When I think of research

I want to first take the time to thank all of my colleagues for the wonderful advice and great information I have gained from you all.  This class has really helped us benefit to what research is all about and as we continue further into our future, we will be able to forward this information to others as well. 

Some insights I have gained about research from taking this course is that it is all about uncovering and enabling the emergence of new understandings, insights and knowledge (Mac Naughton, Rolfe, & Siraj-Blatchford, 2010, pg. 3).  Research is all about improving or developing new methods.  I have also learned that there can be challenges to researching.  When people research it is not as simple as they may think; it is somewhat misleading how the Internet shows it to be easy.  Research involves reading, understanding, and examining fresh material.  This emphasis on a challenging task is tough for some students and families to grasp.  I have gained some great knowledge on proper websites to view.  It is all about accuracy and objectivity.  With its rising openness, the Internet has become a dynamic source for research.  It is suitable to use and the information confined is lavish.  Yet, not all of information is exact or even reliable.

As far as my thoughts or ideas on the nature of doing research, nothing to me has really changed because I have been doing research for a while and understand how difficult it can be but also how valuable and important it is to find reliable sources.  Being able to assess the reliability of information is a significant ability used not only in school but work and day-to-day life.  Lessons I have learned about planning, designing, and conducting research in early childhood is that when it comes to gathering data it is important for researchers to really brainstorm and carefully develop a plan before beginning, especially when dealing with children.  Listening to children is always useful and their views are even more important than teachers and other adults (MacNaughton, Rolfe, & Siraj-Blatchford, 2010, pg. 240).  The significance to listening to a child and getting them to speak out is to basically not say much at all.  It is important to use small sayings that encourage and induce more exchange.  This is mainly vital at the start of the process for researchers in that they need children to grasp a point where it is easy to let out any thoughtful information needed.

Some of the challenges I encountered was coming up with a solid research question and variables to my design.  I have great thoughts rumbling through my mind but just could not put everything together in a correct way.  I met this challenge by simply asking for guidance from our wonderful professor.  I was actually heading down the wrong path but got immediate directory and was able to get my question somewhat close to where it needs to be.  I am continuing to work on it for this final project we have due but I know with hard work and dedication, I will beat this challenge. 

Resources

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010).  Doing early childhood research:

International perspectives on theory and practice (2^nd ed.).  New York, NY:  McGraw-

Hill.  Chapter 1, “Research as a Tool” (pp. 3-9).

MacNaughton, G., Rolfe, S.A., & Siraj-Blatchford, I.  (2010).  Doing early childhood research:

            International perspectives on theory and practice.  (2^nd ed.).  New York, NY:

            McGraw-Hill.  Chapter 14, Interviewing young children, pg. 239-256.  Chapter 18, Direct

            observation, pg. 309-324.

Research Around the World

Hello everyone,

The link I have chosen comes from the early childhood Australia website which is equivalent to the U.S. based NAEYC which I believe is a great website for early childhood education.  Early childhood education is not just present in the U.S. but other nations as well and when everyone comes together to make education one huge success, the future becomes much brighter for our young children.

This Australian website gives some great international research topics.  One topic I explored, Belonging, Being, and Becoming is aimed to help specialists apply the Early Years Learning Framework (EYLF) which was permitted by the Council of Australia Governments (Early Childhood Australia, ECA).  There is still a lot of work to be made from this but it will deliver useful care to early childhood education like preschools, to implement the EYLF.  Another good topic I explored is School readiness and children’s transitions.  This provides excessive resources to support parents and educators in assisting children make the change from child care to preschool, and from preschool to above (ECA).  Parents and educators need assistance like this to ensure everyone is on the same page and striving toward the same goals in education.  The links and resources on school readiness and transitions are quality-assured by Early Childhood Australia (ECA).

