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…