Project #1 Using child development theories to analyze nursery rhymes.

(Chapter 1)

For this project you are to choose two nursery rhymes or fables and I television show and analyze the characters’ behavior in each one according to three different child development theoretical perspectives. Each rhyme/fable/TV character should have two DIFFERENT theories included so that you have included 6 theories total. In other words 1 theory can overlap. Feel free to use the six listed below in the example. You can make up details about the characters backgrounds as needed in order to explain the behaviors described in the nursery rhyme/fable/TV show. Also, be descriptive enough so that I am sure you understand the theory! This exercise illustrates the extent to which behavior, even that in a nursery rhyme or TV program, can be explained by a range of theories. Also, this project will give you an opportunity to apply your knowledge of child development theories. Be sure to include the information listed in your syllabus as well as copies of the nursery rhymes or fables and a name and description of the TV show. This can be presented in a variety of formats. Please feel free to be creative. I have included a partial example from a nursery rhyme below as a guide.

A partial analysis of Miss Muffet

Freud’s psychoanalytic theory: Although Miss Muffet was very afraid of spiders and she saw the spider web hanging over the tuffet, she could not resist her strong id impulse to sit down and eat the curds and whey that was sitting on the tuffet. Her ego - or the rational part of her mind - was unable to redirect her id impulse that caused her to sit down and eat immediately, ignoring the spider web.

Traditional learning theory: Miss Muffet ran away from the spider because she was bitten by a spider last week that sat down beside her on a tuffet. In other words, the earlier spider bite was a form of punishment that decreased the likelihood that Miss Muffet would remain sitting on a tuffet if a spider sat down beside her.

Ethology: Miss Muffet sat down to eat the curds and whey because of the adaptive or survival value of eating. Miss Muffet ran away from the spider because spiders, especially the poisonous type like this one, are an innate danger signal. Miss Muffet’s running away from the spider promotes her survival.

OTHER THEORY OPTIONS: Vygotsky’s theory, Social learning theory, and Ecological systems theory.

Project #2 Demonstrating Difficulties with obtaining a reliable measure

(Chapter 2)

***NOTE this project requires a partner****

To demonstrate the difficulties inherent in collecting reliable measures of behavior, you and a partner are to choose a videotaped segment of a cartoon or television program geared to children (at least 30 minutes) and rate the aggressive acts. Initially, the two of you working together should devise clear operational definitions for aggression and then separately each of you should view the tape and count the number of aggressive acts in the videotape and rate the intensity of each act. Also, each of you should include the type of aggression (e.g. physical or verbal) and/or the intention of each aggressive act. This means that there should be a rating sheet for each viewer with the above information. It is imperative that the tape viewing and ratings be done separately! Obviously you should use a videotape as you may have to pause to take notes...relying on memory is VERY difficult. Next, you and your partner should compare your findings and discuss the difficulties associated with devising a coding scheme and obtaining reliable measures of behavior.

In completed form I expect at least: a description of the show that you viewed, the 2 separate rating forms, 2 well written papers (one from each of you) based on the discussion you had on your findings and the difficulties in the activity as well as your interpretations on the usefulness or importance of interrater reliability.

If this seems at all unclear please see me and I’ll help you out!

Project 3: Designing an experiment

(Chapter 2)

A researcher is interested in determining whether infant child care leads to (i.e. a cause-effect relationship) an insecure attachment bond between children and their mothers during the first year of life as well as into the preschool years. Design a study to examine this question and discuss the type of method and research design you would choose. Would there be any special ethical considerations with this type of study?

A researcher is interested in determining whether sociability in children is related to school achievement and whether this relationship varies for children in preschool, grade school and middle school. Design a study to examine this question and discuss the type of method and research design you would choose. Would there be any special ethical considerations with this study?

REMEMBER...be thorough as you are graded on content and originality! Discuss this as a researcher would using correct terminology and in depth explanation. You will have to draw heavily on chapter 2. If you can’t find what you need, see me as I have several books that may be of assistance.

Project #4 Examining books written for children about reproduction and birth

(Chapter 3)

For this project you should go to the public library or to a bookstore and examine books about reproduction and birth. You should examine at least 3 books written for children of different ages - from early childhood through adolescence. Use the following questions to guide your examination of the developmental appropriateness of the children’s books: ** You may add more and please explain your answers**

Are the books written in language that children of the targeted age can understand?

Are the concepts explained such that they are understandable to children of the targeted ages? Does simplifying the language and the presentation of the content still allow for clear understanding of scientific concepts?

