When I Think of Research.......

During this course I have gained so much about research. Research is the investigation of a particular topic using a variety of reliable, scholarly resources. The three major goals of research are establishing facts, analyzing information, and reaching new conclusions. The three main acts of doing research are searching for, reviewing, and evaluating information. During this course I have an open mind for many research types and designs. One in particular is the Explanatory research. Explanatory research focuses on why questions. Answering the `why' questions involves developing causal explanations.I have gained enough information in this course to use in future studies. I appreciated everything this course offer. This course gave me an insight on educational research. Educational research refers to a variety of methods in which individuals evaluate different aspects of education including but not limited to: “student learning,teaching methods, teacher training, and classroom dynamics”.

Characteristics of Research

• Educational research attempts to solve a problem.
• Research involves gathering new data from primary or first-hand sources or using existing data for a new purpose.
• Research is based upon observable experience or empirical evidence.
• Research demands accurate observation and description.
• Research generally employs carefully designed procedures and rigorous analysis.
• Research emphasizes the development of generalizations, principles or theories that will help in understanding, prediction and/or control.
• Research requires expertise—familiarity with the field; competence in methodology; technical skill in collecting and analyzing the data.
• Research attempts to find an objective, unbiased solution to the problem and takes great pains to validate the procedures employed.
• Research is a deliberate and unhurried activity which is directional but often refines the problem or questions as the research progresses.
• Research is carefully recorded and reported to other persons interested in the problems

Research Around the World

Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA): Developed and maintained by the University of Victoria, Canada, this virtual university is the international gateway for early childhood research worldwide. Through the link below, you can access ECDVU’s Sub-Saharan Africa portal. The second link takes you to a list of current early childhood research conducted by students in Sub-Saharan Africa.
http://www.ecdvu.org/ssa/index.php
http://www.ecdvu.org/ssa/major_reports.php

Research Topics

• Improving Quality of Childcare through Parenting Enrichment
• Invovling Fathers in Early Childhood Care and Development
• Curiculum Development using Community resources

This website is very resourceful. It explains all the research topic this internationl organztion is instrested in. I enjoy exploring this website. I gain insightful thoughts and conclusions about these topics. Especially the research conclusions about involving fathers. Many fathers are not apart of their children lives. When a child does not see a father figure , they really do not have a role model to look up too. I was fortunte to have my father in my life at a young age. I appreciated everything he had done for me in the past.

Encourage Literacy Developement

Encouraging students can be task, but many children appreciates the push. My research for encouragement can bring forth alot of effoer and success. There are many positive contriubutions in the research. The role of the teacher is to encourage all attempts at reading, writing, and speaking, allowing students of varying ability to experience the different function and use of literacy activities. Teacher interactions with students with disabilities build on students' knowledge as they develop literacy skills. Teachers use a variety of methods of communicating with students by asking questions, labeling objects and experiences with new vocabulary, and offering practice to help students remember and generalize new concepts and skills. Teaching staff plan activities so that students "have opportunities to integrate and extend their literacy knowledge by reading aloud, listening to other students read aloud, and listening to tape recordings and videotapes in reading corners". Also, staff teaches students how to use the materials in their environment to promote interest and use of literacy materials throughout the classroom. Another strategy involves staff members intentionally making mistakes to demonstrate editing and revising ,modeling for children the importance of making mistakes while demonstrating the writing process.

Some students begin elementary school struggling with literacy experiences. Creating a literacy-rich environment in school enriches literacy experiences of students who may have limited exposure to literacy due to delays or disorders in their development. Making literacy a part of the environment and ensuring that all children have access to the general education curriculum (e.g., Braille for children with visual impairments, assistive technology for children with physical, communication, or cognitive delays) occurs in many ways. Teachers assess the abilities and challenges of students, then problem solve to determine what opportunities will best meet the needs of these students. Specific recommendations for alterations in the environment are best made on an individual basis and with consultation of special educators and related service providers.

