CHILD DEVELOPMENT RESEARCH

MODULE 2

MOST PICTURES HAVE BEEN REMOVED

ISSUES IN DEVELOPMENT

2.1

ISSUES IN DEVELOPMENT

• NATURE-NURTURE ISSUE

• NATURE

• INFLUENCES OF BIOLOGICAL INHERITANCE

• GENETICS

• DEVELOPMENT SEEN AS ORDERLY

• ALL FORMS OF GROWTH FROM CONCEPTION TO DEATH

What Characterizes Development?

NURTURE

• NURTURE

• INFLUENCES OF ENVIRONMENT

• EX: CULTURE

• INFLUENCED BY SOCIAL EXPERIENCES

• EX: SCHOOLING WITH STUDENTS FROM VARIOUS PARTS OF THE WORLD.

• DEPRIVATION OR ENRICHMENT HAVE IMPACT

• EX: VYGOTSKY

• CHILDREN HELPING OTHER CHILDREN

ISSUES IN DEVELOPMENT

•NATURE-NURTURE ISSUE

•WHICH HAS THE GREATEST INFLUENCE, &

HOW DO THE TWO INTERACT?

NATURE-NURTURE INTERACTION

• 1. PASSIVE GENOTYPE-ENVIRONMENT

• EARLY CHILDHOOD

• PARENTS ARE MUSICAL

• GENES FOR BEING MUSICAL

• ENVIRONMENT MUSICAL

• BOTTOM LINE

• CHILD DOESN’T MAKE THIS HAPPEN.

1. PASSIVE GENOTYPE-ENVIRONMENT

2. EVOCATIVE GENOTYPE-ENVIRONMENT

NATURE-NURTURE INTERACTION

• 2. EVOCATIVE GENOTYPE-ENVIRONMENT

• STARTS IN CHILDHOOD

• WHOLE LIFE

• JACK SOCIAL (FATHER)

• FRIENDS OF MINE POSITIVE FEEDBACK

• REINFORCED TO DEVELOP HEREDITY, SOCIAL SKILLS

• BOTTOM LINE:

• GENES INFLUENCE BEHAVIOR, CHILD REINFORCED TO CONTINUE BEHAVIOR

3. ACTIVE GENOTYPE-ENVIRONMENT

NATURE-NURTURE INTERACTION

• 3. ACTIVE GENOTYPE-ENVIRONMENT

• ABOUT 8-9 YRS. • RELATED TO THEIR SKILL CHOICE ENVIRONMENT

• MUSICAL OLDER CHILDREN PURSUE BAND

• EXPERIENCE IS DIRECTED BY GENOTYPE (GENES)

• IMPORTANT TO REINFORCE CHILDREN’S TALENTS (NURTURE)

• BOTTOM LINE:

• GENES MUSICAL, CHILD CHOSES PLAYING INSTRUMENT

NATURE-NURTURE INTERACTION

•HEREDITY ENVIRONMENT

•EPIGENETIC VIEW

•OBESITY MAY ACTIVATE GENES FOR

DIABETES

•BEHAVIORS MAY TURN GENES ON OR OFF.

EPIGENETIC VIEW HTTP://WWW.YOUTUBE.COM/WATCH?V=KP1BZEUGQVI

• Continuity

vs

Discontinuity

Discontinuity

Continuity

CONTINUITY VS DISCONTINUITY DEBATE

• CONTINUITY

• BELIEVES DEVELOPMENT HAS:

• GRADUAL, CONTINUOUS CHANGES

What Characterizes Development?

CONTINUITY VS DISCONTINUITY ISSUE

•DISCONTINUITY

•BELIEVES DEVELOPMENT HAS:

• DISTINCT STAGES, ABRUPT CHANGES

CHILD DEVELOPMENT RESEARCH

2.2

HOW IS CHILD DEVELOPMENT A SCIENCE?

• IMPORTANCE OF RESEARCH—

•OBJECTIVE & SYSTEMATIC

• REDUCES LIKELIHOOD INFORMATION IS BASED ON

• PERSONAL BELIEFS

• OPINIONS

• FEELINGS

ETHICS

• CONDUCTING ETHICAL RESEARCH

• PROTECT RIGHTS OF RESEARCH SUBJECTS

• DO NO HARM

• INFORMED CONSENT• PARENT & CHILD

• DECEPTION• CONDUCT DEBRIEFING

• ANONYMITY• RESPECT CONFIDENTIALITY

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RESEARCH METHODS

2.3

RESEARCH METHODS

• CASE STUDY – IN-DEPTH ON INDIVIDUAL

• SELF REPORTS

• SURVEY & INTERVIEW

• NATURALISTIC OBSERVATION

• CORRELATIONAL RESEARCH

• EXPERIMENTAL RESEARCH

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RESEARCH METHODS

• RESEARCH DESIGNS (3)

• 1. DESCRIPTIVE RESEARCH: OBSERVE AND RECORD

• NATURALISTIC OBSERVATION

• SURVEY

• CASE STUDY

• 2. CORRELATIONAL RESEARCH: MEASURE STRENGTH OF ASSOCIATION

• HOW 2 OR MORE VARIABLES RELATE TO EACH OTHER

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RESEARCH METHODS

• 3. EXPERIMENTAL RESEARCH

• BEHAVIOR MANIPULATED, CHANGE MEASURED

• DEMONSTRATES CAUSE AND EFFECT

• INDEPENDENT VARIABLE (GETS MANIPULATED)

• DEPENDENT VARIABLE (GETS MEASURED)

• CONTROL GROUP (FORMS BASELINE MEASURE)

• EXPERIMENTAL GROUP (GETS MANIPULATED)

• RANDOM ASSIGNMENT (ASSIGNMENT BY CHANCE)

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STUDYING CHANGE OVER TIMES2.4

STUDYING CHANGE OVER TIMES

• TIME SPAN OF RESEARCH

• CROSS-SECTIONAL APPROACH

• SEVERAL GROUPS (USUALLY DIFFERENT AGES) COMPARED AT ONE TIME

• LONGITUDINAL APPROACH

• FOLLOWS SAME GROUP OVER LONG PERIOD OF TIME (USUALLY YEARS)

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