When I Think of Research

…I think of progress.  I think of a promising future for all of humanity.  I think of acceptance.  I think of reason.  I think of life.

While I have experienced scientifically based research in a scientifically based forum, I have never experienced research that I have held such high stakes in.  I have not previously researched humanity.  The last eight weeks have exposed me to challenges and obstacles that I was previously unfamiliar with.  I have been forced to refine my skills to a degree that I never knew was possible, but for what better reason than for our future. 

I am now aware of methodology which not only respects research dynamics, but also those of human beings and their individuality.  I have been put in a position to consider aspects of humanity, research methodology, and early childhood practicality in ways that blend them all into one topic of focus which intends to bring about positive change.

I have learned that true research must include elements of quantitative and qualitative design while remaining relevant and valid.  This is a difficult task when considering that there are so many factors that may influence the accuracy of data collection; such as, homogeneity, power struggles, deficit models, and personal bias and background (MacNaughton, Rolfe, & Siraj-Blatchford, 2010).  It is our duty as early childhood professionals to ensure that the well-being of children and their families is maintained while still striving to make a difference in this ever-changing society.   We must believe that our seemingly insurmountable tasks will eventually lead to rewards through which we will be fueled to move forward even further. 

In developing my own research initiative, I encountered my own difficulties.  I experienced great difficulty in narrowing down my topic of study to a degree that allowed for the most effective and accurate accumulation of data, while meeting the criteria feasible according to budget and time allowances.  I now realize that my mere presence in a classroom may affect the collection of data.  I also must accept the fact that there may be power struggles that exist beneath even the most well planned programs.  Through the comments of my instructor and my colleagues I was able to see things from differing perspectives, which led me to my final design.  I am thankful to you all! 

Overall, I have learned that my development as an early childhood professional will never be complete.  My work over the last eight weeks has taught me a great deal about the research aspect of early childhood studies.  What I have realized just today is that my passion is in ensuring that every child is offered the supports which suit them best.  After attending PTA meetings, Open Houses, and family reunions, I was reassured that I have the capability to help many, with the appropriate application.  I have guided families toward programs, individuals, professionals, and community outreach opportunities where they can find essential resources.  Ultimately, I have learned that I can make a difference, and that every time I do I rekindle my passion for the prosperity of positive early childhood experiences.  

 

References

MacNaughton, 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

Establishing contact with an early childhood professional from Australia during my last class prompted me to further investigate the resources available there.  I chose to research Early Childhood Australia to determine what current research is underway concerning Early Childhood conditions on the other side of the planet.  Our nations share several ideologies, accomplishments, and struggles.  What I learned was that current mentioned research evidenced what my contact had shared with me concerning conditions for the field that were relevant to her personally. 

This year alone, there have been several inquiries made regarding budgeting issues and the National Quality Framework by which they base their curriculum and practice methodologies.  Additional areas of concern and current research include affordable quality education and care, online safety, and immigration which area also key concerns in the United States.  Further research is being conducted regarding self-destructive and suicidal behaviors among children, and grandparents as primary caregivers. 

This organization is comparable to NAEYC, which is the leading resource for Early Childhood matters here in the United States.  Both websites are set up similarly, offering broad general information as well as sections dedicated to news and media, parent resources, educator resources, and membership opportunities.  Similarly, both institutions value integrity, collaboration, leadership, and inclusiveness with shared positive visions for the future of young children.

I don’t know that I would say that our similarities surprised me, but I did find one difference that I would like to mention.  It seems to me that in Australia, the Aboriginal and Indigenous people are regarded much differently than in the United States.  I do not know the history of the country, or how things occur daily, but it seems like the issues of native peoples are considered in a greater perspective than we consider Native American populations.  It may be that we are more greatly influenced by immigrant populations or that issues are entirely different, but it is something I plan to investigate further. 

I am grateful that organizations with the intention of improving early childhood conditions exist worldwide.  It will be through the global collaboration and development of “best” practice and methodology that the greatest strides will be made.  The continuing research within the field indicates that there is great hope for the future.  I am happy to say that I am a part of such a caring and ambitious group of professionals.  

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