Ways in which Takei and Coates Approach Observation in Their Research: A Comparative Analysis - Coursework Example

Ways in which Takei and Coates approach observation in their research: A Comparative Analysis Introduction Children in their formative years are so amazing and intriguing that educators and developmental practitioners continue to observe and delve into diverse kinds of researches to resolve interesting growth patterns and behaviors. At this age group, the delicate nature of children’s skills and rate of development vary considerably, researchers often opt to use observational research as a prelude to a more structured or comprehensive form of study in the future. Two of the researchers in the field of developmental science and early years’ education used the observation method in conducting relevant studies on young children. Elizabeth Coates worked as an infant teacher in Birmingham focusing on reception age children. Her interest on children’s language while drawing provided the impetus for conducting a research on the topic. Wataru Takei, on the other hand, undertook a study on the development and alternation of nonreferential gestures examined longitudinally in terms of the acquisition of Japanese sign language. Comparative analyses of these two researches would be proffered in this essay. Similarities would be compared in conjunction with defining distinct differences or contrasting marks on both discourses. While Coates employed the qualitative approach in observational research, Takei used the quantitative method to assess and analyze the findings from his study. In this regard, the essay would initially and briefly look into the meaning of observational research. It would identify the basic difference between a qualitative versus a quantitative approach in the observation method. Further, the discourse would examine more closely the two research studies employing the observational research methods with distinct differences on the applications of qualitative (Coates’ study) and quantitative approach (Takei). Finally, a summary of the relevant points discussed would be presented as concluding remarks for the essay. Observational Research Baker (2006) defines observational research as a complex research method that “permits researchers to study people in their native environment in order to understand "things" from their perspective. Observation requires the researcher to spend considerable time in the field with the possibility of adopting various roles in order to gain a more comprehensive understanding of the people being studied” (par. 1). Usually, the primary goal of the researcher is to describe a particular behavior. There are several types of observational research depending on the intervention. In naturalistic observation, “researchers unobtrusively observe behaviors in their natural setting” (Observational Research, n.d., 5) Qualitative versus Quantitative Research Qualitative approach emphasizes that in addition to pure observation, the is a “degree of interaction between observer and observed”. (AQR, n.d., 1) This approach is used by Coates when she observed young children with diverse ages ranging from 3 to 7 who participated in their free choice of activities in the classroom setting (Coates, 2002, 5). In addition, qualitative data are basically narrative in nature. A quantitative approach, on the other hand, is more of a descriptive method which is nonprobing. This method was implemented by Takei as he observed two deaf infants of deaf parents (Takei, 2001, 29). Data for quantitative approach are generally “checklists (check off behavior that is assigned a number)” (Observational Research, n.d., 21). The following illustration referenced from the University of Connecticut Libraries (n.d) clearly depicts the comparative dimensions between the two approaches: Qualitative Versus Quantitative Research Comparison Dimension Qualitative Research Quantitative Research Types of questions Probing Nonprobing Sample Size Small Large Information per Respondent Much Varies Administration Requires interviewer with Fewer special skills required special skills Subjective, Interpretive Statistical, summarization Type of Analysis Tape recorders, projection Questionnaires, computers, devices, videos, pictures, Printouts discussion guides Hardware Low High Training of the Researcher Psychology, sociology, social, Statistic, Decision psychology, consumer models, decision support behavior, marketing, marketing systems, computer research programming, marketing, marketing research Type of Research Exploratory Descriptive or casual Source: University of Connecticut Libraries. (n.d.) Qualitative Versus Quantitative Research. Retrieved 03 March 2010. < http://spirit.lib.uconn.edu/~punj/m3506.pdf> Comparative Analyses: Takei and Coates Approaches Takei’s objective in his study is to “describe the acquisition processes of Japanese Sign Language (JSL) as a first language by two deaf infants of deaf parents, focusing on the prelinguistic and one-word stages” (Takei, 2001, 29). The approach - quantitative in nature, used a small sample size (two deaf infants) as opposed to the large sample size indicated in research literatures. In addition, despite the general description that quantitative methods are nonprobing, Takei averred that “interview with parents enhanced my knowledge of the signs and communicative gestures produced by the infants” (2001, 30). The observation took a longer time frame requiring 11 home visits for participant A and 8 home visits for participant B. This approach is critical in establishing a pattern of repetitive sets of activities classified into four basic categories: signs, communicative gestures, manipulating, and nonreferential gestures (Takei, 2001, 30). Nonreferential gestures were defined as “gestures that elude semantic interpretation” (Takei, 2001, 30). Examples of nonreferential gestures used in the study are: banging, up and down, wrist flexing, elbow rotation, among others. From taped videos of home visits, the