The Help Research Can Bring

As I take a moment to stop and think about the positive effects research has on many areas in the field of Early Childhood Education, one of the first that comes to mind is Autism. Just a few years ago, the entire world of Autism was a complete mystery. Children and adults were inappropriately placed in mental wards for years because, at the time, no one knew what else to do with them since they didn’t fit the profile of the typical societal norm.

            

Now as doctors, parents, and other concern individuals worked to bring the much needed attention to the cause, treatment, and possible prevention of the disorder that now effects 1 in 68 children and 1 and 42 boys (http://www.autismspeaks.org), a movement has began. Research has revealed possible links between those who are affected with environmental and genetic influences. There are now national and international conferences as well as various blogs and websites that allow a forum for those striving for the same goal (a cure) to connect and learn from one another.

The following websites can be useful in keeping abreast of the latest developments and successes in Autism

·         Autism Speaks; It’s Time To Listen: http://www.autismspeaks.org/science

·         The National Institution of  Neurological Disorders and Stroke; Autism Fact Sheet: http://www.ninds.nih.gov/disorders/autism/detail_autism.htm

·         Autism Society; Improving the Lives of All Affects by Autism: http://www.autism-society.org/

·         Centers for Disease Control and Prevention; Autism Spectrum Disorder: http://www.cdc.gov/ncbddd/autism/index.html

The Benefits of Head Start

Do children and families who take part in Head Start continue to benefit and grow once they transition out of the program? Is there research and longitudinal studies that prove sustainable positive results from Head Start’s assistance to families?

            To narrow such a broad general topic, the following subtopics could be considered;

·         The academic gain and performance of children and families one (1) year after transitioning out of the program.

·         The academic gain and performance of children and families five (5) years after transitioning out of the program.

·         The academic gain and performance of children and families ten (10) years after transitioning out of the program (inclusive of their future educational and career plans at this stage).

·         The academic and performance variance in children that are enrolled in Head Start versus Independent School District (ISD) Pre-K Programs (inclusive of ISD dual collaborations with Head Start and separate Head Start/ISD only classrooms).

Previously being a Head Start child myself and knowing firsthand the benefits of the program, drives my passion to bring attention to the need of such support for families during their trying times. Being exposed to such a nurturing/educational environment that allowed me opportunities to learn through play and socialization, I believe is one of the reasons that I have such a profound love for educating children, their families, and myself. I also gather that my participation in Head Start along with the belief from naysayers (I’d never achieve my established goals) is what drives me to continue to prove people wrong and be a testimony to others. It’s not always where you start the journey, but the choice of where/how you end it.

Due to my affiliation with various collaborative education programs, I’m in the position to obtain information that could prove very helpful in determining what has been founded or if there is enough data to discern either way. The bullet points are my current subtopics which derived from the previous questions listed above. I’m certain that in the near future, my focus will narrow even further to one of the four. Here’s to happy (truthful) resultsJ