Research that Benefit Children and Families

When schools, families, and community groups work together to support learning, children tend to do better in school longer and like school more (National Education Association, 2013).

This topic is important to me because I have been in education for quite some time now.  I began this journey working in the public school and from there began working in early childhood and it is my opinion that parents aren’t involved the way that they should be in their child’s education and because of this children aren’t learning at their full potential. 

A synthesis research was conducted by Southwest Educational Development Laboratory that has been done over the past decade on the involvement of parents.  In their findings it showed that children tend to do better with learning, they go to school more because they are interested, they have a higher educational ranks, many go on to continue their education once graduating from high school and their social skills tend to be better with less behavioral problems and this is all because of parental involvement. 

Even in my own experiences I have found that children strive to do better because of the encouragement and involvement that they receive from their parents.  I have learned that most of the behavioral problems that I have encountered since being in the education profession were from children whose parents were less involved. 

If parents truly understood the impact that they have on their child’s learning we would have more children who would reach their full potential.  The only problem is getting them to learn and understand that it’s not all up to the professionals; they play a huge role in it as well.

Reference

National Education Association (2013).  Research Spotlight on Parental Involvement in Education Retrieved from http://www.nea.org/tools/17360.htm/

My Personal Research Journey

The subtopic that I chose for my simulation is understanding emotional development and regulating emotions.  I chose this topic because children often have problems with their emotions and sometimes find it hard or don't know how to regulate them. 

During this week I have payed close attention to the resources provided and it has allowed me to begin to get a better understanding of research and the proper steps to take when choosing a research topic.  Our text tells us that we should choose a topic that we are interested in and secondly one that others are interested in (Naughton, Rolfe, & Siraj-Blatchford, 2010) and I know one of my interest is emotional development and I believe parents and others would like to learn more on the topic. 

While constructing the research chart this week I was able to better understand some research phrases and it offered me the chance to reflect on what I have been reading this week to better understand research.  I won't deny that I knew little about it when first starting the process and I have only begun to learn what it means to look for credible and quality sources.  I believe that as this class continues I will become more knowledgeable of the research process and hopefully one day become an avid researcher. 

If there is anything that any of you can do to help me to better understand this process or if you have any ideas/suggestions or questions that you have on the topic that I have chosen I hope that you will share them with me, and I will do the same for you. 

Reference

Naughton, G. M., Rolfe, S. A., & Siraj-Blatchford, I. (2010). Doing Early Childhood Research, 2nd Edition.  New York: The McGraw-Hill Companies.

Final Blog Assignment

I have gained a lot of new insight through listening to podcast, researching websites and from being able to read what others have posted and shared on their blogs during this course.  I could name many consequences about learning about the early childhood learning internationally.  I have learned so much through the research we were assigned to do during this course.  It has broadened by professional thinking and has given me many ideas that I believe I should try to integrate on a daily basis.  Learning how other countries try to better the lives of children by working to ensure that all children receive an education, that poverty is alleviated or at least minimized and girls having the same rights and are treated fairly.  Learning about other countries has made me realize how fortunate we really are but it also makes me strive to be a better professional and a better advocate for early childhood education. 

  

Another consequence is realizing that whether it’s in the US or in other countries, when working with children and families they all have the same goal and that’s increasing awareness, alleviating poverty and making sure each child lives up to his/her full potential.  Last but not least reading other blogs reading about other countries has given me ideas on things that should be integrated in the US, helping policy holders and other professionals know we aren’t in it alone.  No matter where you live there will be issues but working together in efforts to alleviate those issues should be our top priority in the field of Early Childhood Education.  

The goal that I have is to continuing to learn from my courses, my colleagues and the resources provided so that I can continue to grow as an early childhood professional.

Getting to know your International Contacts Part 3

At the present time there is urgency for qualified and educated early childhood staff in the state of North Carolina.  There is no longer a basis for what was once called More At Four.  At the present time in North Carolina, pre-kindergarten is coming up under the umbrella of Health and Human Services; now known as North Carolina Pre-Kindergarten programs. 

            Due to the urgency for this qualified staff for pre-Kindergarten and early childhood centers, state mentors have been put into place for the purpose of assisting those teachers with receiving and or keeping their license.  Those mentors are to go into the classrooms of these educators and observe the teachers to see where they are in the process or to find out how the teachers themselves feel about the goals for which they have created for themselves and for their classrooms.  The mentor assists the teachers in knowing where they fit in the process of becoming qualified personnel.  They also assist them in achieving the goal of being a qualified professional.                                                                            

The teachers that are in the early childhood centers and not the regular public educational classrooms also have the opportunities to have the state mentors to come into their classrooms for the purpose of becoming qualified teachers.  The great thing is; however that those teachers are able to stay inside of their classrooms instead of having to go to the school system to receive their license.

            The main concern of the state mentor is to make sure that the state and the teachers are satisfied with performances inside as well as outside of classroom settings for young children.  They also have to make sure that teacher and child ratios are in place and that proper treatment is given to young children no matter their status.  The mentor is to make sure that the teachers are meeting proper goals which sustain all mandates that are given by the state.

                        My hopes and dreams regarding this process is that children have a chance to have positive outcomes.  By successfully educating children, communities can turn around in a positive manner.  Neighborhoods, states and communities are able to become sustained in valuable morals and values, which will create stern foundations for the children of the future.