Research Class Review

What insights have you gained about research from taking this course?

I was very nervous about taking this class. I like to find answers through scholarly articles, but I never saw myself wanting to do research on a large scale. I gained insight about the challenges research including but not limited to design, consent, and equity. Learning about all the different aspects and details of research made it clear that I am not a person that wants to design a research project, but I like reading them.  I admire research professionals

In what ways have, your ideas about the nature of doing research changed.

Research is more than just reading what the early childhood philosophers say, it is about creating a question and doing what it takes to find the answer. I used to think it was about reading numerous articles and reports, I never thought about the process of creating those reports.

However!!! I also discovered how I am a researcher on a daily basis when I am learning about each child.

What lessons about planning, designing, and conducting research in early childhood did you learn?

I learned that designing a research project, putting it down on paper is challenging, and there are so many avenues to find the answers. Through our text, I have found that there are so many unexpected challenges that researchers must think fast on your feet, and be willing to be reflexive through the process.

Through this course, I was shocked to find the many different designs to conduct research. True researchers find their topic and then find the best design that suits their project whether it is qualitative, quantitative, or mixed.

What were some of the challenges you encountered—and in what ways did you meet them? I had many personal challenges in my life during this class and was unable to give it the focus it deserved and needed. I honestly can say I probably did not get as much out of this class as I wanted to or should have.

The content itself, I struggled with grasping and understanding some of the topics. I often felt ignorant when reading the material. I combated this by rereading the material numerous times, and using the glossary..

What are some of the ways your perceptions of an early childhood professional have been modified because of this course?

My perception of an early childhood professional has modified in that an early childhood professional is also a researcher. We utilize steps in the research process on a daily basis within the classroom.  I really appreciated the resources in how to read research; I feel that when I read material I will understand it better.

Although I had a rough semester, I am glad I was educated in research. 

International Research

What are some of the current international research topics? Some of the topics I found in the journal were:

1.    -   Stress and caregiver sensitivity among childcare staff in Santiago, Chile

2.      - Demographic factors, temperament and the quality of the preschool environment as predictors of daily cortisol changes among Finnish six-year-old children

3.   

-        -Foregrounding silences in the South African National Early Learning Standards for birth to four years

You must be a member in order to read the full articles; however, you can read the abstract.

4.       What surprising facts/insights/new ideas about early childhood did you gain from exploring this international early childhood website? I found it very interesting that even countries in Europe are studying and discussing some of the same issues we are in the United States. Often times we think other countries are completely different than us but in all actuality it is very similar.

 

       What other noteworthy information did you find on this website?

European Early Childhood Education Research Association (EECERA) Has developed Country Coordinators to keep abreast of all the research going on I the world. In addition it promotes research.

The expectations of the country coordinator are:

EECERA Country Coordinators will be expected to:

• be active in their role to meet the aims outlined above;
• provide an annual activity report by 15 November each year which shows how they have carried out their role over the previous year and what success they have had in achieving the aims of this role, for example:
  - increased membership
  - increased number of submissions for the journal
  - increased attendance at the conferences
• maintain contact with, and be accountable to, the EECERA Trustee who supports Country Coordinators (currently Maelis Karlsson Lohmander: maelis.karlsson-lohmander@ped.gu.se)

The country coordinators seek out the research in their country and make it available to the Journal.

Research Process

I am really struggling with choosing my topic. This class is making me feel not so smart right now, but I will work through it. I am struggling with this process. I am struggling more because I have to look up how to do things repeatedly. Although I know this is a learning process, I am getting a bit frustrated, but I will prevail!

After much tears and aggravation, I narrowed my subtopics by webbing. Who would have known that this literature activity would assist me in my defining my subtopic for research? I .have decided to “research”, Techniques to Modifying aggressive behavior in children, I chose this topic because throughout the past few years that has been the number one behavior that parents within my program have asked for assistance with.  Some aggressive behaviors are developmentally appropriate and some are not; however, if aggressive behavior is not modified it could become habitual and harder to modify.  I am excited to continue to learn about this subtopic to benefit my families and myself.

