AN EXAMPLE OF THE IMPORTANCE OF RESEARCH IN THE EARLY CHILDHOOD FIELD OF EDUCATION

Personally and professionally, the importance of research being conducted as well as having access to this research is really important.  As a licensed child care educator since June, 1990, I have seen many changes in both the licensing standards/regulations as well as what is expected of the child care field professionally.  I have also learned how important it is to view situations from a variety of viewpoints as well as being a neutral third-party when it is needed.  It is very important to keep our minds open in order to learn a greater variety of tools which can be used personally, professionally, and in a local context.  In order for me to run a high-quality child care it is important for me to understand and keep myself apprised of the newest research as well as the conclusions this research has found.  Research, in my opinion, is one of the greatest tools I have available to me.

Further understanding of tools such as awareness viewpoints are beneficial in many situations, including but not limited to, situations working with families, when conducting research, and when advocating.  Becoming aware of factors such as the importance of respecting that each student and their family have a culture that is to be valued and affirmed; allowing students and families to fully participate in the educational process – keep communication open in both directions; reflection periodically on our own definition of diversity and educating ourselves in any areas in which we, as educators, need more information in, are also very important (Salend, 2008).

As I have written in previous assignments, there is no doubt how important the early years are to children’s lives. A positive beginning to life means a positive foundation for future development, health and general well-being throughout a child’s life. However, policy and practice in early education and care still lacks focus in many areas of the United States as well as Internationally (Elliott, 2006).

Quality/effectiveness as it relates to early childhood programs, regardless of the programs being center-based, family home based, nursery school, or learning centers, require the same components to be present in order to be considered as a quality/effective program. Examples of what a quality/effective program should include are, but not limited to: The relationship between the educator and the child; a rich curriculum; and the presence of a responsive/well-educated staff/educator-child ratios.

Research has shown the ongoing relationship which the educator has developed with each of the children is very important to the child’s learning. Research on brain development of young children, according to Galinsky (2006), shows that human relationships are the building blocks of human development (Galinsky, 2006). High-quality programs place an emphasis a curriculum with a focus on language; emergent literacy; early mathematics skills; motor; social/emotional development; health; nutrition; structured/unstructured play; and a curriculum which allows for the involvement of parents/guardians in the curriculum itself as well as educational opportunities for the parents/guardians (Olson, 2005). High-quality early learning programs will be the strongest if the educator-child ratios allow for the best responsiveness/sensitivity to the children. Recommendations by the National Research Council include assigning at least one educator with a minimum bachelor’s degree and specialized education in early childhood to each group of children (Olson, 2005). The preparation and compensation of educators is also very important (Olson, 2005).  These components should include focuses (as referenced above) on a combination of nurturing relationships, a focus on the children’s health and safety, and making sure a developmentally-appropriate curriculum is provided for all of the children’s developmental needs regardless of their abilities.

Plainly speaking, without research, none of these facts would be known.  In the long-run this helps all of us in one capacity or another.  But it is our job to make sure the research we are basing our decisions on has been done both ethically and has met the proper standards.

Reference

Galinsky, E. (2006). The economic benefits of high quality preschool: What makes the difference? Retrieved from http://familiesandwork.org/site/research/reports/ced.pdf

Olson, L. (2005). Early childhood education: Investing in quality makes sense. Research Points, 3(2). Retrieved from http://www.aera.net/uploadedFiles/Journals_and_Publications/Research_Points/RPFall05 .pdf

Salend, S. J. (2008). Creating inclusive classrooms: effective and reflective practices. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.