WHEN I THINK OF RESEARCH...

Some insights I have gained from taking this course are how to think critically and how to analyze research papers.  My ideas about the nature of doing research have changed because I now realize how time-consuming and exhausting research can be.  But I recognize that the process is necessary, especially if your purpose is to help contribute to the field of early childhood.  

I have learned many lessons about planning, designing, and conducting research in early childhood.  The first step in conducting research involves developing a topic.  But, if you have to solve a problem, then a specific question has to be formed.  Then, the method approach used will have to be determined.  Next, data has to be collected and evaluated.  Finally, conclusions can be arrived at. 

Some challenges I encountered were understanding some of the research terms and definitions used in our text.  I think I met them by using context clues and trying to figure out the word’s meanings from the other words and sentences surrounding the terms.  Some of the ways my perceptions of an early childhood professional have been modified as a result of this course is that I am conscious of how doing early childhood research can benefit children and save lives.

RESEARCH AROUND THE WORLD

The European Early Childhood Education Research Association (EECERA) is one of many influential international web sites dedicated to early childhood.  “EECERA is an independent, self-governing, international association which promotes and disseminates multi-disciplinary research on early childhood and its applications to policy and practice” (http://www.eecera.org/).  Every year in Europe, the EECERA holds an early childhood research conference in order for scholars, policy makers, researchers and practitioners to network and have cross-national collaborations.  Some of the current international research topics that are covered are improving quality of professionalism and leadership, parental participation, outside play and learning, and children's learning from birth to three.  

I was surprised to learn that EECERA has Special Interest Groups (SIGs).  SIGs are for members of the EECERA to be involved in cross-national collaborations that focus on a specific theme.  Other noteworthy information that I discovered was the EECERA publishes the Journal of the Association (EECERJ).  It is one out of four journals located in the Social Science Citation Index (SSCI).  The SSCI is very notable because it only includes the world’s leading social science journals.  “Through its Annual Conference, its Journal, its SIGs and the activities of its distinguished membership, EECERA is a leading international contributor to the development of research, policy and practice in the developing field of early childhood” (http://www.eecera.org/).

RESEARCH THAT BENEFITS CHILDEN AND FAMILIES - UPLIFTING STORY

There is an uplifting story concerning a family, which I would like to share with my colleagues.  It is the true story of Anissa and Marissa Ayala, and the Ayala family. 

Anissa Ayala was born a healthy baby girl.  But when she was 16 years old, she discovered lumps around her ankles and suffered from excruciating stomach pain. When her parents Mary and Abe Ayala, took Anissa to the emergency room, they were told that she had chronic myelogenous leukemia.  The doctors explained to them that Anissa would only have five years to live if she did not receive a bone-marrow transplant.

The Ayalas and their 18 year old son were all tested, but were not a match for Anissa.  So they decided to have another child, in hopes that the baby’s bone marrow would match Anissa’s.  The Ayalas only had a 25% chance of conceiving a sibling donor match.  But that didn’t stop them.  At age 44, Abe Ayala had his vasectomy reversed.  Four months later, he and his wife, Mary, who was also in her forties, were expecting their third child. 

Many people criticized the Ayala’s decision to “play God” and their situation created a national ethical debate.  But, they were determined to save Anissa’s life, and they stood firm in their decision.  On April 4, 1990, Marissa Eve Ayala was also born a healthy baby girl.  Thankfully, she was a match for her sister, Anissa.  Fourteen months later, Marissa underwent anesthesia and the bone marrow transfer procedure was performed. 

Today, Anissa is married and her disease is in complete remission and she is living cancer-free.  Marissa Ayala has since graduated from college with a degree in speech pathology.  Marissa saved Anissa’s life.  Without Marissa, Anissa wouldn’t be alive and without Anissa, Marissa would not either.  Even today, Abe and Mary Ayala have no regrets.  Now the Ayalas are proud parents of three healthy children. 

Many people are still debating this issue of conceiving children for the main purpose of saving others.  Especially, because unborn children and newborns are not able to give their consent.  However, I will say this.  I am a proud parent of two boys.  Fortunately, I have never had to conceive a child for the purpose of saving the life of another.  But in a heartbeat, I absolutely would.

References

http://www.people.com/people/archive/article/0,,20104516,00.html

http://www.denverpost.com/ci_23300477/born-save-sisters-life-calif-woman-graduates-from

http://abcnews.go.com/WN/Health/story?id=3826596&page=2

MY PERSONAL RESEARCH JOURNEY

My topic is the benefits of choosing a play-based curriculum in an early childhood program.  I chose this topic because I feel that play is essential in childhood.  Standardized testing has forced preschools to provide an academic curriculum, so children are not being exposed to opportunities to learn through play.  Personally, I am pleased with the simulation process.  I am learning and starting to understand the ways research can help me find out more about my topic.

