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!