When I Think of Research...

       It's hard to believe that eight weeks of the Building Research Competency course is almost at an end.  If you are like me, you have heard about research and you have consulted research many times.  However, I truly had no idea how much thought, planning, and hard work is involved in the research process.

       Some insights I have gained about research include knowing that research can follow a quantitative design, qualitative design, or mixed methods design.  That there are many ethical concerns that need to be considered before beginning the research process.  In addition, I have learned that researchers increase the value of their research by working to ensure that their study is reliable and valid.

       When I thought of the term research prior to this course, I envisioned quantitative research methods with researchers calculating numbers and analyzing loads of data.  After learning about qualitative design and mixed methods design, I see how using these methods in researching the early childhood field is so much more than numbers and percentages.  Early childhood research benefits children, families, educators, and the community.

       Research involves so much more than posing a question and seeking to answer it.  Developing the research question is only the beginning.  The researcher has to figure out the design method, the participants, the ethical considerations, the variables, the types of data collection, how the data will be analyzed, validating their research, and so much more.  It is a long and arduous process.

       Deciding on my research topic and redefining it was the first challenge I encountered.  I had narrowed it to three subtopics and considered my peers and colleagues opinions on which topic would work best for my research study.  It truly helped me to have that feedback.  Another challenge I encountered was choosing which design method I felt best suited my study.  I listened again to my peers, I had notes from my professor, and I evaluated all of the data collection methods I had decided to use before selecting the qualitative method.

       One thing that has become clear to me is how vitally important research is in the early childhood field.  Early childhood educators should become consumers of early childhood research because it is so beneficial to the work they do everyday.  I now have a clearer understanding of how to read research studies and how research is developed and conducted.

       I have to thank my colleagues that have worked with me and supported me as we learned about research in the early childhood field.

     

     

Research Around the World

In exploring research in the early childhood field, it can be interesting to discover what early childhood professionals are focusing on in other countries.  I decided to see what Australia is focusing on in early childhood.  I chose to focus on Early Childhood Australia.

http://www.earlychildhoodaustralia.org.au/

Early Childhood Australia (ECA) is an advocacy organization that works to "ensure quality, social justice and equity in all issues relating to the education and care of young children."  ECA values integrity, collaboration, leadership, inclusiveness, and quality.  Their vision is:  Every young child is thriving and learning.

One topic discussed on their web site is Asthma and Asthma Management in young children.  They provide a link to Asthma Australia which provides a variety of resources for educators and parents.  Another link they include is to the Australian Institute of Health and Welfare which provides helpful information on Asthma and children.

Another topic discussed on their web site is cultural awareness.  They have in-depth studies concerning the Aboriginal and Torres Strait Islanders populations.  Adam Duncan, and early childhood educator from the Wiradjuri Preschool and Child Care Centre, provides insight for non-indigenous educators teaching about the Aboriginal and Torres Strait Islander cultures.  There are resources for educators regarding families and diversity.

"The Spoke" is ECA's blog.  Some of their blog topics include:  "While old Indigenous languages disappear, new ones evolve," "Cultural competence: You don’t need to be an expert," and "We trust children to know what gender they are – until they go against the norm."  Their blogs are insightful and they provide links for further research.

Positive Research in the Early Childhood Field

Should children be involved in research?  When this question is asked, it sparks questions, arguements, and debates.  I, personally, believe that children should not be used in research that has a greater than minimal risk.  However, there is a lot of research in the early childhood field that can have positive effects on children and families.

Technology is everywhere.  Children use smartphones, tablets, computers, video game consoles, and remote controls for television and DVRs.  There are many articles on how much screen time young children should have.  So, naturally, research has been done focusing on young children and the use of technology.

Burnett researched technology and literacy in early childhood programs.  Her research looked at how children gain literacy skills through the use of technology, the use of texts, and the children's meaning-making through technology.  Her research concluded acknowledging that technology is not going anywhere and that there is a need for further research.