What styles of illustrations are used - for example, realistic photographs and drawings or impressionistic watercolors?

What are the advantages and disadvantages of these different styles of illustrations?

How are plants and animals used as models to explain reproduction and birth?

Are thoughts and feelings discussed as well as scientific concepts?

How do the books change as the age of the targeted audience increases?

How would you rate the accuracy of the information in the books that you have examined?

Would the presentation of the information in specific books seem acceptable to a wide audience of parents and educators?

Do any of the books contain information that you feel is controversial or inappropriate for the targeted age level?

Do the authors include notes or suggestions for parents?

How should parents and educators share the information in these books with children?

In your final presentation of the material be sure to use essay style with paragraphs and complete sentences. DO NOT merely answer each question for each book. Also, include where you located the books, their title and author(s) and the publication dates! This can easily be done with a citation like those given below.

The following is a list of children’s books that include a variety of presentation styles and targeted ages that you may but do not have to use:

Cole, J. (1993). How you were born. New York: Morrow Junior Books.

Dorling Kindersley, Inc. (1992). What’s inside? Baby. New York: Author.

Harris, R. H., & Emberley, M. (1996). Happy birth day. Cambridge, MA: Candlewick Press.

Kitzinger, S., & Nilsson, L. (1986). Being born. New York: Grosset & Dunlap.

Parraman, M. (1994). The miracle of life. New York: Chelsea House.

Royston, A. (1996). Where do babies come from? New York: DK Publishing.

Project 5: Evaluating toys designed for infants and toddlers

(Chapter 4)

Your job is to evaluate 6 toys designed for infants and toddlers (3 infant and 3 toddler) with respect to the perceptual capacities needed to respond appropriately to the toys, the motor skills required to play with the toys, and the abilities that the toys are designed to promote. Use the Milestones tables in the textbook on pages 145, 156, and 165 as a guide. Pay attention to the recommended ages provided for each toy. If it is at all possible, observe a child playing with the toy or ask parents of children if they have the toy and if their children play with and enjoy it. Remember not all TOYS are created equal. Be a conscientious reviewer. Suggest changes if you feel any are necessary or state in detail why the toy is appropriate from a perceptual, motor, and cognitive standpoint.

This is another project that lends itself to more creative presentations. Perhaps you can write your own Consumer Reports Guide or make a videotape of an in depth 20/20 report on children’s toys. Enjoy the activity but be sure you demonstrate a thorough knowledge of the types of information in the Milestones pages above and integrate your toys into the information.

Project #6: Evaluating Children’s Museum facilities.

For this project you are to visit a children’s museum and evaluate the museum with respect to the cognitive capacities and socialization skills or play abilities needed to respond appropriately to the museum activities and play areas, the motor skills required to play in the museum, and the abilities that the museum areas are designed to promote. Also, are there any gender issues at work in the design or types of areas included? Additionally, you should assess the actual physical design of the areas as well as and the interactions of the people who monitor the areas. Are the areas age appropriate and geared toward the developing child? Do the people working there seem knowledgeable in child development? You should include a physical description of the museum (perhaps a map would do well), an evaluation of each area in terms of the information listed above, a description of the people who work at the museum (no actual names please), your overall impression of the museum, a comparison to other museums geared toward children if you have been to any, and your observation of children at play in the museum with respect to age, gender and enjoyment.

This project has a lot of potential to be EXCELLENT! It also has the potential to grow exponentially.... don’t get too carried away but be sure in your evaluation you have given explanation (in child development terms) for any praise or critiques you offer. To do this project well you will have to pull information from Ch’s 5,6,13, and 15 at least!

Project #7 Preschool children’s motor skills and the appropriateness of playgrounds

(Chapter 5)

Part 1: Early childhood is a time of rapidly developing motor skills. Preschool bodies become more streamlined, and children have a better sense of balance. Running, jumping, hopping, and skipping become common activities. Coordination also improves, as is evident in children’s throwing and catching balls, riding and steering tricycles, and playing on the rings and bars of playground equipment.

Visit a playground or neighborhood park or an indoor play place and select 4 children between the ages of 2 and 6 for observation. You should jot down descriptions of activities and movements, paying special attention to differences between older and younger children. Be sure to fully describe the children and include gender, and approximate age and size. Also, make note of the child’s interactions with caretakers. Do these change with age or gender? Does what you observe in all of these areas fit in with information from the text?

