Developmental Observations, Assessment Example

Outline:

Introduction

Objectives

Method

Participants(child 1, 2 and 3 aged between 4 to 5 years).

Activities:

Coloring task

Building task

Results, discussion, and recommendation

Introduction

This study is important to me because I intend to discover why Victimization and peer-directed gender are linked. For hypothesis of aggression that is gender linked, to be defined; I will give a description of sub segments of aggression in this paper. I have defined physical aggression as the behaviors that hold the motive of harming or hurting others acts that are physical and include pinching and pushing not forgetting verbal acts which comprise of threatening physical force. These, is mostly observed in boys. I have defines relation aggression as the motive to harm by posing a threat for damage of relationship, or the feeling of being accepted socially and include social groups. These, is viewed as more common in girls in middle and early childhood. In this study, I seek to examine a type of gender victimization that is gender balanced. The researchers who carry out their research on adolescents school-aged children specifically note the harsh female-female interactions that usually consist of victimization of relatives acts from friends, peers (Shaffer& Kipp, 2010).

For the two major barriers to be resolved i.e. the scantiness of carried out research during early childhood, and the absence of observational studies that are on relational aggression, my current observation study seeks to test the hypothesis of gender-linked of received and delivered aggression including the sample of youngest observation to date. In this modern day study, I have put in place two distinct versions of the paradigm for coloring task that I have developed; this is the first task This was developed to assess the sub segments of social behavior and aggression. The semi structured coloring task was also in a similar manner designed to the persons who had had an earlier experience with past developmental studies that is during childhood. In this study, I have conducted research-using triads to make an increase in the ecological credibility of the observational task that is based on evidence that the aggressive acts of preschoolers are more common in groups of four or more children. Utilization was also for the reason of removing preferred potential groups lying more on a single gender; stated findings say that boys would prefer a large group while girls are more of dyadic interactions (Hobart & Frankel, 2008).

Objectives

We also had to put restriction to the triads from same gender groups, with evidence that the interactions of preschoolers are most likely to occur naturally, in this constellation. This also raised the ecological credibility of the context. To add on this, the sample used in research consisted on the same gender children because we found styles that have distinct behaviors. Boys were more of using physical behaviors while girls were using verbal behavior mostly. This occurred mostly in preschool with same gender groups that were positioned in the laboratory, which was based on utilization study (Sharman, Cross & Vennis , 2008). For us to decrease the number of children with this reactivity, we staged the experiment behind a large divider in the course of the experimental dividends of the coloring task to compare and contrast with the approach that was used by Keating and Ostrov. In this experiment, the camera and experimenter were in clear view. In the current study, four modes of behavior aggression were evaluated: verbal aggression, non-verbal aggression, physical aggression, and relation aggression are faced with very intrusive thrusts, which are hostile movements to the chin top, signal the others. All these had been seen to have significant behaviors of thee mean behavior that is harsh from past studies. In addition, the pro-social behaviors received and delivered were evaluated in order to give comprehensive and valid balance examining the social behaviors of children (Thompson, Felce & Symons, 2011).

When we used the revised method for our experiment, we figured that physical aggression tactics in boys could be utilized more while females would in many cases put strategies that are relationally aggressive to employment. We also came with another prediction that boys would be more likely to be recipient as compared to girls who would be seen as the target prey of relational aggression. We further hypothesized when one keeps with findings of the past, verbal aggression would be easily noticeable as consequent tactic used by both girls and boys. Lastly, when we base our experiment on evidence that nonverbal aggression might play a significant key role in girls’ group that is school aged (Szarkowicz, 2006).

The second objective of the research that we carried out was to evaluate the connection between received aggression and observed delivered sub segments and the psychological problems adjustments in children as by the report by focal of the focal concurrent adjustment for children. We requested the head teachers to assist us by completing various established instruments evaluating the adjustment problems that are social ecological. To resolve this issue in a good and clear manner, we had to put to use important wider range of indices for social psychological adjustments than those that were used in previous studies that were observational for relational aggression. Basing outcomes from previous studies where teacher and peer evaluation of aggression victimization were used, we came up with hypothesis that all sub segment of observed aggression, would be connected with adjustment problems for psychological aggression that is in both girls and boys. For us to address our various research objectives properly, we used reports by teachers of social psychological adjustments and observational paradigm that is revised and semi structured whereby more than 50 young preschool children were to observation while interacting with their peers (Shaffer & Kipp, 2010).

