Conducting Research

I always believe the more that I learn, the more I realize how much I do not know. We have scratched the surface regarding research design and developed rudimentary skills.

Two months ago, here was a feeling of trepidation as we began to learn about designing research. Previous course in statistics, in University, were not positive. Participation in research projects was equally confusing. Some colleagues expressed equal levels of confusion yet many demonstrate significant degree of confidence due to previous research experience.

My colleagues and course materials have exposed me to the wide variety of perspectives and priories that exist within the early education profession.  I would like to thank my professor and colleagues at Walden for all the questions and feedback. I have learned many things based upon information shared and gained through literature reviews.

These skills gave me the confidence to contact experts who conduct research that I have been citing. Our organization was able to facilitate several presentations from Dr. Jacqueline Pei. Dr. Pei shared her insights into the condition of FASD with our staff. This made much of the discussion related to research more relevant and powerful.

Over the past two months, we have been learning how to formulate a research question and simulated research designs for quantitative, qualitative and mixed methodology research. As we conclude, I can confidently state that course material and the insight of my colleagues and professor have helped me understand the research process to a higher degree. 

 

Sources

FASD Sign.  Retrieved December 15, 2013 from http://humanservices.alberta.ca/disability-services/14853.html

FASD Umbrella.  Retrieved December 15, 2013 from http://www.webjam.com/fas_supportjax

Research.  Retrieved December 15, 2013 from http://www.joiningthedots.org.uk/5.html

Road sign retrieved December 15, 2013 from http://www.icts.uiowa.edu/research

Research begins with identifying a need or asking a question.  As we are learning about research conducted locally, we must also reflect upon our international research communities. 

 

Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA): Developed and maintained by the University of Victoria,  in British Columbia, this virtual university is the international gateway for early childhood research worldwide ( Walden University, 2013)

ECDVU Sub-Saharan Africa: Mission Statement

To further develop African ECD leadership capacity as a key strategy in support of child, family and community well-being and broader social and economic development (The Early Childhood Development University (ECDVU),  2005). 

ECDVU Sub-Saharan Africa (SSA) Program Overview

The Early Childhood Development Virtual University (ECDVU) is an innovative and multifaceted approach to addressing ECD capacity building and leadership development in Africa. The ECDVU is supported by a range of international, regional and local organizations, including the employers of participants. It is a unique training and results-oriented program that uses face-to-face and distributed learning methods including: residential seminars, web-based instruction, CD-Rom and print material support, and a 'community of learners' strategy within and among cohort countries. Typically, ECDVU participants are nominated by ECD country committees; these committees' nominations are based on achieving inter-sectoral, multi-organizational representation and evidence of individual commitment to child well-being and broader social development within the country. Nominees accept responsibility for promoting ECD capacity within their country, their region and internationally.

Here is link to the University:

http://www.ecdvu.org/ssa/index.php

It was interesting to learn how local supports can promote global endeavours.  As I reviewed the website, I was enlightening to see the wide range of topics that were researched.   Topics included developmentally appropriate practices, ways to improve family capacity and child health as well as strategies to address poverty and toxic stress.  I was curious and wanted to learn more about the research that was conducted so the following link was accessed:  http://www.ecdvu.org/ssa/major_reports.php. 

 

One interesting article written by Hua (2004), addresses ways to engage fathers in the care of their children.  The issues of segregated roles and responsibilities remain challenges within the community.  However, one conclusion that I found surprising was that fathers were reluctant to support opposite sex children because they felt that nurturing interactions with the opposite sex would impact the child’s survival skills.  For example, a father may be more willing to teach a son how to tend to the livestock than the daughter.  Alternatively, the father believed that interacting with the daughter would reduce her ability to be a good caregiver.

