When I Think of Research

When dealing with research the insights have I gained from taking this course is; it takes time. Then, you have to validate where the information comes from and research the credentials and credibility of who wrote the articles. Research gives information that is the result of conclusions obtained from observing and evaluating children in relevant ways from professionals in the field of early childhood. Research can also reveal how different cultures understand child development and challenge us to rethink ways of studying, understanding, and explaining children (Naughton, Rolfe, & Siraj-Blatchford, 2010)

One of the ideas about the nature of doing research has changed with learning how research is given to children. Learning that professionals (such as pediatricians), even with given consent, the parent has the right to change their minds. Research should never be given if it will bring harm to any contributor’s well being. (Naughton, et al, 2010). Confidentiality is required when dealing with children and families.

The lessons about planning, designing, and conducting research in early childhood; I learned how planning and designing  dealing with children helps to learn, their wants, needs, and their points of view; although conducting research is important, the researcher needs to follow ethical practices during the research and especially when minors are involved in any research. Even if conducting research conclusions do not provide expected results, the information will always be valuable when learning new things about children.

The challenges that might be encountered will be in using a questionnaire for parents, and the fact that some questionnaires may not be returned. Children will be allowed to give their permission and parents and teachers will give their consents (Naughton, 2010). Participants will be informed about the research in a language that they can understand, and the researcher will have an understanding of the culture of the participants (Naughton, 2010). Research should challenge old ways of planning and designing research to show reasons to modify or change our efforts to promote learning (Naughton, et al., 2010).

Some of the ways my perceptions as an early childhood professional have been modified as a result of this course is how to be a skilled researcher; you need to be effective, objective interviewer, to know that the process of children research is no longer just input/output, but more of a learning process where children and grownups work, act together and create research to empower children (Naughton, et al, 2010).

I would like to thank Dr. Myers and all of my colleagues for the support and valuable information I received about research. I know my colleagues will make a big splash in early childhood. Good luck to you all.

Reference

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: McGrawHill.

Research Around the World

Some of the current international research topic I found were Early Childhood Australia that has been the voice for young children since 1938. Early Childhood Australia is the highest point of early childhood advocacy organizations, taking action in concerns for young children, their families and indivuals in the early childhood field. Their mission in Early Childhood Australia is to advocate and ensure quality, social justice and equity in all issue, which relates to the education and care of children from birth to eight years old. Early Childhood Australia is comparable to our U.S. established NAEYC (earlychildhoodaustralia.org).

The other noteworthy information I found on this website was a joint position statement by Early Childhood Australia (ECA) and Early Childhood Intervention Australia (ECIA) that sets out their shared commitment to inclusion in early childhood education and care (ECEC). Its purpose is to create a vision for high quality inclusive practices in early childhood education and care. It will assist everyone in ECEC services, as well as supporting professionals, to fully include children with a disability and achieve high quality outcomes for all children. It will also provide a support system for the development of policies and programs designed for all young children (earlychildhoodaustralia.org).

One other remarkable information I found on this website was the inclusive practices promoted by their position statement and are made up by strong shared partnerships, between children, families, early childhood educators and professionals. For ECA their work focuses on inclusion for all children in ECEC settings and for ECIA, children with a disability in all aspects of life (earlychildhoodaustralia.org).

 References

 Early Childhood Australia Retrieved from

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

Research that Benefits Children and Families—Uplifting Stories

 A positive example of the effects of research in a real life example was done on me. In the year of 2007, my legs went very numb and I could barely move them. I went from some movement in my legs to no movement at all. After intensive test, doctors were at a loss for why this was happening. Test after test provided no results for me. I ended up being taken care of by my adult girls for about 4 months. After a lot of tears and depression, I was put into a research program dealing with electronic shock waves. There was research at the time that showed with this electrical stimulation it helped improve the back, which would help my legs.

