Please enable JavaScript.
Coggle requires JavaScript to display documents.
Developmental lecture 3- banana phone - Coggle Diagram
Developmental lecture 3- banana phone
Piaget- relaxed atmosphere supporting learning- play matches cog stages///- practice play (sensory/ motor) symbolic play (fantasy/ pretend)- play with rules (concrete/ operational)
Vygotsy- all copied
Play is the leading source of development in the preschool years- /// play depends on culture and area they grew up in - for all play is a learning tool- eg social skills
• As the child matures so do their needs which in turn gives new motives for action-/// throughout life need to develop different skills- have different needs
“If there were no development in preschool years
of needs that cannot be realized immediately, there would be no play’’
Social and cog development
Play at a young age relates to social, emotional and cognitive development/// more play- more development in these areas///
• These are intertwined in play itself
• Think of a few types of play that might influence
• Social development/Cognitive development or both
Social cognition
pretend play may be involved in using social signals To develop symbolic function-///- look up what this is
• To develop symbolic function-///- look up what this is
• Self regulation- /// trying to inhibit emotions from coming out and showing in some instances
• Parent cues for pretend-Strong eye contact, Smile
• Mothers’ pretend behaviours predict toddler’s understanding of a stranger’s pretense 6 months later-/// child learn from parent be able to understand other people’s pretense
• Early parent pretend play increases sensitivity to social symbols
Representation of social world
Representation= Being able to mentally represent the world accurately(literally)
• In imaginary play we abuse this ability to represent
• 3 basic kinds of pretending teach us about mental states- on ppt in pic-/// object substitutions (banana phone)- person need to recognise pretence- unless you can understand others think different can’t understand banana phone/ attributions of properties (washing dolls clean face with pretend dirty cloth)/imaginary cognition- requires more cognition have to imagine something that isn’t there eg fake tea pouring w/ invisible teapot
Metarepresenation
Metarepresenation= Pretend representations are not a representation of the literal world but rather representations of representations- ///eg reality play- have a broom (in real life) pretend to sweep house- metarepresentation- take broom but imagine it’s a horse- convert it to something else
Imaginary companions-
Personified objects= a toy or doll that a child ascribes a personality to for at least 3 months///- has to be played back and forth with child in social relationship
‘ invisible character named and referred to in convo w/ other persons or played with directly for a period of time- at least several months- has air of reality for child but no objective basis’Svendsen
Individual differences in theory of mind development
Putting yourself in someone else’s shoes. Knowing people have different thoughts, feelings and ideas or can hold a false belief (understand I can know a false belief eg not believe someone- understand people can lie to me)///
IC children have been found to have better ToM and emotional understanding in some cases, but others this is not the case
Testing differently
• Appearance reality &
interpretive diversity*
• Scaled ToM tasks & SoC tasks
Gender role in imaginary friend play
Girls more likely to play with
imaginary companions
• Boys more likely to role play
super competent characters
• Can be seen in ToM and
imaginary companion literature
• This difference has been
explored only in Western
societies
Culture impact on imaginary friend play
Much of the research is WEIRD/ Western children more likely than children
in Japan to report invisible companions/ Total prevalence does not differ across
culture/ 5% of children in Nepal report imaginary
companions/ Culture plays an important role in
discouraging or supporting
Imaginary relationships- imaginary companions: conceptualized as
relationship partners- more on ppt
Parasocial relationships: Intimate friend-like relationship occurring between a mediated persona and a viewer- positive relationship affordances but no chance of rejection///- affordances- can make relationship what you want
Continuing bonds: Continuing a close relationship in t he imagination after the death of a relationship partner
These three types of imaginary
relationship come at predictable times in the lifespan
Different social and emotional skills are needed in these times- This could be an adaptive behaviour
to help support the skills
• Early social cognition
• Peer relations
• Transitions
• Continuing social ties
Read wall street article and paper and other article before next Friday
Non cog- don’t have to play for purely cog skills/ causal learning- looking at what could happen in future or what could’ve gone differently