RESEARCH REFLECTION

• What insights have you gained about research from taking this course?

Going forward I feel that I will be able to better understand and utilize research journals in my professional growth.  I do not feel that it is nearly as intimidating to read through research after learning how to get to the meat of the articles (what to read and what to skip).  It was valuable to learn how to skim through articles to find ones that suit your topic.  

• In what ways have your ideas about the nature of doing research changed?

Working through my own research simulation I realized that it could be something that I would be able to do.  Research is a way to answer questions that we still have about early childhood.  I liked the flexibility that research design has allowing for big and small projects.  As teachers I feel that we apply the elements of research in our own classrooms every time we question our own practices in order to make changes that better suit the learning and well being of our students.

• What lessons about planning, designing, and conducting research in early childhood did you learn?

The most important thing I learned about research in early childhood is how best to work with child participants.  I have always thought about participants more as subjects before taking this course and working through my own simulation.  I learned how much more valuable, insightful, and reliable the research results can be when children are respected, valued, and included in the whole process.  I learned so much about acquiring assent from children and assuring them that they have a choice in whether they want to participate.  In child interviews or observations it is important not to lead a child into specific answers or results, but ask questions that you do not know the answers to.  Children are so easily manipulated that it is so important to follow their lead in order to get genuine answers to the questions your research leads you to. 

• What were some of the challenges you encountered—and in what ways did you meet them?

I think the biggest challenge I had in the simulation was my research topic.  It was too broad at first, and then it changed to something that I wasn't really confident in my understanding.  I started with the question of "how does play influence the development of executive function."  After we studied qualitative design I feel that I successfully narrowed down a topic that I could not only work with, but it had relevancy to my teaching experience; I was honestly interested in my final research question, "how do learning environments (learning areas and activities) affect impulse control in preschoolers (3-4 year old)?"  The other challenge that I would foresee is staying interested in my topic.  I was relieved to have developed a topic that I could see myself remaining interested in.

• What are some of the ways your perceptions of an early childhood professional have been modified as a result of this course?

I have always felt the one of the main qualities of being a professional in this field would include staying abreast of current issues and trends in this field.  I would say now that being a professional should include reflecting on the current information out there and asking questions that still need answers, and then finding the answers. 

I am very grateful for the foundation I have built in this course in research.  I would like to say a special thank you to Dr. Ferrari for the support and guidance in my research simulation.  It was quite a journey.  Thank you to all of my colleagues that went through this journey with me.  It was very helpful to read your thoughts, insights, questions, and your own struggles.  You never know, we might find ourselves working on a research project together someday!

INTERNATIONAL RESEARCH

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.  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.  Students participating are from such countries as: Ghana, Tanzania, Nigeria, Zambia, Malawi, Uganda, Eritrea, Kenya, and Lesotho.  Each student is assigned an in-country committee member as well as a representative faculty member from the University of Victoria in Canada.

This project has amazing benefits to international research regarding early childhood issues because students from each country work on a thesis or major project that is specific to the needs of their country.  Educating individuals within their own region empowers people who are truly familiar with local issues as well as cultures and language to become professionals advocating for change.   In my master's program I work within a community of inspiring people that have much to give to the early childhood field.  However, I am more likely to work for change in Michigan and more specifically in the greater Grand Rapids area because I am more aware of those issues as they affect me personally.

On this site all theses and major projects done by students are published to help educate the public.  The following are several theses and major projects that will have a direct effect on the country involved:

• Development of a Model Framework for Orphans and Vulnerable Children in the Early Years in Ghana (Sabaa, 2004)
• Policies and Programs in Support of Childcare for Working Families: 
• A Case Study of Data Sets and Current Activities in Uganda (
Nankunda, 2004)
• Assessing the Influence of Different Early Childhood Development Models on 
• Pre-School Children’s School Readiness in Kenya (
• Ngaruiya, 2004)
• Traditional Child Care Practices in Tanzania: Supplementing PLAN Training Programs (Salakana, 2004)
• Curriculum Development Using Community Resources [ in Eritrea] (Bairu, 2004)
• Developing an ECCD Teacher Training Curriculum in Lesotho as Part of a College Education Program (Sebatane, 2004)
• Pilot Study of the Adaptation of an Established Measure to Assess the Quality of Child Services in a Selected Orphanage in Zambia: The Inclusive Quality Assessment (IQA) Tool (Akinware, 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 (Akomas, 2004)
• Coordinating the Development and Implementation of the 2003-2013 National Action Plan (NAP) for Children in Malawi (Chalamanda, 2004)
• Utilizing Indigenous Stories in the Promotion of Early Childhood Development Programs in Uganda (Gamurorwa, 2004)

A wide range of topics and issues are explored in these projects including orphans, working families, policy implementation, quality assessment, training and education, using community resources for curriculum design, school readiness, and utilizing indigenous stories to name a few.  I was dissappointed that the web site is nine years old and was last updated in 2007.  I am curious if this was a one time program to educate and train professionals in the field as there is not any current information added.  However, for issues and topics in sub-Saharan Africa this site is very informative.