Transcript Observing and Interacting with Children

Observing and Interacting with
Children
Chapter 1; Section 3
OBSERVATION
See children as individuals, meeting the
challenges of development
The more you know them, the more you
can tailor the activities
Help catch disabilities earlier- they do
better longer turn
Subjective
It relies on personal opinions and feelings,
rather than facts to judge events
Objective
Record is factual, and leaves aside
personal feelings and prejudices
Only what is said or heard
Running Record
Writing everything down that happens in a
set of time
Good for observing one part of
development
Anecdotal Record
Is similar to a running record except its not
for a specified allotment of time
Frequency Count
Is a tally of how often something occurs
Baseline
A count made before any steps are taken
to try to change the behavior
Example:
Hitting
Baseline is 20 times in one day
After intervention: 12 times in one day
Development Checklist
A list of skills children should master, or
behaviors they should exhibit at a certain
age
Formal Observation
Setting up an observation with a specific
place with a specific child or specific
children
Informal Observation
Observing in a public place using estimate
ages
Don’t be noticed; it may affect your
observation
TIPS FOR OBSERVATION
 Take notes during an observation
 Know your purpose
 Identify the when, where, who, and what
 Be descriptive
 Make comparisons
 Uncover the data
 Review and clarify
 *Interactions can occur if you’re looking for
something specific
Interpretations
The analysis an observer forms and
expresses about what was observed
Confidentiality
Protection of another person’s privacy by
limiting access to personal information
The Developing Person
Through the Life Span
Berger, Worth
p. 33-53
Major Theories
1. Psychoanalytic- Nature, battling unconscious
impulses
2. Learning- Nurture, conditioning through
stimulus and response…reinforcement from
environment
3. Cognitive- Nature, actively seeking experiences
influence on thinking, remembering, and
analyzing
4. Sociocultural- Nurture, learning the tools, skills,
and values of society through apprenticeships
Piaget’s Stages of Cognitive
Development
Birth to 2 years
2-6 years
7-11 years
12 years +
Sensorimotor
*using senses;
*immediate actions of environment;
*trial and error
Preoperational
*symbolic thinking;
*subjective and intuitive;
*past and future events
Concrete operational
*applies logical principles
*systematic
*No abstract ideas
*objective
Formal operational
*abstractions & hypothetical concepts
*can think about thinking
*speculate about possibilities and reality
Freud’s Psychosexual Stages
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Birth to 1
1-3 years
3-6 years
7-11 years
Adolescence
Adulthood
 Oral Stage (mouth)
 Anal Stage (body, toilet)
 Phallic Stage (genitals)
 Latency (an interlude;
quieted sexual needs)
 Genital Stage (pleasure
and relationships)
 Genital Stage (also)
 “to love and to work well”
Erik Erikson’s Psychosocial Stages
 Birth to 1
 1-3 years
 3-6 years
 7-11 years
 Adolescence
 Adulthood
 Trust vs. Mistrust (am I going to be taken
care of?)
 Autonomy vs. Shame and Doubt (selfsufficient or doubt own abilities)
 Initiative vs. Guilt (overstep boundaries;
imitation)
 Industry vs. Inferiority (learn to be
competent or unable to do anything)
 Identity vs. Role Confusion (who am I?)
 Intimacy vs. Isolation (build relationships
or not)
 Generativity vs. Stagnation (meaningful
work)
 Integrity vs. Despair (make sense of their
lives)
Research
Ways to Make Research More Valid
Sample Size
Needs to be large enough that extreme cases
will not distort the picture of the group as a
whole
Representative Sample
A group of subjects who are typical of the
general population
Blind Experimenters
Unaware of the purpose of the research as to
not distort the evidence
Ways to Make Research More Valid
Operational Definitions
Define each variable in specific terms
Observable behavior can be measured with
precision
Determining Statistical Significance
A numerical indication of exactly how likely it is
that the particular difference occurred by
chance (sample size, average difference
between groups, levels of significance)
Ways to Make Research More Valid
Experimental and Control Groups
Must study two groups
Experimental- receives some special
experimental treatment
Control Group- does not receive the
experimental treatment
The Developing Person
Through the Life Span
Berger, Worth
p. 33-53
Major Theories
1. Psychoanalytic- Nature
2. Learning- Nurture
3. Cognitive- Nature
4. Sociocultural- Nurture
Piaget’s Stages of Cognitive
Development
Birth to 2 years Sensorimotor
2-6 years
Preoperational
7-11 years
Concrete operational
12 years +
Formal operational
Freud’s Psychosexual Stages






Birth to 1
1-3 years
3-6 years
7-11 years
Adolescence
Adulthood
 Oral Stage
 Anal Stage
 Phallic Stage
 Latency
 Genital Stage
 Genital Stage
Erik Erikson’s Psychosocial Stages






Birth to 1
1-3 years
3-6 years
7-11 years
Adolescence
Adulthood








Trust vs. Mistrust
Autonomy vs. Shame and Doubt
Initiative vs. Guilt
Industry vs. Inferiority
Identity vs. Role Confusion
Intimacy vs. Isolation
Generativity vs. Stagnation
Integrity vs. Despair