When I Think of Research.....

Gaining new insights on the value of conducting research has empowered me in the field of early childhood to participate in critical reflection of my past education and experience and how to apply it to my chosen research study.  I appreciate the approach shared by Mackenzie and Ling on the research journey from the perspective of the ‘supervisee’, “the journey begins with a naïve interest in a topic and over time constructs new knowledge and develops a new voice while the supervisor provides inspiration, knowledge and experience” (2009, p. 48).  From learning the different paradigms that can be used, to complying with ethical standards to analyzing data collection methods, the last eight weeks there has been added value to my knowledge bank and I have an increased understanding of how the research process works. 

I have known that the research process was complex but until I participated in this research college class, I did not understand that the amount of time that is necessary to complete a research study before it can effectively add value and new knowledge to the field; years and sometime decades have been spent completing a research study. Having the flexibility to embrace change during the process is a necessary character trait that can support the success of the research study.  There are several questions that need to stay on the forefront during the complex planning process such as, how will this study impact the field of early childhood?; how will this study impact the participants?; is it possible the results of this study could be misused to support an issue that could negatively affect children and families?; and will the methods chosen support an equal partnership between the researcher and the participants to result in rich data collection?.  Keeping these questions in mind may drive the decision to make necessary changes to the sampling, data collection methods or may even drive the decision to change the design from quantitative or qualitative to a mixed methodology.

The biggest challenge for me during the development of my research simulation was the refinement of my research question.  With my naïve interest in protective factors needed for children to build resiliency to overcome stressors in their little lives, I was getting sidetracked with all the information at hand and losing my focus.  Dr. Terry Davis, was my metaphorical ‘supervisor’ who guided me with her knowledge and experience in the development of a good research question that could produce results to positively support the field of early education.  In addition to the guidance from Dr. Terry Davis, my fellow students and colleagues supported me through the last eight weeks.  I would like to extend my appreciation to each of you for sharing your knowledge and experience with me.

Reference

Mackenzie, N. M., & Ling, L. M. (2009). The research journey: A Lonely Planet approach. Issues in Educational Research, 19(1), 48–60 

Research in Sub-Saharan Africa

While touring the Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA) website I noticed some similar topics of research as in the United States, such as:

·         Improving the Quality of Care of Childhood through Parenting Enrichment;

·         Involving Fathers in Early Childhood Care and Development;

·         A Guide for Effective School and Parent Collaboration;

·         Assessment of Interaction and Stimulation in Single-Mother Low-Income Families; and

·         Assessing the Influence of Different Early Childhood Development Models on Pre-School Children’s School Readiness in Kenya.

All research projects were completed by students from the School of Child and Youth Care University of Victoria as a part of his/her thesis or major project for graduation.  Although the University is located in Victoria, B.C., Canada, the Virtual University is serving students from Africa.  The research projects are completed by the students in partnership with the expertise of the ECDVU staff. 

In reading one report completed in January 2002, I was shocked to read that in the country of Kenya 700 people per day were dying of HIV/AIDS related illnesses.  “The drop in life expectancy is related to the high prevalence of HIV/AIDS, especially among the age group of 15 to 45 years” (Ngaruiya, 2002).  The other childhood diseases causing children to die are malaria, diarrhea and acute respiratory infections.  With our state of the art world of medicine I am surprised the populations of Kenya are not provided with immunizations and preventative care that protect children from these deadly diseases.  I am hoping to find current information to see if the health disparities in 2002 are still prevalent nine years later.  I am praying some medical advancement have been afforded to African communities so children and families can live healthy and happy lifestyles.

References:

Ngaruiya, S. (2002, January).  A Report on the Status of Early Childhood Development (ECD) in Kenya.  Retrieved December 2, 2011 from, http://www.ecdvu.org/ssa/documents/Kenya_Country_Report.pdf.



 

As an advocate for continued and increased funding for Early Learning I was thrilled to find the results of a research study that proves the return on the investment is alive and active more than a dozen years after the child transitions from a quality child care setting to elementary school.  The Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) carried out this study with 1,300 children with diverse backgrounds; low-income, middle-income, single parent and two-parent homes.  “The researchers sought to determine if early child care quality, quantity, and type predict children’s achievement and behavior problems at age 15” (Vandell,  Belsky,  Burchinal, Steinbert, & Vandergrift,  2010).

