When I Think of Research...

This course has taken me on quite a bit of a journey.  In the beginning, learning how to evaluate research articles was a huge help not only for this course, but for future courses.  At first glance, the number of pages seems overwhelming, but by following the pattern of research articles and knowing what to skip was, and will be, extremely helpful in reading and writing research papers.  Through my career, I have been exposed to research, however, not to the extent that this course has done.  Defining and experimenting with the types of research approaches (quantitative, qualitative, and mixed-method), has made me think through the nature of research studies and just made me more aware of vocabulary used in such studies.  What lessons have I learned about planning, designing, and conducting research?  EVERYTHING!  I didn't realize how much preparation goes into such studies, issues that can arise with participants, and the whole idea of ethics and ethic committees.  I have also learned that children, just like adult participants, should be given just as much respect throughout the entire research study, even when their parents sign the consent to participate.  I guess from working with children and building that positive rapport, I looked at it as...children love the attention and when finished with the study move on to what makes them happy. 

There were many challenges, and still are!  Trying to figure out a research question that is narrowed and focused and trying to keep the vocabulary straight and apply it to my own application papers are two challenges I can think of.  Rereading the information and searching on the internet for articles that may have clarified things easier were two strategies that I used.  Also reflecting on Dr. Myer's comments and through colleague discussions, helped me to see things in a different perspective.  Early childhood professionals have a high standard to uphold in their everyday careers, especially those doing research on young children.  A lot of time and effort goes into making sure that research is being done for a purpose, respectfully, and in a manner that is valid.  I can see myself paying closer attention to reading research studies, after taking this course.

Research Around the World

Early Childhood Development Virtual Universisty (ECDVU) Sub-Saharan Africa (SSA)

http://www.ecdvu.org/ssa/index.php
http://www.ecdvu.org/ssa/major_reports.php

This website lists the titles of students', at the School of Child & Youth Care University of Victoria, thesis or major project based on current research being done in Sub-Saharan Africa (SSA).  Some of the current research being done by these students include:

• Adaptation of an established measure to assess the quality of child services in a selected orphanage in Zambia:  The Inclusive Quality Assessment (IQA) Tool
• Coordinating the Development and Implementation of the 2003-2013 National Action Plan (NAP) for children in Malawi
• Integrating indigenous knowledge in ECD training and services
• Involving father in early childhood care and development
• Assessing the influence of different early childhood development models on pre-school children's school readiness in Kenya

To my surprise, research internationally is similar to the research that is currently being conducted in our country.  Not only is the research being done, but their beliefs and understanding of what is important in the development of young children and their families are similiar to what the early childhood field is currently focusing on here in the United States. 

On a side note, while reading some of the research papers, I have noticed many of the procedures that we have been discussing in this course about how a research paper is written and what are the important parts to read and what parts to skip.  I am finding sorting through the long lengths of documents easier each time I read them. 

Research that Benefits Children and Families

The only research that I can think of has been research on language and literacy skills in preschool age children.  A few years ago, children were tested using palm pilots (electronic device that told what to ask children and then calculated the responses).  There was no harm to the children except the fact that the testing was considerably long, children were taken from their normal environment and at times given the test by someone unfamiliar, and there were no hands on activities.  Children became restless and, I believe, did not perform the best that they could under the circumstances.  The study tested children 3 times a year on skills such as vocabulary, rhyming, word segmentation, word blending, syllables, and words in a sentence.  There were control classrooms that were provided no instructional suggestions and other classrooms that were given activities that incorporated the language skills that children were tested on.  Of course, the classrooms that diligently taught lessons geared towards the skills did considerable better on the palm pilots.  For teachers, it was a reminder of how much children can learn and understand, and how important our teaching of new concepts is for children.  Because the research study was a few years ago, I can not thoroughly remember all the results, but I can also imagine, from reading current research, that the children with greater vocabulary were more proficient in reading throughout the elementary school years.

Since taking this course, I have noticed so much more research studies being advertised on television.  And at the same time, compensation advertisements for people who have been part of research that has had negatives effects on their health! 

