Reflecting on Research

     First, a huge thank you to each of my classmates who has challenged me to grow in my learning, stretched my assumptions, and shared valuable insights. It's been an interesting term both personally and academically, and I'm thankful, if a bit bruised, for the experience. In addition, thank you to Dr Todd who has provided helpful feedback and encouragement to myself and my peers throughout this term.
     Having taken Research Methods, Statistics, and Research Design courses in the (not too distant) past, I found myself pretty well prepared for this course. And while it was introduced to me in the past, getting a chance to focus on equity issues in research design, was a fairly new concept. I was familiar with power issues, and homogeneity, but was intrigued to learn about research and the deficit model. With the abundance of ethical standards and review board procedures involved in conducting research, it is hard to imagine that we continue to produce studies that reinforce potentially negative delineations between groups. It's certainly something that I will pay greater attention to as I read scholarly literature in the future.
     The greatest lesson that I learned (or had reinforced for me) this term was to approach research as you would a client: from a position of wonder, not expertise. While we may think that we have the answers, or desperately want our hypothesis to be supported, this mindset often leads to bias issues in research and potentially flawed results.
     My greatest challenges were personal. As the single mother of a very energetic 4 year old, my days are busy. Paying the bills involves a job, which I am thankfully able to do online after he goes to bed (around 8). Homework needs to find a space too, which is often either before or after the job. My days and nights have been stretched to their limit this term as I've had no additional care-giving support (my parents are vacationing). The past 8 weeks have reinforced for me that finding balance is a life long endeavor, and that priorities can shift from hour to hour, often in unexpected and even negative ways. We cope. We do our best. And we go on.
     Finally, my perceptions of early childhood education have been deepened this term. I appreciate the value of research specific to the field more so now than before. Previously, I believed that research in the ED field was primary secondary to psychology, sociology, and education. However, it is now clear that not only is there a place for this type of research, but a demand. I wonder though, how many in the field are choosing this route, and whether or not they are prepared for the rigors of research.
     Again, thank you to each of you who has contributed to the course this term. Eric, as always, it's been a pleasure and incredibly gratifying to read your work. Tequilla, it's been wonderful to gain insights from your posts and your blog. Traci and Tishae, it's been wonderful getting the additional perspectives that you have provided, particularly in the last 4 weeks. I wish you ALL the best in the coming terms and know that you will continue to do great things in the field.

International Research: Early Childhood Australia

     Early Childhood Australia is an organization committed to ensuring "quality, social justice, and equity" in the early childhood field. They are specifically dedicated to advocacy issues for children birth to eight years old, both in school and at home, as well as parent education and maternal and child health issues. In addition, they are committed to ensuring that "Young Aboriginal and Islander children are thriving and learning" (ECA, n.d.).
     One interesting advocacy point I found was the Jobs for Families Package Childcare Package  Bill. The bill aims to increase childcare subsidies for families and to increase the family salary income entitlement. Currently they anticipate challenges with the bill passing because it is tied to another bill. In effect, monies will be taken from one family program and given to another. The ECA does not support the tying of the tow bills, and is advocating for change with this. 
     Two other sections of the website that I found interesting were the Parent Resources link and the Start Early link. The Parent Resources link offers information on health and nutrition, separation anxiety, sleeping, and transitions to school. It is clear, concise, and presented in such a way that those with or without early childhood backgrounds are able to benefit from. The Start Early link provides short online courses for childhood professionals. The modules are free and include topics relating to "Respectful Relations, explore issues around Gender, Respect and Identity, and encourage Father Inclusive Practice" (ECA, n.d.).  While some information is likely to be geographically specific, there is also information that could help inform practice for educators around the globe. The three current modules are offered until March 2017, so take advantage of them now!

The Positive Side of Reseach with Children

     The potential for risk and harm exists as a possibility in most any research. However, without research, positive change, knowledge growth, and new ideas would be hard to come by and even harder to share with others.
     My cousin recently received her doctorate in Speech Language Pathology and works as a researcher and professor at Penn State and Boston Children's Hospital. Her primary area of interest is language pathology and technology. Her most recent research has explored the ways in which social media aids individuals with speech language pathologies, and ways in which augmentative and assertive communication (AAC) can and is being used by these individuals to enhance their communications with others. 
     Her current study is qualitative and provides examples of how social media use with AAC can drive clinical practice as well as research. In speaking with her recently, she was excited to share stories of how children who have severely compromised communication skills are able to interact within the social media venue. This creates opportunities for connection, social-emotional development, and shared learning.
     As social media continues to grow, it presents opportunities for communication and connection in new and exciting ways. Her research is helping to identify ways in which AAC does and can continue to aid in children's connections with others.

Attached is the link to her research poster: Engagement in Social Media Environments for Individuals who use Augmentative and Adaptive Communication.

My Personal Research Journey

For the better part of the last 10 years my goal was to open a pediatric hospice and grief counseling program in my area. There is something really incredible about working with death and dying, as well as grief and bereavement. It is a sacred time in our lives, much like birth, where we labor between one stage of life and the next. Because most hospice programs serve only adult patients, children and families of terminally ill children, often spend their last weeks or months within the confines of a hospital, where their symptoms can be managed, but quality of life is restricted. I've worked with the siblings of adults and children who have died and have always been struck by how well children handle death, it's really us adults that muck it up. My idea was to create a program that could serve children in their own homes, or within a home-like setting, where family could stay together. The program would also foster relationships between families and children, empowering them to support one another and realize that this process could be one filled with love and hope.