From viewing this international website I found that the ECA has a number of quality-assured resources which deal with the issues of childhood obesity and child health.  These two related aspects of early childhood care and education have been the focus of attention throughout the world being that technology is steadily increasing and recess times are being taken away to try and build up education amongst early childhood.  Basically, poor eating habits, lack of understanding of or access to food/nutrition information, and lack of fitness and physical exercise are all factors which contribute to what is becoming known as the obesity epidemic (ECA).  The ECA website provides quality resources available that look at the issue of childhood obesity:

Start them right - a parent's guide for healthy eating for under fives

There's more to food than eating: Food foundation for children birth to eight years

Eat right, don't fight: A practical guide to feeding children from birth to the preschool years

Everyday learning in the kitchen

Early Childhood Australia's early childhood magazine, Every Child

Resource

Early Childhood Australia:  A voice for young children.  Retrieved from

            http://www.earlychildhoodaustralia.org.au/

Research that Benefits Children and Families--Uplifting Stories

When it comes to positive effects of research, even young children can contribute if appropriate methods are used (Whiting, 2009, pg. 32).  Children and families need to contribute to the research manner, especially when the outcomes could help or hurt everyone as a whole.  It is valuable to use study implements in which will ease their commitment to propose major influences to create an understanding which is exceptional to the likeness of desires.  Provided the research is well planned and appropriate, it is possible to involve children from a very young age as well as adults who may not be as knowledgeable (Whiting, 2009, pg. 35).  Recommendations of children and families can notify parts of the process, guaranteeing relevance of information materials, permission forms and techniques.  Of course there are difficulties dealing with participation of children and families when it comes to research, nevertheless with cautious preparation, these are manageable.  Children and families can benefit through the development of new skills and being able to express themselves (Whiting, 2009, pg. 33).  It is about going through things the correct way.  Families must understand there are manipulating procedures out that can bring a negative effect on research so it is vital to have precautions on what is going on and provide family assistance if needed.

Reference

Whiting, L. (2009).  Involving children in research.  Pediatric Nursing, 21(5), 32-36.  Retrieved

from http://web.a.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=5d9a2da8-554f-4cef-bf4e-0820878e4961%40sessionmgr4001&hid=4104

My Personal Research Journey

   Hello everyone today I would like to introduce to you my chosen topic for the simulation which is providing families with resources and support.  I believe this is an important matter to help further a child's education.  There needs to be ample support not only from the professional educators inside the system, but from outside sources as well, being families.  It is up to the professional educators to help guide these families in by providing resources and support systems to ensure they are able to assist.  In my opinion if families are to work with schools as partners in their child's education, school systems should offer chances and support needed to become associative.  During my student teaching time last year I had the opportunity to provide parents with ample chances to come in and make a difference in the classroom for all the children by reading and telling inspirational stories about their jobs.  So many times these systems anticipate families doing everything and visa versa.  I am all about the two coming together for the better of the children because that is what it is all about, out children.  Producing valuable collaboration with families entails that staff generate a setting that endures families and inspires them to elevate questions and propose worries as well as to contribute suitably in figuring out certain choices.  Constructing teamwork involves organizations providing information and training parents need to ensure they are involved and that they stick their necks out to parents with invitations to take part in their child's education.
   If anyone has any resources on this topic to help gain better knowledge I would greatly appreciate it.  I really feel the most important part of a child's life is their education but to get the best out of a child, teamwork needs to be brought out from both educators and families.

Here are a few articles from my research:

http://www.naeyc.org/files/naeyc/file/research/FamEngage.pdf

http://search.proquest.com.ezp.waldenulibrary.org/docview/197637257

http://search.proquest.com.ezp.waldenulibrary.org/docview/228412131?accountid=14872

 

What I have learned internationally about the EC field

During this course I have had the opportunity to learn about the field of early childhood education and care in other countries.  I have had the opportunity to analyze resourceful websites.  Here are three consequences of learning about the international early childhood field from my knowledge:

One consequence is establishing mutual communication opportunities with professionals not just in the U.S. but worldwide.  With the growth of technology, collaboration should be no problem at all because of what the internet and computers can provide for professionals.  Thanks to this course I was able to find tons of information internationally about how their early childhood programs work.  It is vital to understand how things work all over because pointers can be given both ways and no matter where we are, education is still one huge stem and we have to make sure that stem is developing successful flowers (children). 

