When I Think of Research...

Taking this course, Building Research Competencies, I have gained immensely, learning about many things that I never knew before.  I would say that this course is ‘Research made easy’.  To mention just a few, I can now: analyze research article, distinctly differentiate between quantitative and qualitative research, analyze the process involved in research, define some of the terms used in research parlance, develop hypothesis from a research question, define and apply some of the ethics involved in research, determine the appropriate research approach to use out of the two usual ones and the third new one called the Mixed-method design, etc.

My idea about the nature of doing research has greatly changed having gained various insights about research, especially with the knowledge of the process in research.  The insight gained from analyzing of research design, that is, planning the whole research even before it starts, that is, knowing what the research is set out to achieve, considering the time that will be involved in the implementation of the research, the type of research approach that will be appropriate for the research and deciding whether hypothesis is applicable, the participants that will be involved, and so on.

Concerning planning in early childhood research, I learnt that proper planning prevents eruption of challenges.  The planning includes the consideration of what the research will be based on, how, where and when the research is to take effect, who the participants will be, what type of data will be needed for collection, and the type of data analysis that will be appropriate in order to get a thorough result on the research study.  Designing in early childhood research is the process of turning a research idea into a set of decisions about the practical movement of the research from one process to another. Conducting research in early childhood is the actual usage of the appropriate approach in collating data from selected participants towards understanding a particular research topic.

Some of the challenges I encountered in this course is in getting the proper definition of some terms and gaining an in-depth knowledge of the terms.  I was able to access the library and other websites in order to get more information on such terms; also, I was able to gain more understanding through the various class discussions and the instructors responses to some of the posts.  Changing the Black board and the classroom made the starting point very critical, but after some weeks of more usage I became more familiar with the navigation round the classroom, even though I cannot claim perfection now.

This course has further strengthen my belief in an early childhood professional as the course analyze the efforts of the professionals in truly being the voice of the children and through various researches, going more deeper into understanding the ways of children, their feelings on the treatment being meted out to them at various instances, and actually involving children in the participation in their study research.

 

Suffice it to say that whatever insight I gained was through the constructive contributions from my colleagues, therefore, I would pause here to say a big THANK YOU to you all, for without you I might not have been able to acquire so much in this course.

Research around the World

The link I choose to explore is the Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA):  http://www.ecdvu.org/ssa/index.php ;   http://www.ecdvu.org/ssa/major_reports.php

Some of the current international research topics on this site are based on child development and creating a collaboration amongst culture, research and practice; improving Africa’s contribution towards child development; thinking and acting towards child development to include a tint of cultural background in global phenomenon.

The insights about early childhood that I gained from exploring this international early childhood website, especially the videos, are as follows: many parents in Nigeria, especially in the northern part, prefer that their children attend Arabic school rather than Head Starts, but a northerner who has gone through the ECDVU education is helping to introduce the early childhood education and it is gradually gaining ground in the north. Early childhood care is everybody’s business; the more the children are happy in school, the more they are willing to learn and are retained to ensure quality education that will start them off in life. According to an ECDVU educationist In Ghana, “all hands must be on deck”.  While the ECDVU is just beginning in Nigeria, Ghana has evolved to the admiration of other African countries.

For some time in Malawi, too many children live far from school and during raining season, children do not go to school. An EC school was eventually built which became a model.  A model school is not built but made through team work.  In another community, some group of poor women also came together to build a school, on their own, for their children.  This is telling of how acceptable the ECDU has become in that country through an introduction by an ECDVU educationist. I believe we can do more!

Of noteworthy information is that the idea behind early childhood development virtual University is Learn at home, learn from others from other countries, engage in local communities, and make your home country a better place in order to reduce brain drain and increase brain gain.  Very similar to what Walden University is helping us and our countries to achieve.  Many Thanks to Walden University and our instructors! 

