Research Methods

Aims and hypotheseso Aims: what we are interested in finding out.o Hypothesis: Predictable/testable statement

Experimental/alternative Hypothesis: there will be a significant relationship, one variable will affect another or there will be a significant difference between two sets of data.

Null Hypothesis: the backup hypothesis; no significant relationship, a variable will have no effect on another or no significant difference between two sets of data.

Directional Hypothesis: predicts the specific direction of the results. Non-directional hypothesis: just predicts a difference or that one variable

will affect another. IV and DV

o Independent Variable Variable that the experimenter manipulates.

o Dependent Variable Variable the experiment measures; dependent on the IV.

Experimentso Seek to establish cause and affect relationships.o There are two conditions:

Control condition; comparison. Experimental condition; experimental group! Range of techniques to gather data: e.g. observation, questionnaire etc. What makes a true experiment?

Manipulation of an independent variable; the IV is directly manipulated by the researcher to produce a change in the DV.

Randomisation; a true experiment requires that participants are randomly allocated to conditions or that the participants take part in each condition of the independent variable.

Control; efforts are made to control or hold constant all variables other than the IV and DV in an experiment. These other variables are known as extraneous variables (EVs) the aim of controlling EVs is to minimise their possible impact on the results of the investigation. Researchers should use standardised procedures as one of the ways to control variables.

Experimental Design

Advantages Disadvantages RemedyRepeated measures design; each participant will take part in both conditions.

Individual differences between participants are removed as a potential cofounding variable. Also, fewer participants are required, since data for all conditions are collected from the same group of participants.

The range of potential uses is smaller than for the independent groups design. For example, it simply is not possible to use two different reading schemes to teach young children to read within the same group of children. Only an independent groups design could be employed. There is a potential disadvantage resulting from order effects, although as has been noted already these order effects can be minimised.

Order effects can be controlled by counterbalancing or having a sufficient time delay between 2 conditions.

Independent groups design; involves 2 or more separate groups. Participants are randomly allocated either one of the conditions. (Organised or unorganised conditions.

No problem with order effects. The most serious is the potential for error resulting from individual differences between the groups of participants taking part in the different conditions.

Participant’s variables can be overcome if the sample size is large enough and participants are randomly allocated.

Matched pairs design; Pairs of participants are created by each participant in one of the conditions being matched closely as possible with a participant in the other condition.

Same as above: Achieving matched pairs of participants is a difficult and time consuming task which may be too costly to undertake.

The presence of participant variables that are still present can be overcome by randomly allocating the pairs to conditions. Use identical twin pairs; provides a good match.

Extraneous variableso Variables that you have failed to control and that could affect your result in some

way. Anything that could affect the participant’s performance. Cofounding variables

o This is a variable other than the IV, which may account for the change in the DV. Demand characteristics

o In research, and particularly psychology, demand characteristics refers to an experimental artefact where participants form an interpretation of the experiment's purpose and unconsciously change their behaviour accordingly.

Qualitative and quantitative datao Quantitative data: numerical data – more objective and allows accurate conclusions.

o Qualitative data: data expressed in words – reflects opinions and impressions of the researcher.

Content analysiso Is a method of changing qualitative data into quantitative data (e.g., literature,

speeches or television programmes), so that it can be statistically analysed or used descriptively.

Observationo Overt; Participants are aware that they are being observed.o Covert; Participants are NOT aware that they are being observed.o Naturalistic; the investigator observes naturally occurring behaviour and does not

attempt to influence the observed in any way.o Controlled; researcher carries out the observation in a laboratory setting in an

attempt to control certain variables. E.g. Ainsworth strange situation. o Structured; prior to the observation, the researcher devises a standardised

checklist/data collection grid to record the frequency of specific behaviours that occur.

o Unstructured; researchers simply notes the behaviours or events they consider to be of importance as and when they occur. There is no pre-planned checklist/grid to record the observations. Recorded observations tend to be impressionistic and descriptive rather than numerical.

Observer/investigator effects.o Observer influences or manipulates participant’s behaviour to gain the wanted

results.o Ways in which researcher influences the behaviour of participants.

Observer bias.o Observer is biased towards their results and only picks up certain details, can be

solved by adding another observer to check reliability. Sampling (random, opportunity, volunteer)

o Sampling bias; making sure you take a typical group of the population; so you can generalise it.

o RANDOM: equal chance of selection between populations. Advantages: representative sample; free from investigator bias. Disadvantages: More time consuming than other methods.

o VOLUNTEER: participants select themselves.o OPPORTUNITY: Whoever is available? Most common, least satisfactory;

groups/population won’t be represented. Correlations: Relationship between two variables, alternative to an experiment maybe

because of ethics. o Correlation coefficient; -1/+1 weak or strong relation... 0- no relation.

