When I Think of Research....

....I think--whew, I made it!

To be completely honest, the thought of doing a research based course scared the bejeebies out of me. My interest in early childhood education is based off of my passion for working with young children and their families. I have been a Director at various Early Education Centers for almost 10 years, and I have had no greater joy than seeing children that I knew as infants graduate from Pre-K. In my mind, this had nothing to do with research, and dealt more with a natural, and emotional way of studying children.

However, through this course I've come to realize that maybe all along I did believe in research, I just didn't know enough about it. Research doesn't have to be children pressing buttons behind a glass mirror while researchers in lab coats take notes. It can be so much more, and can help every aspect of early childhood subsequently. The biggest insight I gained from this course is that research takes many forms, and is conducted by many different people. Every study has a different hypothesis, research question, and method of acquiring data.

I learned that planning, designing, and conducting research is a long task, but in the end is very purposeful. Creating my research simulation over the last 8 weeks has challenged how I think about certain aspects of my professional life, and also helped to keep me organized. The direct way that the simulation was set up really made me think, and taught me how helpful research actually is to my chosen profession.

Some people in early childhood education have a very research oriented mind, and I applaud those people. The biggest challenge I met was trying to turn my mind in a research direction. Writing a research simulation requires a very formal way of writing, and if you can't tell, I'm more of a free thought kind of writer. Over the last 4 weeks especially I have done a lot of editing, re-writing, and over thinking before turning in my papers. In the end, I think that I was able to really commit to producing quality work that met the requirements.

Overall, this research course has opened my eyes a little to how research can really benefit early childhood programs. I even found myself looking for scholarly articles to articulate different points with the children and families I work with! My perceptions about research have been changed thanks to this course, and I'm grateful for that.

Now, on to the next course! We are all doing so well, and I'm glad to have the support of my colleagues who are treading through with me. We've got about a year left! Let's go!

Research Around the World

This week I looked towards Australia for information on what Aussie's are looking at in the world of early childhood research. "Early Childhood Australia advocates to ensure quality, social justice and equity in all issues relating to the education and care of children from birth to eight years" (Early Childhood Australia, 2014). Early Childhood Australia is the equivalent of NAEYC for the United States.

A quick review of their website shows that some of their most current research is on quality in early childhood, information on intentional self-harm and suicidal behaviors in children and providing quality and affordable early childhood education (Early Childhood Australia, 2014).

I find it very interesting that the state of early childhood education in Australia is quite similar to that of the United States. In Australia they are looking to provide high quality, affordable early childhood education to all children, which is something that the early childhood community in America is trying to move towards as well.

I was also intrigued by the Research in Practice Series that Early Childhood Australia has published for educators. The series "provides practical, easy-to-read resources for those involved in the early childhood field" (Early Childhood Australia, 2014). These books are available to educators so that they can further their knowledge and stay up to date with the most recent trends and research in early childhood. I also found that their "Learning Hub" section is a technologically advanced area where educators can get more information on their profession, and communicate with other educators. That is a really amazing offer for teachers, administrators and families.

I will look to the Early Childhood Australia website for more information as I navigate our research course. It's always helpful to see where the rest of the world stands on the subject of early childhood education.




Reference
Early Childhood Australia. (2014) Retrieved from http://www.earlychildhoodaustralia.org.au

Research that Benefits Families--In a dream world..

My task this week is to think of a dream research project that is unrestricted by reality or current constraints that could potentially benefit children throughout the world.

My mind immediately went to childhood cancer. Each year approximately 13,400 children between the ages of birth and 19 years of age are diagnosed with cancer (ACCO.org, 2014). If I were to have unlimited research resources, without limitations I would work to cure childhood cancer. The ultimate, worldly benefit that would result from a positive research outcome would help many children and families all over the world.

The reason I would choose this topic has a personal story behind it. When I was 5, my best friend Katie was diagnosed with leukemia. I remember spending the next year with her at the hospital, and witnessing her go through the traumatic experience of chemotherapy, and, ultimately, losing her battle with cancer. As a then 7 year old, I don't think that I fully understood what had happened, and what this meant for me, my family, and most importantly Katie's family. I was sad to know my best friend was not around, and I recall being confused as to why we didn't go visit her in the hospital anymore.

Cancer is a disease that children fight each day. In some cases it makes it impossible for children to go to school, because of lowered immune systems, and some, like Katie, do not make it into adulthood. I know that this is a highly researched subject, and I hope that some day there is a cure, so that other families do not have to go through what Katie's did.




Reference
http://www.acco.org/information/aboutchildhoodcancer/childhoodcancerstatistics.aspx

My Personal Research Journey

So, we have all arrived at the daunting task of our first research related course. I can say, after completing the first discussion posts, it was obvious that we are all feeling a little intimidated by the title of course and the challenges that the topic of research brings. I, for one, am in the same boat as my colleagues right now. Research to me is a very detail oriented subject, and for me, the topic of early childhood is so natural, that sometimes the small details are lost on me. I will say, however, that I'm excited for the challenge.