Method

This study has used direct observation methods that involve a group of Participants

The participants were three children who were in the age bracket of 4-5 years from different adverse socio economical backgrounds and were a representation of most spectrums of annual income, though these families were middle class primarily. The sample that was being represented by different ethnic backgrounds and include children from Asian American, African American, Latino, European American just to name but a few. From site one, those children who were participating already had the consent of their parents to be participants in the research studies that were conducted on this sit (Ahola & Kovacik, 2006). Therefore, we delivered a copy of consent forms to parents so that they could give their verdict on whether to agree or not for the child to participate in some of the study components (Hobart & Frankel, 2008).

Activities

Coloring task

Before the observational sessions, the assistant for research got a formal introduction from the children and spent some days establishing a good relationship with them. Before the scheduled sessions, each child was asked to rate their coloring skills on a scale of 1-3. After establishing a rapport with the children, they were randomly categorized into same sex. Response indicates that 96% of the kids claimed that they liked the color so much; rating the activity at three (Szarkowicz, 2006). The experimenter invited in groups of three, same sex for a session of coloring where verbal assent was acquired from each kid before the session. For the child’s natural skills of social interaction to be reflected, experimenters entered into pairs with the kids who were choosing randomly regardless of their variations is age. Each session had 3 minutes of trial time where the children were given varying appropriate developmentally pictures. Each trial had coloring activities. The order of pictures were counterbalanced throughput the sessions. A 3-minute basis of time was measured by an hourglass set on each table for each child to view. The setting had limited resources where the kids were only provided with a single attractive jumbo crayon while the remaining two jumbo crayons were made useless. Before commencing the sessions, these crayons were placed on the table at equal distance with the children. At the beginning of the activity, the kids were seated randomly at a pre-school table in a room close to their classroom. In the course of the session, the adult experimenter sat a distant divider away from the kids in that he was partially hidden from the kids. At his location, he could monitor the activity through observations. To begin the session, the experimenter had to turn on the video camera and by use of a standard verbal protocol he initiated the session (Thompson, Felce & Symons, 2011).

After each 3-minute periods, the experimenter told the children time was up and praised each child. Then, at intervals, he distributed the corresponding pictures and crayons in turns. In the pre-schools, tangible rewards were not allowed and they only received verbal praise to acknowledge their participation. To enhance the concentration of kids and alleviate them from the distress that might have been brought about by the task, they were allowed to use a wide range of attractive colors in their coloring activity. Trained undergraduate observers were employed to code the coloring sessions. They were not familiar with the children, as well as the hypothesis of the study. The coding entailed videotaping the children who interacted in similar settings. The experimenter gave each child a score according to different categories of behavior. They included a total of all behaviors displayed towards the peers in the course of the session. Some behavioral activities, which were coded entail verbal aggression, psychological aggression, non-verbal aggression, physical aggression, and relational aggression. The participants assessed each single child in order to establish the number of behaviors exhibited by each child in the course of the session. Individual aggression subtype was generated from the sum of aggressive behaviors for each child. Similarly, individual scores were obtained from the different subtypes of aggression (Ahola & Kovacik, 2006).

Building Task

Child 1

D.O.B: Oct 2^nd 2008, 4 years and 3 months

Child 1 is building a house with blocks and he puts people in his house. After he finished to build the house, it collapsed and started to cry out loud. When his asked why he was crying, he said that the house was too high that is why it fell apart. While he was building the house, he requested the aunt for more blocks. After his mum praised him for the good work, child 1 was very happy. Later, the child requested her aunt to join him in building the house. After building the house, he requested his aunt to let him play all day.

Results and discussion

The behaviors of children during the two sessions were not independent. In this study, I have constantly acknowledged the limitations of peer and teacher informants. Therefore, I will use these findings in my future work as an Early Childhood Professional to confirm victimization and aggression stereotypes in the behavior of young children. The findings from this research offer a strong support of aggression and the gender linked aggression model in young children. To be specific, although not significant, young boys tend to receive more and deliver more physical aggression than their female counterparts. On the other side, girls tend to receive and deliver more relational aggression than their male counterparts. Given the fact that the participants were of young age, this is noteworthy. In my future work as an Early Childhood Professional, I would combine these findings with previous research findings to show evidence that specific aggressions of gender are likely to begin in early childhood. Further, in my future career, these findings would give me a guide to show how both boys and girls experience and exhibit different degrees of aggression in their early childhood. These findings are sharply contrasting the existing theories regarding development of aggression, which portrays that girls exhibit less behavioral problems before reaching adolescent. In addition, early childhood professional could employ these findings to show that girls are likely to experience aggressive behavioral challenges at a young age and in great numbers that is has been previously believed. Consequently, this study is expected to assist future childhood professionals pay more attention towards the behavioral problems of girls before attaining the adolescent period (Shaffer & Kipp, 2010).