Research Simulation

The general early childhood topic that I am choosing to focus my research simulation on is attention-deficit/hyperactivity disorder (ADHD).  Three related subtopics of interest are:  brain development in children with ADHD compared to children without ADHD, the diagnosis process (ADHD or developmentally appropriate), and management techniques for school and home.  My personal reason for choosing these subtopics is that my son has recently been diagnosed with ADHD and the more understanding of these subtopics I become, the better off I will be able to help him at home, as well as advocate for his specific needs in school.

The one subtopic of focus for this course is going to be the diagnosis process, ADHD or developmentally appropriate?  Working with Head Start children and families, it has always been challenging to have families understand what is developmentally appropriate for young children.  Many think that their children may have ADHD when in reality their child is acting developmentally appropriate, or there are families that have children showing signs of ADHD, however are unsure who to turn to or  they may believe that what their child exhibits is normal behavior, attention, and focus.

I have not focused on the research chart at this time, however, from skimming the assignment and reading the first chapter, I am feeling more comfortable about this whole research course.  Chapter one talks about realizing that sometimes the question we start off with isn't the question we end up researching was comforting (MacNaughton, Rolfe, & Siraj-Blatchford, (2010).   As I focus on the diagnosis process, I can see how the other two subtopics may come into play before this topic or in conjunction with.

If anyone has any experience, either professionally or personally, with ADHD and how families perceive it, I would love to hear from you.

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I.  (2010).  Doing early childhood research.  New York, NY:  Open University Press.

Final Blog Assignment

Three consequences of learning about the international early childhood field would be:   knowing where and how to research and find organizations related to international education, the understanding that many other countries are also facing the same trends and issues found here in the United States, and that keeping abreast with various organizations and their programs could lead to those programs being implemented within our own country as a way to improve quality and teaching.

One goal for the education field would be to advocate for children, families, and early childhood professionals.  In doing so, making society aware of what is happening globally and taking all of "what is working" and adapt and implement for all parts of the world. 

Thank you to everyone who has shared information about the early childhood field in other countries.  I enjoyed reading your posts.  Good luck in future courses.

Getting to Know Your International Contacts-Part 3

Trying to find an early childhood professional outside of the United States has proved to be a challenge.  However, last week I was able to receive a response from a co-worker's friend whom lives in Austria.  I had to bombard her with questions since this assignment is coming to an end, however, she loved sharing information about early education in Austria.  Below are questions that I asked of her and her responses related to the education field, issues and trends, and her own professional hopes, dreams, and goals.

What programs are being offered?

·       - Kinderkrippe, Tagesmutter (ab 8 Monaten - 3 Jahre) Nursery School/Home Care (8 mo to 3 years

·       - Kindergarten (ab 3 Jahre - 6 Jahre) kindergarten (3 years to 6 years)

·       - Vorschule (6 - 7 Jahre) pre-school (prep-year if needed) (6 to 7 years)

·       - Volksschule (6 - 10 Jahre) elementary school (6 to 10 years)

Are these programs state funded?

·       - ja die Institutionen werden fast alle vom Staat unterstützt - vorgeschrieben wird allerdings erst der Kindergartenbesuch im 5/6. Lebensjahr (Stichtag ist immer der 1. September) und die Volksschule Yes, almost all programs are state funded. Kindergarten and elementary school attendance is a requirement for 5/6 year olds. Cut-off date is 9/1.

Who pays?

·       - ja, Kinderkrippe und alle privaten Einrichtungen verlangen Geld von den Eltern Parents pay for private programs and nursery schools – kindergarten and elementary schools are free (this is new for the last 6 years)

Types of programs/carrier:

·       - die meisten Einrichtungen sind Gemeinde- oder städtische Einrichtungen die gut vom Staat getragen warden Most programs are supported by their own community/town/city

·       - sehr viele kirchliche Einrichtungen (Caritas) haben vom pädagigischen Standpunkt einen besseren Ruf Most in programs in Austria follow a religious standpoint and have a good reputation

·       - Alternativeinrichtungen wie Montessori- oder Waldorf- oder Waldkindergarten sind eher Rarität und leiden meist unter akuten Geldmangel, da sie meist hauptsächlich von den Eltern getragen warden Waldorf, Montessori programs are offered, but rather rare. Cost to high.

