Effects of Early Interaction on Child Attention
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Effects of Early Interaction on Child Attention
Earlier human experiences and interactions connect with the general development and influences behavior in the lifetime. Psychology focus on behavioral sciences explains necessary human early experiences that influence typical childhood and adulthood experience (Black, Grantham, Huffman, Nelson, Rithcher, Walker, & Wachs, 2011). Most often, manipulating earlier human experiences and interactions is difficult and, therefore, observing interactions in a typical environment and the resultant behavior. This study gears towards establishing the connection of earlier child interaction with later attention to issues and the environment and personal sensitivity to different issues (Charlesworth, 2013).
During development from more initial stages, human undergo different circumstances and situations that come along to dictate lives, and as those experiences shape the lives of people, some go against all odds to overcome them. According to Buss & Plomin (2014) people tend to relate to and to interact with the factors of the environment that influence their behavior and mental focus and reaction to different aspects. The environment that people grow up in may not be favorable for proper development and the resultant focus and attention of an individual with different life issues (Blair, & Raver, 2012). The field of psychology is dynamic and looks at things in different perspectives and appreciating developments in the field, and, therefore, this study helps in appreciating the relationship that exists between child contact and their attention.
In examining the relation that exists between the factors of human development, this study seeks to establish if there is actual, an association between the prior childhood experience and attention to conditions. The research provides continuity to the studies that already exist in the area and gives an inclusion to earlier discoveries that provide explanations of relevant factors (Gruen, & Wachs, 2012). There is a need to actualize earlier findings and relate them to current trends and developments in establishing the articulate relationship between child interaction and attention as investigated by Field, Leiderman, Sostek, & Vietze, (2014).
Purpose of the Study
This study is essential in helping to examine if in actual sense the interaction of a child influences attention and the brain development (Gruen, & Wachs, 2012) and giving an analysis of what earlier studies have found about the subject area. This research is dependent on previous studies by other scholars in drawing findings and deductions from the assumptions that the researchers gave in their articles as a continuity of the earlier studies that exists. Focusing on the findings of other scientists is important in giving direction in the area of research and giving continuity to the field of interest in the area of psychology (Black et al., 2011). The study is qualitative as it examines the ideas that give lead to possible assumptions on the association between the factors under investigation and for the scholars who would want to test the significance of the factors, the study will be of importance.
Methodological quality of earlier studies was assessed as a lead to developing appropriate research to give baseline masking the relationship between the variables (Buss & Plomin, 2014). Earlier articles have significance and set the pace for the study giving direction and providing previous recommendations that are necessary for driving the research. Many scholars have concentrated on the modification of structures to manipulate the development of a child to achieve positive development and, therefore, focus on every activity of a child. According to Blair & Raver (2012), ordinary experiences of a child are commonly learning experiences and sway their development and attention to the incidences in their current and future environments.
According to Field, Leiderman, Sostek, & Vietze, (2014), children require attention to their gestures and actions from infancy that builds a neural connection that support brain development, communication and skills that support their social life and care. The concept of serve and return from the Harvard University dictates that sensitivity and responsiveness to a child’s actions will give a chance for the development of return aspect. Therefore, for a child to be sensitive to the environment, them, the brain must get the opportunity to learn sensitivity and response in the process of development (Black et al., 2011).
This study provides significant development in the field of psychology in child brain development with a focus on the factors possible to influence a child’s responsiveness (Gruen, & Wachs, 2012). There are different concepts and views that scholars in the field developed that provide advancement to the research. With all little focus given to child attention as part of the brain development, this study narrows down to the aspect of child development to bring a clear understanding of the subject.
Target Population and Participant Selection
To understand better the aspects of the study, the research will focus on children aged 5-9 years to dig into the possible interactions that exist in their experiences and the effect on their development in a lifetime. According to Aucott, Helms, Poobalan, Ross, Smith and Williams (2007), the interaction that affects child development starts from postnatal engagement between the mother and the child. Depression by the mother affects her ability to cope and care for the child and deter her involvement with the baby, which in turn have effects on the cognitive and emotional development of a child. These effects can go a long way into dictating people behavior and the social interaction in childhood and adulthood (Gruen, & Wachs, 2012).
The study will take focus on children across all divide, including class, race religion, and environments (Charlesworth, 2013). Even as much some factors in a child’s environment may be different, the effect of interaction on their development and attention is universal to all, and no one is immune to the environmental influences in their lifetime. If the communications as early as the postnatal stage are capable of influencing a child’s cognition and emotional development, then it is probable that the relations a child have at the time of cognitive capacity will affect the development process (Buss & Plomin, 2014). Researchers propose interventions that can be used to manipulate the development process and the influence of child interaction on brain development.
