When I Think of Research...

When I first began this journey on Building Research Competencies, I was overwhelmed with thoughts of collecting data, graphs, tables, and scientific terminology! But at the end of it all, I can confidently say that I have thoroughly enjoyed learning about the foundations of research and how it pertains to the early childhood field! One insight that I have gained is how detailed and complex research can be. From the various methods used to collect and analyze data to the criteria needed to ensure the validity of the study, I now have a full awareness that scientific projects require a variety of perspectives and considerations before the study even begins!

Of course there were some challenges! One of the challenges that I encountered was trying to understand the various terminology found in research and grasp how to apply certain methods to a study. But, using the Understanding Research Chart was an extreme help because it allowed me to review certain terms and then redefine those terms in my own words for better understanding. It is my personal opinion that the chart allowed further appreciation of the concepts and terms found within a particular chapter. This as well as the course, Building Research Competencies has modified my perceptions of an early childhood professional by giving me more insight on the process and methods used within research. I am more excited and have discovered a new-found passion for the early childhood field because of the in-depth knowledge I have gained about research and how it can be used to benefit and further the early childhood field, its learners, families, and community as a whole!

Research Around the World

The website I chose to further explore was the European Early Childhood Education Research Association (www.eecera.org). Some of the current international research topics that can be found on this site are: A socio-cultural perspective on children's early language: a family study and Interacting with children in preschool: a crossroad in early childhood education. From what I could find on the site as an example of current international research topics, these two articles are the most recent.

In exploring this international early childhood website, a new insight that I gained was exploring The Korea Institute of Child Care and Education which was a link found on the site. This organization conducts five different research projects. Major, Occasional, General, Cosigned, and Joint research projects. Under each category, there are several projects that have been conducted. The KICCE has 12 "projects" that guide their work:

- Strengthening basic research on long-term childcare Policy
- Suggesting transformative paradigm for cooperative childcare policy
- Strengthening strategic researches for the integration and implementation of childcare and education
- Constructing the role as a hub for research on ECEC policy
- Expanding research on future-oriented ECEC Policy
- Strengthening international networks and cooperation for improving research ability
- Strengthening research on child care support policies for solving blind spots
- Developing a customized research development system for ECEC policies specifically for the policy customers
- Offering people-friendly childcare policy information and communication system
- Strengthening organizational specialty and multidisciplinary research capabilities
- Establishing a reasonable evaluation and reward system
- Building a strong sense of community within the organization

Other noteworthy information that I found on this website was they have certain requirements that are outlined for potential partners of the this organization and is considered "Criteria for Acceptance as an EECERA Partner and for Linked Organization Websites":

Partner Organisations and those wishing to exchange 'links' with EECERA's website should:

- have aims and values congruent with EECERA's aims and values,
- have an established, sustained interest in research, policy and practice related to young children and families,
- have a transparent financial and management infrastructure,
- be non-profit making,
- be focused, primarily, on developing public services,
- not be affiliated or primarily financed by politically orientated bodies or individuals.

EECERA encourages links to its site where organisations can demonstrate these criteria.

I find the above information noteworthy because it highlights the integrity this organization (EECERA) has towards the people and children that it serves. Such guidelines secure that whomever takes interest in partnering with this website will uphold the same values and desires to advance the children, families, and the early childhood field.

Research that Benefits Children and Families---Uplifting Stories

When I was fourteen months old, I was diagnosed with severe asthma. Between my diagnosis and my 17th birthday, I had been hospitalized 46 times, on life-support 4 different occasions, and had doctors tell my parents that I wasn't going to make on 2 different occasions. I can remember my mom telling me that all the doctors that had treated me over my life (before I turned 18) had never seen an asthma case as severe as mine. So it was my pediatrician's thought that I spend a month in Denver, Colorado at the National Jewish Health (an academic medical research facility specializing in respiratory, cardiac, and allergic disorders).

My mother consented with my pediatrician's idea. Her thought was this would be the perfect opportunity to find the root of my severe attacks.  I was 10 years old when we left for Denver, Colorado. My first time on a plane and the first time I had ever slept a night without my mother. During this month visit, I underwent sleep tests, variations of medications and dosages, therapy, and even a test where I had a thin tube inserted into my nose that had a balloon on the end which was blown up once inside my lungs. The purpose of this test was to measure my air capacity. I had another test which involved a thin tube that  was inserted into my nose that I had to wear for 24 hours and this test was conducted to measure my acid reflux.

Writing this brings back so many horrible memories. I hated every minute of it. I use this as an example of research that benefits children and families because although I endured through these tests, it was for the benefit of my overall respiratory health and so that my parents could have peace of mind that they would never have another doctor approach them with the words, "We don't think she's going to make it".  I highlight this experience because it shows how research can be looked as a "horrible experience" to one but the greatest gift to another. With this experience, can it be said that research had a thin line between barbaric and life-saving?