activities were transcribed by separate encoders, scored, coded, and closely examined as to the number of times certain movements were repeated. The findings were corroborated by other research literatures made on the subject. It is interesting to note that nonreferential gestures were observed from the two deaf infants as being manifested at about 7 months. This is consistent with research findings on hearing infants exhibiting syllabic vocal babbling between 6 and 10 months of age (Oller, 1986; Oller & Eilers, 1988). These nonreferential gestures of deaf infants appear 3 or 4 months before the onset of signs and were consistent with hearing infants’ babbling which occur a few months before their first word (Takei, 2001, 37). The study required scoring and percentages in the frequency of identical movements seen over a period of time. The finding that babbling is not restricted to vocal modality is confirmed in his quantitative research. Coates’ research, on the other hand, clearly used the qualitative approach to examine children’s drawings with transcriptions. Accordingly, the author averred that the study was intended “as a pilot for longitudinal research project focusing not only on children’s drawings and accompanying narrative but extending to an exploration of emergent writing” (Coates, 2002, 5). This is consistent with the description of a qualitative approach in terms of the type of research which is exploratory in nature. Coates initially started by introducing highlights of researches done on the subject, particularly emphasizing that children’s very early drawings form an important part of children’s learning. This statement has been the subject of verifications by authors Kellogg (1955) and Nutbrown (1999). Both shared convictions that children between the ages of 2 to 3 make significant marks in their drawings which have particular significance to the child which can be relayed to the observer through the child’s utterances. The approach used by Coates is critical in attaining her objective. It is pertinent to do some type of probing, as the case requires, soliciting a particular response from the samples. Her study used a total of 20 children in three distinct settings: four 4-year olds, eight 5-year olds, four 6-year olds and four 7-year olds. The sample size is more diverse requiring much information from the respondents. As stipulated, the qualitative approach utilized by Coates required her special skills as an educator with extensive experience as an infant teacher in Birmingham. The pictures required analytic, subjective and interpretative skills to explore deeper meanings of the child’s creations. She hardly used any hardware to synthesize her study and just sought the approval of parents and even of the children in collecting the drawings to be shared to others in future researches. The findings revealed that talk and drawing went hand in hand with the accompanying descriptive narrative becoming lesser as age progresses (Coates, 2002, 21). Coates specifically mentioned that the findings were consistent with those revealed in Kellogg’s studies (1955 and 1969) and that of Browne (1996). It is as if children are working into a particular formula or structure as revealed in the manner of their drawings and their utterances accompanying their drawings. To conclude, Coates emphasized the exploratory nature of this qualitative approach as the findings are just a prelude to future studies. Conclusion The observational research employed by Takei and Coates provided a rich understanding of comparative and contrasting dimensions of a quantitative versus a qualitative approach used by both, respectively. Takei used observation in his study through the quantitative approach as required. His subjects were deaf infants from deaf parents and he wanted to establish if there was a certain pattern or process in acquiring Japanese Sign Language with nonreferential gestures as a prelude to signs. The research design and methodology, coupled with coding and transcriptions enabled him to arrive at his expected conclusions. Coates, on the other hand, was successful in applying the qualitative approach to observe children at very young ages in her quest to determine if there is a direct link between language and art. Depending on the objective of the study, a certain approach is more appropriate than the other. In addition, factors such as the nature or type of questions that would be administered, the sample size, skills and training of the researcher, and future prospects would determine the kind of approach necessary for a particular research. This was validated by the procedures, methodologies, and findings of both researchers. References AQR. (n.d.) Observation: Qualitative Research Definition. Retrieved 03 March 2010. Baker, L.M. (2006). Observation: a complex research method. Retrieved 03 March 2010. < http://www.thefreelibrary.com/Observation:+a+complex+research+method- a0151440811> Browne, A. (1996). Developing language and literacy 3 – 8. London, Paul Chapman. Coates, E. (2002). ‘“I forgot the sky!” Children’s stories contained within their drawings.’ International Journal of Early Years Education, 10(1): 21-35, Kellogg, R. (1955). What Children Scribble and Why. Palo Alto, N.P. Publications. Kellogg, R. (1969). Analyzing Children’s Art. Palo Alto, National Bookstore. Nutbrown, C. (1999). Threads of Thinking. 2nd ed. London, Paul Chapman. Observational Research: Using Natural Settings. (n.d.) Retrieved 03 March 2010 Oller, D.K. (1986). Metaphonology and infant vocalization. In B. Lindblom & R. Zetterstrom (Eds), Precursor of early speech. New York: Stockton Press. Oller, D.K. & Eilers, R.E., (1988). “The role of audition in infant babbling.” Child Development. 59, 441 – 466. Takei, W. (2001). “How do deaf infants attain first signs?” Developmental Science, 4: 71-78. University of Connecticut Libraries. (n.d.) Qualitative Versus Quantitative Research. Retrieved 03 March 2010. < http://spirit.lib.uconn.edu/~punj/m3506.pdf> Read More