IMPACT OF RESEARCH

In Grand Rapids, Michigan over 80% of low income children that qualify for preschool are not currently enrolled.  Research tells us that a quality preschool experience for children living in poverty can result in:

• increased preparedness for kindergarten
• completion of more years of school
• over all increase in life time earnings
• a decrease in teen pregnancies
• a decrease in crime resulting in imprisonment
• less need for remedial services
• an increase of mental health

Grand Rapid's response to this research was the implementation of a state funded preschool program called the Great Start Readiness Program (GSRP).  The GSRP assesses a child's risk factors up and above just low income.  Unlike Head Start, GSRP will enroll students living 300% above the poverty line if they qualify under other risk factors.  Some of these risk factors include:

• low birth weight or premature birth
• low academic achievement of parents
• incarcerated parent(s)
• victim of abuse or neglect or in the home of a parent that is a victim of abuse
• experienced the death of a parent or sibling
• diagnosed with a learning disability
• expelled from child care centers or preschool programs due to behavioral challenges
• English Language Learners or English as a Second Language including parents that are not English proficient

However, qualifying preschoolers still do not have access to preschool programs.  In many cases the programs are just not conveniently located to give access to children that do not have transportation.  In response to this need $5 million was donated in 2011 by the W.K. Kellogg Foundation to form an organization called Early Learning Neighborhood Collaborative (ELNC) to provide quality preschool programs for children within their neighborhoods (Scott, 2013).  The grant provides funds for the renovation or creation of spaces for preschool programs.  Over 200 spots were created for preschoolers with the renovation or opening of 6 locations within the target neighborhoods.  This is an ongoing project and the numbers continue to grow for children that need access to quality preschool programs.

References

Early Learning Neighborhood Collaborative. (2013). Retrieved from http://www.elncgr.org/about_us.html

Scott, M. (2013, June 5). Kindergarten readiness: Vulnerable Grand Rapids neighborhoods targeted for free preschools. InMLive. Retrieved May 23, 2014, from http://www.mlive.com/news/grand-rapids/index.ssf/2013/06/kindergarten_readiness_vulnera.html

RESEARCH TOPIC

My current master's course is Building Research Competency.  In this course we will be exploring a research topic and simulating a research project.  My broad research topic is executive function in early childhood.  What is executive function you ask?  The following video helped me to understand the importance of this subject to this field.

For the purpose of this course it was necessary to refine my broad topic to a more specific subtopic.  I will be researching the benefit of play curriculum on executive function development.

Research is one of the more intimidating aspects of becoming a professional in the field of early childhood.  Understanding the process is helping to make it feel less overwhelming.  The following are the steps taken when approaching a research topic.

• FORMULATING A RESEARCH ISSUE OR QUESTION
• Do a literature review of research already published.
• Refine your topic, issue, question, hypothesis
• RESEARCH DESIGN
• Deductive research process vs. Inductive research process
• COLLECT DATA
• Quantitative research data vs. Qualitative research data
• PROCESS/ANALYZE DATA
• WRITE A RESEARCH REPORT

My current literature review will include:

Kelly, R., & Hammond, S. (2011). The relationship between symbolic play and executive function in young children. Australasian Journal Of Early Childhood,36(2), 21-27.  Retrieved from http://web.b.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=3&sid=ddacfd0f-47f3-40e5-8ea5-892f25f166b3%40sessionmgr114&hid=113

Wegrzyn, S. C., Hearrington, D., Martin, T., & Randolph, A. B. (2012). Brain Games as a Potential Nonpharmaceutical Alternative for the Treatment of ADHD. Journal Of Research On Technology In Education (International Society For Technology In Education), 45(2), 107-130.  Retrieved from http://web.b.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=3&sid=ddacfd0f-47f3-40e5-8ea5-892f25f166b3%40sessionmgr114&hid=113

Center on the Developing Child at Harvard University. (2010, July). The foundations of lifelong health are built in early childhood. Retrieved from http://www.developingchild.harvard.edu

National Association of the Education of Young Children. (n.d.). http://naeyc.org

Gartrell, D. (2013, March). Democratic life skill 2: Guiding children to express strong emotions in nonhurting ways [Electronic version]. Young Children, 68(1), 90-92.

Please keep me in mind if you come across any sources that you think might help me explore this topic!