ABCD Child Development 10 [Mt. Sac] Exam 3
What is overregularization?
the application of rules of grammar even when exceptions occur, making the language seem more "regular" than it actually is
What is the Pituitary gland?
the major endocrine gland. A pea-sized body attached to the base of the brain, the pituitary is important in controlling growth and development and the functioning of the other endocrine glands. Also called hypophysis.
What is guided participation, zone of proximal development (ZPD), and scaffolding?
the process by which people learn from others who guide their experiences and explorations
Does children's appetite increase or declines in the preschool years? And why?
Appetite declines because their growth slowed.
How does tooth decay effect children?
Cavities not only physically hurt children, but can also negatively affect their emotional and mental well-being. The American Journal of Public Health reported on the detrimental effects of oral health problems on poor academic performance, largely due to missed days of school due to dental emergencies or dental pain. This also means that parents must miss days of work.
What is Motor Development?
Motor development refers to the development of a child's bones, muscles and ability to move around and manipulate his or her environment. Motor development can be divided into two sections: gross motor development and fine motor development.
What is the reticular formation?
Reticular formation: A structure in the brain stem that maintains alertness and consciousness, generates synapses and myelination throughout childhood and into adolescence. Neurons in the reticular formation send out fibers to other brain regions. Many go to the prefrontal cortex contributing to improvements in sustained controlled attention.
What is Piaget's preoperational intelligence?
Preoperational stage: Piaget's second stage of cognitive development, extending from about 2 to 7 years of age, in which children undergo an extraordinary increase in representational, or symbolic, activity, although thought is not yet logical. Piaget believe that sensorimotor activity leads to internal images of experience, which children then label with words. Piaget underestimated the power of language to spur children's cognition. Mental Representation Make believe play is an example of the development of representation in early childhood (preschool years). Piaget believe that through pretending, young children practice and strengthen newly acquired representational schemes. Dual representation Limitation of Preoperational thought: According to Piaget, young children are not capable of operation-mental actions that obey logical rules. Rather their thinking is rigid, limited to one aspect of a situation at a time and strongly influenced by the way things appear at the moment.
What is Animism?
as an integral part of Jean Piaget's theory of cognitive development, this type of thinking is most often seen in children who are in the preoperational stage. It is characterized by the child's belief that inanimate objects, for example, dolls, possess desires, beliefs, and feelings in a similar way that the child does. See also precausal thinking.
What is meant by Lateralization?
functional specialization of the brain, with some skills, as language, occurring primarily in the left hemisphere and others, as the perception of visual and spatial relationships, occurring primarily in the right hemisphere.
What is Cognitive play?
functional, symbolic, playing games with rules, constructive Example: children actively play together; least frequently observed type of play; usually initiated by teacher
Why do children suffer from tooth decay?
pediatric patients suffer from tooth decay and cavities is because they are not brushing their teeth properly.
What is Self-Concept?
"as children move through early childhood to adulthood their sense of self becomes increasingly complex but reflects changes in their cognitive and social development"
What are the limitations of the preoperational thought that make logic difficult until about age 6 (centration, and irreversibility)? Describe in detail.
-centration -focus on appearance -static reasoning -irreversibility
What are the three types of hostile aggression?
1.Instrumental aggression is all about getting something. For example, Christian wanted the toy, so he took it from the other kid. Instrumental aggression is not about hurting someone else; any harm that comes to the other person is incidental. Instead, it is about doing whatever is necessary to get what you want. This is common in people of all ages, but is particularly prevalent in children, who don't always understand that their actions can hurt others. 2.Hostile aggression is aimed at hurting another person. Many classic examples of physical bullying fall into the category of hostile aggression: kicking, hitting, shoving, and other forms of physical violence. In addition, hostile aggression could involve destruction of property. For example, when Christian got mad at a kid at the park, he threw the kid's backpack in the mud. His goal was to hurt the kid. 3.Relational aggression is focused on hurting the social makeup of the person. This usually is seen in older kids, like middle schoolers. Examples of relational aggression include social exclusion and spreading rumors. For example, a middle school bully might convince the other kids at the school to ignore one kid in particular. The goal of that action would be to hurt the person's social life and leave them feeling isolated and alone.
Dual Representation?
Being able to comprehend an object as itself and representing another thing. Also called dual encoding- dual orientation.
