My View of Early Childhood Research

My thoughts and reviews in regard to Early Childhood have surely shifted since the initiation of this course.

* I know that I feel less intimidated when reviewing research material. I now approach it with greater ease.

* My ideas have changed in regards to how I view research. I view it less from a theoretical perspective.

* When I think about planning and designing and conducting research I still see it as a process. It is a process that has to be conducted with a great deal of thought and organization.

* The challenges specifically for me throughout this course had to deal with my abilities to understand vocabulary and the terms that I was not familiar with. The weekly charts helped in respect to keeping up with and applying the new terminology.

* Initially the formation of the research simulation hypothesis was a bit of a challenge. But with the support and guidance from our varied professors, this barrier became less of a challenge.

* My perceptions of early childhood professionals have been slightly modified, since the inception of the course. I see a new role for the early childhood professional, that is as a researcher.

Early Childhood of Australia

I investigated the early childhood Australia website. I found two interesting research topics which caught my attention. The first; “Early Childhood Service Delivery for families living with disability; disabling families through problematic implicit ideology."This article took a look at service delivery options for families. I was surprised as they discussed in great detail the service delivery option which is provided at home, by the parents of the child.

The second article highlighted, "The challenges of implementing primary arts education. What our teachers say?"

This article focused on the teacher’s perspectives and thoughts on taking the role of the provider of arts education to the children within their classroom.

I was surprised to learn that teachers were responsible for teaching in the four subject art areas of visual arts, music, drama and dance. As I read the article I was not surprised that most teachers felt uncomfortable when it came to initiating music education and instruction.

What I found note worthy in regards to this site, was the fact that it reminded me in many ways of the NAEYC website. It provided links to position and policy statements, key articles on the latest trends as they relate to educators, young children and families living in Australia. It too had links to the Australian Journal of Early Childhood, as well as multiple resources on the topic of early childhood education.

 Resources:
http:www.earlychildhoodaustralia.org.au/

 

Peer Mediation

During my many years of teaching I have always been intrigued at how well children with varying abilities were positively impacted by their peer groups.  And I often used the expertise of some of these peers to help and model appropriate skills and behaviors of the children who I knew could benefit. One of my favorite “peer models, “ was a girl named Zoe. Zoe was enrolled in my class for a three-year period. Zoe was hearing impaired. She read lips like a pro from the time she was two. She wore hearing aides though often would want to leave them in her book-bag, cause as she said, “ I don’t need them.” Zoe was as smart as she was stubborn. During her third year of preschool, she just missed the cutoff for kindergarten entrance, I often teased that if I was ever sick, my classroom aide really did not need a substitute for the day, and the district could just hire Zoe. Zoe was a great peer model. She was an incredible child, though disabled herself, she worked hard to help other children who had varying abilities.

   So, when we were asked to find a research article in which a family and children benefitted, I wanted to find one that focused on the effectiveness of peer modeling for children with varying abilities. I spent time helping “teach, “ Zoe how to be an appropriate peer model.”  Zoe had a gift of wanting to teach and show others, she was such a strong visual learner and a natural teacher. Initially I asked her Mom if it was ok, and her Mom was thrilled. So this research article is dedicated to Zoe, (who at the time was five years old), and all of the children she positively impacted. By the way I think Zoe taught me a few lessons as well.

     

The study was conducted by the Studies to Advance Autism Research and Treatment (STAART) Network. The funding was funded by the National Institute of Health. Children with Autism Spectrum Disorder (ASD), who attend regular education classes may be more likely to improve their social skills if their typically developing peers are taught how to interact with them than if only the children with ASD are taught such skills. According to a study funded by the National Institutes of Health, a shift away from more commonly used interventions that focus on training children with ASD directly may provide greater social benefits for children with ASD.”

Many families, whose children have ASD, often worry greatly about their child’s ability to interact with their peers. Some parents that I have worked with have sent their children to special programs, which teach specifically, social skills training. This is a great research study for parents, families and teachers and speech therapist alike. It reminds us the importance of the peer model, and that the social skills training in isolation for children with ASD are not as beneficial. Instead it raises the importance of when teaching children with varying abilities social skills it is just as important to teach the typically developing children ways to help their peers with ASD.

