Research on Children’s Conception of Death | Methodology

Research on Childrens Conception of cobblers last MethodologyThis study design is to find out the agreement of decease of children from different stages, and the difference between their concepts. D haveh is part of our life and as well an accomplishment of it that no one can avoid. Numerous stu lose its have been conducted to condition different ages of childrens concept towards oddment in these 80 years, and the prototypic one was conducted by Schilder and Wechsler in 1934 (Speece, 1995). According to Speece, there is a substantiating relationship between age and childrens concept of finis.Maria Nagy (1948) conducted a classic experiment on this topic and inferred that there ar ternary stages that are closely related for children of understanding death.First stage (3 to 5 years quondam(a)) Younger children can non understand the expiration and irreversibility of death. Children understand that they need to eat and breathe in order to live, so they cannot imagine a some body without these activities. Most of them regard death as the person who is sleeping or it is just a temporary state and starts to have the recognition that death is different from life.Second stage (5 to 8 years old) Children have not understood that death is un avoidable, natural and universal. During this period, they realize that death is the final out arrest of human, and they think it is un hollerable and mysterious. Children tend to believe that life is taken out-of-door by external force, which they think it is the same force that controls us life, therefore it is reasonable that it could be taken away, and then we die.Third stage (above 9 years old) Children have mature understanding of death. They realize that death is not something that can be interfered by external forces (except accident), and could not be controlled by humans leave. Death is a natural process that leave alone happen on every individual, including themselves.On the other hand, death is not a sing le concept, it has four components universality, irreversibility, non-functionality and causality (Speece, 1995). In this study, we are passing play to examine childrens concept about universality and irreversibility of death.Definitions of Key Components universality refers to the understanding that all living things leave behind die.Irreversibility refers to the understanding that once a living thing dies, the physical body cannot alive (Speece Sandor B, 1984).MethodParticipantsA integral of 30 4-year-olds, 30 7-year-olds and 30 10-year-olds children are chosen to appear this experiment. All participants are right-handed, have normal eye-sight, hearing and their intelligence are at average level. They should not do similar experiment before. aware consent was obtained from parents, teachers and related department of participants.Design and ProcedureWe duplicate the regularity which Zhu LiQi and Fang Fuxi used in Childrens Understanding of Aging.Experiment 1 let go Associa tion T expectParticipants leave be required to recall anything that could die, much(prenominal) as animals and plants. This step is to see if participants have the ability to distinguish non-living objects and living things.Guidance There are many objects around us, some of them get out die one day, but some of them wont die. squeeze out you give me some examples of them? Very good. Do you have any to a greater extent examples?Experiment 2 Organization TaskA total of 16 kinds (8 kinds of non-living objects and 8 kinds of living things) of stimuli in the form of real photos will be presented to participants. There are photos of rocks, clouds, rivers, sun, spoons, television, cars, chairs, mushrooms, flowers, trees, grass, birds, fish, dog and human.(We choose stimulus that children are substantially seen in daily life.).Procedure All photos will be presented in a randomly mixed order. Participants are required to separate photos into cardinal sets (Those that can die and those cannot). Experimenter will record the reaction of participants and make for certain that the 2 sets are correct. This experiment will repeat twice to abbreviate random error.Experiment 3 The irreversibility and universality of death.Choose 3 types of photos as stimulus from experiment 2, such as trees, dogs and human. Experimenter will ask two questions 1) Question about irreversibility If X dies, can it/she/he come back to life or it/she/he will be unwarranted forever? 2) Question about universality Does X has to die, or X can live forever? (X refers to stimulus)ResultsExperiment 1The responses from participants can collection into three categories.Not distinguishable Participants reply not knowing the break ups, having non-living objects in death example or vice versa and some will give conflict answer such as, the object will die and not die in different examples.Partly distinguishable Participants answers are part correct, they answer animals and plants, animals and human or only one of them will die and they know non-living things is not a biotic example.Fully Distinguishable Participants answer that human, animals and plants will die and non-living objects will not die.Table 1From my evaluate result, 4 years old children can hardly distinguish and this phenomenon will decrease when the age of children increased.Experiment 2In this experiment, participants will only get 1 point if they get the correct answer twice, other than 0 point. Hence there are four categories animals, plants, natural objects and artifacts. The total score for each category is 4 points.Table 2We will use SPSS 3 x 4 Anova to examine the scores. We predict that there is a main effect for Age and Stimulus and interaction between them. Follow-up test is required if results are significant. The older the children, the more accurate they determine in each category. (Li-qi Fu-xi, 2006)Experiment 3Participants will get 1 point for each question. Therefore, there will be 3 points for irreversibility and 3 points for universality.Table 3We will use SPSS 3 x 2 Anova to examine the scores. We predict that most of the 4-years old and 7-years old children could not understand the concept of irreversibility and universality of death. It is because they thought that death is just a temporary state and they thought that death is avoidable if you are lucky enough (Nagy, 1948). 10-years old children have mature understanding of these two key components of death.ReferencesLi-qi, Z., Fu-xi, F. (2006). Perschool Childrens Understanding of Death. Chinese daybook of Clnical Psychology, 91-93.Nagy, M. (1948). The Childs Theories concerning Death. The Pedagogical Seminary and Journal of Genetic Psychology, 3-27.Speece, M. W. (1995). Michigan Family Review. 57-69. Retrieved from Childrens Concepts of Death.Speece, M. W., Sandor B, B. (1984). Childrens Understanding of death A review of triplet Components of a Death Concept. Child Development, 1671-1686.