Interviews Questionnaires

Measures of central tendency

Advantages DisadvantagesMode – most frequently occurring value

Represents a figure that is present in set of data.Unaffected by extreme scores.Useful if other measures of central tendency are useless.

Doesn’t tell us about other figures.Might be bi-modal or multimodal – becomes less useful.

Median – middle value when arranged in numerical order.

It remains relatively unaffected by any outlining valuesIt can be used on data with skewed distributions.

Does not work on small sets of data.Ignores most scores.Affected by any alteration of the central values in a set of values.

Mean – the arithmetic average.

Makes use of all sets of data. Most powerful measure of central tendency.

Should not be used of skewed data. Can give a misleading average.Inappropriate to use on ordinal and nominal data.

Graphso Bar chartso Histogramso Frequency polygons

Measure of dispersion

Range Difference between highest and lowest.Advantage: easy to calculateDisadvantage: only considers the two extremes.Does not tell us anything about the distribution of data.

Interquartile range Measures the spread of scores in the middle 50% of values when in numerical order.Advantages: the top and bottom 25% are ignored which gets over the problem of outlying values.

Standard deviation Measures the average distance of each score away from the mean. This is done using formulae.Advantage: most powerful measure of dispersion.Disadvantage: less effective when there are outlying scores that skew the data.

Ethics

Deception Denies the right of informed consent, deceiving participants is failing to be trustworthy.Participants are not fully protected from harm.

To compensate for deception:Debrief to them after about the study (restore them to the state they were in before the study) – should be given the opportunity to withhold their data from the study. (retrospective informed consent)

Lack of informed consent Participants won’t be aware of the risks and therefore will not be fully protected from harm.

Presumptive consent:Ask a group of people who aren’t participating whether they would take part. And presume that the participants would do the same.Prior general consent:Those who think the research is acceptable will be selected.

Failure to protect from harm

Risk of harm should be no greater than that in ordinary life.

Anticipating harm and stopping the study:Some psychologists excuse distress because it was unexpected. But stop the study.Using role play:People are asked to act out the role of participants in problematical studies involving deception or psychological harm etc.Use of questionnaires:Ask how they would behave in the situation.Debriefing:(see above)

Failure to give the right to withdraw

Part of informed consent, failure to inform the participant of this right is not fully protecting them from harm.

Lack of confidentiality It is a legal right. Failure to keep details confidential means they have failed to fully protect participant from harm.

Invasion of privacy Right to privacy. Failure to respect this right means the researcher has failed to protect participants from harm.

Memory

STM and LTM – duration, capacity and encoding – multi store model.o 3 main points o Explain 2 points of support/two strengths and two points of criticism/two

weaknesses for the model. Multi store Model

o Atkinson and Schifrin; o Information initially received by the sensory store for a fraction of a second. If

information is not attended to or processed it is forgotten.o Passed onto the short term memory store; this has a limited capacity and duration it

is thought to hold information for 3-18 seconds (Peterson and Peterson) o Can be passed on to Long term memory by acoustic rehearsal where the capacity and

duration is supposedly unlimited. o Can be lost from Long Term memory die to interference, decay or retrieval failureo Glanzer + Cunitz; primary + recency effect; Supports the MSM shows separate stores;

and shows how rehearsal leads to the creation of more lasting memories. Words in the middle are displaced by the words at the end of the list. Adding a distraction showed that the primary words were remembered but the regency effect disappeared.

o Brain Damage; HM STM severely damaged and found it difficult to create LTM; supports MSM because he is unable to rehearse information into the LTM.

o Too simplistic.o Acoustic rehearsal; that means encoding visual stimuli and touch into sound which

requires knowledge from the LTM.o Working memory model doubts that the STM is one store.

Duration: How long the information can be stored for. Capacity: How much can be stored? Encoding: How the information is remembered Working memory model

o 3 key pointso Supporto Criticismo Dual task researcho Case study KF

The working memory model holds information that you are consciously thinking about. More accurate representation of the STM. The STM has several components;

Visuospatial scratch pad – inner eye; stores and processes information in a visual or spatial form: used for navigation.

Phonological Loop – inner ear and inner voice; deals with spoken and written material: used to remember phone numbers. Allows acoustically encoded items to be stored for a brief period. The articulatory suppression technique prevents repetition by saying irrelevant words to the task to prevent the phonological loop from retaining any more information.