The results of the study include evidence that teens scored higher on tests and academic achievement when they attended high quality pre-school settings.  Due to attendance of high-quality child care settings during their toddler and pre-school years, the study participants showed “fewer behavior problems-including rule-breaking, arguing, and hanging out with peers who get in trouble – than teens who had attended poor-quality child care” (Vandell et al., 2010).

I have filed this research study in my resource bank for future references when I am working with my colleagues in writing letters to legislators pleading for continued early learning funding.  No matter the state of the current economy, it has been my experience that we need to continue educating legislators and the general public on the benefits of not only investing in early learning but also investing in oversight to ensure quality services for all children and families. This research study will support our efforts.

Reference:

Vandell, D.L., Belsky, J., Burchinal, M., Steinberg, L., Vandergrift, N. (2010, May 14). Child Development, Vol. 81, Issue 3, Do Effects of Early Child Care Extend to Age 15 Years?  Retrieved November 17, 2011 from www.srdc.org. 

MY PERSONAL RESEARCH JOURNEY

The chosen topic for my research simulation is: ways to foster resiliency for children in early childhood programs in overcoming toxic stressors in their life. 

As a Training/Technical Assistance Provider, my work with staff who support at risk families I have found that staff need additional knowledge and resources so they can strengthen the resiliency levels of the children who are exposed to toxic levels of stress.  In a majority of the trainings I facilitate the main concern from Head Start staff is how to work with children who are exposed to the multitude of stressors that accompany living in poverty.

In searching research documents on toxic stress I have found that researchers have used two different definitions for toxic stress in their work.  I must make a decision on which definition I would like to use in my continued work on this topic. 

“Toxic stress occurs when children lack frequent protective adult support for prolonged periods” and “can be triggered by extreme poverty, recurrent abuse, chronic neglect, or a parent with a drug or drinking problem” (http://my.brandeis.edu).

Or

“The terms positive, tolerable, and toxic stress refer to the stress response systems’ effects on the body, not to the stressful event itself. Because of the complexity of stress response systems, the three levels are not clinically quantifiable—they are simply a way of categorizing the relative severity of responses to stressful conditions.” (http://developingchild.harvard.edu)

Both of these resources and documents found in the Walden University library will support my research journey in finding additional knowledge to support early learning programs in providing nurturing environments that will support strong resiliency foundations for our at risk children.

References:

Brandeis University (2005, May 23).  Reversing ‘toxic stress’ on children.  Retrieved November 12, 2011 from http://my.brandeis.edu/news/item?news_item_id=103832&show_release_date=1

Center on the Developing Child Harvard University (2011).  Toxic Stress Response:  The Facts.  Retrieved November 11, 2011 from http://developingchild.harvard.edu/topics/science_of_early_childhood/toxic_stress_response/

Collaborative Learning Community

It has been an absolute pleasure making contact with early learning professionals on an international level.  My first attempts were not fruitful as I received two ‘messages undeliverable’ and one reply from the executive direction at the Canadian Child Care Federation.  She responded one time letting me know that she was extremely busy but she said she would be willing to answer any questions I may have.  My first question to the professional at the Canadian Child Care Federation was regarding teacher qualifications for preschool classrooms.  I understand how hectic our roles can be in the field and I have learned that reaching out to share resources will be a time investment with great returns.  When I did not receive a response from the Canadian Child Care Federation,  I proceeded to watch a podcast on the World Forum Radio website.  This is where I listened to Delfena Mitchell with the Liberty Children’s Foundation and was inspired to see if I could establish contact with her.

I am thrilled to have established contact and learn about the services provided at the Liberty Children’s Home.   I hope to continue my contact with Delfena Mitchell to learn as much as possible about the successes and challenges faced by the staff, children and families at the Liberty Children’s Home.   Currently they are experiencing a budget crisis and it is my hope that they can find the funding that will support the return of the Parents as Teachers program and support expanded services for their pre-school program.  It is also my hope that Delfena Mitchell has the physical and emotional support necessary to fulfill her role as Director of the Liberty Children’s Home. 

