Book contents
- The Cambridge Encyclopedia of Child Development
- Child Development
- Copyright page
- Dedication
- Contents
- Contributors
- Editorial preface
- Foreword
- Acknowledgments: External Reviewers
- Introduction Study of child development: an interdisciplinary enterprise
- Part I Theories of development
- Part II Methods in child development research
- Biomechanics
- Cross-cultural comparisons
- Cross-species comparisons
- Developmental testing
- Experimental methods
- Eye tracking
- Fetal and neonatal magnetoencephalography
- Fetal ultrasonography
- Head-mounted eye tracking
- Interviewing children for research
- Magnetic resonance imaging (MRI)
- Functional near-infrared spectroscopy
- Direct observational methods
- Parent and teacher rating scales
- Qualitative methods
- Self-reports and peer ratings
- Epidemiological designs
- Longitudinal and cross-sectional designs
- Twin and related designs
- Bayesian data analysis
- Connectionist modeling
- Individual and group differences in developmental functions
- Indicators of accuracy for screening tests
- Multilevel modeling
- Structural equation modeling
- Time-series analysis
- Ethical considerations in studies with children
- Part III Prenatal development and the newborn
- Part IV Perceptual and cognitive development
- Part V Language and communication development
- Part VI Social and emotional development
- Part VII Motor and related development
- Part VIII Postnatal brain development
- Part IX Developmental pathology
- Part X Crossing the borders
- Part XI Speculations about future directions
- Book part
- Author Index
- Subject Index
- Plate Section (PDF Only)
- References
Qualitative methods
from Part II - Methods in child development research
Published online by Cambridge University Press: 26 October 2017
Book contents
- The Cambridge Encyclopedia of Child Development
- Child Development
- Copyright page
- Dedication
- Contents
- Contributors
- Editorial preface
- Foreword
- Acknowledgments: External Reviewers
- Introduction Study of child development: an interdisciplinary enterprise
- Part I Theories of development
- Part II Methods in child development research
- Biomechanics
- Cross-cultural comparisons
- Cross-species comparisons
- Developmental testing
- Experimental methods
- Eye tracking
- Fetal and neonatal magnetoencephalography
- Fetal ultrasonography
- Head-mounted eye tracking
- Interviewing children for research
- Magnetic resonance imaging (MRI)
- Functional near-infrared spectroscopy
- Direct observational methods
- Parent and teacher rating scales
- Qualitative methods
- Self-reports and peer ratings
- Epidemiological designs
- Longitudinal and cross-sectional designs
- Twin and related designs
- Bayesian data analysis
- Connectionist modeling
- Individual and group differences in developmental functions
- Indicators of accuracy for screening tests
- Multilevel modeling
- Structural equation modeling
- Time-series analysis
- Ethical considerations in studies with children
- Part III Prenatal development and the newborn
- Part IV Perceptual and cognitive development
- Part V Language and communication development
- Part VI Social and emotional development
- Part VII Motor and related development
- Part VIII Postnatal brain development
- Part IX Developmental pathology
- Part X Crossing the borders
- Part XI Speculations about future directions
- Book part
- Author Index
- Subject Index
- Plate Section (PDF Only)
- References
Summary
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
- Type
- Chapter
- Information
- The Cambridge Encyclopedia of Child Development , pp. 145 - 148Publisher: Cambridge University PressPrint publication year: 2017
References
Further reading
Hatch, J.A. (Ed.) (2007). Early childhood qualitative research. London, UK: Taylor & Francis.Google Scholar
Packer, M.J. (2011). The science of qualitative research. New York, NY: Cambridge University Press.Google Scholar
Packer, M.J., & Cole, M. (in press). Culture in development. In Bornstein, M.H. & Lamb, M.E. (Eds.), Social and personality development: An advanced textbook (7th ed., pp. 85–227). Hillsdale, NJ: Psychology Press.Google Scholar
References
Atkinson, P., Delamont, S., & Hammersley, M. (1988). Qualitative research traditions: A British response to Jacob. Review of Educational Research, 58, 231–250.Google Scholar