What is Empathy and Sympathy?
Both empathy and sympathy are feelings concerning other people. Sympathy is literally 'feeling with' - compassion for or commiseration with another person. Empathy, by contrast, is literally 'feeling into' - the ability to project one's personality into another person and more fully understand that person.
What is the cerebellum?
Cerebellum: A structure at the rear and base of the brain that aids in balance and control of body movements. Fibers linking the cerebellum to the cerebral cortex grow and myelinate from birth through the preschool years, contributing to dramatic gains in motor coordination: By the end of the preschool years, children can play hopscotch, throw and catch a ball with well coordinated movement, print letters of alphabet, and support thinking.
What is the conservation task?
Conservation tasks test a child's ability to see that some properties are conserved or invariant after an object undergoes physical transformation
What is the corpus callosum?
Corpus callosum is a large bundle of fibers connecting the two cerebral hemispheres. Production of synapses and myelination of the corpus callosum peak between 3 and 6 years then continue more slowly through adolescence. The corpus callosum supports smooth coordination of movements on both sides of the body and integration of many aspects of thinking, including perception, attention, memory, language and problem solving. The more complex the task, the more essential is communication between the hemispheres.
What are the Signs of a Developmentally Appropriate Practice?
Developmentally appropriate practice (DAP) means teaching young children in ways that ◆ meet children where they are, as individuals and as a group; and ◆ help each child reach challenging and achievable goals that contribute to his or her ongoing development and learning.
What is Vygotsky's social learning theory?
During early childhood, rapid growth of language broaden preschoolers, rapid growth of language broaden preschoolers participation in social dialogues with more knowledgeable individual, who encourage them to master cultural important tasks. Soon children start to communicate with themselves in much the same way they converse with other. Private speech: self-directed speech that children use to plan and guide their won behaviors. Vygotsky saw language as the foundation for all higher cognitive processes, including controlled attention, deliberate memorization and recall, categorization, planning, problem solving and self-reflection Children speak to themselves for self-guidance As children get older and find tasks easier, their self directed speech is internalized as silent, inner speech-the interval verbal dialogues Inner speech- the internal verbal dialogues we carry on while thinking and acting in everyday situation. Research shows that children use more of it when tasks are appropriately challenging ( neither too easy nor too hard), after they make errors, or when they are confused about how to proceed. With age, as Vygotsky, Private speech during early childhood , changing into whisper and silent lip movements. Zone of proximal development Vygotsky believed that children's learning takes place within the zone of proximal development-a range of tasks too difficult for the child to do alone but possible with the help of adults and more skilled peers. Ex: puzzle Children benefit from working on tasks with same age peers, their planning and problem solving improve more when their partner is either an "expert" peer or an adult. Scaffolding: adjusting the support offered during a teaching session to fit the child's current level of performance. Adults aid learning by adjusting support to child's level of performance Effectiveness varies culturally
What emotional competence?
Emotional Competence is the ability to recognize and appropriately respond to the experience of your emotions. Appropriately responding to your emotions means that you are able to make the distinction between useful and not-useful emotions. In addition, it means that you have learned and consistently use the skills of resolving not-useful emotions quickly and thoroughly. It means that the not-useful emotions do not cause you suffering or interfere with your thinking and decision making.
What is fast-mapping ?
Fast-mapping Children's ability to connect new words with their underlying concepts after only a brief encounter. Speedy and sometime imprecise way in which children learn new words -children tentatively place them in mental categories according to their perceived meaning
What is fine and gross motor development? Provide examples.
Gross-Motor Development As children's bodies become more streamlined and less top heavy, their center of gravity shift downward, toward the trunk. As a result, balance improves greatly, paving the way for new motor skills involving large muscles of the body. By age 2, preschoolers gaits becomes smooth and rhythmic-secure enough that soon they leave the ground, at first by running and later by jumping, hooping and galloping and skipping. As children become steadier on their feet, their arms and torsos are freed to experiment with new skills-throwing and catching balls, steering tricycles, and swinging on horizontal bars and rings. Then upper- lower body skills combine into more refined actions. Five and 6 years olds simultaneously steer and pedal a tricycle and flexibly move their whole body when throwing, catching, hopping and jumping. By the end of the preschool years, all skills are performed with greater speed and endurance. Fine Motor Skills As control of the hands and finger improves, young children can perform many tasks. Self-Help Skills: young children gradually become self-sufficient at dressing and feeding. Parent must be PATIENT. When tired and in a hurry children revert to eating with their fingers. Three year old who dress himself may end up with inside out shirts, backward pants, switch shoes. Around age 6, children master shoe tying. Success requires a longer attention span, memory for an intricate series of hand movements. Shoe tying illustrates the close connection between motor and cognitive development, as do two other skills: drawing and writing.
