Wendy Newby - Have I asked the right question?: December 2012

Friday, December 21, 2012

When I Think of Research......

“At times I felt dissatisfied with the final outcomes of my journey as I wondered about the alternate routes I may have taken and the decisions I had made along the way” (Mackenzie & Ling, 2009, p. 54).

I had no idea that there were so many choices to be considered when designing a research study to ensure the findings were reliable, replicable and able to be generalized or contribute new knowledge. The challenge of examining the dependent variable from 360° requires focus and organized reflection. The encouragement to read a variety of research articles with the guidance of “A practical guide to reading research articles” provided a growing confidence and understanding (Lepuschitz, 2011).

I started the research simulation with impatience. I wanted to run out and get answers to my questions. I wondered, “Why does research need to take so long?” As I soon learned there were many elements of quality, ethical research that I had yet to consider. Research design takes time; and in reality, money. We didn’t discuss it, but I can imagine that researchers are under pressure to secure funding and at the same time not be influenced by the source of the funding.

The ethics of research seem to apply not only to formal research being conducted, but early childhood practitioners developing individualized curriculum (method), documenting behaviors and skills (gathering data), reflecting on classroom observations (analyzing), and responding to children’s needs (discussion and conclusion) must consider the influences of their personal research paradigm. Have we taken the time to determine if we have asked the right question?

Reference

Lepuschitz, J.K. (2011). A practical guide to reading research articles. Laureate Education Inc., Baltimore, MD.

Mackenzie, N. M., & Ling, L. M. (2009). The research journey: A lonely planet approach. Issues in Educational Research, 19(1), 48-60. Retrieved from http://www.iier.org.au/iier19/mackenzie.pdf

Saturday, December 1, 2012

Sleeping Like a Baby

Uplifting stories: Research that benefits children and families.

I am sharing a story that was on the news this morning. As I gather information for my research simulation I am finding that a great many researchers have examined the relationship between sleep and behavior. The video clips of children acting out, not able to regulate their emotions, reinforces the importance of the work being done on basic health elements-in this case-sleep.
Babies Snoring Linked To Later Behavior Problems

When I think about improving a family's life and the child-parent relationship, it is powerful to be able to consider non-pharmaceutical strategies that provide a conditions for children to reach their potential.
Kids Abnormal Breathing During Sleep Linked To Increased Risk For Behavioral Difficulties

“We found that children with sleep-disordered breathing were from 40 to 100 percent more likely to develop neurobehavioral problems by age 7, compared with children without breathing problems,” said Dr. Bonuck. “The biggest increase was in hyperactivity, but we saw significant increases across all five behavioral measures.” (Albert Einstein College of Medicine, 2012, March).

When partnering with parents and early childhood practitioners to solve behavior problems, it is valuable to know and understand research that empowers parents to make informed decisions. The research should impact best practice in early childhood programs.

Reference
Albert Einstein College of Medicine (2012, March 5). Kids abnormal breathing during sleep linked to incrased risk for behavioral difficulties. Retrieved from http://www.einstein.yu.edu/news/releases/771/kids-abnormal-breathing-during-sleep-linked-to-increased-risk-for-behavioral-difficulties/

Research Around the World

http://www.ecdvu.org

The Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA) website provided a collection of research studies investigating the strengths of current community practices and strategies that could be implemented to build on community practices to improve children’s healthy development. Sagnia (2004) stated the guiding principle: “Modern/scientific knowledge + local/traditional knowledge=credible knowledge” (p. 85).

Many of the studies acknowledged the value of a multi-generational culture, and recommended care giver education as a means to improve both the physical and cognitive development of children. Professional development of caregivers/early childhood practitioners is also a research topic in the United States and seen as a significant approach to improving children’s well-being.

I was particularly interested in reading about the research being done on nutrition. The nutrition concerns in Africa center around adequate nutrition in the first eight years of life, with strategies including breastfeeding until age 2, proper personal hygiene, food preparation and clean water supplies. In the United States we also are concerned about the effects of nutrition on children’s early development; however, it is often childhood obesity from a diet high in processed foods, sugars and sedentary life styles. Okamas (2004) highlighted a cultural difference I found insightful: “At this age [12-24 months] children need to be fed to ensure that they have adequate food intake” (p. 74). I thought about the toddlers in my childcare center and the expectation that they learn to feed themselves. Okamas focused her recommendations on nurturing and responsive feeding between the caregiver and the child. It was a good reminder to make sure that toddler teachers in a group situation utilize meal time to encourage and support toddlers healthy eating, but also as a relaxed time of relationship building. The study explained the increased number of orphans being housed in motherless babies’ homes because of the rising HIV/AIDS deaths. The challenges that face the children in the environment without responsive, nurturing caregivers is staggering.