Episodic Buffer – capable of integrating information from different sources into chunks or episodes. Integrates material from LTM to meet the requirements of the WMM.

Central Executive – problem solving and decision making. Brings all the functions together. Controls attention and plays a major role in planning and synthesising information, not only from the slave systems but from the LTM.

These components work separately and independently; therefore implies we can handle more than one task at one time.

Evidence for working memory model; KF brain damage case study; Indicated that whilst his digit span within his STM was impaired

other aspects of his STM continued to function. More likely to forget auditory stimuli than visual stimuli. Suggests that there are several different stores.

Dual task technique; Participants were asked to complete a verbal reasoning task while

simultaneously reciting aloud a list of 6 digits. The WMM would predict;

o Struggle with verbal reasoning because STM would be fully occupied with retaining 6 digits.

o Performance was slower on dual task technique but made very few errors in either task.

o Therefore there must be more than 1 component of STM.o Criticisms: we do not have knowledge about the central executive – the most

important component.

Eye witness testimonyo Researcho Anxiety

Loftus –weapon focus less accurate Strengths

o Although it was a lab experiment the procedure was unexpected so the participants reacted naturally. Supported by the Loftus and Burns study.

Weaknesseso Lab experiment – lacks ecological validity perhaps. Ethics –

caused participants distress.

Yuille and Cutshall - Interviewed 13 witnesses of a real life gun crime, some witnesses were closer to the event than others. Witnesses were impressively accurate after several months. Those closest to the event provided the most detail. Those most distressed provided the most detail. Leading questions did not work.

Strengthso It was ecologically valid

Weaknesseso Can only be generalised in gun crime.o Uncontrolled -Memories had time to rehearse.o Weapon focus.

o Age Ceci and Bruck – factors affecting children’s EWT; Interviewer bias, repeated

questions, stereotypes, peer pressure, authority figures. Strengths

o Supported by Kent and Yuille’s desire to please. Weaknesses

o Evidence is from lab settings; lacks ecological validity.o Ethically impossible to make laboratory studies as intense as

real life may be for some children. Ceci and Bruck also suggested that lack of appropriate schema may excuse

their inaccurate EWT. However adults may have too much scheme and reconstruct our memories!

o Misleading information Loftus and Barn – 17% were misled in the experimental group and saw a

barn! Strengths

o Had strong control over the experiment/research, could select age of participant.

Weaknesseso Lacks ecological validity.

Loftus and Palmer – Use of verbs “how fast were the cars travelling when the smashed into each other” recalled broken glass even though there wasn’t any.

Strengthso Represents how verbs can reconstruct memory

Weaknesseso Lacks ecological validity as it was carried out in a laboratory

setting.o Strengthso Limitations

Bartlett’s reconstructive memory theory – schema

Cognitive Interview.o What is involved

Recreate the context of the original incident – weather, smells, feeling at the time.

To report every detail – even if it does not have a bearing on the crime. To recall event in different orders – To change perspectives – describe event from other people’s views.

o Research Geiselman et al. tested effectiveness by comparing it with standard police

interview techniques. 2 categories; number of correct items recalled The number of errors; subdivided into;

o Incorrect itemso Confabulated items

Cognitive interview higher number of correct but roughly the same amount of mistakes.

o Support o Limitation.

Memory improvemento Paying attention

Avoid distractions and focus!o Use of elaborative rehearsal

Linking new information with already made meaningful memories, elaborated memories are easier to recall.

o Organization Organising things into chunks, and making them meaningful makes it more

likely to be encoded into the LTM.o Avoiding interference effect

Retroactive interference – new information interferes with old information. Proactive interference – when an old memory trace disrupts new

information.o Using encoding specificity principleo Using mnemonicso Spacing your studies.

Attachment

Definition ExplanationAttachment An attachment is a strong

emotional bond between two people that develops over time and is reciprocal

It is shown in their behaviour: distress on separation pleasure on being reunited interactive engagement a desire to maintain

closeness

Secure Attachment When a child is securely attached to the primary caregiver.

Shows distress at separation but if comforted at reunion.

Insecure Attachment Insecure avoidantInsecure resistant

Avoidant: Shows little distress at separation and doesn’t appear aware at reuniting.Resistant: shows distress at separation but is not comforted by primary care giver easily.

Disruption to Attachment When the child – primary caregiver bond is broken.