My Personal Research Journey Part 2

The topic that I have chosen for the simulation is cognitive development. I have chosen this topic because it is my personal opinion that a strong foundation in cognitive development is the core of a successful academic future as well as assists one in obtaining his/her greatest potential. As adults, we are continuously enhancing our cognitive development through continuing education, training, word searches, etc. With this understanding, it intrigues me to know how early can cognitive development began. We know (through research) that it begins in the womb but I'm curious to know how early. 

Some insights that I have gained so far from constructing the research chart is the various research methods and how each method has its own terminology. I will be using The Developing Person Through Childhood by Kathleen Stassen Berger as one of my resources for my simulation. I used this textbook for a previous course and found it had a plethora of information on prenatal development, including cognitive development. Are there any other resources that should be considered with this particular simulation?

My Personal Research Journey

For my research simulation I chose to focus on cognitive development because it is my professional perspective that a child’s cognitive development sets the foundation for academic success in the future which is my professional reason for choosing these three subtopics. If a child is offered the opportunity and resources to build a strong cognitive foundation, then learning basic skills for becoming a healthy, accomplished adult can be achieved. The first of three related subtopics for cognitive development in early learning would be:

1. Ways to foster cognitive development during the prenatal stages.

2. The home environment and how it affects and/or influences cognitive development in toddlers.

3. Cognitive development and parents’ perspective on child development.

So far, with this simulation process, I am aware that conducting "high quality" research for the topic I chose is going to take a considerable amount of time and require me to work on my organization and time management skills in order to have a credible product at the end of this process. I feel so overwhelmed right now because it seems as if this will require a lot of reading and various evaluations of different methods...I am completely new to this area of the early childhood field! But, I am curious as to if I will find an answer to my subtopics in relation to cognitive development. So I guess...here we go!

Issues and Trends: Change, Contexts, Consequences, Constants Revisited

In this post, I am supposed to identify three consequences of learning about the international early childhood field for my professional and personal development, but through the research I have conducted from various resources, I haven’t found any “consequences” of learning but more similarities. In my review of an array of articles, journals, and podcasts, I found that my perspective is similar to other early childhood professionals. In the podcast, Early Childhood Education: Balancing Expectations and What Young Learners Really Need, Wendy Ostroff (a cognitive psychology, child development, and metacognition expert and author of the 2012 ASCD book, Understanding How Young Children Learn: Bringing the Science of Child Development to the Classroom) comments that developmental scientists have found that " 'formal academic activities' can harm learning in young learners...academic-based early learning programs can harm learning." I had always agreed with a play-based curriculum was more effective than an academic-based one but I had no idea it would hinder overall development. As a parent, you want your child(ren) to have the best from the beginning but from an early childhood professional viewpoint, letting children be children and explore the world as they see fit is the best parenting one can give! In this insight, I cannot see the “consequence of learning” but the similarities. 

Another resource I found interesting in regards to the early childhood field is the Topics in Early Childhood Blog. Previously, I explored this link but scanned the information; however, on this particular review of the blog, I read a post entitled, In Touch with a Child's Perspective. This post was about elementary teachers (as a part of their teaching certification coursework) should have extensive exposure to child development training as with early childhood certifications. "Understanding child development, which I think is key to working with children, is essential for all teachers.  Just like early development, middle childhood has its own developmental stages, as well, and can help a teacher respond appropriately to all the children she may teach each day." (Funk, 2013) I relate this blog posting as a new insight about issues in the early childhood field that I gained this week because in order to offer children birth - 8 years old high quality, equity, and excellence in early care and education, one must be have extensive knowledge in child development. "I have personally observed over the years how an adult with a strong knowledge about a child’s developmental stages, approaches the child differently.  The adult seems to understand that some behaviors, while not necessarily acceptable, are typical for children at that age.  That knowledge tempers the responses and helps the adult deal appropriately with any situation.  This same principle is true with comments and discussions that occur with young children."

Under the Coordination and Integration tab of the Early Childhood section on the United Nations Education, Scientific, and Cultural Organization website, "Cross-sectoral coordination is difficult, especially at the national level. It is one of the main challenges facing governments of both developed and developing countries trying to promote a holistic approach to early childhood. Responses vary and some countries have sought to remove the problem by integrating sectoral responsibilities into a single ministry." With this new found information, I have a better understanding in knowing that other governments, on a national level, experience difficulties promoting and implementing quality standards among the early childhood field. This, also, highlights the similarities with the international early childhood field and the one we experience here at home. 

