The different methods and approaches they used to gather the information will be discussed as will the comparisons and the findings of the two studies. When looking at both of the studies it is clear that both have an interest in studying children’s friendships, however, both go about this in very different ways. The study by Bigelow and La Gaipa (1975) wanted to look at the ways children’s friendships developed and changed with age and at different developmental stages of their lives (Brownlow 2012, pg. 242). This is in contrast to the William Corsaro study, which is directed more towards looking at how children communicate with each other within their own social circle.
Finally the conclusion will be drawn that even though the studies were researching the same subject matter, the difference in methods used sometimes highlighted contradictory findings. Both studies had an interest in researching children’s friendships. Although this similarity is present, the two studies approached the research of friendships in very different ways. Bigelow and La Gaipa’s (1975) study will be the first to be introduced. The aim for this study was understanding children’s friendship and how this understanding could change throughout the stages of development (Brownlow, 2012 p. 242).
(Bowlby, 1969) Fonagy et al. (1993) sought to empirically test the validity of Bowlby's idea of internal working models. The results they produced supported the concept of internal working models, demonstrating that mothers who had mental representations of insecure attachments with their own parents tended to be less securely attached to their own children. In accordance with the internal working model hypothesis, Bowlby believed that secure and long term relationships with a caregiver was essential to the infants later development. Therefore, any disruption to the attachment bond before the child reaches two years of age will have negative consequences for the future.
Lastly I will be looking at the transactional model which helps us link the child’s behavior and its interaction with the environment, or vice versa. This part will also show how children’s temperaments may protect them against social risk. Defining a development difficulty is controversial, as clinicians have to rely on the observations of parents, teachers and other agencies, these observations do not always give an accurate representation, as seen by the work of Achenbach et al (1987) who conducted meta-analysis on the judgments of this group and found that there was a low level of reliability between them; this may be because of the different expectations of the adults. To help professionals who have to assess these children, certain organisations have carried out studies and broke down developmental difficulties into 8 parts; withdrawn, somatic complaint,
He also described social releasers; sucking, smiling, crying and cuddling. Bowlby states that these social releasers are innate behaviours which ensure proximity and contact with the baby's attachment figure. However, research has shown that multiple attachments may be more common than monotropy, contradicting Bowlby. Many psychologists have supported Bowlby; Hazan and Shaver (1987) aimed to discover if love in adulthood is directly related to attachment type as a child. They interviewed respondents to an advertisement and asked them to pick a statement best describing
With this information, Bowlby realized that the current explanation from Freud that infants love their mother because of oral gratification was wrong. His new theory stated that infants are social from a very young age, 6 months to less than two years old. The infants become focused on a particular individual or a few individuals. Bowlby proposed that “patterns of relating acquired in the early parent-child relationship are internalized and form the basis for how an individual enters and subsequently maintains other close relationships” (Bretherton). Bowlby's aim was to discover the consequences of difficulties in forming attachments in childhood, and the effects this would have on an infant's later development.
However, other perspectives (such as Marxism and the New Right) would have different-not necessarily opposing- views. To begin with, one view on the role of education is that it acts as a ‘bridge between the family and wider society’ which is shown in Item A. This is because Education helps ease transitions between family life and society. For example, Talcott Parsons argues that this is the case because in the family there are particularistic standards, which means the child is judged on standards that apply only to them. On top of this, the child’s status within the family is ascribed because it’s what they’re born in to.
Both B.F Skinner and Harry Harlow’s concepts on learning and attachment respectively, was based on the theory that their investigations and research into behaviours could be applied across species. Both Skinner and Harlow have made important contributions to the understanding on the effects of behaviour. Harlow through his research challenged the opinion of many theorists and psychoanalysts, who regarded attachment mainly as cupboard love or as a function of feeding. Whilst Skinner maintained that a discipline that promoted positive reinforcement with the avoidance of punishment could solve the world’s problems. In many respects Skinner and Harlow’s approaches to study are similar as they both focused on the effects of behaviour; studying non-human animals because they were lower on the evolutional stage, less complex than their human counterparts and not affected by influences of society, culture etc.
Assignment Two – Part B My stakeholder’s role in our problem based learning scenario was Miss Watson the school teacher. Throughout this reflection I looked at the issues not just as Miss Watson but also the pre-school teacher and other stakeholders. I felt this was necessary so I could understand what was happening to Phoebe with the views of the other stakeholders. Individual Reflection Issues I encountered in my stakeholders role The issues I encountered from each chapter were: I felt that Phil was not quite experienced enough to handle the situation and needed further training in behaviour and guidance either through Lady Gowrie or other support services that offer additional training in all areas of child development. (Anning & Edwards 2006) stated early childhood educators have an obligation to learn throughout their professional lives so that they can continue to foster actual ways to improve children’s knowledge and wellbeing.
In examining the impact of adversity we are measuring against what constitutes children’s needs and well-being. Children’s well-being is founded in a holistic view, acknowledging the significance of supporting the whole child. This holistic approach toward children seeks to simultaneously address the physical, emotional, and psychological aspects of a child’s life. However, whilst a general consensus on children’s needs and well-being is attainable, notions of the child and childhood differ across culture, time and place, whereby concepts of appropriate education, work and play are rooted in cultures and societies, as Woodhead et al, (2003, p.2) discuss. Adversity refers to circumstances or incidents, which fail to meet the required needs of the child, endanger their well-being or infringe upon their rights.