When I Think of Research

When I think of Research…

            When I think of research, I think about a scientific investigation. Research is a process of collecting and analyzing information to increase our understanding of the phenomenon under study (Mac Naughton, Rolfe & Siraj-Blatchford, 2010). I have learned that research gives early childhood practitioners and policy makers’ essential knowledge to use in making decisions on behalf of young children and their families.

            When planning and conducting research in early childhood, it is important to think about ethics-risks benefits. Methodological and ethical issues involving children must take certain issues unto consideration, such as informed consent and the confidentiality of data. There are three ethical issues in relation to conducting research with children. They are power relations, informed consent and confidentiality.

            A challenge I encountered was deciding on a topic for research. I met this challenge through conducting research about early childhood development and reading early childhood journal articles. Ideas of doing research were applied to solve questions that I had about children early learning experiences. I was able to relate it to everyday life as an Early Childhood Manager for a Head Start program.

            As a result of this course my perception about the early childhood field has been enhanced. There is a great wealth of literature on early childhood development. Topics allow the early childhood professional and researchers to examine links between schooling and academic environment and the child’s overall development as well as more specific aspects of growth and learning.

            I like to thank my colleagues for their insights about research competencies. I look forward to continuing this journey with each of you.

Reference

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

International perspectives on theory and practice (2^nd ed.). New York, NY: McGraw-Hill.

Research Around the World

I chose to explore available research from European Early Childhood Education Research Association (EECERA).  European Early Childhood Education Research Association (EECERA) is an independent, self-governing, international association which promotes and disseminates multi-disciplinary research one early childhood and its applications to policy and practice.

            Some current international research topics include Birth to Three, Equity and Respect for Diversity, Leadership and Integration, Leadership Mentoring for Early Years Services, Learning and Participation, Mathematics Birth to Eight Years, Outdoor Play and Learning, Professionalism in Early Childhood education and Care, Transitions, Young Children’s Perspectives, and Working with Parents and Families.

The purpose of Birth to Three Special Interests Group (SIG) is bringing together international perspectives on children birth to three to promote the well-being of children birth to three, and their families, explore and debate emerging curricula and pedagogy, in relation to children birth to three, strengthen understanding of integrated services for children and their families. 

The principal aims of (EECERA) are to provide a relevant academic forum in Europe for the promotion, development and dissemination of high quality research into early childhood education, to facilitate collaboration and cooperation  between European researchers in this field and the wider early childhood community across the world, to encourage the learn articulation and communication of the links between research, practice and policy, to offer interaction, development and support to those interested in early childhood education, and to raise the visibility and status of European research in early childhood education throughout the world.

Reference

European Early Childhood Education Research Association. Retrieved from

http://www.eecera.org

Research that Benefits Children and Families-Uplifting Stories

        A positive example of the effects of research on children and/or families that I would like to share is about research that was conducted involving Head Start. As a former Head Start teacher I participate in a study conducted by the Head Start Family and Child Experiences Survey (FACES).  I would like to share a study by FACES that was conducted in 2009

      The Head Start Children, Families and Programs: Present and Past Data from FACES Report 2011 provides a portrait of children entering Head Start for the first time in fall 2009, as well as their family backgrounds and the classrooms and programs that serve them. The report also offers comparisons across the past decade of the Head Start program to trends and changes in the population served and the services provided. Data are drawn from the Head Start Family and Child Experiences Survey (FACES), which was first launched in 1997 as a periodic, longitudinal study of program performance.

      FACES include a battery of child assessments across many developmental domains; interviews with children’s parents, teachers, and program managers; and observations of classroom quality. FACES 2009 used a sample design to select a nationally representative probability sample of Head Start children and their families. A sample of Head Start programs was selected from the 2007-2008 Head Start Program Information Report (PIR), and approximately two center per program and three classrooms per center were selected for participation. Within each classroom, an average of eight newly enrolled 3 and 4 year old children was selected for the study.

       As a result of the study, newly entering Head Start children score below norms across developmental areas, including language, literacy and mathematics development at program entry. Measurements of the child and family outcomes, both during the program years and through follow-up at the end of kindergarten, allows fuller understanding of Head Start efforts to prepare children and their parents for participation in school.

            I wanted to share this report with my colleagues and those that work for Head Start program that most of the outcome data are being collected from the Head Start Family and Child Experiences Survey (FACES), longitudinal study of a nationally representative sample of Head Start programs, classrooms, teachers, parents, and children examining the quality and effects of Head Start.

      

Reference

Head Start Children, Families, and Programs: Present and Past Data from FACES Report 2011.

Retrieved from http://www.acf.hhs.gov/programs/opre/hs/faces/reports/present_past.pdf

     

Brain Development and Early Learning

I have chosen to write about brain development and early learning. Over the past decade there has been great emphasis placed on early brain development. According to research, the first three years of life are a period of incredible growth in all areas of a baby’s development. As scientists learn more about how the human brain develops, many of our ideas about the brain are being challenged. A number of factors influence early brain development. These important factors include genetics, food and nutrition, responsiveness of parents, daily experiences, physical activity and love. Events that shape the brain during development are also responsible for storing information, new skills and memories throughout life.

Children learn in more than one way. Learning affects several areas at a time. Children learn by watching, by listening and especially by doing. All children go through a number of stages. Research shows that young children learn best by exploring. Children learn at their own pace and in the ways that are best for them.

I would really appreciate any insights that you can share with me about brain development and early learning. I would like to share the following resources with you about the topic and I would appreciate any that you have to share.

References

O’Donnell. N., Phipps, P., Schiller, P., & Stephens, K. (2008). Applying brain research. Early

Childhood Research Quarterly, 13(6), 3-25.

Shonkoff, J.P., & Phillips. D.A. (2000). From Neuron to Neighborhoods: The Science of Early

Childhood Development. National Academy Press. Washington, D.C. Retrieved from http://www.aifs.gov.au/institute/pubs/resreport8/ch2.pdf

Zero to Three. (2012). Brain development. Retrieved from

http://main.zerotothree.org/site/PageServer?pagename=ter_key_brainFAQ

Early Childhood Meaning

Robbie Hurt

Quote about Children- “Children Learn What They Live”

If a child lives with criticism, he learns to condemn. If a child lives with hostility, he learns to fight. If a child lives with ridicule, he learns to be shy. If a child lives with jealousy, he learns to feel guilty. If a child lives with impropriety, he learns to feel shame. If a child lives with tolerance, he learns to be patient.  If a child lives with encouragement he learns confidence. If a child lives with praise, he learns to appreciate. If a child lives with fairness, he learns justice. If a child lives with security, he learns to have faith. If a child lives with approval, he learns to like himself. If a child lives with acceptance and friendship, he learns to find love in the world. Author: Dorothy Law Neite

Quote about Childhood

“There is a garden in every childhood, an enchanted place where colors are brighter, the air softer, and the morning more fragrant than ever again.” ~Elizabeth Lawrence

Quote about Families

“You don’t choose your family. They are God’s gift to you, as you are to them.” ~Desmond Tutu

Quote about Early Childhood

“We worry what a child will become tomorrow, yet we forget that he is someone today.”

~ Stacia Tauscher

Book: The Boy Who Cried Wolf
I loved this book because of the moral of the story. The boy that watched over a flock of sheep cried "wolf: just to keep people to come. He always laughed at them for coming to see what was going on with the sheep. The wolf happened to show up one day, but nobody believed the boy. The moral of the story was that there is no believing a lair, even when he speaks the truth.