Blog Assignment: When I Think of Research...

Happy Holidays

I would like to begin thanking all my classmates for their responses and insights. I would also like to thank our Professor Dr. Davis. She encouraged us and allowed us an opportunity to think beyond our interpretations with critical questions and guidance.
Prior to my educational research studies I had limited comprehension concerning the research process.

My insights and perceptions of an early childhood professional have been modified or confirmed, such that: “I have always believed sound research would benefit science and the public”. Through insights in this course I have begun to define sound. The data is truly valid, reliable, useful, ethical, and worth the researchers efforts to provide the best data possible without biases, political issues, or other challenges. Some perceptions I have encountered are how broad the topics can be. One topic easily opens doors for additional and even more in-depth studies.
My research is focused toward poverty and how it impacts childhood development. Throughout each week I begin to learn the research process and how it will guide me to an understanding of the steps organizing my topic simulation. I can now read others research and identify with the methods, designs, and ethical issues. I look for qualitative and quantitative methods, or mixed methods. Based on single studies there are ways shown how to survey, observe, and document participation.

Some challenges I faced was arranging my research questions to justify my research validity and a sound outcome. I was able to overcome this challenge by exploring past and new information each week in my lessons. As I incorporated mixed methods I begin to feel more confident about my simulation. Applying mixed methods I was able to do survey gathering public information, then evaluating the data through the quantitative method. To ensure validity I choose to use the investigator triangulation method. This allowed alternative interpretations of the data.

International Research

The dynamics of early childhood play is a topic researched in depth by researchers around the world. Researchers and theorist are trying to connect links between academics and play. There are many concerns that continue to surface for example: Can children benefit from pretend play? Are children able to acquire academics skills through play? Do children learn social skills through play? Do children benefit from outdoor play?


Since I was a child outdoor play has taken on a new perspective. I remember looking at the clock just waiting for recess. The girls would gather and pretend we were fashion models or play house, while the boys played football and wrestled on the ground. This was a very important time of our school day. I understand that there are many opportunities for children to learn through indoor play, but I do not feel outside play should be neglected. Changed opportunities for children to pursue their interests and play in indoor settings should not be neglected when considering the relative benefits of outdoor play. Indeed it may be important to consider whether outdoor play is still as relevant to childhood as it has been in the past. Perhaps changes in indoor environments have shifted the balance and outdoor experiences have become less relevant. Children need the opportunity to get out of the classroom. This helps them physically and emotionally. It gives them an opportunity to explore nature and the environment.


Today on a typical school day many children do not even have an opportunity to go outside. Because we feel the crunch and if it’s close to test time, many teachers will opt to more test taking skills or reviewing standards information.


This special edition of the European Early Childhood Education Research Journal provides an important contribution to the evidence base on outdoor play. By bringing together researchers from a range of countries, using a range of methodologies in a wide range of outdoor settings, it becomes possible to examine the different affordances of various outdoor spaces (within centres/schools, public parks, wild areas), the relationship between institutional practices and children's play in outdoor spaces and the relationship to early childhood pedagogy.


Resource:
Waller, Tim. Sandseter,Ellen Beate H., Wyver, Shirley, Hagsér, Eva, Ärlemalm, Maynard, Trisha. (2010). The dynamics of early childhood spaces: opportunities for outdoor play? Special Issue: Outdoor play and learning. European Early Childhood Education