Research Around the World

I feel like a little bird that was let free to fly into a new world!  I am enthralled by the Early Childhood Australian webpage http:///www.earlychildhoodaustralia.org.au/

I chose this link, because in the description offered, it stated that it was “equivalent to the U.S. based NAEYC,” and being such a NAEYC supporter, I valued the connection (besides which I would like to visit Australia one day to see the kangaroos rooming freely).  This is my NEW favorite web page; the amount of information available is mind-boggling. 

I have come to the conclusion that the current early childhood international topics in Australia are quite similar to those in America.  I printed quite a few articles, and I read all of them on my way to Georgia this past week.  I have sent e-mails to various individuals in Australia in hopes that we can build an international contact together.  I have requested brochures and signed up to receive their monthly newsletter and news journal, “Lessons in Learning.”  I am not quite certain if “Lessons in Learning” is actually published through the Australia Early Childhood Association, because it references a company located in Quebec called The Early Childhood Learning Knowledge Centre.  In addition, the intro begins “In Canada…”  So, I’m not quite sure of the connection to Australia, but none-the-less, it is a wonderful publication.  This particular issue talks about “Why is High-Quality Care Essential: The link between quality child care and early learning,” which is certainly a topic that we have discussed and have extreme relevance in our society.  In a study called “You Bet I Care,” it was reported that “about a third of the centers and a third of the homes studied provided the children with the types of experiences that research shows supports children’s social language and cognitive development.”  From what I read, this study was based in Canada, and I plan to research the specifics.  I am interested!  I have not had the opportunity to look into this web page, but based on “Lessons in Learning,” I believe, without a doubt, that this, also, will be a great reference.  Through Australia, I have been linked to Canada, interesting indeed!

The Australian web page has links for numerous research articles.  I was surprised, and impressed, by the wealth of information located within one page.  It is almost as if you can find an article on just about any early childhood topic on this one page, if you follow a related link.  I was impressed!  I pulled up several research articles related to my research stimulation topic of “play”  (there were LOTS to choose from).  While most of the information was familiar, I understand that explaining the value of play is an issue in Australia, as well.  I appreciated the comment “is it impossible to disentangle children’s play, learning and development.”  Each article about play supports its use as best practice. 

As I said, I have read and read articles found on this web page, and I could go on and on and on… I do want to comment on one other article, a Timeout position paper, which I found very interesting.  I am a huge supporter of NO timeout, and I discuss my reasons for this philosophy during my workshops.  The information shared within this paper support my ideas, in addition to offering additional ideas.  The comment “developmentally, children less than three years cannot be expected to easily regulate their emotions… They need the presence of a caregiver to assist them with the process, rather than being separated from the caregiver.”  These young children are developmentally unable to remember the connection between their behavior and the teacher’s response, especially if he/she spends time in time-out prior to discussing what occurred.  No wonder when we ask children after sitting in time-out, “OK, tell me what happened… why did I put you in time-out?”  As a young child, looks at you with his big eyes and says “I don’t know,” perhaps they really do not know… they don’t remember!

I really have enjoyed looking through this web site!  I have included it in MY FAVORITES, and I know that I will use for research and for workshops… I hope to get involved with the Australian version of NAEYC… I would LOVE to write an article for their web page!!!!  I’m ready to get involved!

           

Uplifting Research Story: Proven Research Encouraged Ellie to get Messy

            When I think about the positive impact of research, I immediately think of Ellie.  Ellie was a student in my preschool for two years before entering my pre-k class; she was four-years-old then.  Ellie spent a lot of time in my office (I was the director and pre-k teacher); her behavior was challenging at times.  Before entering my class, my teachers warned me about “finally having to deal with Ellie in class.” 

            Although I was convinced that I treated every child the same and was anxious to welcome Ellie to my classroom, I must admit that when I found out she was in Disney World for the entire first week of school, I was thrilled.  Before Ellie even walked into my class, I had labeled her.  Although I’m embarrassed to admit this, I learned so much from this incident, much of which is totally related to our topic.

            SO… our year started uneventful.  My assistant teacher and I were prepared for changes on Monday when Ellie would be returning to our class.  As predicted, my little Ellie did, in fact, have her challenges.  Within a month, my assistant teacher and I began to put one and one together; we finally found the answer.  Ellie acted up only at the art table or on the way to the art table.  After making this realization, we went even further, realizing that Ellie acted up whenever the children were getting messy.

            Then, one day, we were painting huge boxes, a lot of huge boxes that we would eventually put together to make transportation items for our classroom.  It was super fun for everyone except… you guessed it… Ellie!  When Ellie started swatting another child with paint, I lost my temper, telling Ellie to go sit in time out.  WELL… the problem is two-fold.  First of all, I never raised my voice in class, so I shocked all of the students, and secondly, we did not have time out in our class.  Ellie went to the library center, picked books, read, smiled, and remained through the entire activity… and clean-up time… and snack time… and clean-up time after snack… and potty… and…

            Just as we were about to go on the playground, a student asked about Ellie.  We had totally forgotten that she was still sitting in the library area reading books, content.  I felt defeated… and I thought I was professional.  I decided to call Ellie’s mom and set up an appointment.  I wanted to tell her what happened that day before she heard about it from another child or their mom. 