Interactions commonly affect development in childhood than in adulthood since the child is more subject to matching and imitation than adults (Aucott et al., 2007). Therefore, a focus on children and their interaction factors within the different environment will give a definite establishment of the topic. The study provides a focus on children randomly without any ordered selection and gives inclusion of those who fall between the age of 5 years and 9 years and those children who do not fall within the cohort will not be given focus on this research.
A child’s responsiveness would involve the initial responsive interaction and relationship to influence well-being and general development (Gruen, & Wachs, 2012). The study focuses on children population since they are the group that have the immediate effect of the developmental foundations and can be victims or beneficiaries of the structures. A child’s responsiveness depends on appropriate input in sense and stability from responsible adults and the sensitivity to the environment can go a long way into adulthood (Field, Leiderman, Sostek, & Vietze, 2014). In this essence, the brain development or disruption can occur depending on the attention a child receives and support gotten in the interaction with the environment.
Children in different environments face varied risks that influence their interaction and brain development, not subjecting every child to the same care or conditions. The inequalities that exist between populations and the care families are factors with diverse early childhood experience (Blair, & Raver, 2012). Inadequate cognitive stimulation in children and related factors are considered to have serious implications on child development and ultimately affects the attentive capability of a child. In developing the elements that already established to influence development in a child and relating them to attentiveness, the study will also develop other risk factors that handle the development of a child (Field, Leiderman, Sostek, & Vietze, 2014). The factors that affect a kid development and presents risks build up from birth to the events through childhood.
Research Questions and Hypotheses
The goal of the study is to provide information on the connection between child interaction and attention in childhood and later stages in life (Gruen, & Wachs, 2012). The knowledge generated in this study will help in setting priorities that will support improving earlier child development to boost their attention and sensitivity to the environment. The research bases on finding results to benefit children across all lifestyles irrespective of their backgrounds and applies to manipulate their development (Charlesworth, 2013). Earlier theorists felt that the development of a child could get manipulation that would compromise their brain development to achieve positive desired outcome.
The research questions that the study will seek to build upon include;
- Does childhood interaction have an effect on child’s attention to social issues?
- Does a childhood interaction affect brain development that would affect child attention?
- How does brain development relate to child’s attention?
- How can improvement be on child development influence desired attention?
The primary objective of the study is to examine the forces of interaction on brain development that would affect the attention of a child (Charlesworth, 2013).
Specific objectives of the study include;
- To establish if childhood interaction has effect on child attention to the environment
- To identify if childhood interaction affects brain development
- To relate a child brain development to attentiveness in their childhood
- To investigate and design improvements that can be made to influence attention in children.
The null hypothesis in the study is that (H0) is that earlier childhood experiences and interactions do not influence the child attentiveness whereas the alternative hypothesis (H1) is that earlier childhood experiences and interaction influences attentiveness in children.
Ethical Considerations
This type of research carries with it some limitations since it relies on literature to relate the aspects investigated in the study. The study will consider approaches that earlier had establishment within the field that contributes to the study and helps in progressing the understanding. There are no respondents in the study since the analysis will take place on primary sources and observation engaged in the behavior of children at different ages who meet the inclusive criteria. The study may however not obtain further details on issues considered sensitive and since the issue will not pass out from the children under observation (Charlesworth, 2013). Any gaps in the research, however, may get adjustment through increasing inclusive criteria and conducting analysis on more specific articles. More information may be collected using the qualitative method to the advantage of availing data that would drive the research.
It is ethical to obtain consent from the group that the research will be studying to conduct research involving them. Personal biases and opinions are common in research, and equally fair consideration should purely exist in data collection and the analysis of resources (Buss & Plomin, 2014). The research findings will not require anonymity since it do not touch on any particular individual, and in the event, a particular group is involved in the study, there were no personal details taken. There will not be verbal communication, as the study will concentrate on analysis and observation rather than one on one interview. Any idea or assumption considered out of context will not be inclusive of the study hence not discussed in small parts of observations without placing them into the appropriate context.
The subjects of the research will be chosen based on what would most benefit the research and not taking advantage of groups of people simply because they are easy to access. The study focuses concentration on based assumption that would stand the times and applicable in any context that the survey may develop (Gruen, & Wachs, 2012). Understanding of the influence of a child interaction and experiences on attentiveness has no limitation to a variety of confounds and is applicable in any situation (Black et al., 2011). The study will explore all the factors and disorders that compromise brain development and affect attention of a child. Establishing the interconnection between experiences and interaction with a child’s attention will help understand the actual connections and implication, and the manner of developing relevant interventions for the situation.