Then my son was born. I worked full time and missed a lot of his first 3 years, seeing him only an hour a night during the work week. And while I still held the idea of a pediatric hospice program close, I really just wanted to spend time with my son. Ever chance I had I would take him to parks, museums, and the library. Watching him learn and develop gave me the same sense of awe and authenticity that sitting vigil did (I realize that sounds odd, but its true). In both instances I am a companion on another person's journey, watching with wonder and pride a beautiful process unfold.

So, how can I spend time in that space with my son and facilitate it for others? By developing a children's museum/discovery center. And with my background in counseling and working with children and families, as well as my experiences with my own son, I have the unique opportunity to tailor the center to meet a need: social emotional development. In my work with children and families, this is often the area that has the most room for growth, and meets the most challenges.

That brings us to now. My research simulation this term will focus on how a children's museum/discovery center can best support social emotional development in children. The greatest insight I've gained so far is that there is little research on this specific topic. However, I'm not new to research, and have often had to dig deeply and get creative in order to answer a question. I'm excited to use this opportunity to support my professional goals. I'm open to insights from others, and am glad to support them in their journey's as well.

Reflecting on International Contacts

When I first learned about the "international contacts" portion of this course, I admit I was filled with a certain amount of dread. As a typically introverted person, this required me to work outside of my comfort zone, contact a STRANGER, and rely upon them to aid me in meeting my own needs. What I found was something quite surprising.

First, I rekindled a dialog with a former classmate, and had the opportunity to learn more from her than I had in our first course together. She validated for me the universal lack of quality ECE, but also validated the voices that are rising up within the field to effect change. Her passion is strong and her determination palpable. Simply being in relationship with her, albeit through email, pushed me along in this course during days of weeks when I felt myself waning in enthusiasm or energy.

Second, I gained confidence not only in myself personally, but professionally within the EC field. Because we are both still students, some of the fear of sounding less-than-knowledgeable was diminished. Because we are both striking out in a professional field together, we are able to share our challenges and our hopes more openly. Our conversations gave me hope for the field.

Finally, by seeking knowledge from another, I hope that I validated her world view and experience, as she certainly inspired me to look deeper into my own. My stereotypes/assumptions were challenged as well as reinforced. But it is not without seeing the experience through her eyes that I would have had this. For this I sincerely thank her and am in her debt.

My goal for the field of ECE would be this: value yourself, back it up with best practices, and begin to "be the change you want to see" (thank you Gandhi). No one is going to value the field or all that it has to offer if those in the field do not demonstrate their own value through quality, confidence, and knowledge. Every field has had this growing pains as it emerges from it's infancy and childhood into it's full "professional" adult glory. Learn from other fields. Don't stop growing.

Zambia

This week, I touched base with Mwaka, a peer in Zambia.  She reports some similar issues and challenges with regard to ECE in Zambia that we experience in the states.  Two of these primary issues being access and affordability. Specifically, Mwaka reports that "early age quality schools are very minimal and expensive... some parents register their children while still pregnant". Until recently I thought this was only something that happened in rom-com movies. However, I've hear this anecdotally in my own area, though not to the same degree, with parents getting children on wait-lists soon after birth. Mwaka reports that she registered her own daughter in 2014 "when she was 5 months for a 2017 spot" in a 3 year old room.

With regard to opportunities for professional development, Mwaka reports that they are minimal, and that those who are passionate about continuing higher education often have to seek out distance education (as she has).

Mwaka's professional goals are directly related to the above three issues (access, affordability, and education). By advancing her education and becoming aware of best practices, Mwaka is working to develop (at least) 2 early childhood development centers. One center will charger higher fees and be directly at those who can afford to pay, while the other will serve low income families and have little to no tuition fees. Her hope is to organize the business in such a way that the higher income center will aid in offsetting the costs of the lower income center. Much in the way that a for-profit organization in the states may support of fund a non-profit. With an awareness of the health issues faced by many in the population, she also plans to have at least two full time nurses on staff to assist in meeting basic health care needs of children in her care.

Mwaka's passion and compassion are deep and true. She states, "My professional hopes are to see less mothers from low income lives go with babies in the streets selling products to earn a living.  I want to see children of all walks of life being given an opportunity to quality education".  I truly believe that Mwaka will accomplish these goals and affect positive social change in her community and country.  I have been honored to share courses and correspondence with Mwaka

Deeper in ZERO to THREE

Looking deeper into the website for ZERO TO THREE, I found some interesting infographics related to advocacy, policy, and effecting change to increase equity.  Having been fighting illness this week (both mine and my son's), these pictures spoke more clearly than words could have.

Another link addresses "Closing the Opportunity Gap for Babies and Families".  The downloadable PDF addresses the effects of early experiences on infant brain growth, as well as policy suggestions for advocacy. Suggestions include: federal reinvestment in ECE; increasing paid family leave and home visiting programs; expanding programs such as Early Head Start; and increasing public awareness of the importance of ECE and safe learning and home environments. Page 4 provides an interesting graphic that charts developmental discrepancies between children of differing SES backgrounds.  

A final link addresses the issues of quality in infographic form as well. 

Thank you ZERO TO THREE for these great graphics. My apologies for my lack of verbosity, but if the flu affects the brain as much as poverty does, I have an added dose of empathy right now.