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.