When I think of Research...

I gained several insights about research from taking EDUC 6163, Building Research Competency. Most importantly this week I learned that research is all about relationships between researchers and participants and equity and social justice should be reflected from the beginning of a research project to the end, and include ontological and epistemological views, preliminary decisions regarding the research design, construction of hypothesis and/or research questions, attention to variables, selection of participants, analysis, understanding and reporting of data, (MacNaughton, Rolfe & Siraj-Blatchford, 2010).

My ideas about the nature of doing research have broadened. I now understand that research is best theorized as a tool that aids us in answering important questions about the field of early childhood. Because of the willingness of researchers and participants to take part in the research process, our valuable questions can be answered. Quality research always includes close, ongoing teamwork between those who design the research, those who carry it out, those who take part in it, and those for whom the findings have an influence.

In regard to lessons about planning, designing and conducting research in early childhood, I learned there are many possibilities to consider when designing a research study. Researchers need to be creative in deciding what important topic to research and how, when and where the research will take place, who will participate, what methods of data collection will be used, and how the data will be analyzed. There is seldom a single correct way of doing any research project.

Challenges I encountered in my research simulation included breaking my general topic into a number of subtopics and then trying to reflect on the sound order in which to focus on them. At times, I found myself confused about what my general topic was in the first place. Having choices between quantitative, qualitative, or a combination of both research methods was exciting, but added to the confusion (or chaos) at times. In the end, I chose a mixed method approach because I felt that I was able to use the best of both methods to answer my question and validate my study.

As an early childhood professional, I have an incredible respect for researchers in our field. I now have a better understanding of the complexity of their job and appreciate the knowledge they provide us with to support young children, their families and society as a whole.

References

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood

research: International perspectives on theory and practice (2nd ed.). New York,

NY, McGraw-Hill

Research Around the World

The European Early Childhood Education Research Association (EECERA) is a voluntary association solely owned by its membership and directed under the common protocols of a charity with a Board of Trustees elected by an Electoral College. EECERA members who wish to participate in Special Interest Groups (SIGs) can engage in cross-national collaborations around specific topics.

The EECERJ, the Journal of EECERA is one of the most prestigious early childhood journals in the world. The scholarly journal is peer reviewed and interested in research that has application. The EECERJ is issued five times a year and is in its 22^nd year of publication.

The current issue of the EECERJ has an article titled “Feelings Towards Child-Teacher Relationships, and Emotions About the Teacher in Kindergarten: Effects on Learning Motivation, Competence Beliefs and Performance in Mathematics and Literacy,” (Stephanoua, 2014). The study tested the role of kindergarten children’s feelings about the supposed quality of their relationships with their teachers and their emotions towards their teachers in their competence beliefs and learning motivation (intrinsic interest, learning goals), in the effect of competence beliefs on learning motivation, and in turn in school performance in mathematics and literacy. Compared to the other variables, competence proved to be the strongest contributor of school performance.

Another article, “Common Sense or Professional Qualifications? Division of Labor in Kindergartens”, (Steinnes, 2014) compares the division of labor between kindergarten teachers and assistants in Norwegian kindergartens. The perceptions of two groups were studied to find the kind of knowledge needed to perform their jobs. Interestingly, the study found that there were fewer differences than expected, both regarding the kind of responsibilities kindergarten teachers and assistants implement, and the ways they see themselves as qualified for their occupation. The article discusses the implications that imply kindergarten culture is less controlled by kindergarten teachers’ formal qualification, and characterized more by common sense and prevalent views on upbringing.

      While reviewing these articles and more, I found that the “hot” topics in Europe are very similar to the issues and trends that are being researched in America as well. I believe building relationships is the foundation in early childhood education and the qualifications for ECE teachers continues to be an important topic of discussion in our field.

References

European Early Childhood Education Research Association (EECERA): Retrieved from:

http://www.eecera.org/

Steinnes, G. S., (2014), Common sense or professional qualifications? division of

labor in kindergartens, EECERJ, Retrieved from: http://www.eecera.org/

Stephanoua, G. (2014) Feelings towards child-teacher relationships, and emotions about

the teacher in kindergarten: effects on learning motivation, competence beliefs and performance in mathematics and literacy, EECERJ, Retrieved from: http://www.eecera.org/

Research that Benefits Children and Families- Uplifting Stories

For the past year, I have had the pleasure of caring for a child in my preschool and childcare who is a victim of severe abuse. (I will change his name to Connor for confidentiality concerns) During the first 15 months of Connor’s life, he required two life flights to pediatric trauma centers due to the severity of his abuse, including a skull fracture. Connor’s foster parents picked him up from UC San Francisco’s Children’s Hospital last year and have done an amazing job of making sure Connor receives all of the services he needs and deserves. Connor receives Post Traumatic Stress therapy as a result of research proving the benefits of sensory implicit strategies with children who have suffered trauma.

