Outline and evaluate research into the effects of deprivation/separation.
Outline and evaluate research into the effects of deprivation/separation. (18 marks) Either one of the following answers would gain a high grade: Answer 1: In the 1950's Robertson (on behalf of Bowlby) carried out observations of 49 children aged 1-4 over a two-year period of children separated from their main caregiver(s) due to hospitalisation or being placed in a residential nursery because their main caregiver had to be hospitalised. Findings reliably showed that the effects of deprivation pass through three distinct stages: the immediate response to separation is 'protest' followed by despair and then followed by detachment. In the protest the child cries and is unable to be comforted by caregivers with which an attachment has not been formed. In the despair stage the child eventually becomes calmer but is uninterested in others and no longer searches for the caregiver with which an attachment has been formed. In the detachment the child appears to be coping well nevertheless the child tends to treat others all in a similar superficial manner. Furthermore if the attachment-figure returns the 'abandoned' child behaves in a very detached manner towards the main caregiver often ignoring or rejecting their 'advances'. (AO1) Robertson's research reliably showed the effects of deprivation over a two-year period. Nevertheless this research used an opportunity sample which
Welcome to our private day nursery. The information in this booklet refers to the children within our setting who are 2-3years old, however some of the information may be common throughout the nursery
Cache Diploma in Child care and Education Our Environment Welcome to our private day nursery. The information in this booklet refers to the children within our setting who are 2-3years old, however some of the information may be common throughout the nursery. In the nursery we offer a pleasant friendly atmosphere, where children are happy and comfortable. We provide a positive environment which is safe, stimulating, hygienic, healthy and caring for everyone in the nursery. SAFETY Entrance to the nursery is through intercom only which offers security for the staff and children. Daily registers are taken and records kept up to date. Staff wear identity badges displaying their name and photograph. You will see a variety of safety equipment around the nursery to keep the children safe. We use safety gates at the top and at the foot of the stairs. There are socket protectors in all unused sockets and appliances have curly cables. Slow closing hinges are on all doors and smoke alarms are on each floor. Toys and equipment are regularly checked and broken items thrown away. To help the children feel safe and secure all children are assigned their own peg which has their name on and a picture for easy recognition, we believe this gives the children a sense of belonging. Comforters from home are also welcomed in the nursery to help the children settle and to feel secure and
Piaget's and Freud's Child development theories
In the mid twentieth century the interest in child development grew, more in-depth research took place and a large number of theories arose .Two theorists that had great impact on child development in this era were Jean Piaget and Sigmund Freud. Jean Piaget's research is centered around life stages of cognitive developmental theory, also how children adapt to their environment with the use of schemas, accommodation and assimilation. Like Piaget, Freud also developed a process, which involved stages of development called psychosexual theory. Psychosexual theory centered on the sexual drive and consists of 5 stages of development in children. Freud also divided the mind into three personality parts the id, ego and super ego; these become integrated into the 5 stages of psychosexual development. (Berk, 2009) Jean Piaget was born in 1896 in Neuchatel, Switzerland. Piaget was an intelligent child who took an interest in biology and the natural world at a young age. After Graduating Piaget went on to teach at Grange- Aux-Belles Street School for Boys, Where he worked along side the creator of the Binet Intelligence Test, Alfred Binet. Piaget discovered while marking the Binet Intelligence Test, young children were making wrong answers on certain questions that older children and adults did not. This lead to Piaget's research into young child development. (Vialle & Verenikina,
What makes a successful Early Years Practitioner?
What makes a successful Early Years Practitioner? In recent years the need for qualified Early Years Practitioners has risen immensely. There are now much more than nursery settings and foundation classes. Early years establishments are growing at a rapid rate, due to more and more parents needing to work. Research from various sources shows children progress socially at a faster rate when mixing with other groups of children, and it helps increase self esteem, so parents who do not need to work will use the services of an early years practice. Workplace crèches are now commonplace as are college and shopping mall crèches. Places such as playgroups, mother and toddler groups and out of school clubs all need good qualified early years practitioners to create the environment and support needed by today's children. Unqualified staff working in early years settings are encouraged to gain some formal qualification to gain the insight into good practice in the provision of child care. This is actively encouraged throughout their career, to keep up to date with current practices. Trained staff have a positive effect on children's social development and understand the learning needs of children and how best to provide it. There are many courses available today to enhance/ensure early years settings are providing the best possible care to young children. Early years
Outline findings and conclusions of research into cross-cultural variations in attachment. (6 marks)
Rebecca Burns | Psychology Outline findings and conclusions of research into cross-cultural variations in attachment. (6 marks) In 1988, Van Ijzendoorn MH and Kroonenberg PM used a meta-analysis of the Strange Situation to research cross-cultural patterns of attachment. They used the same procedure as Ainsworth as this is the ‘standard’ way of assessing attachment as it shows how not all infants are securely attached. They therefore found the same three types of attachment: Secure (B), Resistant (C) and Avoidant (A). The Strange Situation can be used to test cross-cultural patterns because there are cultural differences in the way caregivers would bring up a child and expectations of children’s development, so many would be expected. However, an infant’s basic needs are universal and so there should also be some similarities. The ways in which Van Ijzendoorn and Kroonenberg tried to overcome problems by previous studies of cross-cultural patterns were firstly by using large sample sizes that can therefore be better generalised to whole populations and provide more reliable results. They also tried to examine whether or not the differences between cultures were any greater than the existing inter-cultural differences. Finally they used the use of the American ‘standard’ distribution of attachment types (20% type A, 70% type B, 10% type C) which are based on
Discuss explanations of the development of gender identity and / or gender roles
Discuss explanations of the development of gender identity and / or gender roles The first explanation into the development of gender identity is the Social Learning Theory or Social Cognitive Theory, developed by Bandura (1991). Bandura suggested that gender identity, or roles, develop through several modes of influence, principally modelling, enactive experience and direct tuition. Bandura demonstrated modelling through the Bobo doll experiment where young children copied aggressive behaviour, particularly when the modeller was the same sex as the child. This suggests children copy same sex models in everyday life and thereby learn what's considered appropriate behaviour from the behaviour of those around them. This may be reinforced or inhibited through enactive experience where the child's actions are 'rewarded' or 'punished' by people's reactions. This is also shown through peers, as a child may see them getting rewarded or punished for something and therefore model their behaviour on that outcome. People can also model their behaviour on gender roles shown in the media, which affects their self-efficacy. Additionally, the principle of self-efficacy suggests that we learn what is possible for our own gender through seeing others succeed or fail. Therefore we are more likely to engage in behaviour that we've seen our own gender succeed in. Perry and Bussey (1979)
Discuss the Freewill Versus Determinism Debate As It Applies To Psychology.
