The Importance of ECE Research

One of the first steps of tackling any research topic is the ability to gain the necessary information to assist in advancing in the field. While in progress, consideration must be given to the fact that others will also heavily depend on the validity of the data being reported, as they use the info as their own stepping stone in the right direction. The entire framework of research stages ( i.e. topic selection, data collection, process analyzing, etc) are delicately balanced on one another and are all of equal importance. Surprising to me, both qualitative and quantitative approaches can be combined when possible (such as when the budget permits) to give added reliability to what is being captured and reported.

As I began to broaden my knowledge of research methods, I found the need to modify and re-modify my topic and approaches to observing, collecting, and analyzing the information being investigated or proven. Prior to embarking on thoroughly researching a topic to retrieve data for the purpose of proving a theory, it's my opinion that one should definitely first develop a true comfort and understanding for what the practice of research is. Valuable time and money can be wasted if the appropriate steps are not taken to proactively gain the necessary insight of what is being questioned. For instance, the researcher must possess the skill set of balancing between the significance of equity and equality, while orchestrating the entire process of tracking and reviewing data the entire time. 

The knowledge that I have gained has caused me to develop a deeper respect for all the hard work and sacrifice researchers of all fields put into mastering their art of providing the world with awareness of what actually is occurring.....Thank You.

International Research Topics (Not So Different from Ours)

It's amazing how once you began really exploring information Internationally, you find that there are more commonalities in what we are attempting to achieve, versus differences. For instance, the website for Early Childhood Australia (www.earlychildhoodaustralia.org.au/  ) contains many components similar to those on creditable United States Early Childhood Education websites such as the Children's Defense Fund and the National Association for the Education of Young Children (NAEYC). There are established Standards, Code of Ethics, Newsletters, opportunity to for Memberships and Donations, various resources, etc. for visitors of the website who seek information.

As it relates to some of the hot topics being researched in Australia, the following items are being investigated;

• Diversity and Differences:Lightening the Spirit of Identity 
• Understanding Children's Feelings
• Aggression and Young Children
• Nurturing the Spiritual Child: Compassion, Connection, and a Sense of Self

At a second glance, these are some of the exact same topics that all researchers are interested in learning more about in the field of Early Childhood Education and Child Development regardless of where they reside. As I have stated before, what a wondrous thought of what we could accomplished for the betterment of children if we (the world) all worked together.

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    

The Results....

I'm very thankful to those who were able to make and maintain contact with a international early childhood professional because it allowed me to also experience things through their eyes. The first hand information enlighten me about the similarities as well as the differences of the issues and trends in various regions of the world. For instance, the fact that I wasn't aware of the suicide rate in South Korea being related to the judgement of academic performance of children, was a fact that I began sharing with parents in my program. We started focusing on the importance of recognizing the proper way of encouraging children versus scolding them during the process of learning through trial and error. Harsh words and actions can cause mental damage beyond repair (such as suicidal thoughts).

My explorations of the ACEI website has shown me that even if you are unable to personally/professionally have contact with international professionals for the latest and greatest happenings elsewhere, you can still feel well connected by reviewing programs, events, news, and publications that are provided on the webpage. In addition, the articles include globally shared concerns with recommended resolutions as guidance and the option of using already proven techniques. There is a comfort to knowing you are not alone in the struggle of figuring things out. 

I honestly must admit that if not for the challenge of attempting to make contact with a international professional who shares a passion for ECE or to explore a website that addresses topics from a global prospective, I probably would have continued viewing my same faithful websites that provide great information but mostly from a local point of view. Talk about a case of unintended tunnel vision....Yikes. 

I can now honestly say that my goal is to always view things from a broader global perspective, always taking into consideration the affects my decisions will/can have on everyone directly or indirectly involved.   

      

    

Gaining New Ideas and Insight on International Early Childhood Education

During my exploration of the ACEI's Global Gateway tab on their website, I discovered a Education Research & Policy option in the drop box with various links to some additional resources to assist in gathering further insight on the focus of policymakers and ECE professionals around the world. The following are examples of some of the links available;

• Brookings Center for Universal Education
• Policies and Practices- A Development Education Review of Ireland (Journal Collections) 
• Center of Excellence for Early Childhood Development (Focus on Canada)
• UNESCO- both International Institute for Educational Planning (research assistance for various countries and their development of educational systems) and Institute for Lifelong Learning (policies and practices with focus on adult learning and education). 
• Center on the Developing Child- Harvard University
• National Task Force on Early Childhood Education for Hispanics

As I continue my explorations, there have been reinforcements of how many concerns such as, creating universal standards that everyone agrees on and providing equal early care/education services to families, are global and not just local issues and concerns. I have also realized the importance of establishing and sustaining active involvement in representing the ECE field and having our voices heard as one, so that policymakers and the other powers that be can take us seriously. As previously stated by Hilary Clinton (Former US Secretary of State), "Snowflakes are one of nature's most fragile things, but just look what they can do when they stick together". Oh what a wonderful impact we could have if we all (globally) stuck together!!!

  

Learning to Live Together...........Association of Childhood Education International (ACEI) Global News

The following information is directly from the AECI website:

                 On April 2, 2014, the Global News for AECI focused on Learning to Live Together (LTLT) which is one of the four pillars of learning identified in the landmark report Learning: The Treasure Within, presented to UNESCO by the International Commission on Education for the Twenty-first Century in 1996. Recognizing the challenges and dynamics of the modern world, it placed particular emphasis on LTLT in creating a "new spirit" through mutual understanding and building common projects.

UNESCO Bangkok's new publication Learning to Live Together: Education Policies and Realities in the Asia-Pacific, examines how education systems in 10 selected countries—Afghanistan, Australia, Indonesia, Malaysia, Myanmar, Nepal, The Philippines, Republic of Korea, Sri Lanka, and Thailand—are trying to transform this vision into reality. The LTLT pillar forms the conceptual base of this new publication, which identifies two complementary LTLT processes—"discovery of others" and "experience of shared purposes."

In today's increasingly interconnected world, threats to peace and security, increased mobility, environmental degradation, and economic inequality all form part of the many challenges that we continue to face. Through these two processes, learners can develop key competencies to help cope with the demands of our ever-changing world, such as empathy, cultural sensitivity, media and information literacy, and teamwork and leadership, among others.

It’s mentioned that teachers are a major key to promoting the necessary social change from within in the classroom; however, studies reveal that there is a lack of consistent knowledge on how to apply such lessons to reinforce empathy, fairness, positive communication, etc. In knowing this, a global push to provide training, attend conferences, and develop more curriculum that provide guidance in taking the opportunities to address such competencies in the learning environment could create a positive shift in humanity. Such techniques can also be shared with parents to be reinforced at home with their children. If we were all to invest in such a cause, the hopes would be a global increase in cultural sensitivity and equality.      

References:

UNESCO Bangkok Report, Learning to Live Together: Education Policies and Realities in the Asia-Pacific

Read the publication from 1996, Learning: the Treasure Within, which included an LTLT pillar and gave rise to the LTLT initiative.