When I Think of Reserach...

As this research class comes to an end, I realize how much my knowledge of the research process has increased. Prior to this class, research on the latest findings was something I enjoyed reading about. However, trying to understand the process involved in conducting the research was over and beyond anything I could comprehend. Today, the research process seems much more clear.

In addition, now when I read research on topics that interest me I feel confident that I will be able to determine what research design was used from the many various types such as: quantitative, qualitative, mixed methods, longitudinal study, case study, correlational study, retrospective study, experimental, quasi-experimental, non-experimental and so forth (Mac Naugthon, Rolfe & Siraj-Blatchford, 2011).

Furthermore, if I ever have the opportunity to conduct research I have a fairly clear understanding of how to choose the appropriate design for the question being asked or the hypothesis that has been developed. Choosing the appropriate design for the question being asked or the hypothesis that has been developed was probably the most challenging aspect of my research class. Previously, I thought you needed to ask a question and formulate a hypothesis for every research design. Consequently, as I have thought this for many years, it was difficult for me to clear my thoughts and realize you only need one or the other. I am still working through understanding this better. However, the more I read about the differences and the more I work on my research simulation outline, the stronger my understanding becomes.

As a result of this class, several of my perceptions of an early childhood professional have been modified. Previously, I thought of researchers as having a highly respected status. Early childhood professionals, such as myself were there to learn from researchers and make changes based on findings from research.  Also, the subjects used in the research were mostly used in order to show how society can make improvements on the findings and so forth (Mac Naughton, Rolfe & Siraj-Blatchford, 2011). However, though I continue to have respect for the hard work researchers do, I now realize that in order to have equity (Mac Naughton, Rolfe & Siraj-Blatchford, 2011), researchers must be fair to all subjects, including early childhood professionals. Everyone involved in the process brings forth something important that can be applied to the process. Many times subjects in the research process do not necessarily need to change their ways. In contrast, it is the researchers that need to gain a better understanding of why certain groups act the way they do (Mac Naughton, Rolfe & Siraj-Blatchford, 2011). Subsequently, the researchers may in turn, learn something new from the subjects.

Donna

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

(http://kidgreen-donna.blogspot.com)

For this week's blog assignment, I visited http://www.earlychildhoodaustralia.org.au/

 

Australia seems to have many of the same early childhood issues as the United States. The first article that caught my attention was pertaining to inclusion in the classroom. In 2012, Australia introduced "National Quality Framework" (NQF) (DEEWR, 2012). This framework provides a foundation for including all children regardless of disability and/or diversity, in regular early childhood services. The framework is well-written, and covers the essentials needed to have a successful inclusion program.

Some surprising and interesting facts and insights I gained from exploring this website was the detailed ECA Position Paper on Children of Asylum Seekers, Children of Refugees and Children in Dentention (ECA, 2012). 

 

From this statement, I learned that half the world's refugees are children (ECA, 2012). Many times, in rescue efforts the children's physical needs are at least partially covered. However, the developmental needs of these young rescue victims are typically overlooked. These children have been faced with high amounts of stress, trauma and abuse (ECA, 2012). Long-term developmental delays may occur when their needs are not adequately met. 

 

The Convention on the Rights of the Child provides a guideline to help those working with refugee children learn how to help meet the appropriate needs of these children (ECA, 2012). 

This statement below was copied from Early Childhood Australia-

 We regret the loss of family, cultural identity, lands and waters, languages and communities by Aboriginal and Torres Strait Islander people that resulted from the invasion of Australia by peoples from other places. In particular we acknowledge the findings and support the recommendations of Bringing them home, the report of the Human Rights and Equal Opportunities Commission Inquiry into the Stolen Generation.

We are sorry for the ongoing suffering and loss experienced by Aboriginal and Torres Strait Islander children, families and communities. (Early Childhood Australia, 2012).

 

Personally, I appreciated reading the sensitivity Australia has placed on meeting more than just the physical needs of refugee children. I'm curious to find out if we have something like that in place here in the United States. I am sure that we do. However, as an educator in southern Arizona where we have an extremely high population of migrant children, I am not aware of such a plan.

 

In summary, I found the Early Childhood Australia website to be informative and packed full of resources. It appears to be equivalent to the U.S. based NAEYC, which is my number one early childhood online resource.

References

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