Here we go! This is my last week on studying research and finalizing my simulation project as well as reflecting on how my proposal will make a contribution to the field of early childhood education. The skills and knowledge I’ve learned throughout this course gave me the “power and knowledge to be a critical consumer of research and engage in effective research practices” (Laureate, 2011).
As I reflect on the experiences over the last eight weeks, I was able to realize the importance my simulation had in the field of early childhood. Each week, I took steps in the direction of finding how and why my simulation was important to me and the “ECE” field. My simulation was on Social-Emotional Development in Children with Special Needs. Realizing that teachers could complete their own research studies, I understood because this research was considered intentional and done in a systematic way, teacher research can be done “with the goal of gaining insights into teaching and learning, becoming more reflective practitioners, effecting challenges in the classroom or school, and improving the lives of children” (Henderson, B., Meier, O. R., Perry, G. & Strenmel, A. J., 2012; p. 1).
In reality, my proposal would not only benefit the children in the classrooms but also administrators, educators, and parents alike. Most children with Special Needs want to be like their friends. They want to feel included in all activities and play like their pairs. “Asking purposeful questions and seeking the research and data to answer these questions is an empowering way to engage in education” – for myself and others (Laureate, 2011).
As this course comes to an end, my perceptions of early childhood professionals has changed as a result. I see teachers as researcher, for one. But I also realize that teachers see things differently from other professions with it comes to early childhood studies. We are not given the credit that due. early childhood professionals put so much work into making sure that the “data” and information that’s recorded, in the classroom, gives their administrators better ways of enhancing, empowering, and engaging the children in the classroom.
Many of the peers, colleagues, and professor has helped me see this and helped me understand what it means to be a researcher. They’ve challenged my thought process, pushed my way of thinking “out of the box.” It encouraging to know that we have people and early childhood professionals that care and have a purpose for joining this field, that I’m glad to be a part of – thank you!
Resources:
Henderson, B., Meier, D. R., Perry, G., & Stremmel, A. J. (2012). The nature of teacher research. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/pubs/Nature%20of%20Teacher%20Research.pdf
Trochim, W. M., Donnelly, J. P., & Arora, K. (2016). Research methods: The essential knowledge base (2nd ed.). Boston, MA: Cengage Learning. Pp. 4-29.
Bridging the Gap in Early Childhood Education 