When I think of research

This course has been a true empowerment tool and a valuable addition to my knowledgebase. Not only do I feel more comfortable reading research papers following this experience, I can actually understand what I am reading. Compared to the first week of class, research terminology no longer intimidates me. I understand the research process and the massive responsibility that lies upon the shoulders of the researcher.

Although I was familiar with the research process involving posing a question, then a hypothesis, collecting data, analyzing data, and drawing a conclusion, I have a much deeper understanding to the nature of research particularly after reading about the issues of ethics, equity, and qualitative verses quantitative design. These topics made me view research as a social incident rather than a rigid scientific process. It is rather a relationship that requires planning from the start to the end.

The most valuable lesson learned about conducting research in early childhood is that the child’s voice needs to be heard throughout the research process. It starts with the research topic and question, how will it benefit the child and is it needed. Then it goes into gaining the child’s assent, choosing the least invasive data collection tool, addressing personal biases while analyzing the data, and finally preserving the participant’s privacy when publishing the research.

At the beginning, the biggest challenge facing me was research terminology. Through the use of the weekly assignment “charting your growing knowledge” I targeted challenging terminology and tried to grasp its meaning. By the end of the seventh week, I went back and reviewed many of the previously published research regarding my topic and found myself reading it with much ease compared to the first week. My knowledge base and terminology has tremendously expanded in the past seven weeks.

As a new center director, I intended to insure that my staff stays up to date on current research regarding early childhood, however, I now perceive an early childhood professional as not only a consumer of the research report, rather one who is actively involved in research themselves. One who is continuously asking questions, investigating, and perhaps applying their own research questions as they engage with the children around them. The early childhood professional is a proactive participant in the lives of children and their families.

With that I would like to conclude by saying thank you to all my colleagues who throughout this course have enriched me with their posts and comments and contributed to my growth as an early childhood professional.