Behavior Analysis Of Child Development
The Behavioral Analysis of Child Development originates from John B. Watson's behaviorism. Watson studied child development, looking specifically at development through conditioning (see Little Albert experiment). He helped bring a natural science perspective to child psychology by introducing objective research methods based on observable and measurable behavior. B.F. Skinner then further extended this model to cover operant conditioning and verbal behavior. Skinner was then able to focus these research methods on feelings and how those emotions can be shaped by a subject’s interaction with the environment. Sidney Bijou (1955) was the first to use this methodological approach extensively with children.
Read more about Behavior Analysis Of Child Development: History, Research Methods, Role in Education, Critiques of Behavioral Approach and New Developments, Professional Organizations
Famous quotes containing the words behavior, analysis, child and/or development:
“Growing up human is uniquely a matter of social relations rather than biology. What we learn from connections within the family takes the place of instincts that program the behavior of animals; which raises the question, how good are these connections?”
—Elizabeth Janeway (b. 1913)
“The spider-mind acquires a faculty of memory, and, with it, a singular skill of analysis and synthesis, taking apart and putting together in different relations the meshes of its trap. Man had in the beginning no power of analysis or synthesis approaching that of the spider, or even of the honey-bee; but he had acute sensibility to the higher forces.”
—Henry Brooks Adams (1838–1918)
“The child who has been taught to make an accurate elevation, plan, and section of a pint pot has had an admirable training in accuracy of eye and hand.”
—Thomas Henry Huxley (1825–95)
“Dissonance between family and school, therefore, is not only inevitable in a changing society; it also helps to make children more malleable and responsive to a changing world. By the same token, one could say that absolute homogeneity between family and school would reflect a static, authoritarian society and discourage creative, adaptive development in children.”
—Sara Lawrence Lightfoot (20th century)