PSYC 4220 1st Edition Lecture 22 Outline of Last Lecture I II III IV V Self Concept Gender Development Gender Identity Gender Typing Gender Typed Behavior Outline of Current Lecture I Development of Friendship II Categorizing Play III Social Aspects of Play IV Associative Play V Cooperative Play VI Pretend Play VII Aggression Current Lecture Development of Friendships Around age 3 Based on desire for companionship play and fun Viewed as stable with age Quality and kinds of interactions change with age Important for cognitive physical social and emotional well being Viewed as a basic right of every child Someone you can play with This becomes more stable with age but at this age it is just anyone that can provide fun for them Friendship in preschool period is critical for development of the above mentioned aspects as well Categorizing Play Functional Play arises first Simple repetitive Typical of 3 year olds Constructive Manipulate objects to produce or build something Goal oriented Chance to test developing physical and cognitive skills and practice fine motor movements As children get older functional non goal oriented play will decrease substantially Social Aspects of Play Parallel play Both kids are playing with totally separate toys but not interacting with one another though they are playing together in the same space Onlooker Play Watch others play but do not participate Helps them to observe what is socially appropriate and what they should do This allows them to see how to insert themselves into the play time and cooperate with others Associative Play 2 children interact by sharing or borrowing but do not do same activity Cooperative Play Take turns playing games Greater interactions Pretend Play Make believe play become more unrealistic Important for cognitive development o Practice activities that are part of their culture and broaden understanding of way world functions o More imaginative start using less concrete objects o Imp for practicing activities part of particularly culture and broaden understanding of way world functions Can practice activities that are part of their culture and practice things that are art of the way the world works Aggression Intentional injury or harm to another person Relatively common during this age Instrumental o Motivated by desire to obtain concrete goal i e get a stolen toy back o Boys show higher levels of physical instrumental aggression Relational aggression o Non physical aggression intended to hurt another person s feelings Girls more likely Withholding friendship name calling Not uncommon some aimed at desired goal Extreme and sustained aggression is cause of concern Origins of Aggression We are all motivated by sexual and aggressive instincts Freud Fighting instinct stems from primitive urges Lorenz o Primitive urges to preserve territory maintain steady supply of food and weed out weaker animals Increased opportunities to mate Evolutionary theory o Evolutionarily aggressive lead to increased opportunities to mate improving likelihood that one s genes will be passed on the future generations Aggression may help strengthen species and gene pool as while because strongest survive Aggression instincts promote survival of one s genes to pass on to future generations o These all instinctual not the whole story little experimental support Social learning Bandura o Bandura o o o o Social learning observation of aggressive behavior Social and environ conditions teach individuals to be aggressive Learned through direct reinforcement Watched adult playing aggressive with Bobo doll vs adult playing sedately with set of Tinkertoys o Children allowed play with number of toys including Bobo doll and Tinkertoys Led to feel frustration by being refused opportunity to play with favorite toy o Preschool age children modeled behavior of adults Violence in TV Children s tv programs contain higher levels of violence than other types of programs Lab observation of aggression on tv higher levels of aggression Preference of violent tv shows at age 8 seriousness of criminal convictions by age 30 Video game research with adults o Real world viewing of aggression is associated with subsequent aggression but correlational o Cant test in home b c would require control children s viewing of tv in home for extended periods exposing some to steady diet of violent shows and others to nonviolent ones o Overwhelming weight of research evidence suggests observation of tv aggression leads to subsequent aggression o Longitudinal children s preferences for violent tv shows at age 8 related to seriousness of criminal convictions by age 30 o Observation of media violence can lead to greater readiness to act aggressively bullying and to an insensitivity to the suffering of victims of violence o Can teach children E g can teach violence not rep of real world viewing violence can affect them negatively and should refrain from imitating behaviors seen on tv o Exposure to nonaggressive models can reduce aggressive Cognitive Approaches to Aggression Some situation different interpretation o Impacts behavior Hostile attribution bias o Tendency to perceive hostile intent on the part of others even when it is really lacking Emotional Self Regulation Increased independence in managing emotions Self regulating determining themselves how to react like when pushed on a bus do they accept apology and move on or react aggressively Emotional awareness better able to identify and be aware of their emotions at this age Increase in self regulation allows them to apply this to many situations and not just do this with one person anymore Adaptive to changes Cognitive processes o Importance of the caregiver o Self control of child has limited flexibility in adapting acts to meet new situational demands and limited capacity for delay and waiting o Contingency rules guide behavior irrespective of situational pressures o Cognitive processes attentional strategies plans diversionary tactics social class factors Moral Development Changes in people s sense of justice and of what is right and wrong and in their behavior related to moral issues Piaget s stages Heteronomous Morality 4 7 years o Rules seen as invariant and unchangeable Incipient Cooperation 7 10 years o Children s games become more clearly social 10 years Autonomous Cooperation 10 years o Become fully aware that formal game rules can be modified if people who play agree Heteronomous morality Ages 4 7 Play games rigidly assuming