Play: A Window Into Cognitive and Social-Emotional Development Essay

Play: A Window Into Cognitive and Social-Emotional Development Essay

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Play: a window into cognitive and social-emotional development.
Using flavell, miller, and miller’s discussion of representations and concepts.
Young children create mental representations of event knowledge as a tool to understand the world. When these are generalized and abstracted they become scripts. This is adaptive for them because it helps predict future occurrences, anticipate subsequent actions, and participate with others. It provides stability to their world. It is the foundation of shared social information necessary for successful social interactions, within a specific culture. Increases in complexity and ability to accommodate variations are marks of development. Narrative thinking and storytelling, also using sets of occurrences over time and space, use script representation to assimilate stories and infer implicit information.
Concepts are mental groupings of entities put into categories to make them more manageable. By about 4 years old, we are able to use category inferences over perception in thinking. Children's concepts are adult like for the most part, but with some limits. (name some limits?) All concepts have hierarchical levels of abstraction in their representation. Children will generalize new content to an equivalent level. Class inclusion knowledge increases over time, as children acquire more information. With fairly rapid growth, they amass a relatively significant amount of information and cognitive skills. Despite this, at times, children fail to use their knowledge in everyday thinking.
Although children’s thinking process is similar to adults, generally not yet knowing enough of a given area limits them. With advances in general cognition, in addition to content-spec...


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...otions, and cognition. Emily attended longer than Mia. Neither seemed to consider what they other was thinking and felt.
Mia was told it was time to leave and walked away, talking to her mother. Emily watched, but neither girl said anything to each other. Afterward, Emily appeared lonely and bored. She scanned the playground often looking for someone else to play with, and observing what others were doing. She played by herself a bit, but stopped often to look around. Eventually she sat under the equipment to watch and chew on some of hair. She started singing to herself. Her grandmother called her over, so she ran out. Alternated playing and moping about for a while. Then she found another little girl to play with. Shortly after was told it was time to go. She walked away without saying anything, and the other girl did not seem to even notice.


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