When I Think of Research...

The first thought that comes to mind is "time", and how little of it I seem to have these days.

The course of study at Walden University that I am just completing is Building Research Competencies.  I have learned a great deal from this course on what goes into the educational research process.  The amount of time spent on research can vary depending on the type of study being conducted and the participants in the study.  Research is valuable to the field of early childhood education to show the importance of children getting an early start to promote healthy educational growth and development.  Throughout this course I have worked on a research simulation pertaining to the value of parental involvement in the early childhood classroom.  Should this research project actually be carried out I believe it would show that the more parents are involved in the classroom the greater the benefit to the child.

I have a greater appreciation for research and the research process.  For many years I have read journals and research projects not really understanding them or the work that goes into them.  Thanks to this class my ideas about the nature of doing research have changed.  If my curiosity was sparked I would be inclined to get on board the train to conduct a study myself.  Work is never as much fun or enticing when it's something you are learning to do, as it is when you set out on your own to do it.  I believe that is the driving force behind many early childhood researchers is their passion for the field and the to see it thrive in the future.  Without the research to show that early education has benefits many programs would seize to exist.  I have a new respect and understanding for educational research and how it is used.  It for more than writing a paper for college. Often it's hard to see past that when burning the midnight oil.

Careful thought is put into the planning of how to begin the research process.  Planning a research process can take a lot of time, in and of itself.   Once a general topic is chosen it must be broken down into smaller subtopics before a research question can be formed. Determining who the participants will be and what method of research to use all depends on the data the researcher wishes to collect and the amount of time they have to collect it.  Also, the availability of resources and convenience to the researcher has to be considered.

There were many challenges that I encountered while preparing my research simulation project.  I would think I was just getting everything narrowed down, then I would realized it needed to be changed.  I looked over the criteria for what had to be included and what could be left out.  I would readjust and begin again.  That's what good research is all about, being flexible.  Each week when I learned new terms it was a challenge for me in not only understanding them, but applying them to my research simulation project.  This was probably the most difficult for me.  I was able to push through and as time went on I understood a little more all the time.

 My perceptions as an early childhood professional have been modified as a result of this course on research.  I see the need there is for research in the field, but also how much goes into the research process.  Without research in the field of early childhood we would not be in the field we are today.  In recent years, there as been tremendous growth in the field and I believe we owe it to professionals and researchers in the field who are dedicated to the success of young children and families.  These people like myself and other in this course have a passion for this field and a drive to do what ever is necessary to see it thrive.

I have had my share of struggles in this course, as it was all a very knew learning experience for me.  I have enjoyed, as always reading others blogs and discussion comments.  It's always interesting to see others point of view.   I look forward to continuing my educational journey in this field with others who are as passionate about it as I am.