Things like illness, divorce, any kind of separation. Associated with affectionless psychopathy.

Privation Failure to make any form of attachment.

If child is in institutional care, isolation, parent working.

Day Care

Explanations - Bowlby, learning theory and evaluation:o Evolutionary perspective; describe 3 points of Bowlby’s monotropy theory of

attachment.o Explain 2 strengths/points of support.o 2 weaknesses/limitationso Learning theory; describe how attachment can develop as a result of classical

conditioning.o Evaluate the classical conditioning theory of attachment with Harlow’s monkeys

(1962).o Evaluate the Harlow’s monkeys study.

Bowlby’s theory of attachment.o Evolutionary perspective; Babies are adaptive; social releasers – a change in

behaviour to attract attention from caregiver and to gain a response. Babies are instinctive/innate releasers that promote proximity.

o Monotropy; refers to an innate tendency to become strongly attached to one specific individual – the primary caregiver. Father has no emotional significance.

Criticised by Schaffer and Emerson:Longitudinal study in natural environmentObservations & diary recordsStudy consisted of 60 babies in Glasgow; visiting them monthly for the first year and

then returning again at 18 months.Measured attachment via:

(1) Separation Anxiety- If the baby showed anxiety or distress when the caregiver left them –the baby had formed an attachment(2) Stranger distress- if the baby showed signs of distress when approached by someone thyme didn’t know

FOUND:

First attachment usually formed by 8 months;

Stranger anxiety usually one month later;

Attachment strength peak during first month;

65% attached to mother only 30% attached to mother && other

(usually father) 3% attached to father only

o Internal working Model; First attachment becomes a template for all relationships throughout life. Also known as the continuity hypothesis. Shapes the child’s view of themselves.

Criticised by Zimmerman et al. Serious life events can also affect adolescent behaviour.

Supported by Black and Schutte. Link between childhood attachments and adulthood attachment

types. Supported by Hazen and Shaver.

Those who remembered positive attachments/relationships with their mothers were more trusting and more likely to be open with their partners.

o Critical or sensitive period; First 2 and half years of life if no attachments are made it then become impossible or difficult to form attachments.

Evidence of kids in care making attachments. Criticised by Main and Goldwyn.

Earned security due to positive school experiences or strong adulthood attachments.

Learning theory; classical conditioning – babies are born with a set of reflex responses. Two of these reflexes are hunger and satisfaction. The mother provides the food and the baby feels satisfaction which is first associated with the mother, then after a while the food is not necessary and the association with the mother herself.

Classical Conditioning: Food (stimulus) produces pleasure (response) && person who does the feeding becomes associated with pleasure && is the attachment bondAssociation= Attachment

Operant Conditioning:Hungry infant experiences discomfort && is driven to get rid if this feeling, when they fed discomfort goes && they get feeling of rewardRewardingness= Attachment

Advantage-

Main support comes from the fact that we do learn through association && reinforcement BUT food may not be the main reinforcer- what about the care && attention that comes from the caregiver??

Disadvantages-

Research has shown that infants are not necessarily attached to the person who feeds them- they were most responsive to the person who gives the attention

Harlow further demonstrated that food isn’t everything in his classical monkey study- babe monkeys became attached to (&& clung to when they were frightened) the cloth monkey even thought it was the wire money that provided the food

However, this research was with monkeys && so may not be applicable to human infants

REDUCTIONIST – because it takes a complex human behaviour and tries to explain it in the simplest terms possible. It does not consider any internal processes or seek to explain the emotional nature of attachments simply how they arise as behaviours

Types of attachment

o Secure: A strong contented bond between the infant and care giver. A secure infant shows distress at separation but is easily comforted. This characterises the majority of attachments and is related to healthy

development as the infant has a positive working model of relationships. 70% are securely attached.

o Insecure: the attachment bond is weaker in insecure attachments and this may result in an anxious and insecure relationship between infant and caregiver.

Avoidant 20 % are insecurely avoidant attached. Resistant 10% Insecure attachments are assessed by the separation distress. Lack of stranger anxiety and either avoidant or resistant reactions when

reunited. Insecure attachment has a negative working model of him/her and others.

o Mary Ainsworth Strange situation: Procedure and findings

Procedure:o Mother and child togethero Stranger interacts with childo Mother leaves stranger with childo Mother returns to comfort childo Child is left on its own.o Stranger returns to try and comfort the childo Mother returns, stranger leaves.