Another consequence is professional opportunities.  In learning about the international early childhood field I was able to view other places to see how much better or worse their systems are run.  For example, Japan is really strict about who they bring in to teach because they are all about quality of their children.  Early childhood education is number one on their list so becoming a teacher their takes some real talent.  In saying that, I love it because I am all about getting the best out of every child as well as myself and other professionals around me.

A final result of learning about the international early childhood field is just simply being able to compare our system with others internationally.  In Africa, there is a significant need for early childhood educators.  Children are not getting the education they need because of the lack of professional educators.  Having the opportunity to research and network is great to really see how some countries need help.

My future goal:

I believe the international early childhood field will grow strong and put valuable educators in place to ensure success amongst our children.  Early childhood leaders and professionals worldwide will continue to come together to communicate issues and approaches needed to achieve the best care and education so that our worldwide flowers bloom to high hopes.

Getting to Know Your International Contacts—Part 3

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) promotes for Early Childhood Care and Education (ECCE) programs that attend to health, nutrition, security and learning which provide for children's complete development.  UNESCO works in partnership with member states, partners and other sponsors to inspire suitable and efficient operation of the Moscow framework so that all youths progress their potential to the max.  The UNESCO also brought about the Big Push workshop to increase early childhood care and education in Africa (UNESCO, 2013).  Africa is of importance for UNESCO and education is vital to the region's progress.  UNESCO's Regional Bureau for education in Dakar and 15 field offices serving sub-Saharan Africa work to keep education high on the agenda of governments and development partners (UNESCO, 2013).  

The ECCE is having a hard time in Africa.  Only a little more than one out of four African child aged between 0-8 get a shot to attend some kind of pre-school activity (UNESCO, 2013).  This is sad and I personally believe something needs to be done about this situation quickly.  The types of ECCE programs currently being operated in many African settings are neglecting the cultural values and practices of their societies.  There is no country that should ever have to suffer this type of neglect.  Education is very important not just in our nation but worldwide as well.

Some other vital information I found is the International Institute for Educational Planning (IIEP) office in Buenos Aires recently launched a new website in the framework of the Sistema De Informacion De Tendencias Educativas En America Latina (SITEAL) initiative:  Sistema de Informacion sobre la Primera Infancia (SIPI) organizes material on engagements targeting at satisfying the rights of early childhood in Latin America and assesses the notch of success.  This system delivers efficient information on the guidelines and policies in 19 countries of the region and proposes statistical signs.  All information can be retrieved by country or by group of rights (UNESCO, 2013).

Reference

United Nations Educational, Scientific, and Cultural Organization (2013).  Early childhood care and education.  Retrieved from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/

Sharing Web Resources Con't

        This week I would like to share from the International child resource institute (ICRI), their working with Nepal on supporting international non-governmental groups build up a step by step preparation for sheltering and supporting children with confined parents.  The ICRI states "Mr. Ken Jaffe, Executive Director of the International child resource institute, traveled to Nepal so he could extend technical assistance to help the groups reach their mission" (ICRI).  This support and notice ensures the labor of the "Network on Children, Prisoners and Dependants (NCPD).  ICRI in Nepal assists the structure of this association of popular organizations running to support convicts and their children.  "We have remained deeply involved with the organizations and with its efforts to improve the well being of families impacted by Nepal's prison system."  "In recent years, ICRI in Nepal and the NCPD have received funding from the United Nations Development Program to implement HIV/AIDS prevention, vocational training, and psychosocial support programs in Nepali prisons" (ICRI).

        The ICRI of Nepal has overpowered the leadership of the National Center for Learning Resources, a modern reach to pre-primary and early education, instructors' preparation and school enhancement curriculums.  THe curriculum guides young children to progress their education success by having school resourceful and significant.  Problems are all over the world and organizations such as the ICRI continue to improve early childhood education and families across the board.  Stated by the ICRI, over 38 traditional ECD and primary classrooms have been restructured, reorganized and converted into child-friendly environments (ICRI).

Resource

International Child Resource Institute (ICRI).  Retrieved from http://www.icrichild.org/nepal/