Research Around the World

     Before this course, I did not realize that research among children internationally was such a hot topic.  I researched http://www.eecera.org/journal.  This European Early Childhood Education Research Association was composed of simply research journals.  I was able to locate several interesting articles about children and research.   “Introducing children’s perspectives and participation in research” was the first article I was lead to. This topic interested me because of our Week 5 Discussion.  Question one part B, “What should researchers know about children in general, child development, and/or children’s families before collecting data from children through interviews and/or through observation?  Focusing on the section and answering the question that researchers should know that listening to children in research is essential.   The author of this article expressed, “The underlying philosophy of each article is that all young children have the competence to engage in research as sophisticated thinkers and communicators and that the inclusion of children’s views are pivotal if we are to understand their life worlds” (http://www.tandfonline.com/doi/pdf/10.1080/1350293X.2011.597962). I think this is an particularly important fact that researchers should know about children.  “The view of children as citizens relates also to a new image of the child as a competent participant in research” was stated by the authors of the course text (Naughton, Rolfe, & Blatchford, 2010). It appears to me that it is evident, if one wants to collect information about children; children should be allowed to contribute in the research. 

     From exploring this website, I learned that the European Early Childhood Educators Researcher Association (EECHERA) has a Special Interest Group (SIG).  This group consists of a system of a group of researchers from dissimilar institutions disciplines and countries who desire to join forces around a specific theme or issue in early childhood education and care.

 The aims of SIGS are:

• “to generate critical reflection on that theme or issue;

• to encourage the emergence of cross-national perspectives;

• to support innovative and reflexive research on current ECEC issues and themes through international collaboration.” (http://www.eecera.org/documents/pdf/sigs/sigFaqs.pdf)

     From this site, I noted that some of the back issues were free to download whereas more current journal issues were available to purchase.  I found issues online dating back to 1993. I was not sure of how or why some issues were free while others were not.  On this site, the authors contend that this organization holds the largest early childhood research conference in Europe.

Reference

http://www.tandfonline.com/doi/pdf/10.1080/1350293X.2011.597962

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.

http://www.eecera.org/documents/pdf/sigs/sigFaqs.pdf

Research that Benefit Children and Families

Option 2:

   If I were able to research a topic that would benefit young children and their families, the topic would be “Predictors of Behavior Problems.” This subject became exceedingly personal to me in my early years of teaching.  I taught a group of students who were labeled “Behavior Disorders--BD.” The toughest job, I ever had.  The class was comprised of nine boys ranging from five years to twelve years old.  All students had an initial exceptionality diagnosis of Development Delays. Fights galore, attempting to jump out of the window, hiding in tree branches and removing clothes were just a few of the obstacles that my para and I faced on a daily basis. Those boys were out of control! I had not experienced this type of student.  I sought advice from my mentor who advised me to “Pray.” I was looking of a way out, so I gratefully received her advice.  It helped because I made social skill primary then academics.  That was in the days when teachers were able to do what was best for their students. 

     As I researched this topic, I came across an article that had a direct link noted in the title. “Early Predictors of Behavior Problems: Two Years after Early Intervention” which spoke the sentiments of what I was thinking.  The author listed three common findings linking difficult behaviors to primary years:  “The first was reported that as early as age 3, chal­lenging behaviors were associated with certain syndromes and conditions. The second found that children who are delayed in their development have difficulties in the self-regulatory skills necessary to maintain appropriate behavior. The third said family factors have been associated with challeng­ing behaviors exhibited by children.” (Darcy, 2009, p. 4)

     I would spend my time delivering evidence that these really are the causes of behavior difficulties/problems in young children.  I think that if these options can be further supported, I would be able to present my research-based evidence to the Department of Education so that my team and I could restructure Early Childhood Education in the United States in that we would allocate more money to partnerships with families of young children.  I believe that a child who can learn basic social skills and academics would be less of a burden to our society in the future. 

 

Reference

Darcy, B. M., & Penny Hauser-Cram. (2009). Early predictors of behavior problems. Journal of Early Intervention, 32(1), 3-16. doi: http://dx.doi.org/10.1177/1053815109349113

 

My Personal Research Journey!

Colleagues,

     I have chosen to research Autism Spectrum Disorder (ASD) because I am a special education teacher of children with significant disabilities.  For the previous school year, I had a total of eight students with multiple exceptionalities that were grouped together.  My class was quite diverse in that, some of the students were able to move about the campus unassisted while others had to be escorted from time they entered the campus until it was time for their departure.

     In particular, I had four students who were diagnosed ASD.  For the purpose of this class, I will refer to them as Alley, Balley, Caley and Daley. Alley was on the low end of the spectrum, she was a non-verbal third grader who was suspected to be on the pre-k level.  I was challenged to teach her “on-grade level” needless to say she didn’t get very far.  The only thing she wanted to do was search for music on the internet while chewing any wiring within her reach. She was aggressive and would often throw objects when she couldn’t get what she wanted.  Balley, a sixth-grader, on the other hand was also non-verbal, hated computers/electronics and was stimulated by turning pages of a magazine or book. He could write his first name but often complied with writing tasks while yelling and laughing.  Caley, a third grader, was also non-verbal all she wanted to do was clean up.  I often lost papers because she would put paper into a pile and move it to some unknown location.  Dally, a fifth grade student was able to maneuver about the campus without assistance.  He moved extremely slowly. By the end of the school year, he was able to complete 1^st grade work without assistance.  He would create toys from paper with precision.  Imagine trying to teach these students in one setting with disabilities as diverse as the ones I have mentioned. Four students diagnosed with Autism, four completely different challenges.  The task for me was extremely challenging but of the students enrolled in this class, I absolutely loved working with the Autistic children—no matter what their challenge.

     On a more personal note, I am adopting a set of twin boys who were abandoned by their drug addicted mother since birth. At about one year old, I noticed that one of the boys was not reaching developmental milestones.  I spoke with the pediatrician who explained to me that it was probably because he received more illegal drugs during gestation.  He recommended I watch him closely and take advantages of the services he had set up.  I took his advice but nothing changed with him.  After he had received the prescribed services from Early Steps, his case was turned over to the local special education department in our school district.  He was serviced by a team of special providers, a special education teacher, a speech therapist, an occupational therapist and an adaptive physical education teacher.  During this time he was also diagnosed by a neurologist as “Autistic Spectrum Disorder.” I am convinced to provide the best quality of care to my child; I need to be abreast of any research in the area of ASD.  In conclusion, these are some of the reasons I have chosen to research this topic.