Findings:o Secure – positive when mother returned. Sensitive mothers.o Insecure avoidant – not concerned by absence of mother,

little interest when she returns. Mothers ignored their children?

o Insecure resistant – showed intense distress at separation, but rejected mother when reunited. Mothers appeared to behave ambivalently towards their children.

1 strength The Strange Situation is a standardised procedure and has been

repeated many times. The measurement of attachment is based on more than one

behaviour e.g. several separations and reunions. Early identification of attachment problems could mean earlier

intervention and the prevention of later problems. 2 limitations

Cannot generalise the findings; culturally biased as sample was 100 American middle class children.

Lacks ecological validity as done in a laboratory, perhaps more appropriate to use a baby sitter situation.

The Strange Situation lacks validity because it is a ‘strange situation’ to the child.

There are cultural variations in child rearing techniques and this study was originally based on an American sample.

Ethics!! Distressing for the child and caregiver. Reliability Ecological validity

Laboratory settings influence attachment behaviours. The strange situation lacks ecological validity as it cannot be generalised.

Predictive validity Able to predict social abilities due to attachment type. However only

correlation – cause and effect cannot be established. Children’s experiences affect the validity of the SS

Children who are in day care may act different to those who stay at home.

Too simplistic Cultural variations.

Grossman and Grossman Cultural variations. Culture Refers to rules, morals and customs that bind together members of a society. Subculture refers to a group within a society, may have dominant cultural characteristics but

also characteristics of its own. Intracultural – within a culture Intercultural – between cultures.

o Van IJzendoom and Kroonenberg Meta-analysis – findings from a variety of different studies, general

conclusion. 1.5 times greater difference in cultures to between cultures. Collectivist and individualist countries. Similarities between cultures could be because of mass media –

nature/nurture. FOUND

Different cultures- there was a small differenceMost common form of attachment was secureDifference within cultures was 1.5 times greater than between culturesThe global pattern across cultures seems similar to the US so secure attachment is the norm && supports idea that it’s best for healthy development

EVALUATIONStrange situation might not be a valid measure as it is very dependent on being based in an ‘individualistic culture’Western cultures value the idea of independence so this might work against Japanese children who are rarely separated from their parents which would explain huge levels of distress these infants showed (Takahashi)Huge differences within cultures could be explained by the different classes (such as differences between working class && middle class

Takahashi: collectivist cultures such as Japan had a higher rate of insecure resistant because the children were never left on their own. Whereas the American culture was thought to be individualist and the children were left to be independent.

Grossmann and Grossmann – German infants tended to be classified as insecurely rather than securely attached. This may reflect the childrearing practices; German culture requires keeping interpersonal distance between parent and child, so infants do not engage in proximity seeking.

Disruption to attachment – failure to from attachment (privation) and the effects of institutional care.

Privation: refers to the failure to develop an attachment to any individual. Short term effects of separation:

o PDD model (Bowlby and Robertson) Protest – the child’s initial response on separation is to appear acutely

distressed. Despair – the child will show signs of increasing hopelessness. Becoming

apathetic and shows little interest to the surroundings. Detachment – the child behaves in a less distressed way. When the

attachment figure returns. The child does not respond to them with any great interest.

John case study – showed the process of the PDD model over the 9 days. The Robertson’s wanted people to be aware that a substitution mother was needed if there was going to be a separation

Thomas – substitute mothering, play therapy reduced the emotional effects of separation, the fostering of Thomas was considered to be successful.

o Long term effects Maternal Deprivation Hypothesis

Continuous relationship is important between mother and child for the first 5 years. Those that aren’t continuous – disrupt the development of the attachment relationship and can lead to emotional disturbance.

Long term negative effect on their social, emotional and intellectual development.

Affectionless psychopathy Separation anxiety in future

o Aggressiono Clingingo Detachmento Psychosomatic reactions

Richards supports the separation anxiety aspect.o Bowlby’s Maternal Deprivation Hypothesis

44 thieves study 14/16 of the thieves was affectionless psychopaths and had

separation in early life.

Suggests relationship between anti-social behaviour and emotional maladjustment in its most severe form, maternal deprivation can lead to affectionless psychopathy.

o Rutter believed that Bowlby got cause and effect wrong and it was in-fact correlation.

o Retrospective data was used – false recollections.o Sample size was small.

