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Child & Adolescent PsychologyWelcome to Seminar #8
+TONIGHT
Tonight we are going to look at research in child development through a research example on early childhood education.
Are we starting too early? Have we overemphasized structured learning at the expensive of natural learning through play?
+ Research Methods: How We Do Developmental PsychologyResearch Question: How effective are early education programs?
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+Early Childhood Longitudinal Study - ECLS
Showed test score improvement based on number of books in a child’s home.For example, in the sample of 20,000 children followed from K to 5th grade...
Children with at least 50 books in the home scored 5% higher than children with no books.
and children with 100 books scored another 5% higher than the 50-book-kids.
What is the explanation?
+Early Childhood Longitudinal Study - ECLS
Showed test score improvement based on number of books in a child’s home...For example, in the sample of 20,000 children followed from K to 5th grade...
Children with at least 50 books in the home scored 5% higher than children with no books.
and children with 100 books scored another 5% higher than the 50-book-kids.
The mere existence of books in the household is erroneously perceived as a cause, while it is more accurately an indicator of value of learning.
More who you are than what you do.
+ Research Methods: How We Do Developmental Psychology
Correlation Research: Detecting natural associationsCorrelation and causation
Allows us to predict but not tell whether changing one variable will cause changes in another
Correlation does not mean causation!
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+Correlation: Scatterplot variations
+ Correlation
Correlation Coefficient is a statistical measure of the relationship between two
variables.
When one trait or behavior accompanies another, we say the
two correlate.
Correlation coefficient
Indicates directionof relationship
(positive or negative)
Indicates strengthof relationship(0.00 to 1.00)
r = 0.37+
+ Correlation: Example
People that ate Frosted Flakes as children had half the cancer rate of those who never ate cereal.
Conversely, those who often ate oatmeal as children were four times more likely to develop cancer than those who did not.
Does this mean that Frosted Flakes prevents cancer while oatmeal causes it?
+ Correlation: Example
People that ate Frosted Flakes as children had half the cancer rate of those who never ate cereal.
Conversely, those who often ate oatmeal as children were four times more likely to develop cancer than those who did not.
Does this mean that Frosted Flakes prevents cancer while oatmeal causes it? There is a third factor: age.
+Correlation: Example“Researcher have found that infants
who had night lights in their bedrooms were more likely to become myopic when they got older.”Explanation?
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+Correlation: ExampleA research team in Taiwan found the
best predictor of the use of birth-control methods was the number of electric appliances in the home.Explanation?
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+Correlation: ExampleA research team in Taiwan found the
best predictor of the use of birth-control methods was the number of electric appliances in the home.Explanation?Mediating variable: education
and/or socioeconomic status perhaps
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+Education for Young Children Who Are DisadvantagedHead Start – a program designed to
provide children from low-income families the opportunity to acquire the skills and experiences important for success in schoolEvaluations support the positive influence of high-quality early childhood programs on both the cognitive and social worlds of disadvantaged young children
Does early intervention work?(Chambers, Chung, & Slavin, 2006; Ryan, Fauth, & Brooks-Gunn, 2006)
+Campbell & Reamey (1994) 111 familes, low SES, over 8-year period (newborn to school-age)
Intensity and duration of intervention significantly affected how well performed on tests of IQ. Early intervention has longer-lasting effect, while school-age interventions may be too late
EE Group outperformed (on IQ scores) all other groups, followed by EC, CE, and CC.
Birth – 5 6-8E: Received preschool intervention: cognitive, perceptual-motor, language, and social skills
EE: Received school-age intervention: Language development, literacy tasksEC: Received only preschool intervention
C: No intervention CE: Received only school-age intervention; no preschool interventionCC: Received neither intervention
+ Research Methods: How We Do Developmental PsychologyResearch Question: How effective are early education programs?
FINDINGS: Children in early education programs…
Are more verbally fluent, show memory and comprehension advantages, and achieve higher IQ scores than at-home children
Are more self-confident, independent, and knowledgeable about social world in which they live than those who do not participate
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+Putting research into practice
What can we do with this information?
What profession(s) might find these findings in developmental psychology useful?
+So given these findings, why does the US lag behind?No coordinated national policy on preschool educationDecisions about education have
traditionally been left to states and local school districts
No tradition of teaching preschoolersStatus of preschools in United States
is traditionally low
+The Purpose of Preschool: An International ViewThe Purpose of Preschool
http://www.guardian.co.uk/news/datablog/2010/dec/07/world-education-rankings-maths-science-reading
+A Combined ApproachMany high-quality programs include both
academic and constructivist approaches Experts like Lilian Katz worry about
academic approaches that place pressure on young children to achieve and don’t provide any opportunities to actively construct knowledge
Programs should encourage adequate preparation for learning, varied learning activities, trusting relationships between adults and children, and increased parental involvement
(Brewer, 2007) (Katz, 1999)
+Question???
How do you see child development research helping you in your career?
In what other areas of your life can child development research help you?
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Have a great week!