When I think of research

I have learned great insights about research from taking this course. I have a greater respect for research and researchers.  I have gained insight to the process of research. I have learned how to develop research in order to solve and/or understand.  It begins with a topic and then refined to sub topics and narrowed to a specific question.

I have no really desire to be a researcher. I feel that in early childhood we research daily to provide developmentally appropriate lesson plans and individualize to the needs of the children.  In my opinion, I feel as research is very important to young children, their families, and people who care about their well-being. Research provides new knowledge and understanding to issues that affect early childhood.

Before completing this course, research was something that I read when needed to help a child or family. Since taking this class, I feel that I have gained a better understanding how to read and apply research.  It gave me insight as to how difficult designing a research project is through our simulation.

My perceptions of an early childhood professional have been modified as a result of this course. As we continue to learn in our field I truly appreciate the efforts of past, present and future researchers.

As this course comes to an end, I would like to thank my colleagues for their support, comments, and encouraging words throughout this course. Thank you and good luck to you all.

 

Research Around the World

 

European Early Childhood Education Research Association (EECERA) is an independent, self-governing international association that promotes research in early childhood. It is a nonprofit that has a worldwide membership. It shares information on traditional early childhood thoughts and explores new ideas in the ever changing world of early childhood. They hold the largest early childhood conference in Europe.

The first article that I found was “Introducing children's perspectives and participation in research”. It discusses that young children have the competence to engage in research that they important thoughts and communicate well on behave of children about their world. The next article was about 0-3, Understanding children from 0 to 3 years of age and its implications for education. What’s new on the babies’ side? Origins and evolutions.  I really liked this website and association it seems very much like our National Association Education for Young Children (NAEYC).

 

 

 

 

 

 

 

http://www.eecera.org/

Harcourt, Deborah & Einarsdottir,  (Johanna 2011): Introducing children'sperspectives and participation in research, European Early Childhood Education Research Journal, 19:3, 301-307. http://dx.doi.org/10.1080/1350293X.2011.597962

Rayna, Sylvie & Laevers, Ferre (2011): Understanding children from 0 to 3 years of age and its implications for education. What's new on the babies' side? Origins and evolutions, European Early Childhood Education Research Journal, 19:2, 161-172. http://dx.doi.org/10.1080/1350293X.2011.574404

Research that Benefits Children and Families—Uplifting Stories

HighScope Perry Preschool Study: One of the most well known research projects. Looks at the lives of children living in poverty and at risk for failing in school. They began with 123 children, at ages 3 and 4, the children (subjects) term from our class readings this week, received a high quality preschool program (High Scope, 2013). "The preschool was provided each weekday morning in 2.5-hour sessions taught by certified public school teachers with at least a bachelor’s degree. The average child-teacher ratio was 6:1. The curriculum emphasized active learning, in which the children engaged in activities that (i) involved decision making and problem solving, and (ii) were planned, carried out, and reviewed by the children themselves, with support from adults" (Coalition for Evidence Based Policy, 2012). In interviewing the preschoolers as adults  They had higher earnings and were more likely to hold a job. They committed fewer crimes and had a higher rate of high school graduation.


 




 References:
http://evidencebasedprograms.org/1366-2/65-2

http://www.highscope.org

My Personal Research Journey

I want to find out if Early Head Start prepares children for preschool and if children that attend EHS and do not go on to Head Start. Did they receive a similar foundation for school readiness skills?
I have found this first two weeks of class to be very helpful in learning about research, especially in searching the web.
I have seen the benefits of children in Head Start both personally and professionally. I am hoping to learn more about both programs and the benefits for children and families.

The newest addition to my family!

Tito

Final Blog Assignment

I was unable to contact international colleagues. I was disappointed hoping to hear back from the Canadian early childhood  colleagues.
I was most appreciative of classmates that shared their information. The information was a wonderful insight to other educators. It was interesting to hear some of the struggles with communication.
I feel that the world is getting on board with Early Childhood.
A few weeks back I read about the opportunity in Zambia. It is wonderful to know that children around the world have the opportunity for early education.Poverty

Previously I chose Kyrgyzstan, It is sad to think that young children are working in mines to support their families. Their mother's hope as any mother wants better for her children. I work with families living in poverty daily. I am glad that we have child labor laws in place that young children do not have to have jobs like many children around the world. Children shouldn't have to worry about providing for their families.

Resource: 

Center on Developing Child. 2010. Harvard University, Zambian Early Childhood Development Project retrieved from http://developingchild.harvard.edu/initiatives/global_initiative/

education.http://www.childhoodpoverty.org/index.php?action=casestudy&id=137

Getting to Know International Contacts- Alternative

There is so much information on this site: 

 Global Action Week is a worldwide annual campaign organized by the GCE to raise awareness of the importance of Education for All. UNESCO actively supports the campaign by organizing activities at global, regional and national levels and by mobilizing networks and encouraging Ministers of Education and all EFA partners to participate.

 

 

Education for All Goals

Six internationally agreed education goals aim to meet the learning needs of all children, youth and adults by 2015.
 

Goal 1
Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.

Goal 2Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality.

Goal 3
Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes.

Goal 4
Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.

Goal 5
Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.

Goal 6
Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills

 

.http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/

 

 

Quality is defined as programs that focus on the whole child. The need for high quality care is much as we have discussed most important to low income children. Early childhood services promote motivation, confidence, good cognitive and linguistic development and school readiness.

 For quality in programs materials should be many, culturally and developmentally appropriate and focus on child-centered interaction ( UNESCO, 2013).

 

http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/quality/

Sharing Web Resources

I really enjoy everyday exchange. http://www.childcareexchange.com/eed/

April 2, 2013 When not to intervene.

http://www.youtube.com/watch?v=0TMNu4lEHYs&feature=youtu.be

We do want to help, so when do we stop and let them figure things out for themselves. This video shows that children can be persistent. It uses language and problem solving skills.

April 9, 2013
Helping Families Belong
I loved this quote:

"When you orient new families, do you focus on things you want them to do: finish the paperwork, send extra clothes, sign in and out? Or do you use this opportunity to launch the profound work of seeing that child and family with clarity and appreciation?" (Everyday Exchange, 2013)

When working with families we do need to find out where they are at? What are their hopes and dreams? What goals do they have for their family and for their child?

I really enjoy daily emails from everyday exchange. They fit in my busy day!