Play generally occurs in benign environments and rarely occurs in rhe face of uncertainty, fear, and discomfort. Play includes solitary play with objects (mastery play, generative play), play fighting, locomotor play, constructive play. sociodramatic play, language play, and games with rules. Play is pleasurable, inrrinsically motivated, emotionally significant and nonliteral, and differs from more serious forms of behavior (Power, 2011). Show Piaget put forward his theory of cognitive development in 1962 which encompassed the parallel relationship between play behaviours and language development. In terms of play behaviours, the invention of new means through mental combinations of the sensorimotor stage is most relevant (Keenan and Evans, 2009). During the invention of new means through mental combinations stage, infants ability to use mental representation in reality develop. Infants move away from physical play and begin to combine mental representations or schemas. This is the first engagement in pretend play, which is characteristed by acting out imaginary activities and using real objects for purposes they were not orginally intended for (Keenan and Evans, 2009). Vygotsky on the other hand elaborated on Piaget's theory. Vygotsky stated that development progresses through the child's speech to themself. Unlike Piaget, Vygotsky suggested that self speech was related to self regulation. Language allows for personal reflection, organisation and control of our own behaviour. Through competency, children's speech to themselves becomes internalised which is called private speech. With regards to pretend play, Vygotsky proposed that children poisition themselves in a zone of proximal developmnent, meaning that play behaviours are an advance of their real capabilities. Pretend play advances imagination and social norm understanding (Keenan and Evans, 2009). Power (2000) found that the quality of children's play behaviours predicts peer performance, in addition to peer acceptance (Cowdell and Linsey, 2005); social competence (Farmer-Bowgan and Kaszuba, 1999); emotion regulation and understanding (Elias and Berk, 2002); and empathy (Neic and Russ, 2002). Furthermore, children who are more liked by peers were sought out more often by peers as play partners, and thus had have more opportunities to engage in pretend play
(Cowdell and Linsey, 2005)8. Mathieson and Banerjee (2011) found that interactive play led to developed emotional understanding and this was associated with peer acceptance. However, emotional understanding had differential effects for boys and girls. Boys demonstrated more physical and dominance play whereas girls demonstrated more consensus in their play and agreement. Nevertheless, there is evidence to show that when covertly audio recorded, girls demonstrated aggression through verbal interaction rather than physical agression. Cherney et al. (2003) investigated the diferences in play complexity for stereotyped toys in both boys and girls ages between 18-47 months. The results showed that girls played more often with neutral and girl toys but boys showed a preference for only boy toys. This suggests that a clear understanding of gender roles are not fully formed in girls in this age group but are more solidified in boys. However, play complexity showed that both genders played more with female stereotyped toys when engaged in more complex play. Furthermore, Wong and Hines (2015) further support this study as they found that when gender stereotypes toys were provided for children aged between 20-47 motns, results showed that both boys and girls played more with gender atypical toys. However, when toys matched their gender stereotype colour, each gender played with their corresponding stereotype colour. This suggests that gender role knoweldge is not fully developed in children between 20-47month. However, when gender colours were introduced, these colour preferences influenced toy preference. Therefore, toys have implications for children's acquasition of gender roles. This has real world implications; gendered toys have different functions and thus by removing the gender colour coding of toys, this could encourage more equal learning opportunities. Additional research by Wood, Demarais and Gugula (2002) investigated the effect of parenting experience on gender stereotyped toys. Parents were asked to choose toys according to what they thought their child would like to play with and then rate their child's engagement and what gender they thought the toy reflected. The results showed that when playing with boys, they almost always chose gender reflecting toys but with girls they were more flexible in their gendered choice of toy. This suggests that change in perceptions of traditionally stereotypes toys and differences as a function of gender is what is appropriate for gender stereotyping behaviour. Therefore, gender role development is influenced by parental interaction, however there appears to be increasing flexibility for gender roles for girls. Power (2000) found that children from collectivist and individualist cultures engaged in pretend play. Furthermore, collectivist cultures tended to play less competitively and each child had a different role to play in their play groups. Children from urban villiages were more likely to pretend play with their parents and with children of different ages. This suggests that cross-cultural differences in play are determined by factors such as adult expectations. What are factors that influence a child's sense of self?Multiple factors, including cultural background, experiences, and, most importantly, relationships with adults and peers affect the development of a child's self-concept.
How do children indicate an understanding of categorical self in toddlerhood?Toddlers become explicitly aware of the self's physical features, as indicated by responses to their own image in mirrors and photos and use of personal pronouns.
What is an important purpose of play quizlet?Play is important because it helps with the intellectual, physical, social and emotional well being of a child. Play is beneficial to children because it allows them to use their creativity while starting to develop there imagination and motor skills.
At what age do children develop self recognition quizlet?Self-recognition is the identification of the self as a physically unique being. It emerges by age 2; children point to themselves in photos & refer to themselves by name.
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