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.