critique of a journal article
Howes, Hamilton, & Matheson (1994) hypothesised that good child-teacher interactions would be positively correlated with good child-peer interactions. They drew from John Bulby's attachment theory and from recent studies of teacher-child relationships. While Bulby primarily focuses upon how the parent-child relationship affects the forming of later relationships, recent studies observe the influence of the teacher-child relationship. The article's introduction discusses the inspiration for the researchers' studies; however, theoretical explanations for their work are vague. The researchers make loose associations between Bulby's work and recent studies in attachment. Attachment theory seems irrelevant to what the researchers expect to find in the study.Research Methods and Design and their Limitations Graduate students, who did not know the study's hypothesis, met with 48 children over three years. Each graduate student observed a child every six months but never saw the same child twice. Research Methods and their LimitationsThis study used a naturalistic observation method, where the graduate students would simply watch their subjects' behaviour. Naturalistic observation is limited in that the researcher has little control
Research Design and its Limitations The researchers used a longitudinal design. The study also used an experimental method by using the Attachment Q-Set, where they observed the teacher-child relationship by initiating a strange situation. The subjects may not be reliable either, in this case; young children have not developed language skills needed to understanding questions thoroughly. In addition, the discussion section does not discuss what the introduction to the paper says it will. Researchers asked teachers to fill out a rating scale that asked questions about the student. Among teacher socialisation and child-peer relationships, positive mediation was positively correlated with better child-peer relationships in time one and two. Using naturalistic observation for this aspect of the study may have been more fitting. Dependency had the greatest impact on preschool gregarious scores; however, the impact of dependency on time two instrumental aggression had a stronger impact than for preschoolers. Results The authors of this article explore how three characteristics of the teacher-child relationship, security, dependency, and socialisation, related to one another, how each trait affected the child-peer interaction, and how teacher negative mediation of peers affected the child-peer relationship. Children's Relationships with Peers: Differential Associations with Aspects of the Teacher-Child Relationship. They studied subjects over three years. They recognise this limitation in their report. ------------------------------------------------------------------------**Bibliography**Howes, Carollee, & Hamilton, Claire E. They predicted that negative mediation for preschoolers would have the greatest impact, but it was only true in the case of complex play.
Common topics in this essay:
Design Limitations,
Attachment Q-Set,
John Bulby's,
Methods Limitations,
Limitations Graduate,
Hamilton Matheson,
Child Development,
positively correlated,
teacher-child relationship,
negative mediation,
child-peer relationships,
scores impact,
negatively correlated,
naturalistic observation,
complex play,
recent studies,
Matheson Catherine,
longitudinal design,
Research Methods,
mediation positively correlated,
characteristics teacher-child relationship,
withdrawal negatively correlated,
positively correlated child-peer,
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