Children with disabilities:

·       - ja, Kinder mit Behinderungen dürfen in jeder Institution integriert werden - es senkt sich nur die Kinderanzahl in der Gruppe und zusätzlich wird ein Stützpädagoge eingestellt (hängt natürlich aauch vom Grad der Behinderung ab) Children are integrated into typical settings. The ratio is lower and based on the disability, an additional support therapist is placed in the classroom.

Curriculum/Standards:

·       - es gibt einen Bildungsplan, den man während der Ausbildung kennelernt - allerdings wie du diese Inhalte in der Praxis umsetzt bleibt dem jeweiligen Pädagogen überlassen - man hat relativ freie Hand (der Träger gibt kaum etwas vor) Each individual program selects their own curriculum based on their believes and philosophy. The state does not set specific requirements in place. A general education plan is taught to students during their early ed studies. However, how these are implemented into the classroom setting is very flexible.

I found it interesting that kindergarten comes before preschool in Austria.  And that pre-school seems to be only used if necessary before starting elementary school.  Previously, before 6 years ago, kindergarten and elementary schools were not free?  I found that interesting and am going to follow up with, Andrea, to find out how school was paid for previously.

·  What issues regarding quality and early childhood professionals are being discussed where you live and work? Wird im Moment ueber die Qualitaet der Frueherziehung/Bildung diskutiert? In welchem Zusammenhang?

Über die Qualität wird immer wieder mal diskutiert, im Moment allerdings ist die Knappheit der Betreungsplätze das große Thema! Da seit ca. 6 Jahren der Kindergarten gratis ist, werden alle Institutionen von Kindern gestürmt - daraus resultiert absoluter Platzmangel und zuwenige Pädagogen (die Qualität leidet daher vor allem im städtischen Bereich - am Land sieht es deutlich besser aus)

From time to time you will hear debates about the quality of early childhood programs. Currently, parents are challenged in finding a program that excepts their child. This results into long waiting lists. Kindergarten in Austria is free, so everybody enrolls their child and intitutions are not able to handle the demand. The quality of the programs suffer as well, however, more in local communities rather than in state-funded programs.

 

·  What opportunities and/or requirements for professional development exist? Werden Weiterbildungen angeboten und gibt es bestimmte Pflichtbildungen an die man nach der Ausbildung teilnehmen muß?

Es wird jedes Jahr ein Kursbuch herausgegeben wo man sich als Pädagoge 1 - 2 Seminare aussuchen kann aber nicht muß! Alle 2 Jahre findet eine Pflichtseminarwoche für alle Pädagogen des Bundeslandes statt (den Kurs kann man sich aussuchen)

Each year, several seminars are offered to early ed professionals/teachers. It's recommended to select one or two, but not required. Every other year, a seminar week is offered. To attend one seminar doing the entire week is a requirement by the state.

 

·  What are some of your professional goals? Was sind Deine professionellen Ziele?

Ich mache derzeit ein Ausbildung zur Früherzieherin und hoffe, dass ich nach meiner "Kinderauszeit" einen Job in einer guten Institution finde, dass mir der Job Spaß macht und vor allem dass die Kinder nicht nur gut versorgt sondern auch glücklich den Alltag erleben können!

Currently, I am taking courses to get certified in teaching infants and toddlers. I am hoping that this will provide me with more opportuninities in finding a better teaching job when re-entering the work force. I am currently a stay at home mom.

 

·  What are some of your professional hopes, dreams, and challenges? Was sind Deine professionellen Hoffnungen, Traeume and Herausforderungen?