I have found that this process has been a challenge! If you have any suggestions, please let me know. 

Final Blog 6162

As I reflected on this class I was pleasantly surprised with the amount of new knowledge I gained. My favorite subject was equity. Equity is so important in all areas of early childhood development. I also learned of the depth of information that is out there both international and nationally. I did become very aggravated and overwhelmed as I viewed various information within our field.

One consequence of learning about ECE in other countries is that I have been made aware of how deep the need for research within our field. I had hoped that other countries would know more, although each country has different strengths it is not coming together as it should.

The second consequence to learning international is the unity we can feel . It is amazing to know that we are all on the same side and having a desire to learn more about early childhood.

Finally, a consequence is the knowledge that I have not even dented research of the early childhood . However, I think there will always be more to learn.

I am excited to continue this journey and I am in anticipation of all the new knowledge I will gain. My goal would be to continue to educate myself with various media both nationally and internationally. I really enjoyed BAM radio and have saved it to my favorites and will visit it often. Anyone who reads this...Please visit http://www.bamradionetwork.com/ and plug in a subject and see what you get you will be happy with the results.

Burnout

Through this weeks discussion Dr. Meyers asked me how I would keep passion for the field;therefore, I looked up Burnout on Bam Radio. I found the podcast entitled "Getting Beyond Burnout".

Burnout is caused by teachers not feeling empowered or supported in what they need to do. Powerlessness is what causes burnout both in teachers and students.

A good way to cure burnout can be combated with professional development or goal setting.
During  burnout exercise during the day, a new hobby, spiritual activities, and becoming healthy.

Keeping a Journal may be helpful and having a good support system. "Connecting outwardly".

REACH OUT for ASSISTANCE!


"Burnout among teachers is a growing problem driven by increased feelings of powerlessness in the classroom and profession. Our guests explore the roots of the problem and offer practical guidance on getting through and beyond burnout."

Digging Deeper

I linked to the partners of BAM radio and found  21 links to other early childhood sites. Head start is a program that was created to help in equity. BAM radio has a link to the National Head Start association. On this site is pod casts directed toward the Head Start program. Below is a list of  podcasts. Additionally you can subscribe via iTunes.

Finding a Dental Home for Head Start Children 
Nychelle Fleming


New Federal Crib Safety Regulations 
Nychelle Fleming

Window of Opportunity for Low-Income Children 
Mark K. Shriver

Positive Observation in the Classroom 
Guests:Rebecca Berlin, Ph.D.

Managing With The Stages of Child Development 
Guests:T. Berry Brazelton, Dr. Sparrow

Silencing the Whiners on Your Staff 
Guests: Holly Elissa Bruno

3 Ways to Run a Better, Smarter, More Efficient Head Start Agency 
Guests: Ann William and Michael Patterson

Vision Screening: Avoiding the Big Mistakes 
Guests: Dr. Bruce Moore, Dr. Jean Ramsey, and Susan Proctor

Are We making a Difference? New study says... 
Guests: Catriona Macdonald and Ronna Cook.

Tough New Standards From the Office of Head Start 
Guest: Maria Fuentez

The Importance of Movement on Learning 
Guest: Rae Pica

Preparing Head Start for H1N1 Flu 
Dr. Lisa Barrios and Tia Campbell

Getting Your Child Ready for the First Day of School
Guest Almeta Keys

New Era, New Leadership, New Possibilities
Guest Yasmina Vinci

Accessing Stimulus Dollars for Head Start Guest Ted Waters with host Scott Stapf 

http://www.nhsa.org/nhsa_radio

I was pleasantly surprised to find more radio pod-casts. I appreciate these because time is precious, so when I am commuting I can educate myself even more during drive time!

Two must Listen web cast.

These two web casts were very helpful in the issue of standards in the early years. The arguments is between very DAP teachers and teachers that love common core standards. If you take both and balance the kindergarten classroom with rich learning through play activities and vibrant didactic teaching SUCCESS OF DEVELOPMENTALLY APPROPRIATE STANDARDS AND IMPLEMENTATION  FALLS ON A WELL PREPARED TEACHER THROUGH PROFESSIONAL DEVELOPMENT.  