References:

Kasari C, Rotheram-Fuller E, Locke J, Gulsrud A. Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders. J Child Psychol Psychiatry. 2012 Apr;53(4):431-9. doi: 10.1111/j.1469-7610.2011.02493.x. Epub 2011 Nov 26. Retrieved from: http://www.clinicaltrials.gov/

INCLUSION

My research topic is on inclusion. The first subtopic is; how is being served in inclusionary classroom environments impacting typically developing children? The second subtopic I have chosen is; are children with specific learning needs being served appropriately in community settings like Head Start and community day cares. My third subtopic is what implications does the role of mentor have in supporting early childhood teachers who are serving children with special educational needs in community setting?

Picking inclusion as my topic for the simulation was not too difficult. I had taught in a special education classroom for the last twenty years. The program was unique, as it served children who qualified for special educational programming, along with serving families who qualified for Head Start programming. The classroom was housed in a Skilled Nursing Facility. It is a great program. I love how it takes on the needs of many. I left the classroom in 2011, and now through the pursuit of the Masters am forging new professional paths. Throughout my teaching role, I had questions I would ponder in relationship to how children with varied learning needs are being best served. This is what led me to pick my subtopics.

As I write this, I am wondering what if any experiences do my colleagues have with varied learners? Do any of you have first hand experience with mentoring or being mentored? If so what are your opinions?

With this being our first blog assignment, I would just like to say I am looking forward to reading more about each of your own research simulations.

Millie

International Awareness

Though I can understand the time constrains that occur within early childhood programs throughout the world, for that was the reason two of the people I contacted stated they could not continue to take time to communicate with me. I was still saddened that I was unable to connect with an international contact from a program a broad.

Yet, even though I was unsuccessful, I was happy for Caty that she was fortunate to have a great international contact, Fany. Each week I looked forward to learning more about Fany and her professional path as well as the hurdles and struggles which she continues to work hard to overcome. Thanks Caty.

As I reviewed and revisited some of the international web sites throughout our course work, I realized my professional awareness lens has widened and the focus is much more detailed and clearer. The knowledge and the ability to have a better understanding of other countries trends and issues broaden, my professional lens. Reading the stories and the hardships and struggles of the children and families and in countries in Africa, Brazil and Argentina, Zambia, Chile contributed to me having a greater understanding of how poverty, equity of access and how economics impacts the children’s early childhood programs in these countries.

Learning about the international early childhood field allowed me to have a deeper knowledge of how one particular trend or issue can and does have an impact on other issues and trends. The trends interconnect, and encompass each other. Like when I studied about the Health Economist from Harvard, Dr. Fink and his work in Malaria in Zambia. Eventually his work opened up additional doors and issues related to how the vaccination was effecting children’s development. He eventually sought out the knowledge of a child developmental specialist and they collaborated on a developmental screening tool for the area. I liked learning how the reality of one issue can impact and possibly have a positive impact on another issue.

The studies of international trends lead me to learn more about how other countries too are and continue to be successful in providing quality programming to children within their countries. The Nordic countries successful systems can allow the United States and other countries to learn and follow their models. Though it can be a tall order to embrace the European and Nordic philosophies, I believe it is imperative that we look strong and hard at their successes and try and model and adapt our programming to mirror their quality programming achievements.

The studies of international programming definitely widened my own scope and helped me professionally embrace the needs of family and children throughout the world.

I look forward to accessing other international websites and am excited about the prospect of acquiring deeper knowledge as I learn about the successes and the obstacles other countries face as I continue with my work and efforts in my Masters program.

I too want to thank all of my colleagues who through by sharing their own expertise, experiences, knowledge and research have contributed to my professionalism. I have enjoyed our time together! I wish all of you good luck in your professional pursuits. My hope too is that our paths will continue to cross. I feel honored to have spent these last 8 weeks with all of you, and again wish you continued success!

Millie

Multimedia: "The Four Cs of Issues and Trends: Change, Contexts, Consequences, and Constants". A visual narrative of how issues and trends arise out of specific contexts, and a tool to analyze issues and trends.

Zambian Early Childhood Development Project, (2012). Global Children’s Initiative. Center on Developing Child Harvard University.