Romeo, Edwards, McNamara, Walker, and Ziguras researched the use of touchscreen technology in early childhood classrooms.  They also acknowledged that technology is here to stay and discussed that NAEYC supported the use of technology in early childhood classrooms.  They noted that most early childhood classrooms were still using mouse and keyboard computers.  Their research focused on whether or not touchscreens would increase children's learning in early childhood programs.  Their conclusion was that using touchscreens made it easier for children to use, but did not neccessarily increase their learning.  They also felt that further research was needed.

Parette, Quensenberry, and Blum chose to research the use of technology in early childhood classrooms as a developmentally appropriate practice.  Their focus stemmed from the fact that even thought technology use in early childhood has been considered to be developmentally appropriate, many early childhood professionals are still reluctant to incorporate technology into their programs.  Their conclusion was that early childhood professionals need to enter into the 21st century and embrace the use of technology in early childhood classrooms.

Research on the use of technology in early childhood programs is a clear example of positive research for children and families.  Technology is not a passing fad.  When use appropriately, technology can be used as a tool in learning.

References
Burnett, C. (2010). Technology and literacy in early childhood educational settings: A review of research. Journal of Early Childhood Literacy, 10(3), 247-270.

Parette, H. P., Quesenberry, A. C., & Blum, C. (2010). Missing the boat with technology usage in early childhood settings: A 21st century view of developmentally appropriate practice. Early Childhood Education Journal, 37(5), 335-343.

Romeo, G., Edwards, S., McNamara, S., Walker, I., & Ziguras, C. (2003). Touching the screen: Issues related to the use of touchscreen technology in early childhood education. British Journal of Educational Technology, 34(3), 329-339.

My Personal Research Journey

Before I even started the course, Building Research Competency, I started to stress out over having to chose a research topic and narrow down  my topic to find a workable research question.  Last week, week one of the course, I had to come up with a topic of interest and then come up with three subtopics.  The two areas that interest me were so vastly different that it was almost liking flipping a coin to decide on which one I would chose to focus on for my research.

By the end of week one, I had chosen to research  high-quality, effective teaching teams in early childhood classrooms.  My interest in this topic was sparked in my last course, Issues and Trends in Early Childhood.  Qualifications for early childhood educators are being raised and many questions have been raised as to whether or not having a degree in early childhood provides a better learning experience for young children.

The three subtopics I came up with at the end of week one are:

• Characteristics of high-quality, effective early childhood educators
• Communication and collaboration are key ingredients in high-quality, effective early childhood teaching teams
• Raising the qualifications of preschool teachers increases the quality of the early childhood program

As I worked through the research chart this week, I admit that I still am not sure of what my workable research question is going to be.  The fact that this is the end of week two and there are just six weeks left to this course is not very comforting.  I am interested in hearing any ideas or suggestions from my colleagues that will help me narrow my focus and formulate a workable research question!

International Early Childhood Connections

Reaching out to international early childhood professionals can be very beneficial.  We can learn from each other about global practices in early childhood education.  And, how great is it to be able to share ideas and collaborate with early childhood professionals in other countries?  Here are a few reasons all early childhood professionals should reach out internationally:

• Many early childhood educators in the United States have children from other countries in their classrooms.  Some are English Language Learners and some are Dual Language Learners.  Families are the best source for understanding a particular child's culture, but connecting with early childhood professionals from the country where the child and family are from can also be beneficial.

• There are many early childhood programs in the United States that operate on limited resources.  It can be frustrating and stressful to try to provide high quality care when you do not have enough supplies or materials.  Connecting with early childhood educators from other countries and finding out the conditions that many of them have to work in can make one appreciate what they do have to work with.  In addition, it can spark a desire to help by working to raise funds to help our international connections by sending supplies.

• Perhaps one of the best reasons to connect with international early childhood professionals is the personal and professional growth that comes from the collaboration and communication.  

I have found that it can be difficult at first to make the initial contact with international early childhood professionals.  However, I learned a lot from the connections I made and I look forward to reaching out to further expand my international connections.

Conversations with International Early Childhood Professionals

It has been wonderful to learn more about early childhood education in Ghana:

What issues regarding quality and early childhood professionals in Ghana are being discussed in the area where you work?