Bowlby’s TB sanatorium

Effects of failure to form attachment (privation) and institutional careo Case study Czech twins –

Brought up in care At 18 months – returned to father and step mother – spent 5 years locked in

unheated cellar and were treated badly. Found at 7 – looked 3. Terrified of people and serious health problems derived from malnutrition. Had intensive rehabilitation and special needs school. 14 they were essentially normal – strong bonds with new family. When 20 above average intelligence and excellent relationships.

o Case studies: Genie Locked in a darkened room. Tied to a potty chair in the day, and tied up in a sleeping bag at night. Isolated. Escaped with mother when she was 13 – dad suicide. Ability to perform tasks without using language improved rapidly... Language remained poor.

o Rutter’s on-going study on Romanian orphansBowlby had made a serious error in confusing cause && effectEarly separation does not necessarily cause problemsInstead, families may have other factors such as:

Poverty Domestic violence –That may lead to delinquency

STUDY111 manian orphans adopted into the UK before the age of 2On the arrival in the UK, they were physically undersized, by the age of 4 they caught upThe later they were adopted the slower the process they made.

o Hodges and Tizard – longitudinal study 65 children Placed in institution at 4 months – asocial attachments. By the age of 4; 24 were adopted, 15 returned to biological parents and 26

remained in the institution. Natural experiment; aspects were not controlled.

FINDINGS

Short-term effects

2 years - disinhibited attachment

Long-term effects Adopted && controlled, had stable family relationships. half restored families were stable All institutionalised children had difficulties Effects of institutionalisation

o Disinhibited attachment. E.g. attention seeking.o

EVALUATION

Advantages

Reliability - valid High ecological validity Ethical Use of control group for comparison

Disadvantages

High attrition (dropping out)…Making sample biased Extraneous variables Low replicability

Effects of day care on social development (aggression and peer relations)o One study that indicates positive affects

Clarke-Stewart et al: found that children in group based day care wee more sociable and better able to negotiate with peers than children cared for at home or by child-minders.

EPPE project: indicated positive effects of day care on social development including peer relations. Different forms of day care had an impact – forms with education and care combined = a more positive effect on social development.

3000 UK children aged 3-4 Cognitive development for all children in pre-school was improved

in comparison to those who were home schooled. Children are more likely to have adverse social profiles – this

increased the risk of anti-social behaviour and could be reduced by high quality pre-school when aged 3-4.

Disadvantaged children did better in an environment with a mixture of children with different social backgrounds than in an environment with those who are also disadvantaged children.

Campbell et al; longitudinal study in Sweden – findings were not straight forward, factors effecting – length of day, number of days in day care, the age of the child, and the quality of care.

o One study that indicates negative NICHD

Social competence and problem behaviours – including being aggressive, but also challenging behaviour – attention seeking.

Day care made children more aggressive and disobedient. Effects on aggression

o Belskyo Field

Found that teachers rated children who had been in full-time day care as more aggressive and assertive with their peers.

o Borge et al. Used a representative sample of Canadian 3 year olds. Maternal

questionnaires used to measure children’s aggression. Findings – showed that aggression was significantly higher in home reared

than in day care children. Contradictions of

o Varying qualityo Amount of time spent in day careo Number of days and length of dayo Retrospective data.

How research into attachment and day care has influenced child care practiceso Adoption of the key worker approach to reduce stress in children left in nurseries

Names person who acts as the significant adult for the child during their time at nursery. Their job is to be emotionally available to the child to provide warmth and security to help them settle in nursery.

o Need for good quality day care Low adult to child ratio – so that each child can receive plenty of adult

attention, Small sized groups – so child deals with fewer strangers. Well trained staff with low staff turnover. Structured day. Routines make the child feel that their environment is

predictable and this is important part of feeling safe! Free pre-school for 3 and over. Since 2004.

o Sure start local programmes Children under the age of 4 Families at risk Aim is to enhance the life chances of young children by enhancing existing

services for children and families. Less physical methods to stop challenging behaviour of 36 month old

childreno Impact on hospital admissions

Children’s wards allow visits from parents routinely and allow them too actively to engage with their child.

DAY CARE

Is a form of care for infants && children offered by someone other than close family, taking place outside the home, children spend all, or part of the day in care but return home at night. Includes nurseries, child-minding.

SOCIAL DEVELOPMENTInvolves the growth of a child’s abilities to interact with others && behave in a pro social manner.E.G. comforting, befriending, helping && also sharingIt is on-going through life && includes relationships with friends, families, negotiating with peers, popularity, aggressiveness etc.

Day care positive- around other children && adults to learn what's behaviour is acceptable.

Day care positive- opportunity to build friendships with people their own age

Day care negative- not getting any individual attention needed so may lead to do bad things for attention.

Day care negative- jealously, anxious attachment affect friendships? Children feeling left out?