 

References

The Early Childhood Development University (ECDVU) ( 2005).  About ECDVU in Sub-Saharan Africa.  School of Child and Youth Care at the University of Victoria.  Retrieved from http://www.ecdvu.org/index.php

Father and daughter. Retrieved on Nobmer 26, 2013 from http://www.usaid.gov/crisis/horn-africa

Father and son.  Retrieved on November 26, 2013 from http://kwekudee-tripdownmemorylane.blogspot.ca/2013/03/tswana-are-niger-congo-or-bantu.htm

Hua, R. (2004). Involving fathers in early childhood care and development (Doctoral dissertation, University of Victoria). Retrieved from http://www.ecdvu.org/ssa/documents/major_projects/Hua%20-%20MP%20Final%20-%20UVic%20LP.pd

Laureate Education, Inc. (Executive Producer). (2010).  Blog Assignment: Research Around the World.  Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&
Mother holding daughter.  retrieved November 26, 2013, from http://www.slate.com/articles/business/moneybox/2013/05/unconditional_cash_transfers_giving_money_to_the_poor_may_be_the_best_tool.html

Research that Benefits Children and Families

 

We are looking towards evidence based practises to facilitate supports to support children and their families. For some children, supports can entail learning through play which enhances language, social skills, creativity, and cognitive processes. There are children who require more intensive supports, to maximise upon the development and training during the early years. Children with a diagnosis of pervasive development delay such an Autism benefit from specialised intervention that is offered by professionals and parents to maximise the impact.

According to the Autism Canada foundation, person with Autism may present with a variety of atypical communication and social skills. These individuals may also experience impacted sleep, eating and cognitive functioning. Although every child is different, research has supported the importance of early intervention in developing and sustaining improvement in developmental domains beyond the early years (Lopez, 2013).

The extensive research that has been conducted with children with Autism has demonstrated that, with specialised supports, children can increase levels of independence. To many families this can mean the difference of being able to meet their child’s needs within the family home. Rutter (1995) has studied the impact that disabilities can have upon the family unit. Research supports strategies that help to develop competency and improve family capacity. Assessment can be lengthy requiring the child and family to meet with medical professionals over a series of days.

Families may be devastated to learn that their child has a special need. when searching for a "cure", families may do desperate things.  It is important to employ evidence based practises as well as common sense. as they know their child the best.   As may families may see their children cry or temper tantrum when expected to follow through on routine requests, families must understand that this is part of the process to enhance capacity.  the child who is left on their own to play on the computer or watch television, will not improve on their own ( Autism Speaks, 2013). 

I know families, who have seen tremendous improvements in their child ability to make eye contact, communicate and participate in routine family activities such a supper.  There is nothing more exciting than to hear a parent report that their child has hugged them spontaneously or is choosing to engage in play rather self-stimulating behaviours.


In Edmonton, Alberta, we have the Glenrose Hospital with a team of professionals who specialise in the early detection of Autism within individual age 2 and up. Members of this team are also working with families, and children.  they employ interview, observations and technology to assess developmental milestones,  social communication, behaviour and family history to establish ways to detect the conditions before age two (Zwaigenbaum, Bryson, Lord, Rogers, Carter, Carver, and Yirmiya, 2009).

 

 

Sources

 Autism Canada Foundation (2011) Characteristics.  Retrieved November 14, 2013 from http://www.autismcanada.org/aboutautism/characteristics.htm

Autism Speaks and Autism Speaks It's Time To Listen (2013). 100 Day Kit.  Retrieved from http://www.autismspeaks.org/family-services/tool-kits/100-day-kit

López, B. (2013). Beyond modularisation: the need of a socio-neuro-constructionist model of autism. Journal of autism and developmental disorders, 1-11.doi: 10.1177/1362361303007001005

Parent and Baby with Book Retrieved November 15, 2013 from http://blogs.rch.org.au/ccch/2011/08/19/parents-and-children-can-bond-over-a-book/

Parent and Child.  Retrieved November 15, 2013 from  http://www.indianexpress.com/news/matrimonial-dispute-harms-childrens-mind-body-court/401906/

Rutter, M. (1995). Clinical Implications of Attachment Concepts: Retrospect and Prospect*. Journal of Child Psychology and Psychiatry, 36(4), 549-571.

Zwaigenbaum, L., Bryson, S., Lord, C., Rogers, S., Carter, A., Carver, L, .... & Yirmiya, N. (2009). Clinical assessment and management of toddlers with suspected autism spectrum disorder: insights from studies of high-risk infants. Pediatrics, 123(5), 1383-1391.