DISCUSS THE FREEWILL VERSUS DETERMINISM DEBATE AS IT APPLIES TO PSYCHOLOGY Do we choose to act as we do or are our actions a result of influences beyond our control? This question has preoccupied philosophers for centuries, thus giving rise to the 'Freewill versus Determinism' debate. By definition, freewill is the notion that we are free to make decisions and thus control all of our actions however determinism takes the opposing view suggesting that all of our actions are totally determined by the external and internal forces operating on them. It is now widely recognised by most psychologists that it is a combination of both freewill and determinism that determine our behaviour however this leads to another question, 'to what extent is our behaviour determined and to what extent are we free to choose?' The idea that our behaviour is controlled by external factors paints a rather depressing picture of life in which we have no control over any of our actions. As a result, the humanistic approach in psychology completely rejected this idea and instead opted for the idea of freewill. Humanists such as Carl Rogers and Abraham Maslow strongly believe that people exercise choice in their behaviour and that the idea that we are not in control of our behaviour is 'de-humanising.' Freewill essentially means that we have a choice over what we do and that our behaviour is voluntary
How does Temperament affect attachment?
How does Temperament affect attachment? Temperament is believed to be the infant's behavioural disposition, which is a production of an internal manifestation of events associated with environmental and generational affects (deVries, 1948). There has been considerable debate between attachment and temperament theorists in the roles of temperament in attachment (Dirkin, 1998; Berk, 1997). Factors, which contribute to the attachment relationships strength, have recently been suggested as; behaviour (Notaro and Volling, 1999) and maternal sensitivity (Rosen and Rothbaum, 1993). However transitionally, it is likely that infant-parental relationships are influenced by individual differences (temperament) (Seifer et al, 1996). This essay will therefore present infant and caregiver temperament influences, on attachment relationship. Differences in maternal and paternal attachments formed with infants will also be discussed, concluding by summarising the temperament influence on attachment relationships. Nine dimensions of temperament are proposed in the Infant Temperament Questionnaire (ITQ): activity, rhythmicity, approach/withdrawal, threshold, adaptability, persistence, intensity, mood, and distractibility (deVries, 1984). However, the main characteristics which are generally discussed are; emotionality, distress-anger, fear and activity (Lemery et al 1999). Lengue, West
THE HISTORICAL DEVELOPMENT OF PSYCHOLOGY
THE HISTORICAL DEVELOPMENT OF PSYCHOLOGY I am going to be looking at the history of psychology, and by using a few examples try to explain some of the theories that leading psychologists and scientist have concluded in their experiments and scientific studies. Psychology is in fact the study of the mind, how it works and what effect it has upon an individuals thoughts and general functions, the processes of the mind will never be fully understood but there has been a great breakthrough over many years, although the mind has many parts in which we will never truly understand. The first example I am going to look at is behaviourism, Wittgenstein(1889-1951) believes what is in the mind as "over and above behaviour" He believes that if everyone were to have a box which held a beetle and only they were allowed to look in their own box, people will talk about their boxes and perceive them to stand for a beetle as that is how they associate their boxes, he believes the boxes are like the mind, everyone has one, they are alike but no one actually knows what either persons looks like as you cannot compare them just like the mind no one knows what exactly is in them. The most famous experiment looking into behaviourism is by the Russian scientist I.P Pavlov (1849-1946) in which he found that by ringing a bell every time he fed the dogs in his lab, he realised that the dogs
Outline and evaluate different types of attachment
‘Outline and evaluate different types of attachment’ Ainsworths ‘strange situation’ was developed as a tool to measure types of attachment in infants. The experiment was carried out in a purpose build playroom and children were observed with cameras. It consisted of several situations, standardised for all those who took part. Each condition involved variation of the presence of the mother and/or a stranger, over 3 minute intervals. During these different conditions, the child’s behaviour was monitored, assessing their exploratory behaviour, stranger anxiety, separation protest and reunion behaviour. From her study, Ainsworth identified three types of attachment, these were: secure, insecure- avoidant and insecure-resistant, she believes all infants can fit into these categories. A child with a secure attachment to the mother has high exploratory behaviour; they would explore happily when the mother is present and use her as a safe base. Stranger anxiety would be seen, they would be wary and treat the stranger differently. There is a high level of separation protest, distress and crying was shown when the mother left, but they would easily be soothed when the mother was welcomed back on her return. On the other hand, a child with an insecure-avoidant attachment would be happy to explore, and there would be low stranger anxiety, the child would treat the
