Ron Mossler, 2nd edition

1. CHILD DEVELOPMENT RESEARCH
MODULE 2
MOST PICTURES HAVE BEEN REMOVED

2. ISSUES IN DEVELOPMENT
2.1

3. 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?

4. 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

5. ISSUES IN DEVELOPMENT
•NATURE-NURTURE ISSUE
•WHICH HAS THE GREATEST INFLUENCE, &
HOW DO THE TWO INTERACT?

6. 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.

7. 1. PASSIVE GENOTYPE-ENVIRONMENT

8. 2. EVOCATIVE GENOTYPE-ENVIRONMENT

9. 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

10. 3. ACTIVE GENOTYPE-ENVIRONMENT

11. 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

12. NATURE-NURTURE INTERACTION
•HEREDITY ENVIRONMENT
•EPIGENETIC VIEW
•OBESITY MAY ACTIVATE GENES FOR
DIABETES
•BEHAVIORS MAY TURN GENES ON OR OFF.

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

14. • Continuity
vs
Discontinuity
Discontinuity
Continuity

15. CONTINUITY VS DISCONTINUITY DEBATE
• CONTINUITY
• BELIEVES DEVELOPMENT HAS:
• GRADUAL, CONTINUOUS CHANGES
What Characterizes Development?

16. CONTINUITY VS DISCONTINUITY ISSUE
•DISCONTINUITY
•BELIEVES DEVELOPMENT HAS:
• DISTINCT STAGES, ABRUPT CHANGES

17. CHILD DEVELOPMENT RESEARCH
2.2

18. HOW IS CHILD DEVELOPMENT A SCIENCE?
•IMPORTANCE OF RESEARCH—
• OBJECTIVE & SYSTEMATIC
• REDUCES LIKELIHOOD INFORMATION IS BASED
ON
• PERSONAL BELIEFS
• OPINIONS
• FEELINGS

19. ETHICS
• CONDUCTING ETHICAL RESEARCH
• PROTECT RIGHTS OF RESEARCH SUBJECTS
• DO NO HARM
• INFORMED CONSENT
• PARENT & CHILD
• DECEPTION
• CONDUCT DEBRIEFING
• ANONYMITY
• RESPECT CONFIDENTIALITY
Caring for Children

20. RESEARCH METHODS
2.3

21. RESEARCH METHODS
• CASE STUDY – IN-DEPTH ON INDIVIDUAL
• SELF REPORTS
• SURVEY & INTERVIEW
• NATURALISTIC OBSERVATION
• CORRELATIONAL RESEARCH
• EXPERIMENTAL RESEARCH
Caring for Children

22. 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
Caring for Children

23. 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)
Caring for Children

24. STUDYING CHANGE OVER TIMES
2.4

25. 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)
Caring for Children