National K-3 Standards Harm or Help Young Children?

Randi Weingarten, Edward Miller, Lisa Guernsey with Rae Pica

 this web cast, they discuss the concern of implementing Preschool and Kindergarten Standards. Research shows that children that learn to read at 5 and children that learn at 7 show know differences by age 11. 

The fear is that children that aren't learning these skills at age 5 will end up labeled as deficient. 

The point is equity in Literacy and Numeracy not Standards. The standards are to help ALL children be exposed to academics. 

Some believe that standards are promoting didactic teaching rather than a balance o didactic and play learning which is stunting social emotional growth. 

What matters is how to implementing standards both didactically, through play, and dramatic play. 

Can Kindergarten Standards Be Implemented in a Developmentally Appropriate Way?Randi Weingarten, Edward Miller, Lisa Guernsey with Rae Pica

Mrs. Weingarten- Feels like the standards help scaffold the learning for children and teachers. Third grade teachers shouldn't be held responsible. 

Ed Standards have become a "Sacred Cow"  there is no research that shows that standards helps K-3. 

We need to become strong advocates for our children and not allow tests to be misused and become the only way children are assessed. 

Implementation is what is important to have a positive experience and outcome from standards.

National K-3 Standards Harm or Help Young Children?Randi Weingarten, Edward Miller, Lisa Guernsey with Rae Pica

Are proposed national, common core standards developmentally appropriate at the kindergarten level? Class, wealth, social status, and implementation may all be factors. In this two-part series Randi Weingarten, president of the American Federation of Teachers, defends the program to critics who argue that national standards are neither needed nor helpful.

http://www.bamradionetwork.com/index.php?option=com_content&view=article&id=554:jackstreet54&catid=35:jackstreet54&Itemid=89 

Can Kindergarten Standards Be Implemented in a Developmentally Appropriate Way?Randi Weingarten, Edward Miller, Lisa Guernsey with Rae Pica

Do common core standards for kindergarten mean standardized testing for very young children? If not, how will the standards be measured? There are many questions around how this program will ultimately be implemented.  In this segment our guests zoom in on the challenges, potential pitfalls and possible ways to employ kindergarten standards in a developmentally appropriate way.

http://www.jackstreet.com/jackstreet/WMBK.RTKindergartenregulation2.cfm



Global Initiative

The global initiative is working with Brazil to develop good leadership and policy in their Early Childhood Program. They have begun to translate videos to educate Brazilians. Se the below paragraph for more direct info.

As part of its Global Children’s Initiative, the Center launched Núcleo Ciência Pela Infância, its first major programmatic effort outside the United States. In collaboration with local experts, this project aims to use the science of child health and development to guide stronger policies and larger investments to benefit young children and their families in Brazil.

Núcleo Ciência Pela Infância is a collaboration between the Center, the David Rockefeller Center for Latin American Studies at Harvard University, Fundação Maria Cecilia Souto Vidigal, the Faculty of Medicine at the University of São Paulo, and Insper. This project represents a unique opportunity for the Center to work with Brazilian scholars, policymakers, and civil society leaders to adapt the Center’s programmatic model for the local context in order to catalyze more effective policies and programs that will, ultimately, foster a more prosperous, sustainable, and equitable society.

Together, these organizations engage in the following activities:

• Building a scientific agenda and community of scholars around early childhood development;
• Synthesizing and translating scientific knowledge for application to social policy. This will include working with the Center’s longtime partner organization, Frameworks Institute, to effectively communicate the science of child development in the Brazilian cultural context;
• Strengthening leadership around early childhood development through an executive leadership course for policymakers;
• Translating and adapting the Center’s existing print and multimedia resources for a Brazilian audience
• 
  

http://developingchild.harvard.edu/index.php/activities/global_initiative/applying_the_science_of_early_childhood_in_brazi/