3 Articles on Childhood Article #1 Hatch, J.A. (1987). Status and soci

I. Purpose - The purpose of this study was to improve our scientific understanding of how adult social competence is developed in childhood through a research investigation of children's strategies (active and reactive) for both acquiring and protecting their social status and power in situations of face-to-face interaction.

II. Method - The study used naturalistic methods (reconstruction of real-world events based on methods of participant observation and the collection of unobtrusive data). Subjects were 24 children (14 females and 10 males). All children were in kindergarten. Race, marital status of parents, and socioeconomic status of children were not controlled.

Hatch observed 80 hours of child-to-child interaction during 26 observation visits to a kindergarten class at a public school. Children's conversations were recorded. After each visit, Hatch wrote down the situational context of all observed conversations.

In addition, informal interviews were conducted with auxiliary persons (e.g. principal, classroom aide, parents, selected district staff). A formal interview was conducted with the kindergarten teacher. Also information was collected form school and district reports, official documents and student records. Data was analyzed by searching all collected information for patterns related to acquiring and protecting soc

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this study was to replicate a now classic study which showed that children read words better (make fewer errors) when they were in context than when they were simply placed on a list. Nicholson theorized that the classic study had not sufficiently specified the limitations of his findings because it did not investigate for differences in reading errors based on carry-over affects or on differences in children's reading ability. II. Methods - Methods consisted of two experimental studies using samples of children who were six, seven, and eight years of age. All children attended one of two suburban schools in a large city in New Zealand. Children were selected by school staff as being good, average, and poor readers. The methods used in both studies are described by Nicholson (1991) as follows: In the 1st experiment, 100 children read words in context, then in lists. In the 2nd experiment, 97 children read words in lists, then in context (the testing order used in the classic study). . .(p.444) III. Results - Findings in the study did indeed replicate the classic study; that is, they showed that children's errors in reading were significantly higher for lists than for words in context. However, these gains were observed o
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Approximate Word count = 1285
Approximate Pages = 5 (250 words per page)