Für mich als Pädagogin würd ich mir wünschen, dass die Kinderanzahl in den Gruppen gesenkt wird, und dass mehr Betreuer in der Gruppe mithelfen dürfen (derzeit kommen 23 Kinder auf einen Pädagogen, stundenweise unterstützt durch eine Helferin!) Weiters würd ich mir wünschen dass die Mütter wieder zur Vernuft kommen und nicht ihre Babies im Alter von bereits wenigen Wochen in die Kinderkrippe geben, sondern erkennen wie wichtig die Mama in den ersten Lebensjahren ist!

Außerdem fände ich es toll, wenn das Image der Pädagogen ein bisschen besser werden könnte, dass endlich erkannt wird, dass wir keine Spieltanten, sondern qualifiziert eine sehr verantwortungsvolle Aufgabe zu erfüllen haben!

• Lower adult-child ratios (currently 23 children to one teacher and a para)
• Mothers staying home longer with their children/babies rather than sending their child off to "day care"  
• Better recognition of teachers - many still see teachers as children's play buddy  

It seems as if similiar issues are being discussed in Austria with high-quality early education and waiting lists.  I know a few years ago, it was a challenge to find a child-care center for my children without being put on a waiting list.  That becomes an issue when needing care for employment.  Professional development is much different than the requirements for teachers in PA where you have 5 years to complete ACT 48 credits to keep your certification active.  Haven't thought about the math, wheather a week long seminar every other year adds up to the same amount of ACT 48 credits needed in 5 years, but it is a different approach to professional development than I am used to .  Andrea's hopes and dreams are commendable.  I would have loved to be able to be a stay at home mom for my children and I admire the many families that are able to make that happen.  With the increase of research and discussion about the importance of early education, hopefully, people will begin to see early childhood teachers similarly to elementary school professionals in the aspect of their importance to young children and their families.  Lower adult-child ratios would be on my top to change list!  With the increased academic readiness, integration of disabilities and mental health disabilities integrated into the regular education and preschool classrooms, less children per teacher would be most beneficial.  Even though this blog assignment is over, questions still remain that I am curious about and would like further information....so, if interested feel free to check back.

Sharing Web Resources Continued...

This week I chose to explore an article under the "ISSUE" section of the Harlem Children's Zone website.  The article talks about the difficulty the program has in assessing the well-being of all children.  There is progress being made on the national/state level, on the other hand, on small geographic levels, the capability to track important well-being indicators is weaker.  There are very few indicators comparable across cities.  At this time, a goal is to produce a set of core indicators for Promise Neighborhoods that assess a child's well-being at the city or neighborhood level.  This issue coincides with our discussion this week about equity barriers in the early childhood field.  Many barriers exist when linking a comprehensive, system-wide approach.  Two of which include...attributing cause and effect is complex.  A broad goal, such as reducing poverty may be difficult to reach, however having more narrow indicators, such as addressing poor nutrition and low-quality child care may be more attainable.  Another challenge is the dearth of reliable indicator data at a community/neighborhood, or city level.  Just as universal standards, universal preschools, etc. is a focus in the early childhood field, standards and indicators are also a priority for the Promise Neighborhood. 

As mentioned in the first blog assignment related to the HCZ, the Head Start program where I am employed, did participate in the Promis Neighborhood.  In 2010, we were awarded an American Recovery and Reinvestment act expansion through the Department of Health and Human Services to expand programming to 20 children.  The program was designed as a 6 hour day, five day per week, and 50 weeks per year operation.  Parent provided input to help design the United Way Parenting Education Project.  Some of the successes of the program included, average daily attendance of 95%, 62% of families received referrals to community provider for health care, drug/alchohol services, housing, employment, transprotation, food, or MH counseling services, 98% of parent participated in family goal setting and 78% achieved two or more goals, 97% of children had a medical home and health insurance as opposed to 68% in the beginning of the program, similarly, at the beginning of the year 60% of children were up to date on required physicals, dental exams, and immunization, where as at the end of the program, 98% of children were up to date.  Academically 5%-50% of children were proficient in learning domains and by the end of the year 80%-95% demonstrated proficiency.  Unfortunately, because the ARRA funding ended in September 2011, our agency is unable to follow these children and families through college as the program was intended to do.