It was very minimal electric shock waves that were sent to my back as a stimulus. This research did not give me movement, but what it did do was relieve my unbearable pain I was in at the time. This research however did help to show, I actually had a mass inside of my spinal cord, which was keeping me from moving. The surgery was immediate to remove to mass and after several months of physical therapy, I began to walk again. I do believe that research is necessary sometimes to benefit people when everything else fails. It changed my opinion of what really matters and you should never take for granted what makes you happy in your life. I had to share this with you all.    

My Personal Research Journey

The chosen topic for the simulation I chose was resilience in children. Positive relationships and environments that support healthy cognitive, social, emotional, and physical development provide the foundation for young children to develop the resources and skills they need, to cope and adapt to any types of misfortune. All young people have the capacity for positive development, resilience research should never be used to justify social and political inaction on the grounds that, but somehow, most kids make it. In the face of growing global poverty, abuse, violence, and other threats to children’s development, somehow children can no longer depend on the luck of the draw (NAEYC, 2011).

 As we are learning, young people are resilient, but they are not indestructible. My childhood growing up had lot negativity for me. My resilience was to not let it overcome me. I wanted to have a positive life. I had very positive teachers in my life who gave me the support; I was not getting at home. How children become resilient in the face of adversity, is a subject, I would like to explore (NAEYC, 2011). If any of my colleagues have any advice or insight that might help me with this research, please share.

 I Am Safe and Secure - National Association for the Education of ...  Retrieved from

http://www.naeyc.org/files/yc/file/201103/PromotingResilience_Pizzolongo0311.pdf

Reactivating My Blog

 Joy Rutkowski http://jmrutkowski.blogspot.com

Sharon Munroe http://munroeearlychildhoodeducation.blogspot.com

Kami Linzer www.klinzer.blogspot.com

Lindsey Norman www.lovechildren1980.blogspot.com

Myisha Dunn http://appreciative-dunnm.blogspot.com

Tawanda Stewart http://thedailyscoopece.blogspot.com

Elizabeth Carlin http://bcarlin871.blogspot.com

Andrea Reavis  http://earlychildhoodaspects.blogspot.com

My Final Blog

The three consequences of learning about the international early childhood field was from the insight of The Childhood Poverty Research and Policy Centre’s which indicates that there are over 600 million children worldwide that live in poverty. In a lot of countries 60 percent of children live in households that are below international poverty lines. 

One consequence is to draw focus to the ways in which poverty affects large numbers of urban and rural children, not only particularly disadvantaged groups such as street children or child-headed households (childhood poverty.org).

The second is the way the CHIP program try’s to emphasize the importance of preventing poverty in the mainly vulnerable first years of life, which can reduce the consequences of poverty continuing over an individual’s life course or through the generation (childhood poverty.org).

 The consequence of poverty denies opportunities to people of all ages. Lost opportunities in childhood may not always be regained later childhood. Poverty experienced by children, even in short periods, can affect the rest of their lives. Malnutrition in early childhood, for example, can lead to life-long learning difficulties and poor health (childhood poverty.org).

 Childhood Poverty Research and Policy Centre’s goals for the field, all over the world are to change the, that today's poor children are often tomorrow's poor parents. Poverty can be passed on from generation to generation affecting the long-term health, wellbeing and productivity of families and of society as a whole.  CHIP says tackling childhood poverty is therefore critical for eradicating poverty and injustice world-wide (childhood poverty.org).

 Childhood Poverty Research and Policy Centre’s  (http://www.childhoodpoverty.org/),

Getting to Know Your International Contacts—Part 3

I found that UNESCO’s Early Childhood Care and Education is first in pushing for health and the development of children all over the world. Their mission is to sustain early childhood, with the goal to build foundations, so that all young children develop their potential to the fullest. The issues related to international early childhood education for my professional goals would be their determination for life skills, values and to develop the groundwork for children to learn and grow.

UNESCO's Early Childhood Care and Education encourages teaching a child to be a good citizen, career skills to learn a trade and most of all education for every child in the world. UNESCO wants every child to learn about their culture, to know about value and respect for parents and teachers. Parents are the first teachers in a child’s life, so education will come from home to start with. If children are to learn about their future, they need to learn about their past as well.

 UNESCO’s “Early Childhood Care and Education” Retrieved from (http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/)