excitement and humor in or through their play.
Involved. Children might become very involved while playing as they are actively thinking about what they are doing.
Meaningful. Play provides opportunities for children to make sense of their world. Through play, children process the things they have seen and heard, what they know and what they don’t yet know. These experiences help children build upon their current knowledge, test out new theories and roles and grow their knowledge, understanding and skills.
Sociable and interactive. Play presents a unique and formative opportunity for children to engage in social interactions and build relationships with other children and adults.
Symbolic. Children are able to test out roles, feelings, behaviors and relationships, replay things that have already happened in order to make sense of them. Symbolic play may just look like pretending, but it is actually laying the foundation for understanding of themselves and the larger world.
Therapeutic. Play can be a natural way for children to relieve stress and work through different emotions and experiences.
Voluntary. Play is a self-chosen, spontaneous pursuit that children can change, alter and manipulate freely. Children should and will change the story, characters, materials, events, locations and purpose of their play at will.
Developmental Levels of Social Play
Six categories play behaviour
Unoccupied play
Unoccupied play is when your child is just by themselves, moving their arms, legs, hands, and feet around creatively, getting to understand how it feels to move. Your child could also be practicing unoccupied play when you hand them a rattle or a stuffed animal and let them touch it and move it around.
Example:
Onlooker play
This refers to a situation where a child, about two to three years old, observes other children as they play, without playing themselves. Children who engage in onlooker play learn by observation. They also pick up language skills by listening.
Example:
Solitary play
independent, self-guided play that does not included others.
Example:
Parellel play
When two or more toddlers play near one another or next to one another, but without interacting directly. They will sometimes be observing and even mimicking the other child. This type of play may begin between the ages of 18 months and 2 years.
Example:
Associative play
Associative play also describes children playing separately from one another, but they are involved with what the others are doing. This may include a constructive play activity where they are involved with others in building a structure. The children may all be engaged in a similar activity, but there is no division of labor and no organization of the activity around what materials they use or what goal they are attempting to achieve. Each child has his own interests in his play and doesn’t need to conform to what the others are doing.
Example:
Cooperative play (4-6 years old)
Children are interested in both the people and the activity. Groups are more formalized with a leader. Children may be assigned different roles. The play is organized around specific tasks and to accomplish goals developed by the group. This kind of play brings together skills from all other stages.