What is dominant cerebral hemisphere? If you are a left handed which hemisphere is dominant? If you are right handed which hemisphere is dominant?
Handedness reflects the greater capacity of one side of the brain-the individual dominant cerebral hemisphere to carry out skilled motor action. Dominant cerebral hemisphere: the hemisphere of the cerebral cortex responsible for skilled motor action and other important abilities. In right-handed individuals, the left hemisphere is dominant; In left handed individuals, motor and language skills are often share d between the hemispheres. For right-handed people- in western nation, 90% of the population-language is housed in the left hemisphere with hand control. The left handed 10%, language is occasionally located in the right hemisphere or more often, shared between the hemispheres. This indicates that the brains of left-handers tend to be less strongly lateralized than those of right-handers. Research on handedness supports the joint contribution of nature and nurture to brain lateralization. Other important abilities are generally located on the dominant side as well. The position of the fetus in the uterus may affect handedness. Both identical and frater twins are more likely than ordinary siblings to differ in hand preference, probably because twins usually lie in opposite orientations in the uterus- The orientation of most singleton fetuses-facing toward the left-is believed to promote greater control over movements on the body right side. Handedness also involves practice. Cultural differences exist.
What is the hippocampus?
Hippocampus: A inner-brain structure that plays a vital role in memory and in images of space that help us find our way. Over the preschool and elementary school years, the hippocampus and surrounding areas of the cerebral cortex continue to develop swiftly, establishing connections with one another and with the prefrontal cortex. These changes support the dramatic gains in memory and spatial understanding of early and middle childhood.
What is the growth pattern in the preschool years?
In early childhood, on average, children add 2 -3 inches in height and about 5 pounds in weight each year. Children become more streamlined, flat-tummied, longer-legged child with body proportions similar to those of adults. Skeletal Growth Between ages 2 and 6, appro. 45 epiphyses or growth centers in which cartilage hardens into bone, emerge in various parts of the skeleton. X-rays of these growth centers enable doctors to estimate children's skeletal age, or progress toward physical maturity -information helpful in diagnosing growth disorders. By the end of the preschool years, children start to lose their primary or "baby teeth". Genetic factors heavily influence the age at which they do so. Eg girls who are ahead of bous in physical development., loses teeth earlier. Envorimental : Prolonged malnutrition delays the appearance of permanent teeth, whereas overweight and obesity accelerate its. An estimated 28% of U.S preschoolers have tooth decay cause included poor diet, and inadequate health care. Brain Development Between ages 2 and 6, the brain increase from 70% of its adult weight to 90%. There is rapid growth from early to middle childhood in areas of th prefrontal cortex devoted to various aspects of executive function. Preschooler improve in a wide variety of skills- physical coordination, inhibition of impulses, planning and organizing behavior, perception, attention, memory, language, logical thinking and imagination. For most children, the left cerebral hemisphere is active between 3 and 6 years and them levels off. Activity in the right hemisphere increase steadily throughout early and middle childhood. Language skills (left hemisphere) increase at an astonishing pace in early childhood and they support children improved executive function. Spatial skills (right hemisphere) such as giving directions, drawing pictures, and recognizing geometric shapes, develop gradually over childhood and adolescence. Differences in rate of development between the two hemispheres suggest that they are continuing to lateralize (specialize in cognitive functions)
What is Erikson's 3rd psychosocial crisis (hint: initiative vs. guilt)?
