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CHDEV 51 Chapter 2
1.
Early Childhood Development:
A Multicultural Perspective, Fifth Edition Jeffery Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. CHAPTER 2 Historical Perspectives and Research in Early Childhood Development
2.
2 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. Understanding the Roots of Common Beliefs and Practices Concerning Young Children
3.
3 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. How have our perspectives and treatment of children changes over history?
4.
4 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. Middle Ages to 1600: birth to age 7 infants have little value after age 7‘little adults’ expected to act like adults Renaissance to 1800: children seen as distinctly different from adults born ‘bad’ – needed to have ‘devil beat out of them’ harsh training – focus on ‘breaking the will’ of children EARLY WESTERN (EUROPEAN) PERSPECTIVES
5.
5 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. 19th and 20th centuries in Europe and U.S.: new emphasis on socialization (training) Industrial Revolution public schools / child care / exploitation 1900 – 1950: growing concern for children’s needs prediction made of period of ‘helping’ to come RECENT WESTERN PERSPECTIVES
6.
6 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. Since 1970s: Increasing family stressors compromise children’s well-being: ↑ exposure to violence ↑ child abuse and neglect cases ↓ family services Many children’s needs are still not met in modern America.
7.
7 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. The ways that children have been thought of and treated has changed dramatically throughout history. CRITICAL CONCEPT #1
8.
8 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. CRITICAL CONCEPT #2 Although we believe children are treated more compassionately now than in times past, many children are still in great need in America.
9.
9 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. PRACTICAL APPLICATION As we understand past views of children, we can better: Reflect on where our own ideas and practices come from Learn from the past: - borrow useful ideas - question traditional practices - replace outdated beliefs and practices Advocate for children’s rights and needs
10.
10 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. How do people from non-Western cultures see children differently? Not much historical information available in child development texts Use historical cultural beliefs and practices to deduce non-Western views of children and socialization practices
11.
11 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. African - strong kinship and family bonds in family life - strong mother-child relationships - high concern and caring toward children Native American - close familial and tribal ties - interdependence and respect for all life - children highly cherished and protected - clear division of labor and sense of social responsibility - collective child-rearing - individual differences respected and nurtured
12.
12 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. Asian (Chinese and Japanese) - influenced by Confucius – focus on interpersonal harmony - children are inherently good - education through observation, imitation, question-asking - infancy is a special period - strong parent-child bonds are important Puerto Rican - historically close-knit and mutually supportive families - compadrazgo and hijos de crianza - como de la familia
13.
13 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. Slavery and oppression strongly influenced childhood experience Many non-dominant cultural groups are affected and families: - become collective with resources and child care - use firm and directive parenting for protection - are either respectful or resistant to dominant Western values
14.
14 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. The beliefs about children and the way they are treated in non- Western cultures are a result of their own particular cultural histories – many of which include slavery and oppression. CRITICAL CONCEPT #3
15.
15 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. PRACTICAL APPLICATION We should accept and appreciate differences stemming from historical oppression such as parenting that is: - directive - protective - focused on obedience - firm
16.
16 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. Research on Young Children
17.
17 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. How have we learned what we know about young children? Earliest research was done to describe ‘normal’ development and its causes. ‘normal’ = acceptable by society Locke and Rousseau wrote about: - effect of environment on development - origins of ‘goodness’ and ‘sinfulness’ ↓ obeying Church teachings and society’s customs
18.
18 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. EARLIEST RESEARCHERS Observed children to describe normal development (emphasized current cultural ‘norms’) Earliest = biographies and diaries with own children - Pestalozzi and Darwin Questionnaires with larger groups - G. Stanley Hall Charts developed to show milestones of growth - Gesell and Shirley
19.
19 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. NORMATIVE CHARTS Definition: Graphic representation of the stages or milestones children pass through as they develop Limited by: Only white middle-class children studied Quantitative methods used
20.
20 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. WAYS WE STUDY CHILDREN NOW Individuals or groups Correlational (descriptive) research studies relationships among characteristics or behaviors (factors) Experimental research studies causes of characteristics or behaviors by treating one group differently than another and testing both groups to see if the treatment made a difference
21.
21 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. SETTINGS FOR STUDYING CHILDREN Laboratory setting designed to control and elicit certain kinds of behavior as needed for experimental research Naturalistic setting looks at children in their everyday settings for descriptive research MOST COMMON TYPE USED TODAY
22.
22 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. Cross-sectional studies 2 or more groups of children of different ages are examined at the same time to determine how they are different Longitudinal studies one group of children is examined over a long period of time to determine how they are different at different ages WAYS TO STUDY CHANGE OVER TIME
23.
23 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. LIMITATIONS OF QUANTITATIVE RESEARCH Cultural characteristics are not represented if the group studied only included children from the dominant culture. Results cannot be applied to individual children because they identify typical or average information about development.
24.
24 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. PROBLEMS WITH RESEARCH Findings can be difficult to interpret accurately because of: Biases that were built into the study (assumptions made that may not be true) Confusion between correlation and causation: Related variables do not necessarily cause one another !!!!
25.
25 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. We have gained a lot of important information about young children from primarily quantitative research; however, flaws and biases exist in many research findings. CRITICAL CONCEPT #4
26.
26 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. 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 ≠ truth Study findings = ‘good guess’
27.
27 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. How are qualitative and ethnographic research used to help us understand children?
28.
28 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. 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.
29.
29 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. 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
30.
30 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. Qualitative research methods have been developed that provide more accurate information about young children that is less biased and more useful. A combination of these methods can be used to answer pressing questions about children’s development. CRITICAL CONCEPT #5
31.
31 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. PRACTICAL APPLICATION Action research in the classroom Quantitative observations can include: Developmental checklists Event sampling Time sampling Qualitative observations may use: Anecdotal records Case studies
32.
32 Early Childhood Development:
A Multicultural Perspective, Fifth edition Jeffrey Trawick-Smith © 2010 Pearson Education, Inc. All rights reserved. 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