            Embarrassed, I explained what occurred today during art.  When I said that I almost left Ellie in the library, she looked at me and smiled.  She explained that Ellie must have been happy not to be around paint, so it was alright.  What did she mean “happy not to be around paint?”  Something just did not add up… to make a very long story shorter, Ellie acted up during messy activities, because she was taught, by her parents, not to get dirty.  This little 4-year-old girl was afraid to get dirty, because her parents would be angry.  Her parents did not want her to get dirty, because there house was all white (thickly plush white carpet).

            It was a huge realization for all of us.  The more I talked, the more mom blocked me out.  There was nothing I could say about proven research that would change Ellie’s mom’s opinion.  Then I spent hours gathering research that I located on the computer… I put together a notebook of all of the research articles that I had found.  I highlighted results.  I had shared much of this information with Ellie’s mom, but perhaps, she would believe it if she saw the research in print. 

            Several days later, Ellie’s mom requested an afternoon conference with me.  Ellie’s dad came, too.  They were just about in tears as they discussed the research they read about open-ended art and the importance of building children’s creativity.  The research that I shared with Ellie’s parents changed their philosophy on raising Ellie.  They had no idea that they were actually stopping Ellie’s growth in many ways.  Research taught them how to be better parents… they believed the studies, and they quickly replaced the carpet with tile.  It was not instantly, but Ellie slowly joined her friends.  I remember her face the first time she finger-painted in our class; it was like she was experiencing Christmas… she had so much fun. 

            This is, without a doubt, my best story about a young child, and her family, who were tremendously affected by research… and in many ways, I grew, also, as a professional, as a teacher, as a director, as a mom, and as an individual through research.  I will never, ever forget Ellie (yes, I did change her name for purposes of this blog!).

My Personal Research Journal

While I knew that I wanted to research play, it was a challenge to limit my topic.  First, I chose the value of play on young children’s learning.  Teachers and parents are focusing on preparing preschool children for kindergarten (AKA 1^st grade); they forgot what research has demonstrated about the value of play for young children.  In addition to being reminded about previous research, current research needs to be conducted to validate that play can be used to prepare children for kindergarten, in addition to meeting the new preschool standards.  

For me, choosing a topic that was related to play was basically a no-brainer.  HOWEVER… within a matter of days, I realized that the topic was too broad.  That does not limit its importance or my interest, but for the purposes of research, it was a massive topic; this in itself was a learning experience for me!  I really love learning that takes place through open-ended art and music and movement, but I decided to push myself in a new direction.   When I think about learning through play, I think about Alex, a four-year-old, who several years ago reconfirmed its value.

Alex was Miss Social, but, when given a choice, she usually did not choose the block center.  This day was different.  Alex and her array of friends danced over to the block area.  Many of our blocks were class-made, lots were fluorescent colored, and others were huge; in other words, our block center was unique, limited only by the imaginations of my current students.   I watched, I listened, and yet, I stood back; I wanted to ask questions, but I was overwhelmed by the excitement of these children playing with blocks.  THEN… the magic happened.

It was clean-up time, and Alex became hysterical (she never cried before!).  When I questioned her, she did not want to clean up the blocks.  She was angry that the other children began putting the blocks away; she pushed children to get them to stop.  I was in a state of shock.  My assistant began afternoon circle time, while Alex and I sat in the block area talking.  Alex looked up at me with her huge blue eyes and explained that they were building the Leaning Tower of Pisa (we just visited Italy on our Around the World trip).  I must have said something positive, explaining that they could build it again tomorrow.  And then, Alex said words that I remember to this day “Miss Lois, do you think the tower was built in just one day; we have to finish it tomorrow!”  She was so right, and I was so wrong!  Who was I to stop their creativity?  How many preschool children know about the Tower of Pisa?  Why couldn’t we leave the block structure of until tomorrow?

So when I think about researching play, I think of Alex.  I think of how they extended their learning in the block area.  I think about the social skills that were built as these young children worked together to build their own rendition of the Tower.  I get chills thinking of them, and I know that researching learning in the block area is the “right” choice for my research simulation. 

Constructing our research charts and learning new terms has been extremely challenging, to say the least.  Even when I read the definitions, I do not understand them.  I become frustrating when, on the third reading, the terms are still not clear.  The on-line article “A Practical Guide to Reading Research Articles” has given me a little bit of confidence that I might begin to understand research.  I have printed the article twice, and it is located in key areas where I do school work.  I do believe that the research charts we are so engrossed in will force me to isolate and reflect on terms that are unfamiliar. 

Without a doubt, in less than two weeks, the reality of research has turned me upside down.  I look for things in articles now that I have never given much thought to previously.   It is quite overwhelming.  The support of my colleagues has helped a lot, because I feel part of a group, rather than alone of this journey.  I think we can, I think we can, I think we can…