Initiative Versus Guilt (Purpose) Erikson believes that this third psychosocial crisis occurs during what he calls the "play age," or the later preschool years .During it, the healthily developing child learns: (1) to imagine, to broaden his skills through active play of all sorts, including fantasy (2) to cooperate with others (3) to lead as well as to follow. Immobilized by guilt, he is: (1) fearful (2) hangs on the fringes of groups (3) continues to depend unduly on adults and (4) is restricted both in the development of play skills and in imagination. Children at this stage explore beyond themselves. If exploration, projects and activities are effective -> learn to deal with people and things in constructive way and have strong sense of initiative. If they criticized or punished -> learn to feel guilty for many of their own actions. At this stage children become curious about people and imitate the adults around them. They begin to plan activities, make up games and initiate activities with others. If given this opportunity, children develop a sense of initiative and feel secure in their ability to lead others and make decisions. If children are not able to take the initiative and succeed at appropriate tasks, they may develop a sense of guilt, which can lead to inhibition.
Compare and contrast self-concept and self-conscious emotions?
Key Difference between Self-Concept and Self-Esteem The key difference between self-concept and self-esteem is that the addition of feelings. Self-concept is simply the informational side of things, where you know facts about what you are like. Self-esteem is how you feel about those things you know, like whether you enjoy the fact that you are talkative at parties (high self-esteem) or you think that you are annoying and need to learn to shut up sometimes (low self-esteem). There are a variety of self-esteem effects that can come from the self-concept. Similarities between Self-Concept and Self-Esteem Self-concept and self-esteem also have a lot in common though, mostly that they are reflective processes. They can be influenced not only by observing one's own self and behavior objectively, but also by observing the reactions that other people have to you and your behavior, or imagining what other people might think of you, or what you would think of yourself if you saw yourself from outside. In addition, self-concept and self-esteem can be developed through comparing oneself to those around you, and that is a big reason that self-esteem is raised or lowered. When you see that you are better at something than somebody else, then you will probably have higher self-esteem because you see and understand your own value.
What type of diet is recommended for preschoolers? (hint: Iron, Calcium, Vitamin A, and Vitamin C)?
Needs a high-quality diet that limits fats, oils, salt, and sugar. Fats, oils, and salt should be kept to a minimum because of their link to high blood pressure and heart disease in adulthood. Sugar should be eaten only in small amounts to prevent tooth decay and protect againstt overweight and obesity.
Hierarchical Classification?
Piaget also believed that children in middle childhood master hierarchical classification; the ability to simultaneously sort things into general and more specific groups, using different types of comparisons. Most children develop hierarchical classification ability between the ages of 7 and 10. For example, kids who collect superhero trading cards might be able to sort their cards by good-guy/bad-guy status, gender, and particular category of superhero powers.
What is the progression of drawing skills?
Scribble This stage is typical of children between 18 months and 3 years. •Scribbles are random. Children are exploring art materials in a playful way. •Scribbles move from uncontrolled to progressively more controlled. •This stage allows children to learn to hold a pencil as well as to determine whether they are left or right-handed. •While you may not see it, some scribbles are named. The child will point to an object found in the scribble. Scribbling helps children with: Physical Development •Hand-eye coordination •Fine and gross muscle development •Hand manipulation Language Art •Naming or labeling •Conversation Penmanship •Stroking •Finger dexterity •Fine muscle control Guidance •Self-confidence •Independence •Initiative •Enjoyment Pre-Schematic Stage This stage is typical of children between the ages of 2 to 4. •Drawings become more complex, although they are usually unrealistic. •Children will tend to use their favorite colors, rather than represent objects in accurate colors. •Drawings of people are very simple with few features. •Objects in drawings float in space. They are not anchored. •"Tadpole Figure People" are drawn with a very large head on a small body with extended arms. •Interiors and exteriors are shown at the same time. (X-Ray Drawings) Children continue to develop increased hand-eye coordination, fine and gross muscle development, and self-confidence during this stage. Additionally, they are developing increased abilities in: •Observation •Thinking •Problem solving •Feelings of competence Schematic Stage This stage is typical of children between 5 to 8. •Drawings of people become more proportional and more detailed. •Colors become more realistic and stereotypical (grass is green, the sky is blue). •Skyline and ground lines start to show. •Children have a schema about a way of drawing. For example, a house will be drawn the same way in many drawings. •Children will often create stories to go along with their drawings. At this stage, children will be developing skills important for art, science and mathematics including: •Trial and error •Patterns •Shapes •Numbers •Interpretation Preteen Stage This stage is typical of children between 9 to 11. •Drawings become far more detailed. •Much more spatial perspective is evident. •Children at this stage may become very frustrated if they are unable to create a realistic picture. •This is the time when children may express "I can't draw."
What is Self-Esteem?
