Early Childhood Development

Jeffrey Trawick-Smith

Sixth Edition

© 2014, 2010, 2006, 2003, 2000Pearson Education, Inc. All rights reserved.

A Multicultural Perspective

Trawick-SmithEarly Childhood Development: A Multicultural Perspective, 6e © 2014 Pearson Education, Inc. All rights reserved.

Research and Assessment in Early Childhood Development

Chapter 2

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KEY QUESTIONS

What are correlational and experimental studies of children, and do they differ?

How are qualitative/ethnographic methods of studying children different from quantitative methods?

What events have led to an emphasis on assessment in schools in the United States?

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KEY QUESTIONS

What are summative assessments and how are they used?

What are formative assessments and why are they useful to classroom teachers and other professionals?

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KEY QUESTIONSWhat are quantitative and qualitative assessments that teachers can use to identify disabilities and support children’s learning?

What kinds of information are commonly included in a case study?

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What are correlational and experimental studies of children, and do they differ?

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QUANTITATIVE RESEARCH

Definition: Research methods in which children are observed and their behaviors counted or rated numerically. The numbers that are obtained are then entered into computer programs and analyzed statistically.

Includes: correlational and experimental research.

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Correlational research

Descriptive research Studies relationships among two or

more characteristics or behaviors (factors)

Attempts to determine: are these factors related?

Can be cross-sectional or longitudinal Note that correlation ≠ causation!

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Experimental Research

Studies causes of characteristics or behaviors

Researcher intervenes in one of two groups and then compares outcomes of the groups

Often used to determine efficacy of an intervention, but caution must still be used

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When to use experimental or correlational research

Correlational: Unable to manipulate variables, interested in describing relationships between existing factors.

Experimental: Interested in inferring cause, testing an intervention, can ethically manipulate variables

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A wealth of research exists on what children are like and how they develop in the early years. This research can guide professional practice.

CRITICAL CONCEPT #1

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PRACTICAL APPLICATION

Child development research helps us to:

Create developmentally appropriate curricula Promote positive behavior and learning Identify developmental delays or disabilities Understand and appreciate cultural diversity Guide advocacy activities and the shaping of

public policy

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How are qualitative/ ethnographic methods of studying children different from quantitative methods?

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QUALITATIVE STUDIES Results are ‘thick descriptions’ of children’s

development that capture all aspects of their lives.

Rich and detailed narratives illustrate children’s development.

Purpose is to describe individual behavior or development within a particular context.

Patterns or trends in behavior can be identified.

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ETHNOGRAPHIC STUDY

Definition: A type of qualitative research that uses methods from anthropology to study development within a particular group

Captures the rich complexity of the individual, culture, and context

Gives us the most complete picture of development within a particular culture

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How do they differ?Quantitative methods: Behaviors are counted or

rated numerically. Can capture trends in behavior among large groups of individuals.

BUT:Does not provide the rich detail of qualitative

and ethnographic approachesMay not take into account the cultural contextMay not capture the important details of an

individual child’s experience

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Many of the ideas in this text are derived from research on young children. Although research studies yield important information, flaws and biases are common.

CRITICAL CONCEPT #2

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PRACTICAL APPLICATION

We need to understand research methods so we can critically evaluate the results

We must be cautious in how we interpret research findings

Study findings = ‘good guess’

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What events have led to an emphasis on assessment in schools in the United States?

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THE ASSESSMENT AND ACCOUNTABILITY MOVEMENT

Push in the United States to focus on assessment in schools over the last few decades

WHY? Assess the effectiveness of education and

social services Assess whether children of all backgrounds

benefit equally from services Improve measures of educational success

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THE ASSESSMENT AND ACCOUNTABILITY MOVEMENT

A “mixed blessing:”Has helped teachers to focus on the impact of

their teaching practices, identify children with disabilities, assess individual

children’s level of need and craft appropriate interventions.BUT: Has placed increased stress and pressure on teachers, reduced emphasis on important non-academic skills like art and play, does not always account for cultural diversity.

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What are summative assessments and how are they used?

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SUMMATIVE ASSESSMENT

An overall evaluation of children’s growth after they have completed a school year or some other long period of learning and teaching.

Usually quantitative, can be averaged across children.

Used by schools/funding organizations to determine if educational goals are being met.

Are students making good progress? Are they ready to move to the next grade or instructional level?

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What are formative assessments and why are they useful to classroom teachers and other professionals?

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FORMATIVE ASSESSMENT

The evaluation of children’s behavior, learning, and development over time, and relatively frequently, in order to immediately improve services to individual children.

Can be quantitative or qualitative.

Used by teachers to chart the progress of an individual child and determine how the needs of this child could be better met.

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TYPES OF FORMATIVE ASSESSMENT- QUANTITATIVE

Developmental checklist: Teacher/ caregiver rates children’s attainment of developmental milestones, such as resolving conflicts or playing cooperatively with peers.

Time sampling: Teacher/ researcher observes children at regular time intervals and records behaviors or interactions that occur during that period.

Event sampling: Teacher/researcher records the number of times an event or behavior occurs.

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TYPES OF FORMATIVE ASSESSMENT- QUALITATIVE

Anecdotal record: Teachers write detailed, objective notes on everything a particular childsays or does during a classroom observation.

Work sampling: Examples of children’s play and work that reveal important information about their development are collected and analyzed over time.

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WRITING AN ANECDOTAL RECORD

Can focus on: An individual child, an individual play area, or a whole-

classroom observation A single behavior, problem, or area of development, or can

be used to observe classroom behavior generally

1. Teacher takes brief field notes during observation.

2. When time allows, teacher writes up notes in more descriptive form.

3. After several records are written, teacher rereads and looks for patterns.

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What are quantitative and qualitative assessments that teachers can use to identify disabilities and support children’s learning?

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ASSESSMENT STRATEGIES

Quantitative and qualitative assessments discussed above can be used to help parents and teachers identify special needs.

Examples of quantitative assessments include: Battelle Developmental Inventory- tests for

general cognitive delays Peabody Picture Vocabulary Test- determines

progress in language development Woodcock Johnson Tests of Cognitive Ability-

assesses cognitive and academic ability and identifies areas of delay.

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ASSESSMENT STRATEGIES

Qualitative assessments can also provide key information in identifying special needs.

Better picture of ability in children of diverse backgrounds who may be at a disadvantage when taking formal quantitative assessments.

Richer description of child’s abilities and difficulties in context

Can take into account culture-, family-, and home-related factors.

Include work sampling, anecdotal records, case study

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What kinds of information are commonly included in

a case study?

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CASE STUDYCan rely on both summative and formative

assessments. May include: Anecdotal records, observational reports, work

samples, videos

Descriptions of peer and family relationships, home and classrooms environments

Health and medical assessment

Clinical interviews with child and family

Formal screenings (e.g. language assessment, Autism Rating Scale, etc.)

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Qualitative and ethnographic studies are gaining favor among child development researchers. Such research is viewed as less culturally biased and more useful for practicing classroom professionals.

CRITICAL CONCEPT #3

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PRACTICAL APPLICATIONQualitative and ethnographic data in the classroom: Anecdotal records can be used to describe children’s learning and development

Case studies provide an in-depth examination, can be particularly useful when it comes to children with special needs

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We can ask ourselves frequently:

“How can I use these methods to discover what children in my care need most to enhance their development?”

PRACTICAL APPLICATION