Critical Approach - Child development.

Critical Approach

Bethan is a special child and she is exceptionally mature for her age. Although I was unable to fully observe her maturity in the Initial visit, I was fortunate enough to base my study on her. Thus, my initial decision to study her was based merely on the actuality that she resides near my house (convenience), she speaks English and she appears to be externally adorable. Her reaction to my presence is essential for effective testing of the theories. What if she exhibits extreme shyness towards me, even after numerous ‘bonding activities’? What if she refuses to co-operate with me, and to perform the theories? What if she has unbearable mood swings? I was unable to answer these queries, just from the Initial visit; therefore the risk factor involved in choosing an appropriate child for my study was very high. Overall, the negativity in basing my study on a child, who I did not know, is to be emphasized. I lost complete control of my study, and in turn, my extreme dependence on Bethan to co-operate and test the theories put the content and meticulousness of each visit in danger. I had to rely solely on Bethan’s behaviorism to receive an effective critical analysis of her development, in comparison to an average child of a similar age.

Nonetheless, I was lucky to have Bethan. Although she had her rare mood-wings and she occasionally took on the role of a reserved, shy child at the beginning of the majority of the visits, she was co-operative and pleasurable company. During the visits, she would happily chat to me about her day in school and her brother’s development, using a Singaporean accent developed from her local playgroup. I expected Bethan to participate in an activity, depending on whether or not it is of a considerable benefit to her; if Bethan receives enjoyment from the activity. Therefore, I integrated the theories into common childhood games; for example, we played hopscotch to test Bethan’s proficiency at hopping. This made it easier for Bethan to co-operate, and in turn, it helped catalyze the bonding process. On the theories, which could not be incorporated into an agreeable activity, Bethan agreed to do them, without considerable fuss. The certainty that Bethan would not make a complaint and upheaval on the theories tested enhanced my organization, as it allowed me to precisely follow my time plan. Included in the time plan is the equipment required to fulfill a theory, and the date on which a particular theory is to be tested. In the beginning, in addition to carrying the equipment required on the designated visit, I carried the equipment required in the succeeding visit, as I was unaware of Bethan’s behaviorism. However, as I gained familiarity on Bethan’s eagerness to participate in any activity, the need to lug around equipment from other visits, in fear of her rejection, decreased.

Although I had a camera on most visits, I found it extremely difficult to capture a moment in time, without disrupting the flow of the activity. If I did manage to take a picture, I had to politely ask Bethan to pose and freeze. In addition, in activities, which required my involvement, the likelihood of me taking a picture of her was diminutive, as it would result in a disturbance of the natural flow of the activities. To compensate for my lack of photographic evidence, I attempted to elaborate on my visits, and included events and details, which could not ...