Research Journey

When I Think of Research. . .

My ideas about the research process, and how it is conducted has changed; my perspective currently includes the various patterns and construction methods used.  In regards to planning, designing, and conducting research in early childhood, the importance of ethics was revisited and I learned of specific ways to ensure requirements are met.

During the Research Simulation I encountered a challenge with the initial research question, as it was vague and did not provide the means for a subsequent hypothesis.  Consequently, the research question was revised to include both a dependent and independent variable, with which an outline could be constructed.

My perceptions of an early childhood professional has been modified to include a point made by Lepuschitz (2011),

". . .if you are a professional who does not know how to read published research, you are, at best, dependent on others to interpret research results for you, i.e., you only obtain filtered, second-hand knowledge; at worst, you never read current research and miss a significant chance of professional growth and development" (p. 1).

It is with this profound statement in mind that I take-away from this course the professional responsibility to remain current in my knowledge base, through established contacts and prevailing research.

Reference:

Lepuschitz, J.K. (2011). A practical guide to reading research articles. Laureate Education, Inc., Baltimore, MD.

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Research Around the World

This week I have chosen to explore the website for European Early Childhood Education Research Association (EECERA).  In doing so, I discovered a research study that took place in Greece, entitled "Parental conceptions of quality in Greek early childhood education".  Interestingly, parents surveyed overestimated the quality of early education programming received, while trained observer's found the country needed to improve in areas in order to meet global standards.

The website provides a page devoted to the formation of Special Interest Groups (SIGs), for EECERA members.  Considering the volume of budding research, this platform is certainly an excellent forum to discuss and share ideas.  The page offers links to assist those who may be interested in creating a SIG, and supports affiliation with them.  This is helpful for those embarking upon their first research study, and needing feedback, as well as others who simply desire communicating with colleagues that share the same interest(s) in the field.

Representing 31 countries, EECERA has 34 Country Coordinators to increase country participation, visibility of the organization and serve as a liaison in networks of researchers, practitioner's and policy makers.  The role of the Country Coordinators is one that ultimately facilitates the promotion of the organization nationally, and support the further development of its mission.  In viewing the international list of Country Coordinators, I was reminded early childhood education is developing worldwide; it is very exciting to join such a movement. 

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Research that Benefits Children and Families

There is a published research article concerning infants, that I found to affirm a belief I have had; communicating with children at an early age impacts their social-emotional development.  Listening to Infants: Emotional Literacy and the Child Care Setting, discusses the connection between an infants' capacity to comprehend, and self regulate their emotions, and their social skills.  In this study, Nyland (1999), observed the everyday social setting of infants in a child care learning center.

The observations revealed, the adults in the setting fostered an environment that was conducive to infants' communication.  For example, caregivers used spoken words to communicate their actions throughout the day.  Additionally, they would model and encourage the infants to respond at appropriate times, such as stating, "thank you" to the older babies, who eventually replied, "ta" (Nyland, 1999).

The information uncovered in this research article is significant to the evolution of the early childhood field, as we are constantly striving to improve upon the healthy growth and development of young children.  It provides a substantive basis to guide infant caregivers in their daily interactions and routines.  Nyland (1999) states, "The behaviors we look to as measures that young children are developing such aspects of behavior as self control, a willingness to help and empathy for others are usually adult directed and often contain a taught ritualized response" (p. 103). 

Continuing to support others in their efforts to provide quality child care, this research validates my work. n♥

Reference:

Nyland, B. (1999). Listening to Infants: Emotional Literacy and the Child Care Setting. International Journal of Early Childhood, 31(2); ProQuest Central, (p. 99). 

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I have witnessed caregivers encourage infants and toddlers to be nice to their friends, when they exhibit behaviors that could potentially cause another child harm.  Certainly, their intention may be retrieve a favorite toy, or prevent another from taking something from them.  Nonetheless, the manner in which caregivers conduct themselves can set the stage for the children's reactions, and subsequent future behaviors.  The touch, tone and approach of the caregiver is key.  When my son was a toddler, and enrolled at a preschool, I recall discussing with a parent how her daughter would mimic the teacher in their class.  We chuckled over her daughter's observations, and the role-play that followed.  That conversation has stayed with me over the years, as I have often wondered how my friend's daughter might have had a different experience if the teacher had been cognizant of how her actions would affect the impressionable children entrusted in her care.

From one of the course materials this week, "A Practical Guide to Reading Research Articles", I gained insight into the necessity for reading and understanding research, as an early education professional.  In particular, not knowing how to read research will cause a professional to be vulnerable and dependent on others to interpret information; this can impede professional growth and development (Lepuschitz, 2011).  Having read this resource, I feel much more comfortable and relaxed with reading research articles, and comprehending the information as outlined.

One resource that I have found to be helpful in my work with infants and toddlers is: WestEd--Early Childhood Development and Learning.  Please share resources that you have come to value and respect in the early childhood field.

Reference:

Lepuschitz, J.K. (2011). A practical guide to reading research articles. Laureate Education, Inc., Baltimore, MD.