Findings from this study have offered vital details about the range of relational aggressive behaviors used by young kids. In future, early childhood professionals can use this study to explore the limited social and cognitive skills of pre-school children, their application of relational aggression is not mature and their relationally acts of aggression are unlikely to engage other children. On the contrary, qualitative reviews of data regarding relational aggression reports that pre-school children in research have sophisticated strategies of relational aggression that includes secret telling, observed gossip and rumor spreading. The nature of these behaviors is sometimes subtle but occasionally direct. The experimenters had the ability to assess the multiple behavioral waves in children using video cameras and this allowed them to make an assessment based on the reliable records of behaviors. For example, an application of relational aggressive behaviors was shown by the following transcript of a coloring session:

Girl 1 maintains her coloring activity

Girl 2 is looking at girl 1, says “I have to tell you something” girl 1 gets out of her seat, and leans towards girl 2. Girl 3 is staring at girl 1 and 2.

Girl 3 responds, “I heard what you said”

Girl 2 and 1 posses the best coloring crayons and they begin their coloring activity as they are watching girl 3

This is the first observational evidence that young children exhibit sophisticated relational aggressive behaviors. Therefore, future early childhood professionals must incorporate such relational behaviors. This study has helped child 1,2 and 3 to realize their variations in the use of non-verbal aggressive behaviors that are rarely exhibited in young children. As an early childhood professional, I have established that non-verbal relational behavior is the most common aggressive behavior. Therefore, I would recommend that these behaviors must be explored by future research studies. After completing the activity, I learnt that children in this study were egalitarian in application of verbal and non-verbal aggressive behaviors such as mean names and insults. In addition, after conducting the study, I acknowledged that lack of observed gender variations in delivered verbal and non-verbal aggressive behaviors are only evident in young children (Thompson, Felce & Symons, 2011).

The findings from this study are an extension of previous preschool studies, whereby peer and preschool-based assessment of physical and relational victimization and aggression forms are associated with social and psychological challenges such as peer rejection. Child 1, 2 and 3 learnt that they were physically aggressive and I noticed that this behavior was linked to lack of pro-social behaviors and peer rejection. On the other hand, this study has helped me link relational aggression to being excluded by peers. The study shows that both girls and boys are likely to experience challenges of both relational and physical aggression in their early childhood. Girls tend to be more relationally aggressive in their pre-school years. Nevertheless, in my future childhood work, I will not encourage boys to engage in hostile aggressive interactions because they are likely to face challenges in adjusting to future situations. This study has helped to associate both relational aggression and perceived physical aggression with adjustment problems. However, the study did not find significant results for boys. Nevertheless, in future, as an early childhood professional, I would discourage large groups because they foster victimization of young boys. This is because the naturalistic play of boys tends to be great in large peer groups. Many indices of adjustments were based on the perception of teachers regarding the behaviors of children in relation to their peers, as well as the larger classroom context. In my future work as an early childhood professional, I will expound on this hypothesis in multiple settings to rectify behaviours of young bully children (Szarkowicz, 2006).

Limitations of the study

Despite the ecological validity of the observational paradigms employed, it restricted to a maximum of 9 minutes. This period appears to be consistent with previous research studies regarding early childhood aggression. However, this period was a relatively brief period for the sessions. The findings of this study shows that the sessions based on 9-minute periods were reliable in capturing the natural behaviors of children.

References

Allen, E. et all (2006), Inclusion in early childhood programs, children with exceptionalities, 4th Canadian Edition, Thompson Nelson, Ontario Canada
Crowther, Ingrid (2006), Inclusion in early childhood settings: children with special needs in Canada, Athabasca University, Pearson

Hobart, C. & Frankel, J. (2008). A practical guide to child observation and assessment. Cheltenham : NelsonThornes.

Szarkowicz, D. (2006). Observations and reflections in childhood. South Melbourne, Vic. : Thomson/Social Science Press.

Shaffer, D. & Kipp, K. (2010). Developmental psychology : childhood and adolescence. Belmont, CA : Wadsworth Cengage Learning.

Thompson, T., Felce, D. & Frank James Symons (2011). Behavioral observation : technology and applications in developmental disabilities. Baltimore, Md. : Paul H. Brookes Pub.

Ahola, D. & Kovacik, A. (2006). Observing and understanding child development : a child study manual. Clifton Park, NY : Thomson Delmar Learning.

Sharman, C., Cross, W. & Vennis, D. ( 2008). Observing children: a practical guide. London, Angleterre : Continuum.