International Research

According to the Early Childhood Development Virtual University, there are several key issues present across the globe. Specifically in Sub-Saharan Africa researchers are focusing on issues related to relationships between young children and both their families and their communities. When browsing the provided research through the ECDVU website, I found that many of the topics, though the details were specific to Sub-Saharan Africa, were topics that are discussed across the globe. Some of these topics related to parent-child relationships, others were related to how school professionals can improve their practice to better meet the needs of the children and their communities. Within the many different research studies available to the public through this organization, I found it particularly helpful to find that several of the studies provided clear outlines of the resources available to parents and early childhood professionals alike. One of the key studies available was simply an outline of several of the organizations available in Uganda that help support the general well-fare of children.

How research shapes us

As I’ve thought of this week’s blog prompt, I realized that I could think of many different instances where I have personally seen research benefit children and families in great capacities. Most of these connections, though, stem from my experience working as a special education teacher with children spanning across ages 2-7.

Were those clear benefits seen in special education the only one that’s I knew of?  I had to really think about the different connections that exist between research and the early care and education field. The base of everything revolves around what we know about children, and adults for that matter. Research is the very tool that tells us how, why, and in what ways children grow. Each and every time I interact with a child, or a parent, I think of what I know about the science behind a person’s physical, emotional, social, and behavioral development. I know that when I meet a 2 year old, I will alter my interactions with them differently than I would if I was interacting with a 7 year old.

This fall I was fortunate enough o attend a Columbia Teacher’s College Saturday Reunion. During the day’s workshops, I met a teacher from an inner city elementary school. She was telling me how her school was struggling to meet the needs of their youngest readers. Most of her students were not meeting their benchmark standards in reading, and she was beginning to get frustrated. After researching available resources in her community, she had learned more about the Reading and Writing Project. She spent time reading the different publications and studies produced by Lucie Calkins and her team at TC. After this teacher learned more about the evidence behind the practice, she determined that the Reading and Writing Project would help to support the needs of her students. She developed a clear map of how she would implement the curriculum, and performed a self-study and application of the curriculum in her classroom. After a trial period, she presented her principal with her findings of successful growth in her students through implementation of the Reading and Writing Project. She now has helped to guide the curriculum in her school to better meet the needs of all grade levels. The research she conducted help to support an entire community of learners.

Checking in: my simulation challenge

For my research topic this time around I have chosen to focus on the connection between NJ state curriculum regulations and the social emotional growth of children in kindergarten through second grade. Something that I have been having a hard time with, though, is the process of narrowing my research simulation topic into a more specific research question. 

I want to examine the number of required hours teachers must spend teaching social studies and general social skills as stated by the New Jersey Common Core Standards. From the examination of the required timing, I would like to look further into how schools are actually implementing the required curriculum, as well as the growth of the students in social-emotional development as stated through social-emotional evaluations. If this topic is specific enough, I’d begin to look into the different assessments that could be used to measure social-emotional growth. I think that the process of narrowing my topic is especially challenging since I won’t actually be conducting the study. I have a tendency to learn best through experience. 

One of the reasons that I’m leaning towards this particular topic is that it is one that plagues my every day. As a first grade teacher, I am finding less and less time to provide my children with opportunities to grow as people, not just learners. I would like to know if I am in the same situation as most other teachers in my state, or if there are some teachers that are having drastically different experiences.