1. State a topic of interest that pertains to either the social main area of human development or the or emotional main area of human development during middle childhood, which is the age range of 7 to 11. 2. Describe the topic of interest. 3. Select one of the three classic developmental research designs, such as the cross-sectional, the longitudinal, or the sequential research design, and create a study on the topic of interest pertaining to the social or emotional main area of development during middle childhood.
Psychosocial Development in Middle Childhood, think of a top that you would like to study further, if you were a developmental psychologist, and complete the following tasks.
Tasks:
1. State a topic of interest that pertains to either the social main area of human development or the or emotional main area of human development during middle childhood, which is the age range of 7 to 11.
2. Describe the topic of interest.
3. Select one of the three classic developmental research designs, such as the cross-sectional, the longitudinal, or the sequential research design, and create a study on the topic of interest pertaining to the social or emotional main area of development during middle childhood.
4. Create a different research project on the same topic of interest, pertaining to the social or emotional main area of development in middle childhood, by changing the research design to a different classic developmental research design.
5. State who would be the participants in the study.
Sample
1. A topic of interest that relates to the emotional main area of human development is resilience.
2. Resilience is when a person is able to bounce back after a set-back, and resume normal functioning.
3. A cross-sectional study could be conducted with 300 resilient children in middle childhood who had a pet that lived in the home, and with 300 resilient children in middle childhood who did not have a pet that lived in the home, where the children had experienced an event that was out of the ordinary, that disrupted their lives, and were able to overcome the event, displaying resilience, to see if there were differences in resilience between groups of children who had a pet that lived in the home and children who did not have a pet living in the home.
4. A sequential study could be conducted on resilience with 600 children in middle childhood, starting when the participants were age seven and lasting for four years until the participants were age 11, with half of the participants having a pet that lived in the home, and half of the participants not having a pet that lived in the home, to see if there were differences over time within the participants and to see if there were differences between groups.
5. Resilient children with companion animals would be the participants in the study.
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