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Session 2: Methods of Studying Children

Session 2: Methods of Studying Children. Manju Nair. Methods of Studying Children. Naturalistic Observation: in everyday environment. Structured Observation: in a laboratory. Clinical Interview: open ended questions. Structured Interview: questionnaires and tests.

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Session 2: Methods of Studying Children

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  1. Session 2:Methods of Studying Children • Manju Nair

  2. Methods of Studying Children • Naturalistic Observation: in everyday environment. • Structured Observation: in a laboratory. • Clinical Interview: open ended questions. • Structured Interview: questionnaires and tests. • Case Study: combination of methods and gives detailed narratives. • Ethnography: extensive field notes usually while living amidst the social groups.

  3. Observation and Record Keeping

  4. Observation & Record Keeping • Systematic observation is fundamental to a quality program. • Caregivers must plan strategies based on observations of behavior and developmental stages in order to enhance development.

  5. Why do we observe children? • To understand the pattern of children’s development. • To collect information to assess a child’s progress in relation to typical development. • Learn about the interests of a child or group of children. • Identify any particular difficulty a child may have. • Meet the specific needs of individual or groups of children. • Understand children as individuals and their likes and dislikes.

  6. Why do we observe children? • Assess what the child has achieved and then plan for the next stage. • Record and document any unusual behavior or any that gives cause for concern. • Provide information about the child to the parents and others who have an involvement with the child. • Evaluate the effectiveness of the provision made for children.

  7. Types of Records • Checklists • Running Records • Time-Sampling • Anecdotal Records.

  8. Samples • Checklist: http://www.womensheart.org/content/HeartWellness/child_development_checklist.asp • Running Record: http://virtual.mjc.edu/prussol/runningrec101sp09.pdf • Time-Sampling: http://www.newchildcare.co.uk/time.html • Anecdotal Records:http://www.learner.org/workshops/teachreading35/session8/sec4p3.html

  9. Running Records • A detailed narrative account of behavior recorded in a sequential manner as it happens. • Observer writes down everything that occurs over a specific period of time • It includes all behaviors and not just selected incidents. • Records behavior as it occurs, instead of later.

  10. Guidelines for Objective Recording • Record only the facts, not what you think. • Record every detail without omitting anything. • Do not interpret as you observe. • Record what you see, not what you don’t see. • Use words that describe but do not judge or interpret. • Record the facts in the order that they occur.

  11. Samples of judgmental words • Bad, delayed, smart, bright, slow, delayed, behind, sad, frustrated, chaotic, deliberate, good, intelligent, normal, right, wrong.

  12. Research in Early Childhood Education • Inservice and Preservice learning and research consumption takes place. • Researchers make hypotheses or have hunches, that becomes the basis for research. • Quality of a research is evaluated using the following criteria: Objectivity, Reliability, Validity and Replicability.

  13. Objectivity: avoiding personal biases, feelings, values and assumptions. • Reliability: accuracy of research, same results are got consistently. • Validity: are the tests or instruments used valid ones? • Replicability: can other researchers obtain the same results?

  14. Types of Research • Descriptive studies • Cross-sectional and Longitudinal studies • Co-relational studies (relationships not causes) • Experimental studies (use of control group) • Ethnographic studies (participating in daily life of subjects)

  15. Some factors to consider • Use of social indicators • Ethics in Child development ( APA, SRCD) • Sociocultural perspective in studying children. • Young children with disabilities and study of child development

  16. Four behaviors to acquire as EC Educators • Perspective taking • Reflecting in action • Teacher as learner • Teacher as researcher

  17. Authentic Assessment • Celebrates learning and development • Based on real life events • Performance based • Ongoing and emphasizes emerging development • Collaborative and capitalizes on the strengths of learners.

  18. Formal approaches to assessment • Achievement tests • Intelligence tests • Readiness tests • Developmental screening tests • Diagnostic tests

  19. Informal approach to assessment • Running records • Specimen records • Anecdotal records • Observation with predefined instruments - checklists, rating scales, event sampling • Interviews • Others

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