In this course we have been tasked at creating a broad research topic, and then several refined, very specific topics that we will do research on over the next 8 weeks. My original idea was based on play-based play environments in classrooms, and how they affect children and their development. Based on looking forward into the next several weeks, I'm figuring out that my research topic is way to broad, and it will need to be paired down. I am working on creating a more refined topic that I can use to base my work off of.

So, my Walden colleagues, any ideas on how I can narrow down my broad topic into a more researchable topic? I'd appreciate your help and thoughts on the matter!

Issues and Trends in the Early Childhood Field--Final Post

Another 8 weeks in the books! This time around, I have learned so much about issues and trends in early childhood, and have really come out on the other side of this course with even more passion and love for my chosen field of early childhood. I feel that sometimes passion is missing in many peoples' chosen profession, job, or career, and I can honestly say that I love what I am doing, and I can see myself learning and growing each day.

I have been fortunate to have had the opportunity to speak with several international professionals over the last 8 weeks. I emailed back and forth several times with an early childhood professional in Israel, and once with a student/teacher in Great Britain. I really enjoyed the chance to talk about issues in early childhood, and really just see into the lives of people who are working towards the same goal that I am all the way across the world!

Were there consequences about learning more about the international early childhood community? Yes, but mostly positive consequences. First, as a direct consequence of speaking with other teachers I have ignited a larger passion in myself to learn more, and to understand more about the international community. I will admit, I am not well traveled, and by doing research on different countries, and speaking with someone from Israel I would really love to travel and actually see what early childhood looks like outside of the US. Next, a consequence of learning about other countries, I have realized that I am very fortunate to be where I am, with the luxuries that I have. It is very easy to get drawn into a bubble where you don't consider what other professionals might be dealing with on a daily basis. The last 8 weeks have really opened my eyes to other situations and struggles that other professionals are going through.

Finally, the best consequence of my continued learning through Walden is the fire that has been lit underneath me. I have said this after other courses have finished, but this time I feel it the most. My drive to provide high quality early education has always been present, but now it is in full force. I feel rejuvenated, and excited about continuing to learn and ready to pass on my knowledge to the professionals that I work with.

My goal for the early childhood field is to continue to advocate for early childhood standards and regulations. Too often I see programs that lack funding, quality teachers, and because of that children and families struggle. Children need early childhood education, and unless there are standards in place that help guide programs to success, many children miss out on the great start that they need and deserve.

International Contacts--Part 3

This week I was able to speak with my early childhood contact in Israel through several emails. I have been able to ask her many questions regarding the Jewish preschool that I work at, so it has been a very eventful and thought provoking week. I was also able to communicate with her about the questions  from this week's blog assignment. Here's what she had to say:

1. What issues regarding quality and early childhood professionals are being discussed where you live? From this topic we discussed my current challenges with finding qualified teachers, and my friend in Israel said she has experienced the same thing. There is a focus on providing high quality early education environments where she is at and studying, but the quality of teachers available lacks significantly. She is also working towards her Masters degree, and wants to be able to work for a program that "makes a difference", but worries she won't be able to find exactly what she is looking for.

2. How does your center handle professional development? Teachers are able to find professional development opportunities, and within reason the center will facilitate them going. This is a little different than what I am used to, as a large center with budgetary constraints, I sometimes unable to pay for higher priced professional development for my teachers.

3. What are your longterm professional goals? We talked about how her first goal is to finish school, and then see what life looks life. We joked that we were definitely in the same head space there!

4. What are some of your hopes, dreams, and challenges? She would love to open up a center of her own one day, but understands the financial backing that would require. She said, "it's important for me to do what I love, and love the people around me".

It was really a great week professionally, for me. I have enjoyed getting to know my Israeli friend, and look forward to potentially visiting her some day!

Sharing Web Resources....again!

This week I am looking even further into the Zero to Three website (www.zerotothree.org)

1. Follow some of the outside links that you have not yet explored. Where do they lead? What do you find?

I decided to look at the resources available to parents. Zero to Three offers parent brochures and guides that cover a variety of topics. Including information on language development, developmental milestones, literacy, and ways to support learning for infants and toddlers. The guides are available in a .pdf document that can be printed out or emailed to parents. It's a really fun resource! I can already think of several parents that specific situations that I can use the guides for. 

2. What information is available on the e-newsletter?

This time around in the e-newsletter is promotion for an all day charitable giving campaign that Zero to Three is supporting. It's called Do More 24. One June 19th, 2014 Zero To Three asks everyone to participate in an all day giving competition, and funds donated will help to benefit early childhood education. 

3. Is there any information that adds to your understanding of equity and excellence in early care and education?

http://www.zerotothree.org/public-policy/federal-policy/ Here  found information on Public Policy and Zero to Three. The most interesting and insightful information I found was the federal policy agenda and federal policy updates. The information to help me be successful in advocating more for early childhood is just at my fingertips!