Research that Benefits Children and Families—Uplifting Stories

An example of the effects of research on children and/or families: providing real-life examples of research benefits to children and/or families is the research titled: The development of competence in favorable and unfavorable environments: Lessons from research on successful children.  The research, volume 53 of the American Psychologist, is written by Masten, Ann S..and Coatsworth, J. Douglas.  Although I could not get the full PDF text, I was able to deduce from the abstract that the research centers on the importance that parents and society attached to the development of proficiency or expertise in children.  The article looks at the understanding from research on expertise and flexibility in children and adolescents. The article discusses the beginning of expertise in children explaining what triggers such development in children.  The article pointed out the impact of early positive bonding between children and parents or care givers, known as attachment relationships; emphasizing how early creation of good and positive relationship with young children helps to develop and continually build up on their level of competence or expertise.  This includes little commendations like “this is wonderful, please keep it up!”, “well done”, or even “thank you”; all these go a long way in building confidence in the lives of little children and ultimately developing their competence or expertise in performing that particular task over and over again.

Several other ways of building expertise or competence were highlighted; like peer relations, conduct, school and activities, that is, the type of relationships existing amongst children and as they watch one another, noting what one child does to earn a “thank you” or “well done”, the other child too would want to do such in order to earn the same thing.     

This would go a long way to help build the children’s confidence in themselves and also to build up competence and flexibility which will make them develop sound knowledge of things around them.  This will, on the long run, build up a stable society as a result of having competent adults who can handle situations with calmness and be in full control.

These further points out that whatever we want our societies to become start from the way we handle our younger ones right from the cradle.                                

Reference

Masten, A. S. & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children.  American Psychologist, Vol 53(2), Feb 1998, 205-220.  Retrieved from http://psycnet.apa.org/journals/amp/53/2/205/

Your Personal Research Journey

My chosen topic for the simulation is “Eighteen-month-old infants show increased helping following priming with affiliation”.  I chose this topic because I feel that there is need to bring back the sense of togetherness in the society in order to develop and encourage peace and harmony.  I believe that one of the ways to do this is by happily rendering voluntary assistance to people around us, especially those in dire need that we live with but pretend that we neither see them nor understand their needs that we can easily supply.  I am of the opinion that the earlier we start inculcating this in the children from their tender ages the better for the society.

This simulation process has been an eye opener for me into undergoing a stress free research and I have access to as many quality materials as I may need.  With the “Practical guide to reading research articles”, I can detect quality in articles and decide on the one to use as needed.  So far, I am enjoying the step by step process into the research simulation.

The construction of the research chart has helped me to pay more attention to citation in correct APA format, providing and citing a direct and complete quote in a study, how to locate and identify the participants and other important information in an article.

I will quite appreciate your contribution in form of advice, insight or other resources concerning my chosen topic, no contribution is small.  I, also, will not hesitate to assist any where I can.

 

This is thanking you all in advance!

Final Blog Assignment

As a result of learning about the international early childhood field for my professional and personal development, through some of the websites I was able to know the areas where there are programs and campaigns on-going or schedule for the poor and needy; I was also able to know the policies being implemented and how it affects children and their families in order to know whether to embrace it or speak against it until it is changed or amended.  It was also able to gain access to the use of Research Library where I could check for publications by topic, type, start and end dates.  I was also introduced to a book on poverty by my instructor, Dr. Joyce Myers.  The book, she said, is titled, “A Framework for Understanding Poverty”, by Dr. Ruby Payne.  According to Dr. Myers, Dr. Payne, in her writing specializes in helping educators understand poverty and its many dimension.  From the book, I understand there are some key points to remember about poverty; like, “poverty occurs in all races and in all countries; Generational poverty and situational poverty are different; Schools and businesses operate from middle-class norms and use the hidden rules of the middle class; To move from poverty to middle class or middle class to wealth, and individual must give up relationships for achievement (at least for some period of time); Two things that help one move out of poverty are education and relationships;” etc.

