Children's social development

Infant play:

• Sensori-motor stage (0-18m): Explore objects by feeling, sucking e.t.c.
• Relational play - functional (2yrs) -> Use objects for function designed for
• Symbolic (2yrs+) -> Use objects to represent other objects
• Pretend play (12-18m) -> Self as agent, siblings/mum can increase complexity. 75% social

Symbolic play - stage 1 (up to 4yrs):

• Sub-stage 1: Children protect symbolic schemas onto new objects. Projection of initiative schemas onto new objects, actions closely related to a prop
• Sub-stage 2: Indentification of pretend object precedes use in action. Games of imitationm actions are increasingly independent of props

Stage 2 (4-7yrs):

• More orderly, increasing desire for imitation of reality. Social roles become complementary

Smilansky's stages of play: 1. Functional play - manipulating objects in functional manner              2. Constructive play - making things with objects     3. Socio-dramatic play - acting out  4. Rules

Physical play - Pelligrini & Smith, 1998: 3 kinds of physical play:    a. Infancy - rhythmical stereotypes    b. Pre-school - exercise play     c. Middle childhood - rough + tumble

Functions of childhood play:

• Physiological (emotion expression)     Physical (task directed behaviours)
• Cognitive (exploration, creative/abstract thoughts, planning)    
• Language (practice communication)     Social (act out unacceptable behaviours, reciprocity)

Importance of symbolic play: Emotional developmen, importance of transitional objects. Compensation for lonely, act out unpleasant events.

Sociodramatic play -> Social dimension. Complex social interaction. Integrates 2 sets of fantasies. Planning, negotiation, compromise, resolution of conflict. Development of imitation and suspension of belief.

Social participation in play (Parten):

• 1. Unoccupied   2. Solitary   3. Onlooker   4. Parallel (play near)    5. Associative (Initiating/responding)   6. Coordinated (complementary interaction)  
• 1-4 decline with age, 5-6 increase

Gender differences - gender appropriate toy preferences from 1.5-3.5 years. Gender groups

• Kohlberg - Gender identity: Initially have NO gender concept
• Basic gender identity (2-3.5y) - aware of sex, but believes it can change
• Gender stability (3.5-4.5y) - aware sex is stabe over time, not over situations
• Gender consistency (4.5-7y) - realises sex remains the same

Peer influence: Langlois & Downs, 1980:

Boys picked cross-gender words (3-5y), peers teased them. Girls just ignored

Problems with Kohlberg's theory: a. Gender stereotyped preferences before gender constancy        b. Little knowledge of gender stereotypes    c. How does gender identity link to gender role

Social cognitive theory: Interested in translation of gender knowledge into gender-related behaviour (Bussey & Bandura). Involves self-regulation and self-efficacy beliefs

Language & cognitive skills:

Smilansky observed children lacking sociodramatic play were behind in language & cognitive skills

Language skills practised in play, object transformation and social negotiation practised

Theory of mind skills:

• Ability to be more aware of another's mental state, necessary for social cognition
• Pretend play - understanding partner's mental state