Through this journey on exploring the international early childhood field, I have found that early learning sectors in other parts of the world experience the same hindrances as we do. With a service as vital as early childhood, how is it that one still cannot figure out how to break the barriers of accessibility, affordability, awareness, and equity and excellence for children, their families, and early childhood professionals? I believe one goal should be to reshape the core of the early childhood field as a whole. Instead of having policymakers make decisions about our early learners, we NEED to have professionals whom have “matured” in this field and can offer invaluable insights about what needs to be done in order to bring light to and put the early childhood field at the forefront of local, state, and national government, making decisions and creating policies for young learners, their families, and other early childhood professionals.

References

The Whole Child Podcast. Early Childhood Education: Balancing Expectations and What 

       Young Learners Really Need. Retrieved on October 5, 2014 from 

       http://www.wholechildeducation.org/podcast/early-childhood-education-balancing-     
       

       expectations-and-young-learners-needs

Funk, J. (2013, November 8). In Touch with a Child's Perspective. Retrieved October 12, 2014, from 

        http://eceducationblog.wordpress.com/page/2/

United Nations Education, Scientific, and Cultural Organization. Early Childhood Care and Education webpage. 

         Retrieved on October 19, 2014 (http://www.unesco.org/new/en/education/themes/strengthening-
        education-systems/early-childhood/

Getting to Know Your International Contacts--Part 3

The United Nations Education, Scientific, and Cultural Organization:

Mission

The mission of the UNESCO Education Sector is to: 

• provide international leadership to create learning societies with educational opportunities for all populations.
• provide expertise and foster partnerships to strengthen national educational leadership and the capacity of countries to offer quality education for all.
• work as an intellectual leader, an honest broker and clearing house for ideas, propelling both countries and the international community to accelerate progress towards these goals. 
• facilitate the development of partnerships and monitors progress, in particular by publishing an annual Global Monitoring Report that tracks the achievements of countries and the international community towards the six Education for All goals.  

Upon entering this website of United Nations Education, Scientific, and Cultural Organization (www.unesco.org), I clicked on the Access and Equity (under the Early Childhood section) tab. In considering the coursework I have been conducting for this class, I thought it would be interesting to see how this organization views accessibility and equity in regards to early childhood education. The information I found included, "Countries often promote alternative services for poor children with limited or no access to mainstream early childhood services which can be cost-effective and pedagogically innovative, but often raise concerns about sustainability and quality. In cases where the government has limited resources, a pro-poor policy can redistribute resources by reducing state support for the more privileged." I thought this information was worth mentioning because of previous discussions on accessibility, affordability, awareness, and quality. It is interesting to read that the government has put into place a policy for dealing with early child programs that serves more affluent families...to reduce there resources in order to support another program which serves low-income families. Could this be the answer to obtaining quality and accessibility for all?

Under the Quality tab, "Early childhood care and education programmes should emphasise the child’s holistic development and extend beyond assisting the child’s transition to formal schooling...There are no universally agreed criteria for quantifying ECCE quality but useful factors to consider include pedagogy materials, personnel training, service setting and parental education and involvement. Learning materials should be quantitatively, culturally and developmentally adequate and focus on child-centred interaction. Where appropriate curricula exist, there can be problems with implementation with the emphasis remaining on early primary education and preparation for formal schooling due to pressure from parents and the fact that it is easier for teachers than child-centred learning...the last year of pre-primary education is frequently placed in a formal school setting or there may be efforts to lower the entry age. Such trends dilute the importance of holistic development by placing too much emphasis on preparing children for formal schooling."

I use this extended excerpt because it shows that other early childhood professionals in other countries understand the importance of educating the "whole" child yet experience the same issues including parents and policymakers pushing for more of our young learners to enter a "formal school setting" at earlier and earlier ages. But as we know, this does not better prepare these young students for academic success but hinders overall development (social, cognitive, imaginative, and creative developments) because of the intense academically-structured environment.

Under the Coordination and Integration tab, "Cross-sectoral coordination is difficult, especially at the national level. It is one of the main challenges facing governments of both developed and developing countries trying to promote a holistic approach to early childhood. Responses vary and some countries have sought to remove the problem by integrating sectoral responsibilities into a single ministry." I have a better understanding in knowing that other governments, on a national level, experience difficulties promoting and implementing quality standards among the early childhood field. Is it because this field has an array of sectors to it that local, state, and national governments have a hard time coming with policies that benefit and endorse early childhood, the children, families, professionals, communities, and the economy.

References

United Nations Education, Scientific, and Cultural Organization. Early Childhood Care and Education webpage. Retrieved on October 19, 2014 (http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/