Self-esteem, rather than being something that you know about yourself, is your general attitude toward yourself. Self-esteem refers to the extent to which we like accept or approve of ourselves or how much we value ourselves. Self esteem always involves a degree of evaluation and we may have either a positive or negative view of ourselves. This can vary depending on the situation and what have been going on lately, and any feedback you have gotten recently from your environment and people around you. High self-esteem, were we have a positive view of ourselves, tends to led to; Confidence in our own abilities Self acceptance Not worrying about what others think Optimism Low self esteem, where we have a negative view of ourselves, tends to led to Lack of confidence A wish to be/look like someone else Always worrying what others may think Pessimism
What is pragmatics?
Social language rules Using language for different purposes, such as •greeting (e.g., hello, goodbye) •informing (e.g., I'm going to get a cookie) •demanding (e.g., Give me a cookie) •promising (e.g., I'm going to get you a cookie) •requesting (e.g., I would like a cookie, please) Changing language according to the needs of a listener or situation, such as •talking differently to a baby than to an adult •giving background information to an unfamiliar listener •speaking differently in a classroom than on a playground Following rules for conversations and storytelling, such as •taking turns in conversation •introducing topics of conversation •staying on topic •rephrasing when misunderstood •how to use verbal and nonverbal signals •how close to stand to someone when speaking •how to use facial expressions and eye contact These rules may vary across cultures and within cultures. It is important to understand the rules of your communication partner. An individual with pragmatic problems may: •say inappropriate or unrelated things during conversations •tell stories in a disorganized way •have little variety in language use
What is emotional regulation? Provide examples.
Social-emotional development includes the child's experience, expression, and management of emotions and the ability to establish positive and rewarding relationships with others (Cohen and others 2005). It encompasses both intra- and interpersonal processes. The core features of emotional development include the ability to identify and understand one's own feelings, to accurately read and comprehend emotional states in others, to manage strong emotions and their expression in a constructive manner, to regulate one's own behavior, to develop empathy for others, and to establish and maintain relationships.
What are the factors influence mental development (hint: home environment, child-orientation).
Stimulation: toys, games, reading language academic Physical organization Emotional support Modeling and encouragement Variety in stimulation No physical punishment A preschool is a program with planned educational experience aimed at enhancing the development of 2 to 5 yrs olds. Child care refers to a variety of arrangements for supervising children Child-Centered Children select from wide variety of activities Learn through play Academic Teachers structure learning Formal lessons: letter, numbers, colors, shapes repetition and drill Despite evidence that formal academic training in early childhood undermines motivation and emotional well-being preschool and kindergarten teacher have felt increased pleasure to take this approach. Young children who spend much time passively sitting and completing worksheets display more stress behaviors (such as wiggling and rocking), have less confidence Montessori preschoolers In 1960 "war on poverty" preschool intervention programs . The most extensive of these federal programs, Project Head Start, began in 1965. A typical Head Start center provides children with a year or two of preschool, along with nutritional and health services. Parent involvement is central to the Head Start philosophy. The high/scope perry preschool project-revealed benefits lasting well into adulthood. Two years exposure to cognitive enriching preschool was associated with increase employment and reduced pregnancy and delinquency rates in adolescence. At age 27, those who had attended preschool were more likely than no preschool controls to have graduated from high school and college, have higher earnings, be married,and own their own home
Compare sex differences and gender differences.
Strengthen and operate as blanket rules in early childhood Preschoolers associate toys, clothing, household items, occupations, behavior, and more with gender Young children's rigid gender stereotypes are a joint product of gender stereotyping in the environment cognitive limitations
What does research indicate Educational Media?
Television is most common form Slow-paced, narrative programs are most effective: gains in early literacy, math skills more elaborate make-believe play higher academic achievement Excessive entertainment TV can be harmful
What factors influence empathy, sympathy and prosocial behaviors?
Temperament: sociable assertive good at emotional self-regulation Parenting: warm, sensitive parents who show empathic concern encourage emotional expressiveness
What are Baumrind's parenting styles (hint: authoritarian, permissive, and authoritative)? What is the neglectful/ uninvolved parenting? What are the outcomes of each parenting style?
