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Essay / Research Paper Abstract
A 5 page paper discussing the grand and notable dichotomy in
much of the psychological research surrounding child development. It would seem that many
psychological researchers would fully discount any correlation between practical experience
and empirical research. Increasingly, early theorists such as Rotter, Piaget, Montessori and
Winnicott are being supported by the same empirical method that earlier condemned many of
their theories as being invalid. The use of child development theories requires application of
common sense as much as it does the empirical method, as this paper argues. Bibliography
lists 8 sources.
Page Count:
5 pages (~225 words per page)
File: CC6_KSChldDev.doc
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Unformatted sample text from the term paper:
psychological researchers would fully discount any correlation between practical experience and empirical research. As example, Furnham and Weir (1996) bemoan the popular psychology that has grown over the course
of the last generation, during which "there have been a large number of studies concerned with laypeoples (as opposed to scientific experts ) conceptions of psychological issues" (p. 211).
These researchers appear to be alarmed that "These topics have become so popular that various edited books on them have recently become available" (Furnham and Weir , 1996; p. 211).
Originators of todays most enduring theories did not distance themselves so thoroughly from their subjects or the parents of those subjects. Rather,
they arrived at their theories through direct observation and the application of sound and common sense. Childhood Fears and the Need for
a Teddy Bear King (1995) seemed to want to be critical of a book he was reviewing for the British Journal of Psychology
and presented several instances that he could be critical of the work. He did honestly admit that "Child-care decisions are not based on hard science, and the research on
what is good or bad for childrens development is riddled with methodological flaws and the results subject to many different, even contradictory, interpretations" (King, 1995; p. 437).
Muris, Merckelbach, Mayer and Prins (2000) revisited Winnicotts 1953 conclusions that the attachments of the young child to a favorite blanket or stuffed animal not only
were not harmful to the childs development, but it also likely was necessary for unimpeded development in Western society. Winnicott realized that not all children formed such attachments to
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