My International Contact-Liberty Foundation

  A couple weeks ago I was introduced to Delfena Mitchell from the Liberty Foundation while listening to podcasts on the World Forum Radio.   Ms. Mitchell is the Director of the Liberty Children’s Center in Belize.  My first question to her was concerning Jaden and how he was doing.  Jaden was 9-years-old when he came to the Liberty Children’s Home after experiencing years of child abuse.  He is now into his second year of receiving loving and nourishing care in a safe and welcoming environment.  He loves to play the drums, singing and dancing.  His teacher recently called Ms. Mitchell to let her know he is doing very well in school.

The sad part of this communication is the economic crisis in the United States and Europe has severely affected Liberty as they rely heavily on donations and much of their donors who can no longer help came from the US and UK.  In order to reduce expense and operate in an ever shrinking budget, they have had to cut their programs and staff.  Liberty no longer has their Parents as Teachers outreach program, and the preschool is in danger of closing so that the residential facility can survive.  Recently the government of Belize started to help with a monthly stipend but they are still operating with a very limited budget which has Ms. Mitchell scrambling to find ways to further reduce their expense and to find funding.

In response, I provided her with the Atlas Family Foundation website.  This foundation funds 16 grant opportunities per year and I am hoping this is a resource that will support continued services for the children at the Liberty Children’s Home.  Ms. Mitchell, like all of us in the early childhood field wants to continue adding value to the lives of as many children as possible.

There is an opportunity for everyone to show their support to the Liberty Foundation.  If you have old cell phones sitting around your home you can send them to:  Liberty Foundation, 67 Castle Street, Farnham, Surrey, GU9 7LN.  Envirofone will recycle your unwanted phones and give the Liberty Children’s Home a donation in the process.  To spread the word about supporting the Liberty Children’s Home you can also post this information on your FaceBook page, giving your friends and colleagues an opportunity to participate in this opportunity to support quality services for at risk children.  You can learn more about the Liberty Foundation at www.libertyfoundation.org.uk. 

Inside the International Step by Step Association: Quality Care and Education for All

As I was exploring the website I went to the Global Network link and found a list for the core members of the International Step by Step Association (ISSA).  It was great to see organizations on the list from countries like Albania, Croatia, Czech Republic and Slovakia.  There are a total of 29 countries represented on the list but none from the United States of America.  I found this odd since all the documents I have downloaded from the website have had at least two or three authors on the list of authors who developed the documents, such as the ISSA Pedagogical Standards Observation Form and the ISSA’s Definition of Quality Pedagogy, Competent Educators for the 21^st Century.

The Competent Educators for the 21^st Century document triggered my curiosity so I decided to explore it a little more.  There are seven focus areas in the document; 1) Interactions, 2) Family and Community, 3) Inclusion, Diversity and Values of Democracy, 4) Assessment and Planning, 5) Teaching Strategies, 6) Learning Environment, and  7) Professional Development.  The document is intended to support quality services for the children and families we serve and to encourage early educators to be agents of change in our “crucial roles of developing self-esteem and self-confidence, lifelong learning skills, the disposition for living and working with others, and respect for diversity.

The e-newsletter had a link to provide country profiles on emergency preparedness as it relates to keeping children safe.  The five countries represented were Bosnia and Herzegovina, Georgia, Kyrgyzstan, Moldova, and Tajikistan.  The main lesson of this work supported by UNICEF and ISSA was to support “making children an immediate priority in emergency planning and management.”    This is a 128 page document providing information on the types of emergencies each country has/can experience, the population demographics and resources to support safety during an emergency.   One factor that really stood out for me from this document is the enrollment of children in early education programs.  Moldova has the highest enrollment rate at 80% while Tajikistan has the lowest enrollment rate at 10%.  All countries address the issues of natural disasters such as floods, earthquakes and avalanches.  Bosnia and Herzegovina, Tajikistan, and Georgia addressed the emergencies associated with war.  Kyrgyzstan addressed emergencies associated with toxic and radioactive waste.

The work of the ISSA builds upon the United Nations Convention on the Rights of the Child, including making sure all services and decisions for children are in the best interest of all children.  When the Convention of the Rights of the Child drives the work of associations and early childhood educators, the outcome will be equity and excellence for all children and families across all nations.