The permissive parent attempts to behave in a nonpunitive, acceptant and affirmative manner towards the child's impulses, desires, and actions. She [the parent] consults with him [the child] about policy decisions and gives explanations for family rules. She makes few demands for household responsibility and orderly behavior. She presents herself to the child as a resource for him to use as he wishes, not as an ideal for him to emulate, nor as an active agent responsible for shaping or altering his ongoing or future behavior. She allows the child to regulate his own activities as much as possible, avoids the exercise of control, and does not encourage him to obey externally defined standards. She attempts to use reason and manipulation, but not overt power to accomplish her ends (p. 889). The authoritarian parent attempts to shape, control, and evaluate the behavior and attitudes of the child in accordance with a set standard of conduct, usually an absolute standard, theologically motivated and formulated by a higher authority. She [the parent] values obedience as a virtue and favors punitive, forceful measures to curb self-will at points where the child's actions or beliefs conflict with what she thinks is right conduct. She believes in keeping the child in his place, , in restricting his autonomy, and in assigning household responsibilities in order to inculcate respect for work. She regards the preservation of order and traditional structure as a highly valued end in itself. She does not encourage verbal give and take, believing that the child should accept her word for what is right (p. 890). The authoritative parent attempts to direct the child's activities but in a rational, issue-oriented manner. She [the parent] encourages verbal give and take, shares with the child the reasoning behind her policy, and solicits his objections when he refuses to conform. Both autonomous self-will and disciplined conformity are valued. [She values both expressive and instrumental attributes, both autonomous self-will and disciplined conformity] ... Therefore she exerts firm control at points of parent-child divergence, but does not hem the child in with restrictions. She enforces her own perspective as an adult, but recognizes the child's individual interests and special ways. The authoritative parent affirms the child's present qualities, but also sets standards for future conduct. She uses reason, power, and shaping by regime and reinforcement to achieve her objectives, and does not base her decisions on group consensus or the individual child's desires. [... but also does not regard herself as infallible, or divinely inspired.] (p. 891) [Note that portions in brackets are significant additions to the prototype in Baumrind (1967).] Background Information: Child Qualities & Parenting Styles Authoritative Parenting •lively and happy disposition •self-confident about ability to master tasks. •well developed emotion regulation •developed social skills •less rigid about gender-typed traits (exp: sensitivity in boys and independence in girls) Authoritarian Parenting •anxious, withdrawn, and unhappy disposition •poor reactions to frustration (girls are particularly likely to give up and boys become especially hostile) •do well in school (studies may show authoritative parenting is comparable) •not likely to engage in antisocial activities (exp: drug and alcohol abuse, vandalism, gangs) Permissive Parenting •poor emotion regulation (under regulated) •rebellious and defiant when desires are challenged. •low persistence to challenging tasks •antisocial behaviors Uninvolved parenting, sometimes referred to as neglectful parenting, is a style characterized by a lack of responsiveness to a child's needs. Uninvolved parents make few to no demands of their children and they are often indifferent, dismissive or even completely neglectful.
What is egocentrism?
The preoperational stage is the second stage in Piaget's theory of cognitive development. This stage begins around age two and last until approximately age seven. During this stage, the child learns to use the symbols of language. Childrens' thoughts and communications are typically egocentric (i.e. about themselves). Egocentrism refers to the child's inability to see a situation from another person's point of view. According to Piaget, the egocentric child assumes that other people see, hear, and feel exactly the same as the child does Piaget's term for children's tendency to think about the world entirely from their own personal perspective
Compare and contrast self-awareness, self-esteem?
To reduce this to its most simplest form, self-esteem is how we FEEL about ourselves. Self-concept is how we THINK about ourselves. Since our feelings come from our thoughts, we can deduce self esteem is based on self concept.
What are the types of plays?
Unoccupied, Solitary, Onlooker, Parallel, Associative, Cooperative play
What is Social Play
Unoccupied, solitary, onlooker, parallel, associative, cooperative Example: child plays alone and doesn't acknowledge other children
What is the apprentice in thinking? What does a mentor do?
Vygotsky's term for a person whose cognition is stimulated and directed by older and more skilled members of society
What is Unoccupied play?
child doesn't play with anything or anyone
What is Parallel play?
child plays alone but with similar toys and/or in similar fashion to other children at play
What is out looker play?
child watches other children at play; this is the child's focus of attention
What is Cooperative play?
children actively play together; least frequently observed type of play; usually initiated by teacher
What is Associative play?
children interact with each other but play separately