Bock, J., Gaskins, S., & Lancy, D.F. (2008). A four-field anthropology of childhood. Anthropology News, 4, 4–5.Google Scholar
Brown, L.M., Tappan, M.B., Gilligan, C., Miller, B.A., & Argyris, D.E. (1989). Reading for self and moral voice: A method for interpreting narratives of real- life moral conflict and choice. In Packer, M.J. & Addison, R.B. (Eds.), Entering the circle: Hermeneutic investigation in psychology (pp. 141–164). Albany, NY: State University of New York Press.Google Scholar
Cole, M., Gay, J., Glick, J.A., & Sharp, D.W. (1971). The cultural context of learning and thinking. New York, NY: Basic Books.Google Scholar
Corsaro, W.A. (1982). Something old and something new: The importance of prior ethnography in the collection and analysis of audiovisual data. Sociological Methods and Research, 11, 145–166.CrossRefGoogle Scholar
Corsaro, W.A. (2006). Qualitative research on children’s peer relations in cultural context. In Chen, X., French, D.C., & Schneider, B.H. (Eds.), Peer relationships in cultural context (pp. 96–122). Cambridge, UK: Cambridge University Press.Google Scholar
Darwin, C. (2002). The expression of the emotions in man and animals. New York, NY: Oxford University Press. (Original work published 1872.)Google Scholar
Gesell, A. (1934). An atlas of infant behavior: A systematic delineation of the forms and early growth of human behavior patterns. New Haven, CT: Yale University Press.Google Scholar
Gilligan, C. (1977). In a different voice: Women’s conception of the self and of morality. Harvard Educational Review, 47, 481–517.CrossRefGoogle Scholar
Goodwin, M.H. (1990). He-said-she-said: Talk as social organization among Black children. Bloomington, IN: Indiana University Press.Google Scholar
Hatch, J.A. (2002). Doing qualitative research in education settings. Albany, NY: State University of New York Press.Google Scholar
Hirschfeld, L.A. (2002). Why don’t anthropologists like children? American Anthropologist, 104, 611–627.CrossRefGoogle Scholar
Jacob, E. (1987). Qualitative research traditions: A review. Review of Educational Research, 57, 1–50.CrossRefGoogle Scholar
Kohlberg, L. (1981). Essays on moral development. Vol 1: The philosophy of moral development: Moral stages and the idea of justice. New York, NY: Harper & Row.Google Scholar
Lewis, O. (2011). The children of Sanchez: Autobiography of a Mexican family. New York, NY: Random House. (Original work published 1961.)Google Scholar
Maxwell, J.A. (2004). Causal explanation, qualitative research, and scientific inquiry in education. Educational Researcher, 33, 3–11.CrossRefGoogle Scholar
Mayer, S.J. (2005). The early evolution of Jean Piaget’s clinical method. History of Psychology, 8, 362.CrossRefGoogle ScholarPubMed
Mead, M. (1928). Coming of age in Samoa: A psychological study of primitive youth for Western civilisation. New York, NY: William Morrow.Google Scholar
Mead, M. (1969). Research with human beings: A model derived from anthropological field practice. Daedalus, 98, 361–386.Google Scholar
Piaget, J. (1960). The child’s conception of the world. London, UK: Routledge & Kegan Paul. (Original work published 1929.)Google Scholar
Sacks, H. (1992). Lectures of conversation (Vols. I and II). Oxford, UK: Basil Blackwell.Google Scholar
Schieffelin, B.B. (1990). The give and take of everyday life: Language socialization of Kaluli children. Cambridge, UK: Cambridge University Press.Google Scholar
Selman, R.L. (1981). The child as friendship philosopher. In Asher, S.R. & Gottman, J.M. (Eds.), The development of children’s friendships (pp. 242–272). New York, NY: Cambridge University Press.Google Scholar
Smith, L.B., & Breazeal, C. (2007). The dynamic lift of developmental process. Developmental Science, 10, 61–68.Google Scholar
Van der Smagt, T. (2006). Causation and constitution in system dynamics: Modelling a socially constituted world. Systems Research and Behavioral Science, 23, 513–524.CrossRefGoogle Scholar
Wacquant, L.J.D. (1995). The pugilistic point of view: How boxers think and feel about their trade. Theory and Society, 24, 489–535.CrossRefGoogle Scholar
Willis, P. (1977). Learning to labor: How working-class kids get working-class jobs. New York, NY: Columbia University Press.Google Scholar