As teachers design their learning environment, it is essential that they consider the diverse needs and skills of the students they teach. As they integrate the skills and background of their diverse students, teachers should ensure that each student is represented in their classroom design and instruction. They can individualize the environment to meet the needs of students with disabilities and ensure appropriate opportunities to participate in literacy activities are consistently available. "Children with diverse literacy experiences have difficulty making connections between old and new information".Structuring the classroom in a planned manner that immerses students with disabilities in accessible literacy activities provides them with opportunities to create connections between oral and written language, thereby gaining access to the general education curriculum.

Personal Research Journey

During week two, I was able follow the research process. I gain a better understanding how the research process really works. The process was vaild and reliable. With all the online databases and resources I understand how credible any research page needs to be. During this process I can gain a meaningful and effective ways to research. Research can enrich a child's mind.  In the field of Early Childhood we must stay enrich will the new world of education.

Additional Resources:

National Institute for Early Education Research
http://nieer.org/
(Newsletter: http://nieer.org/resources/newsletter/index.php )

The National Association for the Education of Young Childrenhttp://www.naeyc.org/ 
(Review also the position statements: http://www.naeyc.org/positionstatements )

Consequences of Learning

I cannot believe these eight weeks have to come to an end. I enjoy reading my course mates blogs and comments. Thank you for being supportive during these weeks!

There are numerous of consequences of learning about the international early childhood field. High-quality early learning and care are fundamental to ensuring educational excellence and children’s readiness to learn. Twenty-five years of research and analysis have shown that children in high-quality early learning and care programs are more likely to graduate from high school, attend college, and earn more as adults. A consequence of the national failure is to provide all young children access to affordable, quality early learning and care. Another consequence would be language ability. Many children and teachers are unable to speak bilingual. Being bilingual can provide better ways to communicate better. Different ethnic backgrounds can also provide a consequence when learning about international professionals. Having a Different ethnic background can encounter problems if you are not aware of what is going on. Many parents and families have different beliefs and it is up to the early childhood professionals to understand them. My goal as EC professional is to become aware of all ethnic backgrounds of the children that I am working with. I want to be able to relate with them in ways that I can feel like someone they can trust.

Quality Education

UNSECO have many beliefs on quality education. The first step in making such decisions knows what makes a program “high quality.” Research suggests that the most effective programs are center based — preschools, nursery schools, learning centers, and the like. Center-based care does not encompass programs operating out of a caregiver’s home or programs involving only caregiver visits to a child’s home.

Strong evidence pointing to the benefits of high-quality early childhood education, and how to achieve them, comes from carefully conducted short- and long-term studies. The studies compared school and life outcomes for participants in the program to those of a randomly selected control group of children who did not participate. Although the programs varied in duration, the age at which care began, the curricula used, the characteristics of the families and children, and some of the social and health services provided, the results are remarkably similar. At risk children who participate in high-quality, center-based programs have better language and cognitive skills in the first few years of elementary school than do similar children who did not have such experiences. They tend to score higher on math and reading tests, and they are less likely to repeat a grade, drop out of school, need special education or remedial services, or get into trouble with the law in the future. They also tend to complete more years of education and are more likely to attend a four-year college. These and other studies also found the most significant benefits accrued to low-income and minority children and those whose mothers had a high school education or less.

Excellence and Equity of Care and Education for Children and Families

I continue to view the organzation Voices for Children. This organzation takes pride in the things to they for children. They also have many promises for and education as well as teachers. They believe that education in its broadest sense is any act or experience that has a formative effect on the mind, character, or physical ability of an individual. In its technical sense education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another through institutions.

In education, a teacher is a person who provides schooling for others. A teacher who facilitates education for an individual student may also be described as a personal tutor. Many teachers carried out these roles for children in Voices for Children. The role of teacher is often formal and ongoing, carried out by way of occupation or profession at a school or other place of formal education. A teacher's role may vary between cultures. Teachers teach literacy and numeracy, or some of the other school subjects. Other teachers may provide instruction in craftsmanship or vocational training, the Arts, religion or spirituality, civics, community roles, or life skills. Voices for Children provide many news letters which I found very insightful. http://www.voicesforchildren.org/