When I Think of Research

What insights have you gained about research from taking this course?                                  

The insights I have gained from taking this course is research “can make positive differences in the lives of children” (Mac Noughton, Rolfe, & Siraj-Blatchford, 2010, p. 4).  Qualitative research seeks to describe or understand, while quantitative research seeks also to explain (Mac Noughton, Rolfe, & Siraj-Blatchford, 2010).  Longitudinal research studies a sample over time.  Research should be conducted in a manner according to procedures accepted on ethical and professional grounds so that we can have confidence in the results.  Mac Noughton, Rolfe, & Siraj-Blatchford (2010) stated that quality research should be “ethical, purposeful, well-designed, transparent, contextualized, credible, careful, imaginative, and equitable” (p. 10).  In addition, I realized the importance of recognizing research as a tool, “as with all tools, it is simply a matter of learning how to use it” (Mac Noughton, Rolfe, & Siraj-Blatchford, 2010, p. 7).  I have also come to the understanding the researcher is in control of the research process.                                                                                                                              

In what ways have your ideas about the nature of doing research changed?                                           

I formerly thought of research as being done by scientists or being conducted only in clinical settings.  I now appreciate “that graduate early childhood practitioners can be researchers as well as informed consumers of the research of others” (Mac Noughton, Rolfe, & Siraj-Blatchford, 2010, p. 7).  I have learned that research is meant to describe what occurs without unduly influencing it.  It is intended to inform policy and professional practice and to benefit the participants, the researcher, the profession, and society (Mac Noughton, Rolfe, & Siraj-Blatchford, 2010).                                                                                                                                   

What lessons about planning, designing, and conducting research in early childhood did you learn?                                                                                                                                                    

I have learned there are a lot of possible research designs.  The major types were quantitative, qualitative, and mixed-methods.  There were overall considerations to research such as those mentioned above (p. 10).  Also research had to be planned so as to be “do-able”.  Also, self-reflexivity principles (Mac Noughton, Rolfe, & Siraj-Blatchford, 2010, p. 187) required me to look back on my design to analyze and modify it.                                                                               

What were some of the challenges you encountered—and in what ways did you meet them? During the course I would have an idea on what to research then I would get bogged down in the many design configurations and their details.   It would take me awhile to wade through multiple details to decide how to go about doing what I had in mind.  I sought input from the literature, the professor, or my colleagues in the class.  There were so many more considerations that just having a few research questions pop into my mind.  It was like having an idea for a vacation destination then having to complete months of detailed planning to actually carry out the trip.                                                                                                                                       

What are some of the ways your perceptions of an early childhood professional have been modified as a result of this course?                          

An early childhood professional must be an ethical and equitable (Mac Noughton, Rolfe, & Siraj-Blatchford, 2010) research-based practitioner.  We are in a position to make a positive impact in the lives of children through implementing quality research-based practices and principles.  Additionally, I was provided information on what constitutes quality research and how to determine what is reliable and valid.  Self-reflexivity must be practiced not only to analyze one’s own research and that of others, but to reflect on all of one’s professional endeavors.  Metacognitive activity similar to the weekly reflections assigned in the course is necessary to analyze, revise, and implement research or other professional activities.                   

I would like to thank Dr. Myers and my peers for the support that has been provided to me throughout this course.

References

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2^nd ed.). New York, NY: McGraw-Hill.