The Aim of Our Experiment Was to Observe and Compare the Different Naturalistic Behaviors

Comparing and Contrasting Naturalistic Behaviors Between 1st and 4th Graders Ragna Schwung IB Psychology HL 29, September 2009 Abstract: The aim of our experiment was to observe and compare the different naturalistic behaviors between first graders and fourth graders. We conducted both our sessions during the last 30 minutes of school to control factors that could possibly influence the outcome of their behavior. The observational method we used was event sampling, and using a “Sample Checklist” to record our findings. Our hypothesis states that fourth graders would be less attentive and have less concentration at the end of the day than the first graders. The results that we gathered consisted of a variety of different manners, the few behaviors that were most common and reoccurring were scratching, biting fingernails and hand/foot movement. When we put compared our notes, we concluded that our hypothesis was correct, and that fourth graders were less attentive and were more eager to go home than the first graders. Introduction: As mentioned in the Abstract, the aim of our study was to compare different naturalistic behaviors portrayed by 4th graders and 1st graders and during the last 30 minutes of class. We reviewed some articles online about natural behaviors and fidgeting,

The article we found that relates the most to our topic is called “The Social Significance of Fidgeting” (Jeroen, 2006) it includes a lot of the concepts that we observed and why fidgeting/human behaviors are the way they are. The article makes references to why we portray different behaviors at certain times. This reflects into our study because we observed different behaviors that are shown at the end of the day. The observational study we carried out was a naturalistic study, which indicates that we did not alter or change anything to our subjects, nor tell them what we were doing. Therefore keeping everything as natural and routine as possible.

Method Design: During our naturalistic observations, there were a few factors that we needed to control in order for our findings to have a better outcome. There weren’t any major ethnical issues that we had to obtain, one thing that we had to keep in mind was making no biases towards the children, for example, we couldn’t choose a class in which one of our classmates had a sibling in, or someone we knew. Before we undertook our study, we had to consult the teacher of the classroom (Mrs. Hossack) and the elementary principle (Mrs. McVean) before hand, view my two letters under section 1 in my appendix, therefore fulfilling the informed consent section of our lab. We operationalized our behavioral focus by using systematic observations, the coding system we used was the event sampling where we check marked a reoccurring manner every time it happened in that 30-minute time slot. Participants: Our target population consisted of 4th graders and 1st graders, we wanted to make the two age groups as far apart as possible to increase the range of maturity, growth and knowledge.

Materials: We used our notebooks, as seen in my appendix under “Raw Materials” point 4, and a pen to take notes.

Procedures: The procedure we undertook was fairly straightforward 1) My partner and I first agreed on a simple observational study that we would carry out. 2) Then we got together with another pair in the class. 3) We then all discussed who will watch the first graders for two sessions, and who will watch the fourth graders for two sessions. 4) After this was clarified, my partner and I went into our classroom (1st graders), and sat in the back of the room. 5) We listed down every behavior or manner we noticed, whether it being repetitive or only shown once. 6) Then, when the first 30-minute session was over, we compared notes, and only wrote down the observations that we both observed. 7) The next day we went back into the same class, and instead of writing down new manners, we simply tallied reoccurring actions that the children portrayed. 8) After that 30-minute session, we went back to class and typed up our charts and exchanged them with the pair that had observed the fourth graders (they had followed the same procedure). Therefore showing an accurate number of certain behaviors.

Results: Using mine and the other pairs sample checklists I easily put together two bar graphs which show a graphical and visual representation of my data. It wasn’t possible to present both observations in one graph, for we all had different notes. But this should give you a clearer understanding of the frequency of different behaviors.

Discussion: The group of students my partner and I observed were the first graders, never having done anything like this before, I was curious on how they would act, or react with us watching. The first session we attended the kids were doing an Arts and Crafts unit, working with rocks and sand, it was fun and interesting to see them interact with their other classmates, and we took a lot of notes on their behavior. We focused mainly on behavior traits, fidgeting and repetitive mannerisms. When looking back on the article I referred to in my abstract, the writer links fidgeting to lot more than just human behaviors, he stated, “The two important motives are comfort and habit. Being creatures of habit we stop to even think about these little ‘creature comfort releases’. Habit can also enforce certain coinciding behaviors,” this reflects into our study by stating that certain behaviors are triggered not only by emotion, but also by our natural habits. We observed the natural habits of the 1st graders, some which were triggered emotions, others by themselves. There were a few limitations to our research, as there is in any study, although my partner and I did not interact with the children in the classroom, nor try alter their natural behavior in any way, the children were always conscience that we were in the room. They never talked to us, or interacted directly, but they definitely felt our presence, which may have altered their natural habits. Another major limitation, and a mistake on our part, was the fact that we had different observations from the other pair observing the fourth graders. Although we compared notes with one another, we did not with the other group, which may of helped us make more accurate conclusions at the end of the study. Another assumption that we made was that the fourth graders were more aware of time, and that they knew exactly when school was out, whereas the first graders were simply told to get their belongings and line up. This assumption may or may not be true, but we do feel it plays a big factor in the behavioral traits that were made. The age groups we chose needed to be a good age difference from one another; we did this on purpose, like I mentioned earlier, the bigger age gap there was, the more accurate observations we could make. If the two classes were in the same grade, or only a grade apart, our outcomes may not have been different at all. If one wanted to continue this study, modifications could be made for further research. For example, one could test the differences in behavior by dividing up boys and girls, and see which has a greater outcome. One could chose only three of the most common observations from both groups, and could carry out a more accurate and precise study. These are just a few modifications one could make. Overall I think our naturalistic observational study was a success. It being our first research assignment, I feel we achieved and learnt a lot about how to carry out a good study. I feel we were productive and efficient, and I am excited for what we will work on in the future. References: Jeroen, Arendsen (2006, August 14). The Social Significance of Figeting. Retrieved from http://jeroenarendsen.nl/2006/08/the- social-significance-of-fidgeting

Appendices: Our request letters, and approval from Mrs. McVean (Elementary School Principle). 1.

Dear Mr. Toa, Our IB psychology class is conducting a naturalistic observation project. In order for this to take place, Karen and I (Ragna) would like to come to your class last period of tomorrow, and Thursday, for the last 30 minutes of class to observe certain behaviors that 5th graders may perform. We will not interact with the class, therefore not disrupting your class. Please let us know if this is at all inconvenient or if you are no there, we will then reschedule. Another thing, please don’t tell your students the purpose of our visit, because we want to keep their behaviors has natural as we can. Thank you for your time and see you tomorrow!

Karen Chik and Ragna Schwung

And the approval letter:

September 15, 2009 Dear Fay, We are only too pleased to work in collaboration with you and to support the learning of your students. The administration confirms approval of your project. Please have your student’s request permission directly from classroom teachers for classroom and student observations.

Thank you, Sacha McVean The two charts of observational methods, and from which we concluded our results:

2. (The table below shows the behaviors from the first graders)

Behaviors Frequency Less concentration I More interactions with friends IIIII Easily frustrated /with peers II Sits uneasy IIIIII Hand/foot movement IIIII Biting fingernails IIIIII Picking nose I Scratching IIIIIIII Cleans up I

3. (The table below shows the behaviors from the 4th graders)

Behavior Frequency

Shouting out IIIIIIIIII

Fidget with chair IIIIIIII

Volunteer IIIIII

Cheering IIIIIIIIIIIII

Hand/feet movements IIIIIII Attention game "123 eyes IIII on me" Constant looking over at IIII the observers Raw Materials: 4.