When I Think of Research...

 

Blog Assignment: When I Think of Research...

 

There are many insights I have gained about research from taking this course.  I learned research is important in that it creates knowledge and awareness to use when making vital decisions, such as those made in the early childhood field.  I also learned about factors which make high quality research.  These factors include building on valid theories similar to the research being studied, being objective in the research, use a variety of methods to collect data, and after an analysis and findings are shown, submit for peer review is recommended.  Also, it is important to be familiar with research standards, such as not treating the participants as objects but rather treating them by always putting their best interest first. 

 

Throughout this course, my understanding about the nature of doing researched has expanded my knowledge about research and how to be a better researcher.  The nature of research involves knowing what to search for in using good research, knowing the specific part of scholarly articles, such as abstract, methods, measures, results, and conclusions, and knowing how to navigate around an article by knowing what to read.  From a different perspective of the nature of research, I also learned putting the participant first is most important in research.  In addition, I learned there are various types of research, such as ethical, purposeful, contextualized, and equitable research as well as approaches, such as qualitative and quantitative. 

 

I also learned many insights regarding lessons about planning, designing, and conducting research in early childhood.  In planning, I learned it is important to decide what is to be researched and how it will be done, such as when, where, and who will participate.  It is also to consider what the goal of your research.  In designing research I learned it is important to first research previous works of the topic being studied and researched to learn if it is plausible to research further.  Next, I learned to how to create a hypothesis from my research question.  (For this, it is vital to make sure the topic is not too broad).  Lastly, I learned about experiments, variables, and types of groups that should be considered in the topic to be researched. 

 

I did encounter some challenges in this course regarding research.  My challenge was in creating a hypothesis that was too broad and would be challenging to prove even if it was more specific to research.  I believe I would have had to mainly rely on past research collected from this topic.  My original hypothesis evolved around poverty and abuse of young children and how this affects the brain.  Given my lack of experience and expertise on this issue, I decided to change my topic to something I was personally and professionally aware: Teeth.  Overall, I dealt with the issue by researching a topic I was not only comfortable with in doing, but also felt confident in being able to prove my hypothesis. 

 

My perceptions of an early childhood professional have been modified as a result of this course.  I felt this course strongly supported validating early childhood educators as professionals and not just care-takers of babies, toddlers, and young children.  I feel this course truly enhanced my professional abilities and has created more confidence in my abilities to be a better educated professional.  Overall, I feel I could actually be a high-quality researcher and I appreciate all my colleagues support and encouragement in helping me achieve these strengths throughout this course!  I wish everyone the best and hope we will continue to move forward together. 

 

                                                                                                            Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010).  Doing early childhood research:
 .                                                                                                          International perspective on theory and practice (2^nd ed.). New York, NY: McGraw-Hill. 

 

Research Around the World

Week 5: Blog

Some of the current international topics on the Early Childhood Australia site are on children’s rights.  I thought considering our research topics this might be interesting to review.  (earlychildhoodaustralia.org.au/)

Children’s rights-UN Convention (CROC)

What is the Convention on the Rights of the Child (CROC)? 
The UN Convention on the Rights of the Child (CROC) is a universally agreed set of non-negotiable standards and obligations. It is the first legally binding international instrument to incorporate the full range of human rights. United States

Convention on the Rights of the Child - a plain-English summary 
A plain-English summary of the Convention on the Rights of the Child. United States

The Convention on the Rights of the Child in languages other than English 
CROC in seventeen languages other than English, including Chinese, Arabic, Italian, French, Spanish and Turkish. Belgium

The best interest of the child as set out in CROC 
The principle of the best interests of the child is set out in the Convention on the Rights of the Child. The article includes which actions are affected and whose actions are covered and what might be included in the concept of the best interests of the child. Australia

Myths and facts concerning the Convention on the Rights of the Child 
Four primary myths exist about CROC, including that CROC interferes with Australia's sovereignty, with the balance between the commonwealth and state governments, with parent's rights; that it is anti-family; and that CROC is unnecessary in the Australian context. Australia

 

I also thought it was interesting to gain insights into this site’s specific interests in early childhood:

ECA's Early Years of School Network

ECA advocates for the best interests of all children from birth to eight years of age, which includes children in the early years of school education. Many of our members work in primary schools, education departments and in roles facilitating children to transition into school from preschool or early learning services (long day care and family day care) but there is a sense that ECA could be doing more in this area.

In response to strong interest across the country we are establishing the ‘Early Years of School Network’ to connect people with a shared interest and strengthen our profile. Our ECA WA President, Jenny Jay (Associate Professor for Early Childhood Studies, Curtin University) will lead the network. Participation will provide members with an opportunity to keep up-to-date and engage with other professionals working with children in the early years of school. It will also inform the work of ECA, including the development of submissions, publications and events. In addition to ECA's submission to the Review of the Australian Curriculum above, some examples of recent activities include:

·         The ECA WA Branch has recently developed, in collaboration with three partners, a submission to the WA Department of Education on pedagogy in the early years of school

·         The ECA Tas Branch will be hosting a joint event in September with Early Childhood Educators Tasmania

·         ECA publications is planning a special edition of Every Child in July, 2014 on transition to school and will be seeking input and article suggestions.

The Early Years of School Network will operate on the LinkedIn platform. To join the network:

1.        If you already have a LinkedIn profile, click here and send a request to ‘join group’. Once approved, you can access the site anytime to find information and/or join the discussion.

2.        If you don’t already have a LinkedIn profile you will need to establish one first. There is no cost, just visit www.linkedin.com, set up a profile and then search for the ‘ECA Early Years of School Network’. You can also add ECA and individual colleagues to your network.

 

In keeping with the spirit of our research, I also thought this topic was appropriate for us as professional: 

 

III. In relation to the conduct of research, I will:

 

1.        Recognise that research includes my routine documentation and investigations of children's learning and development, as well as more formal research projects undertaken with and by external bodies.

2.        Be responsive to children's participation in research, negotiating their involvement taking account of matters such as safety, fatigue, privacy and their interest.

3.        Support research to strengthen and expand the knowledge base of early childhood, and where possible, initiate, contribute to, facilitate and disseminate such research.

4.        Make every effort to understand the purpose and value of proposed research projects and make informed decisions as to the participation of myself, colleagues, children, families and communities.

5.        Ensure research in which I am involved meets standard ethical procedures including informed consent, opportunity to withdraw and confidentiality.

6.        Ensure that images of children and other data are only collected with informed consent and are stored and utilised according to legislative and policy requirements.

7.        Represent the findings of all research accurately.