The past eight weeks in this class
we have increased our knowledge of the research process, piece by piece. We have not only gained a basic understanding
of the pieces involved but have chosen certain aspects each week to learn about
more in-depth. I began this class with
very little working knowledge of the overall process that a research study
entails and am ending with a much broader knowledge base and with confidence
that research can be done by each of us if we break it down into a system of
steps and manageable pieces.
Prior to this course, I would not
have viewed myself as someone interested in conducting research. The few research studies that I had attempted
to read would go from understandable in the beginning to completely confusing
when I would reach the methods and statistical portions. The text for this class was very helpful in
clarifying and defining the parts of research, the steps of the research
process, and giving examples of many types (Mac Naughton, Rolfe, & Siraj-Blatchford,
2010). Research was described as a tool
for learning about and understanding (Mac Naughton, Rolfe, & Siraj-Blatchford,
2010). Over and over the importance of
ethics and the role it plays in research was described and reinforced. Our own world-view and ideas which we may not
have previously realized, impact all of our thoughts and actions and decisions
we make throughout the research process.
Awareness of this will decrease the incidence of bias impacting our
research.
As for the importance of planning,
designing, and conducting research – the lessons learned were many and I am
sure that there are many more to learn.
One of the most important things I learned is the importance of taking
the time to construct a well-thought out plan (Mac Naughton, Rolfe, & Siraj-Blatchford,
2010). Having to stop or redo may not be
possible once the research process begins and if possible can take valuable
time and fund resources that may not be available. The design will be dependent upon what you
are hoping to do - are you trying to explain or understand with the research (Mac
Naughton, Rolfe, & Siraj-Blatchford, 2010).
While conducting the actual research, it is critical to keep track of
your data, focus upon unbiased collection and analysis, remain open to whatever
the results may be.
My biggest challenge was the
formation of my research question and reducing it to a manageable size. There are so many avenues that one can take
when thinking about the possibilities for research topics. Once you have a topic of interest it must be
one that can be reduced to a size that is manageable in regard to time, funding
and availability of participants (to name just a few).
My previous view of an early
childhood professional was more focused on one who works with children and
families directly in the classroom or services provided. I had not really thought about them in
regards to those who do the actual research or even so much of the role they
might play in the research process as a participant. This class has brought a whole new side of an
early childhood professional to the foreground in regards to research to my
view or thoughts of what the profession entails. I can see a link between my interactions,
observations, and planning for children, families and the environment with the
role of a researcher. In order to best
facilitate learning, services and set up an environment I have to do a limited
amount of basic research in order to have the information necessary to
individualize for one child or best serve the needs of the group as a whole.
I would like to take this
opportunity to thank each of my classmates and Dr. Pickens for the positive experience
this class has been. As with each class
prior to this one, the weeks have flown by and been filled with new knowledge
and shared experiences; growth as an early childhood professional has occurred
as a result of both. The information and
insight gained through the learning resources, interactions and feedback from
classmates and Dr. Pickens have been a direct positive factor throughout the entire
learning process. I look forward to
continuing to learn with and from each of you in the upcoming classes we may
have together.
Reference
Mac Naughton,
G., Rolfe, S. A., & Siral-Blatchford, I. (2010). Doing early childhood
research: International perspectives on theory & practice. New York,
NY: Open University Press.
