Research that Benefits Children and Families—Uplifting Stories

Option 2. If I were to conduct a research study, it would be on-the positive outcomes of play in the development of young children. Play is my focus of study because I believe children are teachable at birth (Zero to Three, 2012). Positive contributions from this study are the social emotional skills and abilities that help preschoolers prepare for kindergarten (NAEYC, 2006), such as:

·         Confidence

·         The ability to develop good relationships with peers

·         Concentrating on and persisting with challenging tasks

·         Attending and listening to instructions

·         Being able to solve social problems, and

·         Effectively communicate emotions

Participants in this study would include three groups of 25 children, parents, and childcare providers. Group 1-actively enrolled in a childcare center that utililitizes play-based curriculum. Group 2-actively enrolled in a home daycare where children are guided by caregiver’s weekly activities log. Group 3-remains home with babysitters. The length of this study is 12 months.

 

Reference

Ostrosky, M.M. & Meadan, H. (2010). Helping children play and learn together. NAEYC: Young Children. p. 104. Retrieved from: http://www.naeyc.org/files/yc/file/201001/OstroskyWeb0110.pdf

Zero to Three: National Center for Infants, Toddlers, and Families. (2012). School Readiness: Birth to Three. Retrieved from:

            http://main.zerotothree.org/site/PageServer?pagename=ter_par_012_think

My Personal Research Journey

For this course simulation, I chose how is play effective in young children’s ability to learn? The answer to this question is important to me because it is my desire that preschoolers connect learning with fun and to see early learners enjoy their years of childhood as they develop social skills that will prepare them for school and life. I believe children will engage in anything that is fun to them without much persuasion from adults. In the classroom, I encourage children to support, praise, and correct one another. In every situation, I look for opportunities to teach through play. This leaves me wondering, if children retain more information through play than curriculum-centered learning?

As I progress through this course, my level of confidence has increase. I am discovering a lot through the assignments and the discussions. There is so much variety in the discussions; I make it a point to read everyone’s thoughts, from doing that I glean ideas that had not crossed my mind. Thanks to all of you, your thoughts and perspectives are very valuable to me.

I surprisingly enjoy doing the research charts; they push me to think deeper into the purpose of research. Recently, I was asked about what I am working on in school and I was able to articulate with confidence specific details about this course – that was a huge thing for me! I understand more about narrowing the research topic to pinpoint an exact issue. As I continue to do that, the search for information in that area is becoming more specific and to the point. I am interested in any sites that discuss the effects of play and learning, so if any of you run across links in connection with this topic, please send them to me and let me know how I can be of help to you. Thanks.

 

Issues and Trends Finale

            Throughout this course, my sense of awareness concerning issues and trends in the early childhood field has expanded immensely, not just locally, within the United States but internationally as well. I got connected with some very informative websites, mainly Global Children’s Initiative. They have very strong views on early childhood development in Haiti which are very similar to the issues and challenges we face in the US. Australia, shares breakthroughs they’ve had in child mental health and the importance of high-quality training for educators and professionals who work with young children. Locally and internationally children in crisis and conflict situations remain a concern for policymakers, administrators, educators, and families. Passionate individuals for the field of early childhood refuse to give up, cave in, or quit on being a strong voice for children. Change is continually being made in favor of children all across the nation and that is what make the small things important.

 

Getting to Know Your International Contacts - Part 2

              Since I have not yet received response from an international contact, I researched Global Children’s Initiative (GCI), launched by Harvard University’s Center on the Developing Child. One essential commitment of the center is to work collaboratively across disciplines and institutions, drawing together the best and most creative expertise available to achieve the Initiative’s goals. Three main goals of the center are 1) early childhood development; 2) child mental health; and 3) children in crisis and conflict situations.

GCI has developed several strategic plans to create an atmosphere of equity and excellence for all children around the world, particularly by supporting innovative, multi-disciplinary research and demonstration projects. They purposefully tend to expand global understanding of how healthy development happens, how it can be derailed, and how to get it back on track.

In collaboration with local experts, the program aims to use the science of child health and development to guide stronger policies and larger investments to benefit young children and their families in Brazil. This is very meaningful to me, by nature I am a fixer. I work hard to put back together, what is broken; strengthen areas of weaknesses, and when things go wrong-do my level best to make it right.

 Though, I have not yet experienced missions in other countries; I am inspired to look on every individual as a beautiful and unique creation, complete with needs and desires that are specific to his/her own life. For the children and families I serve, my professional goal is to offer them a sense of belonging, worth, and competence. I will begin-right where I am and start by brightening the community in which I live with genuine concern for the well-being of children, their families, and all who I work with to get the job done.

 

Reference

 

Center of the Developing Child. (2013). Global Children’s Initiative. The President and Fellows of Harvard College. Retrieved from http://developingchild.harvard.edu/initiative

 

 

Sharing Web Resources Pt.2

World Organization for Early Childhood Education in Canada is involved with a project that promotes reading books to children known as Toy Libraries. They offer workshops for disadvantaged young parents on reading books to their babies and young children. I find this very relevant to the objectives of my facility because reading is a big part of their programs and I offer incentives to parents who spend time reading to their children at home.

In the newsletter, Canada partners with Haiti to ensure high-quality education and the well-being of young children. I like how they work with each other to get the job done. From their example, I would like to partner with another organization for the purpose of expanding services to reach more families.

            OMEP members around the world are communicating with local, regional, national and international policy makers to promote early childhood development as a high priority for the U.N. Sustainable Development Goals  that will guide government policies and spending around the world from 2015-2030.

 

Getting to Know Your International Contacts

             I decided to follow the National Center for Children in Poverty (NCCP) and have contacted via email Sheila Smith, PH.D, director of Early Childhood. I have not yet received a response from her, so I researched some of her work. Thus far, she has written 10 publications; one in particular is Young Children at Risk. According to this publication, poverty is a risk factor that contributes to academic failure and poor health in young children living in America and across the nation. Smith reports children as early as 24 months, lag in cognitive and behavioral development compared to their peers in higher-income families. Smith also reveals other issues linked to poverty such as: economic hardship, low-parent education, and single-parent homes.

What I have gleaned so far, is that government, educational professionals, employers, and parents are aware of the problem and the solutions that will help solve them. The challenge is the process of making the solutions a reality. Economic hardship is a result of low-wages and unstable employment; solution, increased pay and job security. What obstacles prevent this from happening? There are many variables, for instance: employers unable to increase wages, parents unable to afford steady childcare or struggle with transportation to get back and forth to work. Low-parent education hinders an individuals’ chance of acquiring a high-paying position. The solution is simple-seek higher education, however, for many parents this solution is easier said than done especially for a parent already living in poverty.

In the single-parent home, one pay check is not enough and getting two jobs creates other issues such as less time spent with children, unable to attend school functions, or prepare decent meals at home. Many times this family will spend more money eating out. Knowing the problems and solutions, has led NCCP to develop specific projects to bring change to poverty-stricken families. A few of these projects include promoting paid family leave, improving the odds for children; and community connections.

Sharing Web Resources

        The organization I selected is OMEP, World Organization for Early Childhood Education. They focus on advancing the interests and overall wellbeing of children around the world. They are culturally and linguistically diversified and specific in their aim to educate and provide all children with high-quality care.

OMEP was founded in 1946, when a small group of educators and others came together with a strong concern for the welfare of young children. This group included professionals from the United Kingdom, Sweden, France, Denmark, and Norway. They developed a plan for the creation of a world organization to promote the wellbeing, rights and education of young children. OMEP have very successful sites all around the world, especially in Haiti and Jamaica. If you are interested in learning more about this organization, go to http://www.unicef.