Research in child and adolescent development

1. Research in Child and
Adolescent Development
BY:
MARVIN ROTAS PAYABYAB

2. 1. Research is only for those who plan to take master’s degree or doctorate
degrees.
2. Research is easy to do.
3. Research is all about giving questionnaires and tallying the response.
4. Teachers, because they are busy in their classrooms, are expected to use
existing research rather than conduct their own research in the classroom.
5. It is not worth conducting research considering the time and money it
requires.
AGREE DISAGREE

3. TEACHERS AS CONSUMMERS/
END USERS OF RESEARCH
• Research enables teachers to come
up with informed decision on what
to teach and how to teach.
• It can help us, teachers, to be more
knowledgeable about how to fit our
teaching with the development
levels of our learners.

4. • UPDATE
• PROVE SOMETHING
• COMPARE
• ANALYZETEACHERS AS RESEARCHERS

6. RESEARCH DESIGN
•Researchers that are done with high level
of quality and integrity provide us with
valuable information about child and
adolescent development.

7. Case Study
• An in-depth look at an
individual.
• Helps a psychologist
understand that person’s
development.

8. Correlation Study
• Determines associations
• More strongly two events
are correlated, the more we
can predict one from the
other.

9. Experimental
• Determines cause-and-
effect relationships.
• True reliable method of
establishing cause and
effect.

10. Naturalistic Observation
• Focuses on children’s
experience in natural
settings.
• Directly observe the subject
in a natural setting.

11. longitudinal
• Studies and follows through
a single group over a period
of time. The same individual
are studied over a period of
time, usually several years
or more.
• Allows them to record and
monitor developmental
trends.

12. Cross-sectional
• Individuals of different ages
are compared at one time
• Allows them to record and
monitor developmental
trends. The researcher does
not have time for the
individuals to grow up or
become older.

13. Sequential
• Combined cross-sectional and
longitudinal approaches to
learn about life-span
development.
• Allows them to record and
monitor developmental
trends. It provides
information that is impossible
to obtain from cross-sectional
or longitudinal approaches
alone.

14. Action Research
• A reflective process of
progressive problem solving
led by individuals working
with others in teams or as
part of a "community of
practice" to improve the way
they address issues and solve
problems.
• Uses different methods, can
get the best out of the
different methods employed,
if done well.

15. DATA-GATHERING TECHNIQUES

16. OBSERVATION

17. PHYSIOLOGICAL MEASURES

18. STANDARDIZED TESTS

19. INTERVIEWS AND QUESTIONNAIRES

20. LIFE-HISTORY RECORDS

21. ETHICAL PRINCIPLES
National
Association for
the Education of
Young Children
(NAEYC).

22. 1. Research procedures must never
harm children, physically or
psychologically.
2. Children and their families have the
right to full information about the
research in which they may
participate, including possible risks
and benefits.
3. Children’s questions about the
research should be answered in a
truthful manner and in ways that
children can understand.
4. There should be respect for privacy.

23. Impact of teachers’
research involvement on
teachers
1. Become more reflective, more
critical and analytical in their
teaching, and more open and
committed to professional
development.
2. More deliberate in their
decision-making and actions in
the classroom.
3. Develops the professional
dispositions of lifelong learning,
reflective and mindful teaching,
and self-transformation.
4. The teachers relate to children
and students.

24. Teachers involvement in the conduct of
teacher research shows a shift from thinking
about teacher research as something done to
teachers to something done by teacher (Zeichner
1999; Lampert 2000).

25. Research is to see what everybody else has seen
and to think what nobody else has thought.
-Albert Szent
– Gyorgi, Hungarian biochemist