When I think of Research....

What insights have you gained about research from taking this course?

Throughout this course I have realized that research is very essential to early childhood education. There are several steps that contribute to research, which in turn provide valid data and information. I have learned that research takes patience, attention to detail, and an overall interest in what you are researching. 

 

In what ways have your ideas about the nature of doing research changed?

In the beginning of this course I didn't expect to gain much interest from the study of research, but I must say that with the help and guidance of the professor, as well as my peers I have gained so much knowledge on the subject. I have a more open mind about research and though tedious, it is not boring if you are researching a topic of true interest.

 

What lessons about planning, designing, and conducting research in early childhood did you learn?

Simplifying Topic Selection: This is very important because my topic was initially too broad and the professor assisted me with narrowing it down. I am grateful for this because I would have been all over the place and driven myself crazy.

Research design is also important because after I chose a topic, I had to determine how I would go about exploring the topic. I had to consider the “who”, “when”, and “where”. Next I had to figure out how I would collect data, what was going to work out and what wasn’t going to work out.

Conducting research was not as bad as I thought it would be because I had a plan and design, so that simplified the process a bit for me.

What were some of the challenges you encountered—and in what ways did you meet them?

Pinpointing a topic isn't as easy as it sounds. It took me a while to come up with the topic I chose. After reading up on selecting a topic and with the help of my Professor, I was able to narrow it down to what I thought was perfect for my research.

 

What are some of the ways your perceptions of an early childhood professional have been modified as a result of this course?

My perceptions have not changed. I have always valued the importance of early childhood research and evidence based practice. It is so vital to our field and the children we serve.

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Research Around the World

The website I chose to explore is http://www.ecdvu.org/ssa/major_reports.php

It takes you to a list of current early childhood research conducted by students in Sub-Saharan Africa. Because I am of Ghanaian descent, the study that caught my attention was Development of a Model Framework for Orphans and Vulnerable Children in their Early Years in Ghana by Susan Sabaa.

As we know, there are many third-world countries in Africa where issues like poverty, hunger, homelessness, Orphism, and lack of clean drinking water are very prevalent. In this project study, Susan Sabaa explores the possibility of creating a model framework for care of orphans and vulnerable children that fulfill their developmental needs. The concept behind this project is that orphans must be provided with a nurturing environment and specialized support for optimal early childhood development that meets their particular emotional and psychosocial needs as well as other developmental requisites (Sabaa, 2002).

This is what Early Childhood professionals do in the United States as well. We create systems to meet the needs of vulnerable or at risk children through familial and community supports and services, Individualized Education Plans that focus on the social, emotional, developmental, or academic needs, and governmental assistance. In the U.S. Orphism is addressed through familial intervention, foster care, and adoption initiatives. In Ghana, many children become orphaned when their parent(s) die from Aids (Sabaa, 2002). Familial supports are not so readily available as many family members live in poverty or have died from Aids as well. Children are then placed in institutions, which Sabaa is not a fan of because they often fail to meet the most basic early childhood developmental needs of the orphan (2002). She feels that institutions do not provide the bonding and attachment young children need to be emotionally sound. According to Sabaa, “Despite good physical and social care, the absence of a bonded primary caregiver may adversely affect the development of the child. It is my contention that the care-giving setting for orphanages must be made to reflect the home setting as much as possible with tender loving care practices well upheld” (p 13).

In the United States, all restrictive institutions/orphanages have been closed and children including orphans and those with disabilities are placed in the least restrictive environment possible. Deinstitutionalization occurred in the US between 1941 and 1980 (Crenson, 2001). It is the process of reforming child care systems and closing down orphanages and children's institutions (Crenson, 2001). While there has been progress made in Africa in regards to closing private orphanages, they still exist and this study in large part focuses on building a framework where orphans can come out on top with minimal damage to their development---especially since it is so prevalent in Africa.

It’s what all committed early childhood educators strive to do around the world—minimize the damage and empower our children to be great. The issue of early child care and development is gaining more importance as our societies become more knowledgeable about child development and care.

 

Crenson, Matthew A. (2001). Building the invisible orphanage: a prehistory of the American welfare system. Cambridge, Massachusetts: Harvard Univ. Press. ISBN 0674005546.