When I Think of Research.......

Some insights that I have gained about research from taking this course are research is about uncovering and enabling the emergence of new understandings, insights, and knowledge. The purpose of research is a continuing method of correcting and refining hypotheses. The purpose of research is also about testing theories. I have learned that there is good research and bad research and research can have negative as well as positive impacts. Basically, research is about confirming what you were already sure of. My ideas about the nature of doing research have changed by after taking this course and reading the chapters in this book, I can see that doing research can take up a tremendous amount of time and can be challenging. In planning, designing, and conducting research, I have learned that research design is simply a matter of planning. According to the text, “One needs to consider what is to be researched and how, when and where the research is to take place, who will participate, what data will be collected and how these will be analyzed” (Mac Naughton, Rolfe, Siraj-Blatchford, 2010). When conducting research, you can use many source methods such as interviews and observations. A challenge I encountered was coming up with a good research topic and narrowing the topic. I really had to relax my mind and do more research on how to narrow my chosen topic and ask the instructor for guidance. Since taking this course, I am now aware of the time and hard work that early childhood professionals have and still are putting into research. I now know that early childhood professionals have contributed a great amount to research.

I would like to thank each and every one of you for the support and feedback you provided me throughout this course. Good luck to you all in this course and in future courses!!!!

Mac Naugthon, G., Rolfe, S., and Siraj-Blatchford, I. (2010). Doing early childhood research:

            international perspectives on theory and practice (2nd Ed.). New York, NY: McGraw-

            Hill 

Research Around the World

Some of the current international research topics are:

Every Child Vol. 20 No. 1 - Supporting best practice RIPS 1401 - Professional partnerships in children's services: working together for children EDL 1401 - Everyday learning about agency in the early years There were some facts and insights that I gained from exploring this international early childhood website. Climate change can have a huge impact on young children. According to the website, “In Australia, attention to climate change and its environmental, economic and social impacts has been spurred on by deepening concerns about diminishing water supplies and rising fuel costs, and uncertainty about future energy supplies” (Davis, 2007).  A role for early childhood education. “Children, the most vulnerable humans, are at the greatest risk from our unsustainable practices even more so because they face greater, and longer, exposure to the worst of the consequences. We need to do things differently. Unless we change our way and soon our children and future generations will inherit a sadly depleted earth, and their own contributions will exacerbate the problems. Children are, after all, already growing up as 'little consumers', many already suffering from what has been termed 'nature deficit disorder': the cumulative effect of a lack of experience in, appreciation of and care for the natural world. Technological solutions, such as using renewable energy and fuel-efficient cars, will be important. So too will social solutions, such as ecologically designed suburbs that facilitate 'green transport' and local waste processing. Education also has a crucial role in shifting our thinking and actions towards more sustainable ways of living. Moreover, early childhood education must be active in playing its part in influencing people to engage in sustainable living. The early childhood education field, until recently, has been very slow to take up the sustainability challenge.  Nevertheless, there are some excellent examples of early childhood centers and services that do model sustainable practices as part of their curriculum, thereby supporting children to be social and environmental activists as part of their curriculum. It is important to congratulate and showcase such organizations, in order for us all to learn and benefit from their example.  What can the early childhood education field do? While being informed about global warming and its impact on young children is important, it is not enough. We must focus on how even very young children with the support of caring and concerned adults can be agents for change. This is not a 'doom and gloom' approach to education for sustainability, in which children are confronted by images of dying birds, drowning polar bears, choking smog and urban slums. Rather, it is transformative education that values, encourages and supports children to be problem-seekers, problem-solvers and action-takers in their own environments. Young children can even lead the way for adults, helping to change their parents' and teachers' environmental awareness and behaviors. It is necessary for adults to work with young children to support them in becoming environmental activists none of us can afford to leave global warming for someone else. As educators, we all need to develop dispositions that encourage care and consideration of the Earth and for the future. One way to do this is to consider the Earth Charter as a guide to our own awakening. The Earth Charter is a declaration founded on the principles of 'global interdependence and shared responsibility for the well-being of the human family and the larger living world’. What else can we do with and for children? Ensure children get to play in quality, natural environments (or, at least, in 'naturalized' outdoor settings) where they can have deep engagement with the natural world. Involve children as participants with legitimate ideas, perspectives and creative responses in authentic learning and action around meaningful environmental and social issues. Model 'green housekeeping' practices in our early childhood care and education centers and services, such as minimizing waste, and reducing water and energy consumption. Build sustainability into policies and practices so others know where we stand, and use this to communicate with and educate the wider community. Find out more about climate change and sustainability issues seek current, reliable information about the state of the planet. Join early childhood environmental education networks and become campaigners and co-learners with colleagues. Use collective power to challenge employers, professional associations, accreditation services and teacher education institutions to include education for sustainability as part of pre-service education and professional development. Advocate for 'child-friendly' communities, towns and cities where urban design, transport systems and architecture enable children and families to have safe, open environments that promote play, health and wellbeing” (Davis, 2007). Davis, J. (2007). Early Childhood Australia: The voice for young children. Climate Change and its Impact on Young Children. http://www.earlychildhoodaustralia.org.au/resource_themes/sustainability_global_warming_and_climate_change/climate_change_and_its_impact_on_young_children.html