*NOTE... You will probably do better as an unidentified observer as children often behave differently when they know they are being watched...also, do not get arrested for stalking by nervous parents who see you. You may find it best to talk with them and explain your purpose for watching. I have a sheet that you should take with you explaining your observations so see me before you go! Remember....Use your best judgment. Also, read chapter 2 (the information on observation) and the Milestones on page 178 (gross motor skills guide) as a guide for undertaking this project.

Part 2: While at the park or playground you should also evaluate the appropriateness of the facility for preschoolers. Use the following as a guide for evaluation: Is there a large, enclosed play area for children to run in and still be safe? Is there equipment that is small enough and safe enough for preschoolers? Is there separate equipment for smaller children? Are ladder rungs close together to accommodate short preschooler legs? Are monkey bars close together and small in width for little hands? What is the surface of the playground and the equipment made of? What unsafe aspects exist? How could you improve them? Are the facilities adequate for parents to play with their children? Be sure to include complete descriptions of the area and full explanations for praise or critiques that you offer. Don’t just say it was too big but explain from a developmental slant why it is too big.

Your final project should include your initial observation papers and notes as well as a final well-written essay style paper on your observations and conclusions. Of course, there are several ways of presenting this information and pictures or drawings would be wonderful! Be creative.... take what I’ve given you and build on it!

 

Project #8: Testing infants for object permanence

(Chapter 6)

***NOTE this project requires informed consent...SEE ME! Without a completed informed consent a grade will NOT be given for this project

The gradual acquisition of the object concept over the sensorimotor stage can be illustrated by several object-hiding tasks. You are to administer the following object permanence problems to 3 infants between 6 and 24 months of age (each should be of a different age ... e.g., 6 months, 8-12 months and then 18-24 months).

Simple object hiding task: After attracting the baby’s attention, hide the rattle or other attractive toy beneath a cup or under a cloth cover. See if the baby will set aside the obstacle and retrieve the object. Infants between 8 and 12 months generally succeed at this task; younger ones have difficulty.

Successive object hiding task: This time, set two cups on the table. Place the toy under one cup (A) and then move it beneath the other (B). Infants between 12 and 18 months of age easily find the object in the second location; younger ones frequently make the well-known AB search error by looking in the first hiding place.

Invisible object hiding task: Hide the toy in a small box, place the box under a cover, and, while out of the baby’s sight, dump the toy out of the box. Then show the baby the empty box. With the capacity to represent sensorimotor actions internally, infants between 18 months and 2 years of age can solve this problem.

*NOTE: Prior to the experiment, you must have the parent of the child read this paper as well as the informed consent. One copy of the informed consent must then be signed by the parent and turned in with your project and the second copy must be given to the parent to keep for his or her records.

For your final paper you should include a detailed description of exactly how you conducted the experiment as well as what you observed. The information from each participant should then be integrated with each other and then compared with information about object permanence in your textbook or other sources. In other words, "This is what I saw and here is how it fits with what we would expect to happen." Also, be sure to describe your participants in as much detail as possible.

P.S. I urge you to practice these tasks before you meet with your participants as inevitably in research things go wrong.

Project #9 Researching laws regulating child care

(Chapter 10)

As discussed in the text, the quality of care, both at home and in the child care setting, is important for fostering the emotional security of young children. As noted in Chapter 1, the quality of American childcare is cause for deep concern. Standards are set by the states, and they vary greatly across the nation. In some places, caregivers need NO special training in child development, and one adult is permitted to care for as many as 6 to 12 infants at once!

Your job is to research information about licensure or standards of childcare in the state of LA. In addition you should research information about recently passed legislation regarding child-care. For example, you should find out licensure information regarding (a) child-care staff (e.g., minimum age for administrator, training in child development requirement, Early Childhood Credential requirement); (b) child to care giver ratios and maximum group size (and whether these vary by the age of the child); (c) space and equipment (e.g., required square feet indoors and outdoors and bathroom facilities); (d) curriculum requirements; (e) health and safety requirements (e.g., immunizations, nutrition); (f) transportation; (g) child records; (h) discipline (e.g., written policy); (I) rating system; and (j) parental rights.

Your final paper should include your researched information on licensure and legislation as well as your personal ideas and feelings about what you have discovered. What are the implications of the state’s laws for fostering young children’s attachment security?

