Stages in social play

0-2yrs solitary
Play alone-explore material and toys by themselves
Need adults there for reassurance
Don’t pay attention to other children

2-3yrs onlooker/parallel
Notice other toddlers
Play alongside each other
Games and ideas are separate
Watch others play but will not join in

3-4yrs associative
Play alongside and copy other children
E.g. a child in a play area might start to cook and the child will join in

4+yrs cooperative
They begin to cooperate as they play
They talk, spend time planning and agreeing with each other about what they are going to do.
E.g. playing with a train set they may talk about how to set up the train set.

Play contributes to development

Physical development
Repeated movements-develops muscle strength and coordination
Develops gross and fine motor skills
Builds stamina by crawling, throwing and kicking

Intellectual development
Stimulates the brain as senses are used to explore materials, equipment and toys
Helps build ideas
Helps their imagination and problem solving skills
Helps the concentrate and focus their attention
E.g. toddler concentrating on building bricks
Encourage children to use language e.g. a toy telephone will imitate older children/parents.

Social development
Learn social skills
Playing with each other-helps with cooperating, listening and taking other peoples feelings and needs in to consideration. E.g. two 7yrs agree which game to play on the computer.

Emotional development
Express their feelings
Work out meanings of what they have experienced- e.g. a child scolding a doll which is imitating what adults have done
Helps gain confidence- being able to do things by themselves

skinner:keywords

evaluation of piaget's theory

piaget's cognitive development: girl gender roles

piaget's cognitive development:boy gender roles

men think more logically

piaget's cognitive development:pro social behaviour

being able to go through all the stages at the right ages

piaget's cognitive developement: anti social beahaviour

if a child does not go through each stage at the right age they may feel fustrated and this will result in them behaving badly.

piaget cognitive developement:language development

children develop their language by using schemas. assimilation and accomadation helps aswell.

Pre-linguistic phase (pre-language)
This is the first process of language development.
This phase usually lasts 12 months and ends when babies first words begin to emerge.
In this stage, they learn the skills of communication including eye contact, smiling and turn taking.
They learn the meaning of words aswell as practicing them. This often takes the form of BABBLING
0-8 weeks-basic biological noises
8-20 weeks-cooing noises
25-50 weeks-babbling noises

Holophase
About 9-18 months
When you use a word to stand for several things
E.g dink-drink

Dada being the easiest to say because less lip muscles are
Needed to say it.

Telegraphic
18 months+=1 YEAR and 6 MONTHS
The 2/3 words stage of abbreviated speech
E.g dink gone
Short comminication, incompleted sentences

Fully developed speech
From 24 months+=2 YEARS
Where sentences become more complex and complete

piaget's cognitive development:attachment

for attachement the child must have object permenance because then they realise that just because they can't see their parents it doesnt mean they have disappeared.

stages of cognitive development: stage 3 & 4

formal operations 11+

children can/start to think abstract.
an idea of an abstract concept is a schema

the test in this stage is the "third eye test"
this involves asking children where they would put an extra eye.
9yrs- placed the eye on the forehead that is similar to their existing eyes
11yrs- placed it one the hand so that they coud see around corners

concrete operations 7-11yrs

they can perform logical operations as long as they are concrete.


an example of an operation is CONSERVATION (keeping things the same)
being able to understand that if you spread the material out that it does not affect the mass,volume or number.

Not only can the children answer the conservation question correctly, they can give sound logical reasoning as to why the amounts of liquid are the same in the beakers, such as that it is higher in one glass because that one is thin whereas the other is wide.


Multiple classification is mastered by children in the concrete operational stage. This is when children have the ability to classify objects on more than one dimension such as colour and size.
Class inclusion is also another classification system that is understood by children in this stage. In the earlier example in which oranges and apples were used to illustrate the principles of class inclusion, the concrete operational child would now be able to tell you that there are more pieces of fruit than there are apples.
The egocentricity of the preoperational stage is almost non-existent, the child is now able to place herself in the positions of others and can solve the Three Mountain Problem in which the child can tell the experimenter the view the doll situated on one of the mountains has. The child is able to make a mental shift to the position of the doll.

piaget stage of development stage 2

preoperational 2-7yrs

divided into two stages:
pre-conceptual (2-4)
the way the child thinks is called ANIMISM= when children belive that inanimate objects are alive and that they have feelings. this linked to EGOCENTRISM as they are unable to see things through other peoples point of view. e.g an egocentric child will assume that other people could hear,see and feel the same thing as them.

an example of animism is drawing pictures with human faces or believes that inanimate (lifeless/dead) objects such as puppets and teddy bears have real feelings.

the mountain test:(done see if the child can decentre or is still egocentric)
1. Three mountains, all different colours and had a feature on it.
2. A doll was placed
3. Children were shown photographs of different views and asked to choose correct view of the doll.


intuitive (4-7)
the child judges things by appearance with out taking other factors into consideration. e.g the child will think a man wearing a women's clothing is really a women.
they unable to conserve. Conservation mens unerstanding that certain things do not change evn if their apperance is different.

a test done to see if a child can conserve is the beaker test
Six and seven year old children are shown two identical beakers with the same amount of drink in them. One of the drinkks is poured into a taller, thinner beaker while the children watch. The children are then asked if there is any difference in the amount of drink.

stages of cognitve development stage 1

Sensimotor Stage 0-2yrs

deals with the world throught sensations and movements

uses reflexes such as:
Sucking: This ensures that the baby will nurse on a breast or bottle to be fed and occurs when something is placed in the baby's mouth. It is slowly replaced by voluntary sucking around 2 months of age.

Rooting Reflex: When you stroke your baby's cheek she will turn towards you, usually looking for food. This is very useful when learning to breastfeed your baby. This reflex is gone by about 4 months

Palmar/Grasping: When you touch the palm of your baby's hand, the fingers will curl around and cling to your finger or an object

Plantar: This reflex occurs when you stroke the sole of your baby's foot, his toes will spread open and the foot will turn slightly inward.

object permance- is knowing that the object still exists even though it is out of site

the test for object permanence is
1.to show a baby a toy
2.Hide it in front of the baby, I.e a rattle
(would be shown and then hidden under a cushion)
3. S/He then observed whether the baby tried to look and find it
RESULT: If the child looks at the place of the hidden toy, then it has object permanence.

piaget cognitive(thinking/mind) development keywords

schema-plan of action

assimilation-child uses exisiting schemas to make sense of the new situation

accomadation- developing the schema to fit the situation