When I Think of Research

Having reflected on my experiences of this course I have realized that research has provided the early childhood field with invaluable insights, ideas and theories about how to work with children and their families.  Before this course, I had never really thought about the magnitude of the specificities that are involved in research – inexhaustible terminologies, methodologies and designs.  In concluding this course, my insights on the nature of research and the extensive preparations involved in producing a research project has heightened my appreciation of researchers and the valuable work that they do.  Through the course I have learnt that planning is crucial to the success of any credible research project.  In order to select the right design the researcher needs to first determine what answers they want to unfold and the direction of the research project,  the equity, ethical, validity and reliability concerns/issues which may arise, the kinds of data he/she anticipates on generating, who will be the participants and how these participants will be addressed.

I must say that I did not encounter any major challenges.  The only challenge I had was in wording my research question.  However, with constant reading and reflection, in the end I was able to formulate a manageable research question.

As this course has come to a close, I would like to say thank you to Dr. Myers for her support and instrumental guidance throughout this journey.  Thanks to all my colleagues.  It was extremely helpful to read your insightful inputs and questions throughout these eight weeks.  I wish you all the best throughout your professional journey.

Research Around the World

This week I chose to explore the Early Childhood Development Virtual University Sub-Saharan Africa website.   Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA) is a virtual university that provides training and education opportunities in the field of early childhood for individuals from countries in Sub-Saharan Africa. Sub-Saharan Africa has identified a need for African early childhood development leadership as its key strategy to support children, families, communities, as well as social and economic development. Therefore, the ECDVU Program for Sub-Saharan Africa, is a Master’s degree program that seeks to develop African leadership as a strategy to help support children, families and the community well-being.   A special curriculum has been developed which includes local perspectives and a generative approach wherein which students co-construct knowledge together through major projects on early childhood issues in Africa. A variety of learning opportunities are afforded to participants including face-to-face seminars, web based learning, on the job application, and network building.

The purpose of this project is to increase the number of early childhood professionals committed to the well-being of young children in each of these countries which will increase early childhood opportunities and help with social development.  The participants of this project conduct a number of early childhood researches.  The topics covered include sustaining quality in preschools, building community partnerships, quality assessment tools and assessing quality, coordinating supervision, implementing a national action plan, culturally and developmentally appropriate learning concepts, parents perceptions of quality, the use of indigenous stories,  involving fathers in ECD, child care policies, developing child care policies, traditional child care practices, curriculum using community resources.

Having discussed an appreciation for children’s views in research through the use of observations and interviews, there was one research project which really stood out for me. The research “Leadership Skills Training for Administration and Parent Support Training for Caregivers” conducted by Benedict Missani in Tanzania.  The ultimate goal of this study was to promote the involvement of children as active participants in village, school, ward, district, and national programs enhancing leadership capabilities, supporting their participation and inclusion in school governance and community programming.  It was reported that  throughout Tanzania children’s rights are being violated by teachers, parents and community leaders.   Many children lack basic needs both at home and at school resulting in children dropping out of primary school.  Historically there has been discrimination based on gender, age, economic, and even social status.   Tanzania is a developing country where children face hardships and are not included and allowed to participate in decisions whether at home or at school until the age of 18.  Unfortunately children are not seen as active contributors, in the decision making process including what is learned at school.  This study was intended at training teachers, school inspectors, communities, and village leaders in issues related to children’s participation and inclusion in school projects and to support them in community development activities to bring about change in the entire community.  It was noted that children need increased opportunities and time to participate in teamwork both in and out of school; different levels of participation need to be available for different age groups; and programs need to clarify what level of children’s participation is most effective and appropriate.  The use of interviews with children was found to be effective in understanding groups of children in this community including variations of age, gender, economic status, ability, and ethnicity.  It is hoped that children will learn their rights and that through education they will be more informed to transform their communities.

References

http://www.ecdvu.org/ssa/index.php

http://www.ecdvu.org/ssa/major_reports.php