Retrieved from:

http://developingchild.harvard.edu/activities/global_initiative/zambian_project/

The United Nations Educational and Scientific Organization

The United Nations Educational and Scientific Organization Early Childhood is devoted to leading the policy drive for health and holistic well being of the child. During this course we have heard Delia Vasquez bring up that we cannot forget to look at the whole child. In my assessment of my professional goals, I know that this statement resonates with my true feelings about serving children. There are so many variables surrounding the issues and trends within the early childhood field. Yet, I consciously think that no matter where my professional path takes me, I know that understanding the child, his family and their needs is and always will be my primary focus. Whether that is within a classroom setting or at a meeting of community leaders, I will always be asking myself how can I best serve children?

An area of the UNESCO Early childhood site is devoted to 10 reasons to invest in Early Childhood Care and Education. As I read each of the reasons stated, there is a few which are closely aligned to my professional goals. # 8 reason; ECCE levels the playing field by compensating for disadvantages in the family and reducing inequalities between rich and poor. It is thus a key component to breaking the cycle of intergenerational poverty. (UNESCO 10 reasons, 2012).

Professionally my hope is that my future early childhood education role will allow me the opportunity to advocate for children and families who do not have the opportunity for equitable access to a preschool education. I also want to help lawmakers and policy makers to understand how crucial it is for us to invest in the future of early childhood education. Reason # 5; ECCE is cost-effective in that it serves as preventive measures, saving cost for later compensation and remedial interventions. # 4 reason: ECCE has a beneficial effect on school preparedness and later learning, and leads to higher school enrolment, particularly for girls. When we invest in our young children we invest in our country and world’s future. Under the early childhood menu, were three subheading; access and equity, quality and lastly investment and financing. Central governments must ensure an equitable distribution of resources among different populations and especially those who live in the most disadvantaged regions, (UNESCO 2012).

Advocacy for the education and health care of young children is the commonality between the international websites and our focus here in the United States. Though the specific issues globally may be different, we all have the same goal serving and advocating for young children and their families.

References:

http:///www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood.

Laureate Educate, (2010)."Excellence and Equity of Care and Education for Children and Families—Part 1" (approximate length: 8 minutes) Conversation with Delila Vasquez (Director of Program Services, Los Angeles Universal Preschool) about equity and excellence of care and education for children and families—focus on curriculum, assessment, achievement gaps, standards, etc.

KIDS SHARE

http://www.nieer.org

NIEER: The National Institute for Early Childhood Research.

One of the headlines from the newsletter dated Friday July 27, 2012, read as follows; But Federal Funding for Children’s Programs Falls. I followed the link, which lead me to a pdf, written by the Urban Institute.  KIDS SHARE is the title of the article.

The report starts out by saying; federal spending on children fell by 2 billion in 2011, the first such decline in 30 years, (Issacs, Toran, Hawn, Fortuny & Steurle, 2012). The report goes on to say spending is also expected to decline in 2012, as funds provided under the American Recovery and Reinvestment Act of 2009, (ARRA), are nearly exhausted.

While the federal government spent less on children, total federal spending increased, from $3.52 trillion to $3.60 trillion. As a result, the share of the federal budget allocated to children fell from 10.7 to 10.4 percent. Federal spending on education was 5 billion dollars lower from 2011 to 2009.

State and local budgets, which in the past have contributed as much as two thirds of total spending on children, have been hit by the recession. We estimate that state and local spending per child fell between 2008 and 2011.

As the temporary, boost in spending under ARRA comes to and end, federal spending on children is projected to fall. In the absence of legislative action, our projections suggest that federal outlays on children will fall by 6 percent in 2012 and additional 2 percent in 2013. Only once in the last half-century was there a similar decline, when the real outlays on children fell by 7 percent between 1980 and 1985.

This reports is 50 pages long. It goes into great detail of spending on children’s programs and the future projections on expenditures and funding. After reviewing the report I asked myself, this question, how can we utilize our knowledge, and viable research to help families access programs if the funding is not there to support quality programming?

References:

Issacs, J., Toran, K., Hawn, H., Fortuny, K., & Steurle, E.C. (2012). Kids Share (2012). Report on Federal Expenditures on children through 2011. Urban Institute. Retrieved from: http//www:urban.org/UploadPDF/412600-Kids-Share-2012.pdf