Building ECE Research Design

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

I have realized that planning a research study requires a lot more than just obverting. I have to consider a lot of components that may negatively affect each other if not considered (Mac Naughton, Rolfe, & Siraj-Blatchford, 2010).

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

I like to do research on my own however, I now realize the importance of having other people’s perspective included in the study. I am usually a loner in research. I usually get agitated when someone else puts in their two cents (Mac Naughton, Rolfe, & Siraj-Blatchford, 2010).

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

I have learned the difference between qualitative and quantitative design. I like how one gives the facts and the other tells you why it might be fact. I have learned that having more than one researcher could help you validated your research. Also, I have learned that planning for a research study should be outlined first before implementing it so you what to consider in advance for a successful study (Mac Naughton, Rolfe, & Siraj-Blatchford, 2010).

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

The challenges I encountered was not quite understanding the concepts in the textbook. Quite a bit of it was going over my head. I had too often find a Youtube video that would explain the concept visually for me because I am a visual learner.

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

When I do read studies from ECE researchers I now understand how in depth and time consuming conducting a research let alone planning one really is. I will trust the data they will collect and see how it can be implemented in the classroom.

 

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

 

 

 

 

Nigerian Storytelling

          In Nigeria, they have a tradition of storytelling these classical tales that were passed down from generation to generation. These stories are cultural and give the children in the community a sense of culture and belonging. Now today Nigerian children are more engaged in technology and television shows overseas. The culture of storytelling is not as popular and considered boring to the children. In the Umuchingo community, they have decided to reintroduce storytelling at annual festivals and in their childcare centers. To make the stories interesting they had to get the children to participate in the story through clapping, rhyming, and singing. They also encourage parents to story tell at home so they will become accustomed to the tradition (Ezirim, 19190).

          It is very fascinating to do storytelling to children without the book itself. I have tried this in my classroom before from three year olds to school-agers. It is a wonderful way to promote and encourage imagination instead of a video game, TV, or even a picture book to do it for you.

          I have also learned that this site is a Virtual University that has its own Masters program. The Early Childhood Development Virtual University (ECDVU) collaborates with other people in other countries to increase the country's societal and financial development through lecturing the necessities of the children and their families and communities which cultivate them (Ezirim, 1990).

Ezirim, M. (1990). Integrating Indigenous Knowledge in ECD Training and Services, Retrieved from http://www.ecdvu.org/ssa/major_reports.php