 

 

 

 

 

Understanding Research

 

As we are learning about the complex topic of research, it brings awareness relative to how

research impacts our everyday lives. Research informs business people how to place items

to appeal to consumers. Internet site gathers information by tracking the habits and interest of users. To understand the process of conducting and sharing research, I will be simulating a research project related to the topic of interest associated with early childhood. There are so many things that I want learn about yet are so many things to know before one can begin. I need to reduce my scope of focus creating sub areas of focus. It is not easy to develop a clear statement of the research issue entails narrowing my wide range of interests to one topic area.

I am very interested in the social emotional development of children.  As my expertise is in the support of children with special needs, I see challenges in this area.  I will be targeting intersubjectivity between children with FASD and adults with the objective of determining how to use this information to support parents or caregivers of infants with FASD.

 

Prior to developing this statement a literature review must be completed. This means reviewing the findings of others and identifying what themes, consistent findings and key arguments. I have learned that the research process is a process of small discoveries that will inform us or others. Research is not an independent endeavour we learn from the discoveries of peer and colleague, extrapolating

information of support our topic or methodology. One of the most important things to consider is

whether results can be replicated without duplicating the work of another. As we study the work of

researchers and apply this information to inform ourselves.

The research of others supports our research questions. The research design considers the skill of the researcher, time available to complete research, and resources need to support an inductive or deductive research methodology.  Deductive research establishes methodology that  entails establishing a hypothesis and consistent methodology. Inductive research methodology entails engaging with the subject, adapting the questions to gather further insight. Initially, I perceived the latter to be easier. However, I now believe that it would be more difficult for the novice researcher to complete and avoid bias.

The creation of research design/methodology includes protocols, questions, and ethical practices. The acquiring informed consent and respecting the confidentiality of the participants is paramount when completing research. Data can be gathered through various means including but not limited to video/audio taping, surveys, observations or interviews. In some cases, technology can support the data collection and review processes. When deductive process is used, we must ensure that there is time allocated to the management and transcription of the information. Researcher may underestimate the amount of time required to complete this process. The researcher must then analyze the data and compile the information into a document that follows standardized formats. Currently, I am completing the literature review and working towards establish my research title.

This is not happening easily as I must constantly refine the scope of my research question.  I wonder how my colleagues are managing this phase?
 

Resources

Conducting Literature Reviews retrieved on November 07, 2013 from http://www.sagepub.com/books/Book227957/toc

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.

 

Over the next two months, I will be learning about research. It is my initial understanding that we will investigate quantitative and qualitative research while developing skills to analyze and utilize the research findings in our day to day practice. We (my colleagues at Walden) will also be guided in the process of formulating targeted and meaningful research topics that can be supported by standardized tools or practices. For me, this is the most complicated aspect of research. Therefore, I look forward to learning more and sharing in the experiences of my cohorts.

 

Resources

Research.  Retrieved from http://spectrumcenter.umich.edu/article/research-participant- opportunities

Image of group thinking. Retrieved from http://www.mediaresearch.ca/

 

Why are International Resources Important?

Learning about resources beyond our immediate communities is critical for development of our personal knowledge as well as for enhancement of our immediate communities. The world is becoming a smaller place. Technology has improved awareness of global issues. In North America, immigration occurs for compassionate, economic and social reasons. Access to international contacts provides us a more holistic perspective of local and global issues; ensuring the well being of our communities and newcomers to them. We become more alert and culturally responsive to the families who enter our early education environments.

 

 

International organizations that support children and families also bring awareness and understanding of the social emotional, physical and cognitive development of children on a global basis. These developmental stages of infants, toddlers, children and young adults occur similarly across the world. However cultural and cognitive abilities of parents; as well as stressors including war, parental stress, poor nutrition, exposure to teratogens and poverty have varying impact on child development. 

Governments across the globe recognize the changing needs of the communities. There are significant variances in levels of need, relative to geographic location. Within all communities, there is a challenge in place to support parents, families and children to improve outcomes in early childhood with the intent of building stronger societies and economies in the future.

Communities improve when families meet the needs of their children. This occurs when communities must find solutions that are inclusive of children and families regardless of special needs, cultural diversity, socioeconomic status, and sexual orientation. They must be supported in the most enabling, safe and caring environments that target the optimization of child outcomes based upon the ability of the child. Highly qualified early education professionals promote awareness. Inclusive practices can include supports that meet language, cultural, and exceptional learner needs can be bridged through welcoming environments, translated supports and technology that facilitate learning and communication. Sites like the Harvard University Centre on the Developing Child and National Association for the Education of Young Children are tremendous resources for early education professionals.

