When I think of Research

First and foremost I would like to thank all my colleagues for their support, expertise, and insight during this course.  Your participation is greatly appreciated and as help better my understanding of the influence of research.  

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

Learning the details of research has helped me better understand why research is important and how it is used to improve the lives of young children.  Learning about the different issues of research and what is currently being done to minimize those issues.  

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

I have a better knowledge of the research process.  I understand that their are guidelines and divisions in place to govern what is or isn't acceptable.  Children, families, and other participants have rights that are protected during research and case studies.  

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

I learn the steps to take when designing a plan to conduct research.  Being specific helps know what exactly the objective is that I was trying to meet.  Learning to look at what I want to learn and how I want to contribute to early education was helpful in determining which approach to take.  

What were some of the challenges you encountered—and in what ways did you meet them?

Making sure the time and resources are available to complete the research is one challenge.  Replacing participants that can no longer commit to being apart of the research is another challenge.  

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

My professional perspective was challenged when I had to switch to a researcher's mentality.  As a researcher, I have to interview and observe then document and analyze.  As an educator, I focused on helping young learners achieve their academic goals.  As a researcher, I see the evidence and I compare it to another group's outcome; I can't interject and make corrections and turn the situation into a teaching moment.  My purpose is to test a theory and to focus on what the child knows or doesn't know.  So, keep the two positions separate was a major modification for me.