What is the dependent variable? How would you define it operationally? Having Fun With Operational Definitions Adapted from teachpsychscience.org Directions: Identify and operationally define the independent and dependent variables in each of the following research ideas. Research Idea #1: A social psychologist was interested in whether people are more likely to exhibit conformity when they are in situations that make them feel nervous and unsure of themselves. What is the independent variable?
1. Explain the adaptive value of rough-and-tumble play and dominance hierarchies. 2. Cite examples of how language awareness fosters school-age children’s language progress 3. List some teaching practices that foster children’s achievement and some that undermine it.
Child Development Assignment Level 3 Outcome 1.2 Explain the difference between sequence of development and rate of development. Why is the difference important? We need to understand the areas in which a child develops Physical Development, Intellectual development, Social & Emotional Development, Moral development and Communication development and that all these are equally important as each other and do not work separately. It’s with this information we know all children follow a typical pattern development, however not all children develop at the same rate and some may not progress over all areas, which may mean they need extra help with different things. Outcome 1.1 Complete the following five tables, showing the sequence
I feel it is important to take into account the personalities of the children, as learning may be inhibited if one child is particularly domineering or intimidating. It is also necessary to look at the subject being taught and be flexible in the grouping of children. I personally feel that for subjects such as Literacy and Numeracy, where there is pressure for academic success the children should be split into ability groups. I feel by working in ability groups, the children are still able to support each other and there is still a hint of Vygotsky’s ZPD theory being practised, as there is still a range of abilities within an ability group and the more able of one particular ability group, can support the others in the group. It is important to remember that no one child is the same as another, even if they are classified as being of similar ability.
Also identifying behaviors that contribute to failure, thus adding a second layer of understanding. The next theory that fits as well is psychodynamic that deals more with the unconscious mind and childhood experiences of the individual. “But are persons really responsible for their actions in the sense that they (1) assess the possible alternative courses of action available to them, (2) choose a particular course, and (3) construct a complex set of acts to achieve intended results? Our religions and our laws are based on the premise that these propositions are true. And so are our emotional responses.
This however, is not guaranteed. Other strategies such as warnings on the test and adding social desirable answers to detect fake responses can be used. The tests are also measured against statistics The next widely used tests are projective tests. Unlike objective tests there are no specific clear answers or right or wrong answers. Projective tests are based on Freudian theories and seek to discover unconscious motives, emotions and drives.
Different methods of reinforcement can be effective for parenting as behavior modification for children. Operant Conditioning Defined Operant conditioning is a type of behavioral learning. The theory behind it looks at the ability to modify behavior of an organism. With operant, the importance of the conditioning lies with consequences of behavior and how an organism responds to bring forth reinforcing stimuli. There are two different types of reinforcements, which are positive and negative.
(2) If attachment patterns reflect relationship characteristics rather than traits in the child, one would expect that characteristics of dyadic interaction would be associated with patterns of attachment. The research cited by van IJzendoorn provides support for a causal role of parental sensitivity in the development of attachment security, though much less research has addressed the interactive patterns that precede avoidant and resistant attachment. Research reviewed by Hennighausen and Lyons-Ruth has also demonstrated that certain parental behaviours, such as withdrawal, negative-intrusive responses, role-confused responses, disoriented responses, frightened or frightening behaviours and affective communication errors, which include contradictory responses to infant signals, are likely to be more evident in the context of certain types of parental psychopathology, and have been documented to be associated with disorganized attachment.3,4 (3) A central tenet of attachment theory has been that early experiences between young children and their caregivers provide a model for intimate relationships in later life. Although this model is believed to be modifiable by subsequent experiences, the theory has posited a conservative tendency to resist change. These propositions suggest that in a stable caregiving environment, one would expect to find stable patterns of attachment, but in environments characterized by significant changes, one would expect less stability.
Also if the children are with different adults at different times then the children would not maintain stability which then in turn would disable practice of the positive reinforced behaviour. The behaviourist, Skinner, argued that reinforcement was more effective than punishment in education. For example the child minder rewarding the child provides information on desirable behaviour, increases motivation to perform rather than other behaviour and are associated with pleasant emotions. Reinforcement is a very flexible form of behaviour control selective reinforcement can shape many different types of behaviour and reinforcement schedules mean reward do have to be given to desirable
Foremost among the concerns and of interest to child development specialists are practices of socialization and culturally-relevant educational practices and programs. The basic purpose of the child developmental specialist is to enhance the child’s ability to develop on both social and cognitive levels, including language proficiency. (Goss, n.d.). The NCLB Act addressed the way children with disabilities are assessed. For instance, the Act mandated a change from the overreliance on objective tests to alternative forms of assessment that help students develop their talent (Eisner,