This is kind of a hard question. To be a teacher in Ghana is actually a government job, you go to teacher training and then the government sends you anywhere in the country that they need teachers. All of the teachers I work with are not from the village we are in, most of them are actually from far away and travel on the weekends to see family and loved ones. A lot of them actually hate that they were placed here because it is so rural. Once you became a teacher it is a commitment for a certain amount of years, so you are essentially locked in to the position until your years are up, I don’t know exactly how long it is. So in my opinion, quality isn’t really discussed. I think the government thinks what they are doing is working but in reality it isn’t at all.

What opportunities and/or requirements for professional development  exist in Ghana?

As for requirements, there are none. I think me being here and working with them is professional development for them but it was also professional development for me and it isn’t seen that way for them. Some teachers are really open to us being here and helping and others are not. The female teachers tend to be the ones who are okay with it. The male teachers seem like they are trying to teach us because they see themselves as great teachers, not that they aren’t but there seem to be a difference in gender.

What are some of your professional goals?

Some of mine include continuing to grow as a leader in my field. My graduate career has prepared me to be a Master Teacher as well as a Parent Educator. I believe that by supporting the whole family, the children receive ample amounts of support and from that grow and develop in a really healthy, positive environment. I also want to continue working on my parenting education skills and working with adults, which is something up until now, I didn’t do much of. I enjoy it a lot, its a lot different then being with toddlers all day and I enjoy the switch.

What are some of your professional hopes, dreams, and challenges?

This is a good one. I hope and dream that I will always be as happy in the field as I am now. I love my career and I don’t ever want that to change. Im challenged by moving out of the city. With getting married and wanting to start a family, living in the city is too expensive and finding a balance of being able to stay at my jobs, commute, and find somewhere to live that works for my family seems difficult as of right now. I know that it will work out but it’s definitely a challenge for me.
(Peila, J. Personal Communication, April 16, 2015)

I have also enjoyed learning about early childhood education in Mestre, Italy although language barriers have been difficult to overcome at times.  I was sent a video link discussing the Italian school system, however it was entirely in Italian.  But, I am thankful for the communications we have exchanged.
(Barbara.  Personal Communication, April 15, 2015)

Following the Links

For a few weeks now, I have been exploring the National Association of Early Childhood Teacher Educators (NAECTE) web site.  Last time, I shared with you the web site raisingofamerica.org (The Raising of America:  Early Childhood and the Future of Our Nation) which I read about in one of NAECTE's e-letters.  This week, I chose to explore the "Links to Related Organizations" tab on NAECTE's site.

I went to a few organization's sites before I clicked on the link for the National Association for the Education of Young Children (NAEYC).  I am fairly familiar with NAEYC through my work and school, but I have never really explored their web site (www.naeyc.org) in depth before.  I highly recommend that all early childhood professionals take time to explore the NAEYC site even if they think they know all they need to know about the organization.

I clicked on NAEYC's "Topics" tab and found several topics to choose from including:  

•  Anti-Bias Education and Holidays 
•  Learn from Nature
•  Back to School
•  Obesity Prevention
•  Common Core
•  Play and Learning
•  Coping with Disasters and Tragedies
•  Positive Guidance
•  Developmentally Appropriate Practice
•  Early Childhood Research
•  Ethics
•  Response to Intervention
•  Family Engagement
•  Summer Learning
•  Music
•  Technology & Young Children

Recently, there has been a lot of discussion on Common Core.  It was interesting to find that NAEYC has several position statements on Common Core and Early Learning Standards.  They also fully discuss developmentally appropriate practice (DAP) including breaking DAP down by age groups.  Under the "Family Engagement" tab, the list the principles realted to family involvement and the include information for engaging diverse familys in early childhood education.

My favorite topic to explore was "Play and Learning."  There I found a plethora of information on the importance of play.  They even include an article for families titled, "10 Things Every Parent Should Know about Play."  There is even a conversation with Dr. Alison Gopnik on evidence that connects play and learning.

I strongly recommend that all early childhood professionals take some time to explore NAEYC's site.  I intend to spend a lot more time doing just that!