The National Institute of Trauma and Loss in Children (TLC) a program that has demonstrated by field testing, exploratory research, time series studies, and evidence-based research studies that its Structured Sensory Intervention for Traumatized Children, Adolescents, and Parents (SITCAP[R]) produces statistically significant reductions of post-traumatic stress disorder (PTSD) reactions through the early and primary use of sensory implicit strategies, (Steele, William: Kuban, & Caelan, 2010). TLC’s mission includes not only providing training for evidence-based trauma intervention but also giving participants the tools they need to work effectively with traumatized children and families in their communities.

Connor’s therapist participated in the TLC training and learned methods that move past cognitive, talk therapy to create deep brain exercises of safety and trust. She has observed Connor in my preschool and has given me some recommendations on how I can support him. When Connor seems to be over stimulated, my staff and I offer him hugs and massage while talking calmly or reading to him. The pressure of the hugs and massage seem to help calm him. Some of his toys are weighted to help “slow him down” and he has several items to squeeze. Play-dough works wonders!

Today, Conner seems to be a typically developing, happy two year old who loves to sing and dance with his friends. Through corrective sensory experiences, he is learning to overcome extreme fear and cope effectively with emotional arousal.

References

Steele, William: Kuban, & Caelan, (2010). Structured sensory trauma interventions,

Reclaiming Children and Youth, Retrieved From: http://web.b.ebscohost.com.ezp.waldenulibrary.org/ehost/detail/detail?vid=4&sid=5979d422-3458-4458-87d6-17afccf1f484%40sessionmgr111&hid=124&bdata=JnNjb3BlPXNpdGU%3d#db=eric&AN=EJ895281

My Personal Research Journey

My chosen topic for the research simulation is peer relationships in childcare and their effects on social emotional development.  I originally intended to research multiage grouping in childcare because I have several years of experience working with infants, toddlers, and preschoolers in a multiage environment and am fascinated with the relationships between the babies and older children. Furthermore I wanted to learn about the effects of siblings being placed together in multiage childcare instead of being separated by age. I have my own opinions about the benefits of multiage grouping, however I was hoping to find quality research to confirm my beliefs. I must admit I became really discouraged this week when I was unable to find research on my first choice of topics. I contacted the Walden University Library for help and talked to a very helpful research librarian who taught me how to use Thoreau. “For the beginning researcher, using online database searching with an experienced guide is a most effective way to begin your literature review”, (McGraw-Hill Higher Education, 2010, p. 26). The librarian spent a half hour showing me how to use my key words to find quality research.  Together we determined that there was very little peer reviewed quality research on multiage grouping in childcare.

So… I decided in the interest of time and energy to begin researching peer relationships in childcare and their effects on social emotional development. This is another topic I am passionate about and look forward to researching. I am finding several articles of interest.

I found completing the research chart this week helpful, but I wouldn’t call myself “comfortable” yet with the language of research. Hopefully as this course continues, I will gain confidence and become a competent researcher.

Any advice or insights you can share with your research experience would be GREATLY appreciated. The only advice I can give is to talk to a research librarian in the Walden Library if you run into a roadblock. They are extremely knowledgeable and helpful!

References

McGraw-Hill Higher Education, 2010, Doing early childhood research, 2^nd Edition

Final Post EDUC 6162

While researching international early childhood organizations, I learned the importance of EC professionals gathering to exchange ideas, strategies, and perspectives that promote the well-being of ALL children and their families around the world.

The World Forum Foundation is an example of an international early childhood organization with members from more than 80 countries who collaborate on a wide range of issues impacting the delivery of quality services for children and families globally. Currently the WFF is launching global projects on AIDS and young children, nature education, peace education, teacher education, and immigration and young children. (WFF)

UNICEF is another organization that believes nurturing and caring for children are the cornerstones of human progress (UNICEF). The global obstacles of poverty, violence, disease, and discrimination are prohibiting millions of children from gaining the healthy foundation they need and deserve in life. It is our responsibility as early childhood professionals to help build a world where the rights of every child are realized. (UNICEF)

By becoming a member of an international early childhood organization, EC professionals are invited to join conversations and become involved as advocates for young children and their families around the world. I am a new member of both the World Forum Foundation and UNICEF and look forward to receiving information on the most important global issues and trends facing the field. By becoming aware and involved, we can intentionally plan a brighter future for our children and world.

References

UNICEF, Retrieved from: http://www.unicef.org/

World Forum Foundation, (WFF) Retrieved from:

http://www.worldforumfoundation.org/