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

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.

My Personal Research Journey

Sleep and Self-Regulation

In searching for background research on my topic-the effects of sleep on self-regulation-I am asking myself: Am I doing all that I can as an early childhood practitioner to create an environment and schedule that meets the needs of individual children? 

Trying to narrow down articles for the literature review was challenging.  I wanted to read the most current research that related to my topic.  I found a research project from 1998 that asked nearly the same question that I am asking and hypothesized a stong correlation between sleep in a 24 hour period and behavior problems.  As I searched for more current research, I found projects that compared multiple indicators of regulation disorders, one contributing factor being sleep. 

I am focused on hours of sleep, wanting to keep the research simple.  Many of research projects I read were addressing diagnosed sleep disorders.  The limitations discussed in the conclusions repeatedly expressed the unreliability of having to use parent reported data as a method of collecting sleep information and determining behavior problems (reduced self-regulation).  I am wondering what methods I might use to improve the reliability of data.

What I see as original in my simulation is the  participation of childcare practitioners in reporting self-regulation data.  I will still be relying on parents to contribute hours of night time sleep achieved.  An unknown factor I have not figured to control is the quality of that sleep.

Parents and children will benefit from the research if it is determined that behavior challenges that occur as a result of low self-regulation can be diminished by providing young children with adequate amounts of routine, uninterupted sleep.

Resource to Share:  Washington State University Extension Service is offering a free webinar: (here is the email alert I received.)  Multiculturalism:  Dr. Marcelo Diversi
WSU Vancouver, Monday, December 3, 2012, 11 am – 12:30 pm Pacific Standard Time

We will examine acculturation from the intersection of nature and nurture.  I will cover recent research from cognitive and evolutionary sciences relevant to identity formation, our universal tribal tendencies, and cultural clash.  I will also present well-established research on acculturation processes from cross-cultural psychology that examines diversity within cultural groups and 4 different acculturation styles that tend to emerge from the early phases of migration.  We will then apply the proposed acculturation model to scenarios introduced by participants and/or myself. 

Marcelo Diversi is an Associate Professor of Human Development at Washington State University Vancouver.  He received his PhD from the University of Illinois in 1998 and held faculty positions at the University of Missouri and Utah State University before moving to Washington in 2006.  His scholarship has focused on youth growing up at dehumanizing margins of democratic societies, from children living in the streets of Sao Paulo, Brazil, to undocumented Latino youth in northern Utah to homeless and foster youth in Clark County.  His current research is examining the effects of indigenous peoples’ forced removal from their native lands on community and family systems.  He is the author of several journal articles, book chapters, and an award winning co-authored book on decolonization.

This seminar is free.  Registration is required.  Registration is limited to 100 people.  The registration deadline is November 29, 2012 at noon, Pacific Time. You will be notified on November 30th with a confirmation and the URL for the webinar.
Please go to :  www.surveymonkey.com/parentingedweb3 <http://www.surveymonkey.com/s/parentingedweb3> to register.

If you have questions, please contact the webinar coordinator Drew Betz at betz@wsu.edu. 

Drew Lenore Betz, M.S., Certified Family Life Educator
Faculty and Director
WSU Whatcom County Extension
1000 No. Forest, Suite 201
Bellingham, WA 98225
360-676-6736http://whatcom.wsu.edu
betz@wsu.edu

Science is for everyone, kids included

The joy of exploring the elements of nature!

Isn't it wonderful that children are washable?  I provided respite care today for a few hours and had a most delightful time.  For an angry three year old there is nothing quite as liberating as time outside with so much to explore and the freedom to run, jump in puddles, feel the mud, chase leaves, bang sticks on things (feeling the tingle in your hand and hearing the sounds) and best of all NOT IN A HURRY!.  It was glorious and messy.  There was time to have a temper tantrum and just wait for it to resolve itself.  The trees didn't mind the screams and pretty soon, he didn't need to act out.  In this picture he is walking through a small stream following a leaf he dropped.  And yes he got wet, but you would have let him have the adventure, too, if you had experienced the wonder on his face.  On the walk home he was so much more relaxed, happy and willing to cooperate.  Started the day with a huffy, frown and arms folded across his chest....ended the day with a smile, a big hug and a thank you.  Better than a paycheck.

International Awareness

I WILL MAKE HISTORY

            Through the connection with my international contact I have discovered that early childhood educators in other parts of the world have the similar hopes and dreams for the children of their country.  I was intrigued that a director of a pre-primary school in Guatemala would face similar issues of staff training and securing funding so that children living in poverty could have the same quality experiences as children from financially stable families.  In addition, my international contact shared the educational difference created by reduced accessibility by cultural and racial inequity.  As a country the ministry of education under the current government has similar education goals and promotes the concept of culturally sensitive and linguistically appropriate education; however, the rural communities where the indigenous people live does not have funds to support the construction of schools.  The Peace Corp reported that building supplies are often stolen by militant groups while being transported to remote locations. 

I chose the picture of the child with play glasses and wearing the “I will make history” t-shirt, because it is a reminder of how powerful providing props, so children can practice roles and responsibilities, is in the development of their self-image.  It also speaks to the importance literacy bears on citizens and future citizens allowing them to read, gather information and come to their own conclusions about solutions to their problems.  As early childhood professionals we can set the stage for seeking knowledge instead of fear of the unknown; realizing C. Graces’ biggest hope for children, “to live in peace” (Laureate Education, Inc., 2010).

Reference

Laureate Education, Inc. (Producer). (2010). Economists, scientists, and politicians support the EC field. [Audio webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1373718_1%26url%3D