There is one insight that I have gained so far from constructing the research chart.  The research chart enabled me to take the key terms and definitions I learned this week and really break down what each word means and how it is used in research.  Another insight I have gained so far from this course, is how to effectively evaluate whether information sources are or are not credible when conducting a literature search.

Should anyone have any advice or insight that might help me along this process, please feel free to let me know.  I encourage constructive criticism as well.  So far, I have not found any resources that I can share, but I will continue to search for some.  If you have any resources that you believe would be helpful and beneficial to me, I would appreciate those as well.

FINAL BLOG ASSIGNMENT

Well, well, well.  We have finally reached the end of this path toward our everlasting journey toward a promise of commitment towards improving the lives for all children.  By listening to podcasts and exploring international early childhood websites, I have developed three consequences.  They include a positive, a challenging and a positive/challenging consequence.  Let me explain. 

One positive consequence is that there are a wealth of resources available from international early childhood websites and programs.  These resources has enriched my professional development by enabling me to have access to information that will benefit my students and the quality of teaching I provide.  A challenging consequence is being aware that other cultures have different viewpoints and perspectives when it comes to early childhood education.  I have to accept these differences and embrace them, if in the long run, they support what is best for the child.  The last consequence is a combination of positive and challenging.  I have a renewed affirmation that there are many people worldwide that share the same passion for children's well-being as I do.  But with that, is also a realization, that we can not do it alone.  There is still a lot of work to be done if there is to be excellence and equity for all.

During the past weeks, my colleagues and I have continued to strengthen the bonds of a collaborative learning community.  My colleagues have supported me with their endless knowledge and insight about issues and trends in early childhood education and I hope I have done the same for them as well.  My wish is for my colleagues to stay encouraged and inspired for change as they continue on their professional path.  Both professionally and personally, I want to continue to foster relationships and be involved in a collaborative learning community for all, including students, parents, teachers, administrators, community members, and advocates for early childhood education.  Finally, I have one goal for the field related to international awareness of issues and trends and the spirit of collegial relations.  It is to advocate for children and bring awareness to the issues and trends that affect their quality of life.

ESTABLISHING PROFESSIONAL CONTACTS AND EXPANDING RESOURCES

I tried to establish contact with two early childhood professionals outside the United States in Africa.  I used the Global Alliance of NAEYC e-mail addresses at http://www.naeyc.org/resources/partnership/globalalliance.  I sent emails to the early childhood professionals in the Federal Republic of Nigeria at arebimbo@yahoo.com and The National Early Childhood Development Alliance in South Africa at cecd@iafrica.com.  Since, I have not heard back from them, I decided to call within the United States.

For U.S. contact, I called 202-232-8777, which is the  Membership Department.  I was unable to reach a representative, so I left a detailed message.  I even sent a letter to their P.O. Boxes in Washington, D.C.  Next, I visited the New Jersey AEYC website at www.njaeyc.org to search for Local New Jersey Affiliates.  But my county of Essex/Hudson AEYC said the page was not found.  Finally, I emailed the Administrator, Helen Muscato, at mail@njaeyc.org.

NAEYC supports the early childhood community and it offers many different ways to do so.  It's "mission is to serve and act on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources" (www.naeyc.org).  I chose this early childhood organization because I always hear about what they do for the field in general, but I was interested in getting detailed information.


References

http://www.naeyc.org/resources/partnership/globalalliance/
www.naeyc.org/
www.njaeyc.org/

ISSUES AND TRENDS: EXCELLENCE AND EQUITY OF CARE (EARLY CHILDHOOD PROFESSION)

United Nations Educational, Scientific and Cultural Organization (UNESCO) advocates for programs that support early childhood care and education.  "UNESCO works in partnership with Member States, partners and other stakeholders to encourage timely and effective implementation...so that all young children develop their potential tot he fullest" (www.unesco.org/).  They work with government officials to push for policies that support development.

UNESCO believes in an integrated approach, focused on the well-being and holistic development of all children.  They encourage two planning strategies of phasing and partnership.  Phasing is education that responds to the needs of the child.  Partnership links health, social, families, schools and communities together.  UNESCO calls for an early childhood care and education system that has access and equity, quality, investment and financing and coordination and integration (www.unesco.org/).

Access and equity should be for all children, especially those which live in the most disadvantaged areas.  High-quality would include "pedagogy materials, personnel training, service setting and parental education and involvement" (www.unesco.org/).  Countries would need to look at early childhood the same way they do basic education, recognize its value, and use financing to ensure equitable access for all children.  Finally, a new approach of effectively coordinating provision and implementation across the sectors, both nationally and locally.
 
UNESCO's mission "is to support early childhood policy development with the aim to build a solid foundation for a child's lifelong learning" (www.unesco.org/).  Their mission and strategies to further that mission relates to my professional goals.  As advocates, UNESCO and I have the "mission to safeguard and promote the development of young children and to ensure their smooth transition from home to early childhood services and later to primary education" (www.unesco.org/).


Reference

United Nations Educational, Scientific and Cultural Organization (UNESCO).  Retrieved from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/