Web based resources provide access to strategies and solutions that target the needs of individual communities. These resources and best practices can be used to engage local government and business must be engaged through evidence based practices. Trusted web based organizations or Associations are effective venues to access reliable evidence based information. They house the collective experiences of various groups, addressing positive practices, social justice, health development and strong communities.

 

Flags.  Retrieved June 22, 2013 from http://www.ucalgary.ca/international/

Getting to Know International Contatcts -UNESCO

Six weeks ago to become more informed and gain understanding about issues and supports in the work beyond my border, I reached out to several organizations in Europe who offer the Step by Step Program.

 There were also some contacts made with organizations that address issues related to early childhood.  I have been receiving regular newsletters from Australia WebWatch and Harvard University Centre for the Developing Child. 

 

 

This week the United Nations Organization for Education, Science and Culture (UNESCO) website was examined. 

 

The scope of UNESCO’s resource and research is tremendous.  As noted in the title, they target a variety of issues that impact this planet.  Youth are provided tools to become engaged through innovation and collaborative practices. Information is presented in text, video and auditory formats which  address relevant issues associated with academic, health and life skills development of youth around the world.   Some information is accessible in a variety of different languages including Spanish and Chinese. This site also  supports effective practices for teachers, highlighting hands on teaching.  The range of issues and resources offered are extensive, but I was fortunate to find several resources that focus upon early education and Inclusive Practices.

 

Linking Literacy and Outdoor Education

 http://www.youtube.com/watch?v=yYLrDiPH9sk

 

Language for Learning: Preschoolers- uncaptioned

 http://www.youtube.com/watch?v=5AL1IDGCVAo

 

 

Top Tips for Early Years Practitioners

 http://www.youtube.com/watch?v=joqVklnnPoY

Promoting Inclusive Teacher Education Series retrieved from http://www.unescobkk.org/resources/e-library/publications/article/promoting-inclusive-teacher-education/

English Language Learners within a Response to Instruction and Intervention Model

 

 

 

http://www.youtube.com/watch?v=pJCBW1V8ufs

References

People Forming a Globe. UNESCO . (2013). The International Bureau of Education  Retrieved June 15, 2013 from http://www.ibe.unesco.org/en.html

UNESC0. (2012)  About Us (Website) Retrieved from http://www.unesco.org/new/en/unesco/

 

 

Sharing Web Resources

As the journey of learning continues, I have discovered there are so many resources to investigate. Given my time constraints, it is important to access websites and sources that can easily be accessed and provide information in a variety of formats to meet multiple objectives.

Early Childhood Australia Web Watch (ECA WebWatch) is a resource that does much of the work for early education professionals. In each addition of the newsletter, it addresses all the subjects that align with early education including but not limited to funding, standards, health, developmentally appropriate practices and professional development. It does the work for us by providing accessible links to organizations that have addressed these topics of interest. These sites summarize the information into documents or newsletters with foundations in evidence based practices.

For example, I was curious about an article targeting Self Sufficiency in Early Childhood. The link took me to Care for Kids Website. This website appears to assist professionals and parents to find and secure programs for their children. I like it because I can quickly print off evidence based information to share with parents or colleagues. It also addresses the high cost of childcare. Also contained within the website are other  subjects and resources noted below that can be accessed with a quick click.

 

 

•general information

•cost of child care

•child care centres

•family day care

•nanny, au pairs & in home care

•babysitters

•before / after school & vacation care

•pre school

•work & child care

•health & child care

•child care tool kits

•safety & security

 

 

Resources

Girl and Boy (A-Z of childcare). CareforKids.com.au® .(2013). Child care articles, tips and parent guides.  Retrieved June 09, 2013, from http://www.careforkids.com.au/

ECA WebWatch. (May, 2013) How to increase children’s self-sufficiency.

(Website). Issue 162.  Retrieved from http://www.earlychildhoodaustralia.org.au/early_childhood_news/eca_webwatch/eca-webwatch-issue-162-may-2013.html

Getting to Know Your International Contacts

As I wait for my European contacts to reply to my emails, I have investigated other International websites.  There is a wealth of free of low cost resources developed to inform the practices of early education professionals.

