Term
| Parten 1932 Non Social Play |
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Definition
playing alone or watching others play but not engaging themselves
later developed to more more elaborate forms of play with well defined roles |
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Term
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Definition
Believed from 1 through the preschool years, peer relations became rapidly complex
no longer accepted due to rigid sequencing |
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Term
| Stages of Social Play: 1. Paralell Play |
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Definition
occurs soon after the first b-day; children learn to play alone but maintain interest in what other children are doing
--> interactions between other children begin |
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Term
| Stages of Social Play: 2. Associative Play |
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Definition
| Occurs at 15-18 months, toddlers engage in similar activities, interact with each other, and offer each other toys-play truly interactive |
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Term
| Stages of Social Play: Cooperative Play |
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Definition
Emerges by age 2; organize their play based on themes and take on special roles based the theme
--> this play the norm by 3 1/2 to 4 years old, increasingly playing with peers of the same sex
--> lasts till age 6, increased play with members of the opposite sex occur (usually in mixed sex groups |
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Term
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Definition
A form of cooperative play often found in preschool
Initially need realistic props to act out make believe play but overtime can do it with more abstract objects due to cognitive development (language , memory, reasoning, perspectives, etc.)
This play reflects the values of the child's culture - i.e. euro canadians play involves fantasy/adventure- korean children's play involves real world family situations
imaginary playmates common and not dysfunctional-positive for sociability later in life |
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Term
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Definition
On the whole healthy-strengthens divergent thinking (creative)
Some signs can show the child isn't interacting well with others- aimless wandering, moving from activity to activity, watching children play but not participating, etc. |
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Term
| Peer Relations after preschool |
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Definition
increase in number and variety of peers- increase in unstructured peer interactions (unsupervised)
better able to get along harmoniously with other children as they are more cognitively skilled
emergence of rough and tumble play (not for harm/aggression)- sitting and talking with peers most common interaction
In adolescence friendships become more intimate |
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Term
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Definition
a voluntary relationship on the basis of mutual liking
-->by 4 or 5 usually have a best friend- based on mutual liking of similar things/activities
--> by 8-11 based on activities and shared psychological factors-trust and assistance
--> by adolescence trust especially important as confiding occurs -more common for girls to have a bf as they are more intimate-friend new source of social/emotional support
children benefit from good friends -higher self esteem, less prone to loneliness/depression, cope with stress better, etc.
Negative consequences if friends aggressive-can break ties with other friends - encourage bad behaviour from peers |
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Term
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Definition
more common in adolescent than elementary age children
begin as companionship and an outlet for sexual expression in young adolescence, and trust and support become more important for older adolescence
can have significant effects on development- pos/neg effects on self confidence, grades, and satisfaction of relationships in adulthood
Culturally european vs. asian youth date more due to strong family values in asian culture |
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Term
| Sexual Behaviour/Teen Pregnancy |
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Definition
Important feature of romantic relationships for young adolescence
more likely to have sex if they do not have a close relationship with their parents and if values do not discourage sex, if their peers are having sex or believe they are having sex/approve of sex
Teen Pregnancy- due to teens not using bc for several reasons: ignorance, illusion of invulnerability, lack of motivation, lack of access
--> comprehensive sex ed. programs most effective in reducing teen sexual behaviour |
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Term
| Groups=Cliques and Crowds |
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Definition
• Groups an important part of social life for adolescence
• 2 types: cliques and crowds
Cliques: consists of 4-6 friends who are similar across different levels
Crowds: a larger mixed sex group with similar attitudes and are known by a common label (i.e. Jocks, preppies, etc.)
• Self esteem depends on the crowd
• Ethnic youth often in ethnic based crowds
• Peers perception + interests determine what crowd you are in- cannot simply choose
• Crowds can reveal parents influence (style of parenting) certain crowds (Jocks, brains, etc.) model adult behaviour and values while others (druggies) disavow adult standards |
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Term
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Definition
• Often groups function in a dominance structure with a leader and a subsequent hierarchal order so each individual knows his or her place
• Often physical strength determines where young male members stand in a hierarchy –for older males and girls it depends on skills that relates to the groups main function-most effective as it gives the greatest influence to those with the skills most important to group functioning |
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Term
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Definition
• Groups establish norms with expectations that the members will conform to these norms
• Most powerful when the standards for appropriate behaviour are not clear cut (i.e. music and clothing tastes)
• What youth do reflects the norms of their group |
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Term
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Definition
• Five categories: popular, rejected, controversial (liked and disliked), average, neglected children
• Popular children are either skilled academically and socially and are therefore more liked, or are a aggressive/manipulative and are therefore attractive in some ways to their peers
• Rejected children are usually overly aggressive, hyperactive, socially unskilled and unable to regulate their emotions |
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Term
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Definition
• Viewing time increases gradually from preschool and elementary years, peak before the adolescence
• Occasional viewing as early as 3 months of age, avg. infant 1-2 hours of viewing per day
• Boys watch more and children with lower I.Q
• criticisms with tv watching: shortens attention, causes less creative thinking with ready made messages, spend less time on valuable activities
o Most criticisms un-validated , more attention should be paid to content of programs; children can be less creative on divergent thinking tasks but can be more linked to the types of programs watched; likely correlation with the last criticism is children who are poor in more valuable activities such as reading watch more tv |
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Term
Influence on Consumer Behaviour |
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Definition
o greater amount of tv watched, greater chance the child will ask for advertised products
o At age 3 children can distinguish reg tv programs from commercials, believe it is just a different type of more informative program
o At 8 or 9 children realize persuasive intent of commercials, later realize commercials are not always truthful (i.e. a toy rocket will not really fly)
o By 3 ½ branding is important, can distinguish and prefer the brand name, increasing with the number of tv’s in the house |
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Term
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Definition
• It is the violent content of the games, not the competitiveness that leads to aggression
• Realistic violence leads to aggression more than fantasy violence |
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Term
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Definition
• Nothing “natural” about mothers caring for children in a historical context- yet the norm
• Most important factor in understanding the impact of child care is the quality of care the child receives
• Children can receive care from multiple people as long as it is consistent and high quality-otherwise it is detrimental
• The more after school activities a child does the better they will be in school, less prone to drug use, and better adjusted
o High quality child care includes: small number of children per caregiver, well-educated/trained caregivers that are warm and responsive –children who receive this care have stronger cognitive and language development |
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Term
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Definition
unless the children are in an at risk group such as living in a high crime neighborhood, or those who spend their after school hours away from school unsupervised
• Child’s age but more so maturity matters in whether they can self car |
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Term
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Definition
• Can be harmful in several ways: academics-many teens unable to effectively balance work, school, and sleep; can affect mental health as these jobs are often repetitive, boring, yet stressful, teens must resort to other methods to cope; affluence is misleading- teens spend most of their earnings on themselves as their parents cover the basics – learn how to spend money not manage it
• Benefit: adolescence who had stressful part-time jobs are better able to cope with stressful full time jobs in the future
• The best types of part-time employment for youth are 5-10hrs a week where they can use their current skills and acquire new ones, enhancing their self esteem and learning from their work experience |
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Term
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Definition
• Defined in census tracts –socioeconomic status and stability; useful for understanding children’s development
• The influence of neighbourhoods is indirect to children’s development- instead occurring through several pathways , i.e. availability of institutional resources that enhance children’s development
• Children in less affluent neighbourhoods often live in chaos/helplessness-associated with mental health problems
• Adults in poverty have more stress+fewer resources to cope - children often experience less effective parenting due to this chronic stress- help by providing institutional resources |
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