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The purposeof studying children is tolearn as much as possible about thechild as an individual and to apply thatknowledge in predicting futuredevelopment and in in uencing thechild to attain his/her greatest potential

as a fully functioning individual.

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To accomplish these, we must learn thereasons why the child behaves as hedoes, the goals that he/she is trying toattain and the feelings he/she has abouthi/her behavior. We should not focus onthe child exclusively; the interaction

between the child and the signi cantpersons in his/her environment is ofma!or importance too.

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TOPICAL APPROACH

"ocuses on the following aspects# achild$s physical development,cognitive/language development, socialdevelopment, and personalitydevelopment.

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AGE-RANGE APPROACH

%oncentrates on the following phases ofchildhood# prenatal &before birth',infancy and toddlerhood &birth throughage ( years', preschool &age ( through)', middle childhood &age ) through *+',and adolescence &age *+ years through+ '.

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ECOLOGICAL APPROACH

-t considers the systems that surroundthe child.

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icrosystem includes a child$s parentsand siblings, childcare provider and anyother person or ob!ect present in child$severyday experiences.

esosystem it is made up of therelationships between all those peopleand ob!ects that make up the child$smicrosystem.

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0xosystem consists of outsideorgani1ations and institutions that a2ectthe child$s experience such as churches,

the government and schools.

acrosystem includes the overallcultural, religious and philosophical beliefsystems that guide the institutions in theexosystem and thereby have an e2ect onthe child.

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This focuses on the naturalisticassessment, which addresses thedevelopmental functional skills that

facilitate a child$s independence andcontrol of his or her environment. Toolsbased on age3related se4uence ofdevelopmental milestones are designed toassist practitioners in determining targetbehaviors and intervention activities.

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-t is about naturalistic assessmentwhich draws from applied behavioralanalysis to describe the environmentalsituations necessary for elicitingdesired behaviors. 5iscrete skills areidenti ed so that they can be observed,

measured and 4uanti ed.

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-ndividuali1ed child tests

The most common source of information

about children$s performances. ostcommonly used is a standardi1ed, norm3referenced instrument. These standardi1edtests are sometimes very expensive which

an individual may not a2ord to ac4uire but ifthe school/institution purchases these, thesecould be of great help to a betterunderstanding of children$s performances.

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6arent and teacher report/ratings

These are non3standardi1ed test, thatreports regarding a child$s skills, abilities,motivation and behavior that can be veryuseful information as a measure ofchild$s competencies, though at timesmay be sub!ective especially those ofparents.

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Work 7amples

These are in form of performanceassessment because a child$sperformance can be evaluated on thethings he nishes or completes. 8

portfolio is a purposeful collection of achild$s works that records hid progress inmastering a speci c task or content area.

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9esearch ethods

The common research methods are#

:iterature searches Talking with people during the initial stage

"ocus group6ersonal interview

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Telephone surveysail surveys

03mail and internet surveys

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ualitative methods

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%orrelational0xperimental

uasi3experimental

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:ongitudinal study involves studyingthe same group of participants over aparticular period of time

%ross3sectional studies involvedstudying groups of participants indi2erent groups at the same point intime.