 

The Harvard University, Center on the Developing Child has a site, the Global Children’s Initiative. It focuses upon a unified multidisciplinary approach including education, behavioral sciences, business, and government to research, serve and improved upon child outcomes. This website provides written and visual supports highlighting successful approaches within the early education field worldwide. There are links to Centers and initiatives in Brazil, Zambia and Chili.  Multiple short videos associated with the topics of child development are also featured. Many can be found in a variety of languages. Videos highlight topics such as brain architecture, toxic stress and foundations for life long health. This resource can be found at :

http://developingchild.harvard.edu/resources/multimedia/videos/inbrief_series/

There are also PowerPoint resources to support professional learning communities.

 

The National Association for the Education of Young Children (NAEYC) provides options for continuing education credits. This site also offers free access to archived webinars. Through NAEYC, I down loaded the presentation Challenging Behavior and Culture – A Connection? Creating Culturally Respectful ECE Environments, presented by Barbara Kaiser. In this 30 minute presentation, she defines and identifies factors that impact cultural identities and reflects upon the role that culture has on our development. Participants address the impact of culture on their own performance. This presentation addresses the juxtapositions between school and diverse cultures. It culminates with some practical solutions that can easily be implemented within the early education environments.

 

References:

Center on the Developing Child. Harvard University. In brief series.  Retrieved from http://developingchild.harvard.edu/resources/multimedia/videos/inbrief_series/

 Children in a Line. Harvard Center for Developing Children. (Website).  Retrieved June 02, 2013 from http://developingchild.harvard.edu/about/

Children  with .  Harvard Graduate School of Education.  Retrieved June 02, 2013 from http://www.gse.harvard.edu/news-impact/tag/center-on-the-developing-child/

Early Childhood Investigations(Executive Producer). (May 15, 2013).   Behavior and culture – a connection? Creating culturally respectful ECE environments. Retrieved from http://www.earlychildhoodwebinars.com/presentations/the-connection-between-culture-and-challenging-behavior-creating-caring-culturally-respectful-early-learning-environments/

National Association for the Education of Young  Children.(Website).  Retrieved from http://www.naeyc.org/

 

Sharing Web Resources

Long-term partnerships between business and education are not common within Early Education environments in Edmonton. Financial support in early education programs makes sense to improve outcomes for children. Economists, researchers and behavioral scientists are discovering and reaffirming the knowledge that proponents of early education have been claiming.

 

Highly respected early childhood websites support early education professionals to advocate for supports through research based practices. For example, The National Institute for Early Education Research (NIEER) conducts and communicates research to support high-quality, effective early childhood education for all young children. Such education enhances their physical, cognitive, and social development and subsequent success in school and later life (National Institute for Early Education Research, 2013).

Evidence based research and practices assist early education professionals to advocate for effectively for supports within their programs. Often sites such as this rely upon charitable foundations or research bodies to prove financial or knowledge based support to maintain research.

 

Within this valuable website, there are resources provided by the Government such as Annual State Pre-K Reports: State Preschool Yearbooks found at : http://nieer.org/publications/state-preschool-2012 

There are also links to videos linked to topics highlighted by NIEER. a useful video for families includes a Spanish and English version discussing the importance or preschool to mothers http://nieer.org/publications/nieer-videos/video-value-pre-k-mothers-discuss-preschool-benefits. 

Another great resource for the education of Board, community or business members is http://nieer.org/publications/nieer-videos/video-preschool-americas-best-investment.

References:

Boy in Fireman Jacket    Hannen website.  Retrieved May 30, 2013 from http://www.hanen.org/Helpful-Info/Articles/The-Land-of-Make-Believe.aspx

Girl looking in the Mirror.  Play and Playground Encyclopedia.  Retrieved May 30, 2013 from http://www.pgpedia.com/taxonomy/term/228

Little Chef.   Ideas for Ideas for Social Dramatic Play Ideas #9 out of 20. Retrieved May 30, 2013 from http://tubeideas.ru/image.php?id=1059879

Little Doctor. Ideas for Ideas for Social Dramatic Play Ideas #14 out of 20 . Retrieved May 30, 2013 http://tubeideas.ru/image.php?id=1059867