The ECDVU provides education opportunities in areas that traditionally are underserved by harnessing the power of technology. Student testimonials attest to the value of the community of learners and leaders that is developing as a result of the connection. The International Journal of Child, Youth and Family Studies can be accessed from the website. The journal contains peer reviewed, scholarly research articles.

References

Okamas, O. E. U. (2004). Assessment of the caring practices in two motherless babies’ homes in Abia State, Nigeria, and the development and delivery of a nutrition training program to the staff of these homes to improve nutrition of children in their care. University of Victoria. Retrieved from the Early Childhood Development Virtual University website: http://www.ecdvu.org/ssa/documents/major_projects/Akomas%20Final%20UVic%20LP.pdf

Sagnia, J. B. (2004). Indgenous knowledge and practices of parents and families regarding psychosocial care for children in three rural communities in The Gambia: Implications for UNICEF. University of Victoria. Retrieved from the Early Childhood Development Virtual University website: http://www.ecdvu.org/ssa/documents/major_projects/Sagnia%20-%20MP%20Final%20-%20UVic%20LP.pdf.

Personal Childhood Web

Joanie Peterson, my mother, was very engaged in my life from birth. I was the oldest and the only child until I was five. I was loved,my mother spent time with me by including me in whatever activities needed to be done. I remember the old tile floor in the kitchen that had to be waxed regularly. When the wax dried, my mother would give me an old towel to stand on and she would put on music and we would dance the twist until the tiles were buffed. My mother was finishing her bachelor degree in psychology and English during my first three years. I had the opportunity to meet lots of people in a community of shared values. I had time to play uninterrupted and my play was very creative and complex, with hours outside. I was read to and the value of learning was instilled in me early, but not in a competitive way, to be recognized as the best, but in a very personal way. Was I giving the task or the skill my best effort? Her approach to parenting developed intrinsic motivation in me. I am a great team player, motivated and satisfied to make sure the team does well. The measure of achievement is the level to which I tried my best. I can take a risk to take on a new challenge, because I know my mother will always love me. I value personal responsibility.

Rev. Merton Peterson, my father, was finishing seminary and pastoring his first church when I was born. I remember sitting on his lap, watching him type, helping fold bulletins, turning the handle on the old mimeograph machine, and going on home visits with him, when he needed to visit families from the church. We did not have material wealth, but I never felt poor We had enough that we could share. My did believed in me, when there was something I needed to do or learn he always spoke as though I had already mastered the task. I believe he spoke with confidence, because he has prayed for me every day of my life. Being a pastor's child means you learn manners, expectations and hospitality very early. We had lots of company. I loved giving up my bedroom and sleeping in a sleeping bag so the missionaries could have my room when they visited. I would listen to stories of their experiences in different countries and how they would help build homes and schools and grow crops wile they shared that Jesus loved them. I share my family's faith in God and the value that people are more important than things.

My extended family did not live close to me as I was growing up. But my grandmothers and aunt were prolific letter writers. We visited family every holiday, making holidays feel very special. I would listen to the adults share stories about family and friends. I knew that family were there for each other. My great-great grandparents were homesteaders. There was a strong sense of work ethic practiced. There were ranchers and there were farmers. It takes commitment and self determination to make it work. The entire family has to help to get the cattle in or harvest the crops. I remember the first time I was allowed to go on a cattle drive. I was probably seven. The strong connection to aunts, uncles and cousins as we spent the day on horseback gathering the cattle that were scattered among the trees and meadows in the foothills was exhilarating—I belonged, I was given worthwhile work. The farming family was an even stronger influence on my work ethic. When we visited the farm there was always tasks I could participate in: picking fruits and vegetables to can or freeze for my families use and when I got older picking melons or driving a tractor. It was part of being a member of my family. My family values hard work and integrity.

The church community provided a foundation of belonging and strength in conviction. Looking back I can appreciate that those families made sacrifices to make I had what I needed. The children were my friends, we could discuss the roles we were in and decisions we faced from a shared set of values. I never felt alone. As a community we looked out for each other. The community demonstrated living the values they held.

School Environment, Most people cannot imagine going to a school that houses children from kindergarten through senior high in the same building. Still the school community had enough diversity of values that it was a great place to have my values challenged and for me to exercise the decisions to stand true to my values. With only thirteen in my graduate class, but still the roles and functions of any school, there was so much opportunity to try out many different tasks. There were sports, student council officers, music, drama and clubs. I tried it all, because in a school that small everyone needs to get involved to have enough participants. My work ethic and integrity rewarded me with responsibility and opportunities. The most unusual was a flight class to learn to be a pilot, which included flight hours in a small plane. In the state I was raised, schools were the hub of activity for rural communities. Everyone came to all the events. People valued being together.