The influential website I chose to focus on is the European Early Childhood Education Research Association (EECERA) http://www.eecera.org/
Upon reading more about the above association, I have seen they have an immense amount of research articles across all educational fields and not just in early childhood education. However, there were a few international early childhood educational research articles that caught my attention, namely:
- The Black baby doll doesn’t fit the disconnect between early childhood diversity policy, early childhood educator practice, and children’s play
This article explored how multicultural policy approaches, which mandate the inclusion of culturally and ethnically ‘diverse’ play materials in early childhood classrooms influence the pedagogical practice of educators and, in turn, children’s play and social interactions.
- Relationships in early childhood education – beyond the professional into the personal within the teacher–child dyad: relationships ‘that ripple in the pond’
This article extends upon earlier research by exploring the concept of a networked dimension of teachers’ personal relationships and how they inform their perceptions of their relationships with children within a dynamic system.
Upon looking over this website and reading information in the website, I found it profoundly interesting and helpful to know that there is a website such as this, where one can have easy access to the latest research on early childhood education, it was encouraging to see that there is a section on the website called SIGS, which stands for Special Interest Groups. If you are a member of EECERA you can participate in these special groups. The educational groups you can be apart of and to name a few are:
It was also noteworthy to know that EECERA hold annual educational conferences around the world for their members on a variety of topics. Just recently a conference was held in Dublin, Ireland and the topic was HAPPINESS, RELATIONSHIPS, EMOTION & DEEP LEVEL LEARNING in Early Childhood Education.
I came across a research article about children with asthma, which is relevant to me as I have had asthma since I was a little girl and always wondered how severe pollution affects my chest. Furthermore where I am living now in Shenzhen, China, some colleagues at my school, who have never had asthma before or grew out of asthma many years ago, have asthma now since, living in China- which is quite scary, as we have only been living here for just over a year!
The research article focused on the effect of air pollution during exercise or time spent outdoors on the development of asthma. The research investigated the relationship between newly-diagnosed asthma and team sports when children are exposed to different concentrations and mixtures of air pollutants. The research used 3535 children with no history of asthma from schools in 12 communities in southern California and were followed up for up to 5 years. 265 children reported a new diagnosis of asthma during follow-up. The researchers assessed the risk of asthma in children playing team sports, in six communities with high daytime ozone concentrations, six with lower concentrations, and in communities with high or low concentrations.
The research found in communities with high ozone concentrations, that 95% of children developed asthma when playing three or more sports compared with children playing no sports. Sports had no effect in areas of low ozone concentration. Therefore the time spent outside was associated with a higher incidence of asthma in areas of high ozone, but not in areas of low ozone.
The researchers concluded that new diagnoses of asthma is associated with heavy exercise in communities with high concentrations of ozone, thus, air pollution and outdoor exercise could contribute to the development of asthma in children.
Wow, what an eye-opener this module has been for me so far and it is only Week 2. I am very thankful that a module has come up that can teach me how to decipher credible and non-credible sources through various tools, guidelines and checklists. It is also wonderful to learn step-by-step how to go through the research process.
The topic I have chosen to further research is teaching and learning strategies for dual language children and the subtopic I have chosen to simulate the next few weeks is how to support and involve parents whose second language is English, in their child’s learning at home and at school This topic is relevant to my current teaching position, where I teach both Chinese and international children in an international school in Shenzhen, China. Dual language learning is also a universal issue, as most schools around the world are home to many children who speak different languages and therefore I would like to know how best to meet the needs of these children and families in a classroom and school environment.
I must say that it was not easy to simulate my topic as it can be broad and a lot of research is out there that is either credible or non-credible and more often than not a researchers opinion. However I look forward to learning more about this topic, as it is relevant for me and our day in age.
Upon constructing the research chart this week, I have certainly learnt many technical, valid and relevant terms about research and find it helpful that at the back of our required text book is a glossary. I enjoyed that the chart practically helped me to understand technical terms or words a bit better, understand the different phases of research and that upon learning all of the above to reflect on what I have learnt.
I am interested to know from others how you have found the research process thus far, what resources have been helpful to understand the research process a lot more?
Since I am an auditory and visual learner I found the following video helpful this week which speaks about Evaluating sources for Credibility.