Project # 10 Interviewing Children about friendship

(Chapter 11)

***NOTE this project requires informed consent...SEE ME! Without a completed informed consent a grade will NOT be given for this project

This activity involves exploring children’s social-cognitive understanding of friendship using Piaget’s open-ended clinical interviewing technique. You are to find 3 participants (at least 1 male and 1 female) to interview about their understanding of friendship: (1) a 3 - 5 year old, (2) an 8-10 year old, (3) an 11-15 year old. Next, you should prepare a list of questions to ask as follows: What is a friend? Why is it nice to have a friend? What do you and your friends do together? How can you tell that someone is a best friend? Describe your friends to me? What about your best friend?.

PRIOR to each interview parents must read this paper along with your question sheet and the informed consent. They must sign one copy of the informed consent, which will be handed in with your project, and the second copy is for them to keep. Each participant will be interviewed separately, and the children should be assured that their answers will be confidential. You may want to tape record (with both parent and child consent) or be sure to take very careful notes.

Once the interviews are completed, responses should be examined for age and gender differences. From past research, what do younger children tend to associate friendship with? What about school age children? Did this show in your research participants? What are the characteristics for friends and friendships in each group? Is this what we would expect based on previous research? Is there an important feature in middle childhood friendships that is not apparent in younger children’s friendships? Do adolescents express more sensitivity for their friends’ characteristics, needs, and concerns? Did you notice anything about the gender and age composition of each of the participant’s friends?

Be sure your final project includes the informed consent for each parent, your original interview notes or tape, and a paper written in essay format that includes the above information plus any other you deem relevant.

Note: Practice before you actually go for the interviews!

Project # 11 Analyzing Letters to the editor in your local newspaper for maturity of moral reasoning

(Chapter 12...pg. 491-494)

Letters to the editor in newspapers often present reasoning on moral issues. You should collect 4 letters to the editor from at least 3 sources. One of these sources should be a local junior high or high school newspaper. For each of these, you should identify the moral issue raised and attempt to classify the maturity of moral reasoning expressed in each according to Kohlberg’s stages. What level of moral reasoning is reflected most often in the letters? In addition, you should include your own opinion/reasoning on the topic and your level of reasoning according to Kohlberg. Additionally, note the gender of the writer...do the moral levels or insights differ based on gender, as many would expect? In reference to the Jr. high or high school paper’s letter(s): Do these letters reflect large scale societal concerns, or do they emphasize problems associated with attending secondary school? What specific issues are mentioned? Are there major differences in the school paper and the "adult" paper? Be sure to include a copy of each letter as well as its source. An interesting aspect here would be to include the intended or average audience of the particular source of the letter.

Be careful...this seems like a short project but it is some bit of mental work. You will be graded on accuracy as well as depth of thought! Additionally, this will require research on your part to understand Kohlberg’s stages as it is only briefly discussed in class.

Project # 12 Preschool Observations: Looking at morality and gender

(Chapters 12 and 13)

**NOTE: this project requires me to set up an observation for you at a local preschool...sometimes this is not possible. Please see me ASAP if you are interested in this project so that I may contact someone to locate a place for you to observe.

You are to spend 1 hour observing at a preschool (30 minutes in the two oldest age groups) watching for the following:

A) Instances in which moral rules (e.g., do not take someone’s toy) and social conventions (saying "please" or eating with a fork as opposed to hands) are violated - Do children react differently to violations of moral rules as opposed to violations of social conventions? You should write down a description of each incident and the children involved and how the children and adult care givers react. Are there age or gender differences at work in the way children react to and handle an offense? Be sure to document in detail how the child reacts to the incident as well as if and how the adult intervenes and the outcome of that intervention.

B) Instances of gender typing in children’s behavior. You should focus on observing the gender composition of peer groups, differences between boys and girls in choice of activity, environments, and teacher behaviors that may encourage and sustain gender stereotyped behavior, if any (e.g., encouraging boys to play with masculine-stereotyped items and girls with feminine-stereotyped items; more often assigning girls to highly structured classroom activities that promote compliance and dependency). Summarize your findings and compare them with research reported in the text.

Be sure that you take thorough, accurate notes while observing the children. An hour is not very much time to do all of this observation so be particularly focused in the setting!

