The learning process

I do feel I have gained varied insight through this course; I can be a researcher trying to seek meaning or clarity to a particular situation or idea. I can make active contributions to the research process through observations and interviews; conducting qualitative research studies.  Prior to this experience, I had not considered the element of time; time for not only the design and information gathering but time for analysis and interpretation of results and findings.  Participants, how they will be selected (random, stratified random or cluster random sampling), where will the study occur (so as to ensure participant comfort and familiarity in terms of environment), when and the length of time of the study must be determined.  Following determination of the above factors, I learned issues on ethical practices, making sure participants are well informed about the study along with any risks involved.  I was able to learn that there are many possibilities in terms of methods to use in order to show validity in the study (Mac Naughton, Rolfe, & Siraj-Blatchford, 2010). 

Prior to this course, I viewed researchers as a whole different line of professionals who provided information to people like myself; an educator in the early education childhood field.  I have come to realize, that I too can be a researchers and that I have insight and capabilities to contribute to a research process.  As educators, I feel we are involved in the education of children first hand and what we experience every day can make a difference not only to the children at hand, but to children of the future.  We are also the beneficiaries of research; we can improve lives and programs by utilizing strategies and plans that have been scrutinized through the research process.  “Research provides early childhood practitioners…valuable ideas about how to work with young children and their families” (File, 2008).

While going through the course, I was most challenged by intensity of the vocabulary; many of the words I had seen before but I did not possess appropriate understanding nor was I able to utilize the words in a manner that was helpful to me.  I did a great deal of outside pursuing of definitions and I also looked for clear “lay man” term examples utilizing the words.  I also did a great deal of re-reading of text.   In addition, it was also very helpful to on a weekly basis to provide the definitions of new vocabulary as assignments. 

I do view children participants in a different light since traveling down this research road.  Children are an integral part of the process proving an alternative perspective and must be treated with fairness and justice.  They must be viewed as contributors to the process and they must be included in the process.  I have also come to understand that a child can assent to participate in the research process, showing a willingness to be involved rather than just complying.  What is most interesting in terms of assent is that fact that the Institutional Review Boards reviews the ability of children to be able to assent to be participants.  The IRB examines the age, maturity and psychological state of the children involved.   To further enhance fairness and justice for children, the IRB is also clear in stating that even those children not fully able to assent on their own, they should still be provided with an “accurate picture of what the actual experience” (OHRP, n.d.) will be like, how long it will take and if in fact it will be uncomfortable in any way.  In addition, children can grow developmentally through the research process.  Children can develop new communication and negotiation skills while also experiencing a sense of achievement through their contribution (Whiting, 2009).    

I have enjoyed working with all of you and I have learned a great deal through our sharing of ideas.  I look forward to working with all of you in the future.  All the best!!

References

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.

U.S. Department of Health and Human Services: Office for Human Research Protections (OHRP). (n.d.) Special protections for children as research subjects. HHS.gov. Retrieved from http://www.hhs.gov/ohrp/policy/populations/children.html

File, N. (2008). When researchers come to your program. YC: Young Children, 63(5), 80–87. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org

Whiting, L. (2009). Involving children in research. Paediatric Nursing, 21(5), 32–36. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org

Around the World

It is truly amazing how we often times live in a bubble, surrounded by our own immediate needs whether they be staffing issues, standardization issues, never reaching out to explore what is going on in other countries with respect to the lives of children.  Sadly, if it doesn’t make world news, we don’t take the time.  This week’s blog assignment was fascinating and an eye-opener.  I visited the following - http://www.ecdvu.org/ssa/index.php & http://www.ecdvu.org/ssa/major_reports.php

The research topics were far reaching.  One research topic encompassed utilizing indigenous material for curriculum in Malawi.  In Malawi, oral stories in the form of songs, stories, riddles, and folk stories were used as teaching tools to relate and preserve culture; however there was a need to preserve these oral stories.  The research project involved collecting and categorizing oral stories in written form, not only to preserve the oral traditions for generations to come, but to also promote literacy among the Malawi people.  Another topic included the development of a care approach model for orphans and vulnerable children in Ghana.  The thought behind this study was to design a model based on existing programs to create nurturing, caring environments so that orphaned children would achieve ideal development.  Further examination of the site led me to a research project on the role of fathers in early childhood care in the Shanna Community, Nigeria.  The research project examined cultural beliefs in the Community affecting fathers’ involvement in childhood care, which was limited as compared to maternal involvement.  In addition, cultural beliefs on a father’s participation in early care had negative impact on the children as well as the family unit.   

What was most enlightening about this research journey is the fact that there is great focus on family, children, and school community as necessary partners in terms of the developmental and educational needs of children.  Clear connections could be made to culture as a means for teaching and learning; something we strive to do in the United States, but are still in the baby phase of the process.  We as a country are realizing we are a global cultural community, but are unsure how to combine culture into the classroom, truly welcoming all nations and cultures.