When I think of Research.....

Week 8 Blog Assignment: When I Think of Research...

 

            

     From this course, I have gained the insight that “Researchers must understand and address ethical issues that arise in research, including the need to protect the interests and ongoing welfare of research participants” (Naughton, Rolfe, & Blatchford, 2010, p. 4).  From the outside looking in, I would not have thought past getting participants in a study.  I now know that protecting the rights and confidentiality of the participants of a study is important. 

     My ideas about research have changed because I really thought research was beyond me.  When I pictured a scientist researching a topic, I expected to observe an older individual who worked in laboratory wearing a white coat who only had knowledge of his experiment.  This course has definitely changed my mind about researchers.  It has taught me that I can research topics with the proper training.  From this course, I will bring “non-judgmental questions and responses.”  It is important that a researcher or interviewer do not show emotions when related to particular responses by participants in a study.  I have been told that I wear my emotions on my face.  I have a lot of “Wow” moments. I have learned that to be effective I should practice direct observation rather than indirectly. 

     Some of the challenges I encountered during this semester was always that I wish I had more time to research topics and to work on my assignments.  This course proved to me to be fast paced because I did not know anything about research, therefore, whatever I was expected to do, I really had to research before I began my assignments.    Even with that aspect, I enjoyed the challenge.    

 To my colleagues, this semester has been a grand one! I appreciate your comments in my blogs and discussions.  At times, I thought I was going to give up but I didn’t because, in the back of my mind I could feel your support.  This semester has been a trying one for me.  I had to take a medical leave of absence from my job due to personal issues.  At that point, I really wanted to throw in the towel but I can honestly say, sitting at this computer and working on my Walden assignments gave me the relief and therapy that I needed to continue.  As we embark upon this festive season, please take note to enjoy the simple things in life that you have a reason to be thankful for.  The rising of the sun, the laughter of your children, peace of mind, and hope that tomorrow will be a brighter day.  Peace on Earth and Good will toward men!

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: McGraw-Hill.

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.

RESEARCH, AM I READY?

Research, am I ready?  Of all of the courses taken at Walden U, this is the course that has challenged my thinking since I noticed it on my list of courses to take for the Master's Program.  Before I started this program, I challenged myself to excel at whatever I am faced with to earn this degree.  The time has now come for me to accept the challenge.  I am ready, are you? Let's take this part of the journey together and help each other by being supportive to one another.  Good Luck and Happy learning!

Final Blog for EDUC 6162

     According to my International contact, Tamalin Harper, who says “The South African constitution, through the Bill of Rights, makes provision for children’s socio-economic rights, including the right to basic education and protection from neglect, abuse and exploitation. However, South Africa still has a long way to go to effectively meet the needs of the majority of children.” “More than half of South Africa’s children live in severe poverty, which jeopardises the realisation of their rights as contained in the South African Constitution” (Du Plessis & Conley, 2007). The government assists families when they are too poor to afford education and their basic needs.  Sometimes this is achieved through subsidies and/or grants. Research has shown that grants have contributed towards food, education as well as basic goods and services for millions of children across the country (Kibbel, 2010).  Mrs. Harper says “Some of the prominent challenges and obstacles facing ECD facilities include absence of learning materials and resources, especially within the classroom setting, minimal funding, lack of qualified teachers, inadequate security for children whilst at the ECD facility, as well as poor toilet amenities.”   She also expresses “Despite of the government’s efforts to alleviate hunger and food insecurities,” the challenge still remains.  According to Mrs. Harper’s sources, “Hunger is highest among Black African children with 17% of the total Black African child population living in households that reported child hunger compared to 13% of Coloured children, 2% Indian and only 1% of White children.” These statistics raise a red flag to me as a professional because children are merely products of adults.  Personally, I feel as though no matter what country one resides, they need to be taught to responsibly use birth control methods to reduce the preceding statistics.   Additionally, in 2009 in South Africa, 7 million children lived in households that did not have direct access to clean drinking water, and there had been very little improvement in children’s access to water between 2002 and 2009” (Kibbel, 2010, p. 102). Mrs. Harper gave me great information about the state of the Early Childhood Sector (ECS) in South Africa and I appreciate her willingness to take the time to cooperate and assist me/us in learning about ECS in her country. 

     From learning with my international contact, I realize that early childhood educators all over the world have a need for qualified instructional personnel in this field.  It is disheartening to me that even though very young children need a solid educational foundation to build on all other academic successes, there is a great demand for qualified persons to meet these needs.  I would like to pose this to my classmates.  If you know someone who loves young children and are perhaps willing to study early childhood education, please persuade them to do so.  We need them more now than ever. 

     It has been a wonderful eight week journey with you –Dr. Longo and colleagues.  I appreciate your willingness to learn, explore, support and research the many Issues and Trends in Early Childhood education.  My favorite part of the class was to view the clip of the Gonzales family because it allowed me to view immigrants from another perspective.   

References

Kibbel, M., Lake, L., Pendlebury, S. & Smith, C. (eds). (2010) South African Child Gauge 2009/2010. Cape Town: Children’s Institute, University of Cape Town.

Du Plessis, P. & Conley, L. (2007) ‘Children and poverty in south africa: The right to social security’ Educational Research and Review, 2 (4): 49-59.

Getting To Know Your International Contact Part 3

Professional goals, hopes, dreams and challenges of Tamalin Harper of South Africa

·         As a professional what are your future plans?

I am coming to the end of my working career soon. I want to continue as long as possible to plough back years of experience, knowledge and skills into a new generation of educators

·         What would you like to see cultivated in the early childhood development sector?

I would like to see professionalism from those working with children and then recognition of that by all those who regard this as child-minding.

·         How can or how will you influence positive change in the ECD sector?

                I lecture and do on-site mentoring and assessment.

·         How will you make the change?

             Passion, conversation and good practice to emulate.

·         Have you seen any changes as a result of your efforts?

              Not as much as I would like – but yes.

·         What have been your challenges in the ECD sector?

Convincing even well-educated persons of the foundational value of ECD and the life skill s that are built through this work

Lack of willingness to make or collect resources if necessary to ensure a good programme of activities for children

Lack of commitment in those who have been fortunate enough to be trained – often at no cost to themselves.

·         What would you like to see in the future for the ECD sector?

    

               A system that recognizes experience and skills without necessarily a paper qualification

              Understanding of the value of play as a methodology and therefor slower move to more formal  methods or requirement for young learners.

·         On a more personal note, what encouraged you to go into the field of ECD?

       Having my own children and seeing the hunger for knowledge and speedy progress very young children make in a suitable environment.