Project #13 Evaluating gender stereotyping on Children’s Storybooks and cartoons

(Chapter 13)

To project is geared toward assessing whether children’s media is gender-stereotyped. Initially, you should watch at least 2 cartoons and visit the local library or bookstore and read at least 4 children’s books (at least 2 picture and 2 beginning reader). You should focus on how males and females are represented: Are male and female characters portrayed in gender-stereotypic roles? Are males and females equally represented in exciting plot activities? Do male characters outnumber female characters? Are the behaviors, attitudes, and characteristics of male and female characters strongly gender typed? Are recent books and cartoons less gender stereotyped than ones from a decade or more ago? Did you find what you expected to in this research? Are these books that you would recommend to either boys or girls? Why? How, if at all, does what you found fit in with the research from your text?

Your paper should be in essay form with well-written paragraphs. Also, be sure to include the name of the cartoons and the station they are on and books titles as well as the author(s) and publication date.

Project # 14 Evaluating Commercial toys for gender stereotyped themes

(Chapter 13)

You should visit at least 2 local toy stores to evaluate toys for such features as encouragement of violence and gender stereotyping. Are toys that foster violent play primarily based on television programs or cartoons? Relative to aggressive toys, how many toys promote prosocial behavior? Are "masculine" toys separated from "feminine" toys? If so, to what extent do "masculine" toys emphasize violence and high activities and "feminine" toys quiet, home-based pursuits? Are some toys marketed as unisex toys? Be sure to look at packaging as well as arrangement in the store. Do some products feature only boys or only girls in their promotions or packaging? What toys are heavily promoted at the front of the store or at the ends of the aisles?

The key here is to abandon your preconceived notions or ideas and really evaluate everything that you see. Again, this project has a lot of potential...perhaps you could develop a shopper’s guide for parents informing them of the gender "issues", if any, you have found at the stores. Be sure that you are detailed in your report and that you integrate your findings with information in the text in chapter 13.

Project 15: Observation: Styles of child rearing

(Chapter 14 pp. 563-565)

The text describes 4 styles of child rearing: authoritative, authoritarian, permissive, and uninvolved. Read carefully in the text the description of each of the styles. Next, observe and record 10 conflicts between parents and children in a variety of public settings (e.g., shopping malls, grocery stores, and toy stores). Checkout counters where candy and other items designed to appeal to children are displayed are especially good locations for observing such interactions. You should describe and classify each parent’s handling of conflicts according to Baumrind’s child rearing styles, providing a rationale for each classification. Additionally, be sure to include a location for each encounter and a time of observation. If you plan on situating yourself for an extended period of time for observations you should check with store personnel first. I have a letter you can show them if necessary. You are not to approach any person that you observe and you are not to let them know you are observing them.

Be detailed in your report and remember to refer to the text and research on parenting styles as support for your inferences.

Project # 16 Media portrayals of child rearing

(Chapter 14)

This project allows you to become more familiar with media portrayals of parenting styles. You should watch 3 movies (e.g., Parenthood, Look Who’s Talking, Home Alone, Searching for Bobby Fisher) or 4 television programs (e.g., Roseanne, Everybody Loves Raymond, The Simpsons, The Fresh Prince). After viewing the movies or television programs and the parents’ interactions with their children, you should describe in detail the parenting styles including specific instances and evaluate whether or not they are realistic. You should infer the parenting styles in the movie/TV show based on Baumrind’s classifications: authoritarian, authoritative, permissive, indifferent. If you were picking a family which one would you choose? Why? Which of the movies or television shows do you think is the most accurate in terms of the "average" American family.

Be sure that you have included research to support you inferences and arguments as well as personal opinion and detailed descriptions of parent- child interactions in the movie/TV show.

Again, this is one of those projects where it may be easy to get off task and fail to include enough substance to get a good grade so be cautious.

NOTE: the listed movies and TV shows are only suggestions...feel free to think of your own!

Project # 17 Peer Group Formation

(Chapter 15)

You should read the text’s description of the Robbers Cave experiment, which illustrates peer group formation and functioning. Then, you are to read a fictional story about children’s peer groups, such as Lord of the Flies, Oliver Twist, A Separate Peace, or Less Than Zero. You should write a paper that describes characteristics of the peer group in the book - for example, its norms, goals, motivations, language styles, treatment of "outsiders," and prejudices - and then relate your observations to research discussed in the text.

Dickens, C. (1962). Oliver Twist. New York: Holt, Rinehart, and Winston. (Original work published 1841.)

Ellis, B.E. (1985). Less than zero. New York: Simon & Schuster.

Golding, W. (1954). Lord of the flies. New York: Wideview/Perigee.

Knowles, J. (1960). A separate peace. New York: Macmillan.

**You are not limited to these books ...they serve as suggestions!