One successful attempt for the field relating to international awareness of issues and trends and the spirit of collegial relations is the body of knowledge amassed in science and practice by Psychology to address economic stress in families and prevent mental health problems, maltreatment and intimate partner violence in children. In order to tactfully effect this, participation of psychologists is encouraged in schools educational efforts and community forums like PTA meetings or YMCAs (APA).

Reference

American Psychological Association (APA).  “What the economic downturn means for children, youth, and families”.  Retrieved from http://www.apa.org/pi/families/resources/economy.aspx

Getting to Know Your International Contacts—Part 3

The new insights i gained from the UNESCO’s “Early Childhood Care and Education” website I visited this week are numerous.  First is on the standard quality for early childhood care and education programmes, ECCE. The site pointed out that currently, there is no agreed criteria for qualifying the quality of ECCE universally.  The site however noted some useful factors for consideration, including pedagogy materials, personnel training, service setting and parental education and involvement.   I also learnt that adequate learning materials focusing on child-centerd interaction should be present, and that the materials should be quantitative and should also address the culture and general child development. 

I also gained new insight from the”Investment and financing”section of the site.  As globally viewed, mobilization of resources is the highest difficulty faced by countries in their bid to expand and improve the quality of ECCE.  The result of this is particularly disheartening in the developing countries as a result of other pressing items like universal primary education overshadowing the funding of early childhood programs.  I understand that the major challenge is for countries to recognize the positive value of investment in the area of early childhood education, then, funds mobilization becomes easy.  In order to ensure equity of access for poor and disadvantaged children, there is need for governments to use complementary financing measures.

Of particular interest to me is the video clip in the “Social and human sciences” section on the website. The video clip is titled “The future we want”.  It is a form of opinion poll where people responded in various ways to the type of future they want ranging from healthy food, clean water, good jobs to healthy planets and a world of opportunities, this was rounded up with the statement that we all need to shape our future!  But honestly, I shed tears when I see what we do to these younger ones, what we inculcate in them daily; so much lies, distrust, loss of integrity making them believe that with money they can buy their ways on anything, anywhere.  I therefore re-echo the question: “What future do we want for ourselves and for the generations to come”?

UNESCO. “Early Childhood Care and Education”.  Retrieved from  (http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/)

Sharing Web Resources

The website of the early childhood organization that i selected at the beginning of this course is Zero to Three and one of the outside links that i have not yet explored is “FIND IT FAST”. It led to a list of several topics.

I chose to thoroughly search the area of the site titled “Early Language and Literacy”.  I found a little report on the topic stating that developing language and literacy skills starts from birth and that it is a contiuous process for the child through daily loving interactions.  The interactions could be sharing books, story telling, singing songs, and building conversation.  The portion also emphasizes the importance of adults role in preparation of young children for success in school, building confidence and being motivated learners.

Directly underneath this is an area that invites one to learn more on the same topic and a click on the site goes to a section titled “Tips and Tools on Literacy”, underneath this is “Tips and Tools on Language” with a range of reourses on promoting early literacy and language skills in very young children. Each of the resources  leads to a PDFor word document that gives a thorough information about each of the topics. 

   

I did not receive any e-newsletter.

The website contains information that adds to my understanding of equity and excellence in early care and education where the site talks on what parents can do to support their children’s growing language and literacy skills from birth to age three.  Stating that parents can chat with their children, notice the child’s interests and build on them, use words when talking with young children.  All these do not require cost, therefore, children from low income families will be able to benefit from them and develop as expected.  However, parents do not show interest in helping their children in these area, they always find it difficult to speak generally, and speaking with young children is almost impossible.  This has been affecting the children’s speech development.

One of the new insights about issues and trends in the early childhood field that i gain this week from exploring the website is that in an effort for parents to help build their yount children’s language skills and vocabulary, parents are advised to go on a name safari by walking around the home or neighborhood with their toddlers  while pointing out and naming  different objects.  Parents or adults are to encourage words repetition by the young children.  Parents can also make an animal book by cutting pictures of animals from magazines or take animal photographs in the neighborhood.