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SIMPLE Research Proposal in Early Childhood

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Pre-kindergarten: What the research shows

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Pre-kindergarten: What the research shows

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Preparing Early Childhood Educators for the Culturally and Linguistically Diverse Classrooms and Communities of Illinois

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Preparing Early Childhood Educators for the Culturally and Linguistically Diverse Classrooms and Communities of Illinois

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Understanding the “Why”: How Research is Improving Early Childhood Education | AdvancED

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Understanding the “Why”: How Research is Improving Early Childhood Education | AdvancED

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Researchers for the National Research Council agree that brain development from birth to age five is more aggressive than at any other point in a person's life, even though our brains continue to grow through adulthood. According to research compiled by ZERO TO THREE National Center for Infants, Toddlers and Families, a newborn's brain is only about one-quarter the size of an adult's. It grows to about 80 percent of adult size by age three, and to about 90 percent by age five.

A high-quality interactive relationship between a child and her early caregivers and teachers is vital to making the most out of this developmental phase. Widely accepted research cited by the ZERO TO THREE Policy Center confirms this. Nurturing relationships are critical as the brain forms visual, language, motor and social-emotional connections - long before a child can talk. Knowing this, we, as properly informed educators, are poised to impact the lives of all children. Research shows that the key to children meeting and exceeding their full potential is how we help them learn. Three fundamental factors that facilitate proper brain development are: quality of environment, quality of interactions and quality of teachers.

The key to children meeting and exceeding their full potential is how we help them learn. Three fundamental factors that facilitate proper brain development are: quality of environment, quality of interactions and quality of teachers.

Even in infancy, natural ability is directly impacted by environment. In a popular report from the Harvard Center on the Developing Child, researchers found that during early periods of development, a child's brain is most open to the influence of external experiences. For this reason, creating stable environments with responsive and nurturing interactions is critical to producing lifelong benefits for learning, behavior and health.

In early brain development, research shows repetition is key to developing a child's best self. Research conducted on early literacy programs shows that at birth, children arrive with 100 billion neurons, but they haven't yet formed the synapses to connect them. Constant repetition helps build those connections. Mimicking and imitating adults through "serve and return" interactions help children form a strong neural foundation for lifelong learning. ZERO TO THREE National Center for Infants, Toddlers and Families found that brain development is "activity-dependent," meaning the synapses that are most often stimulated will be the strongest.

But, repetition is not the only way to build proper brain development. Research shows that reaching the highest potential also depends on the content that is being repeated and how it is received. Because every child learns differently and at different rates, multi-sensory interactions expose children to important experiences through different methods of teaching. Whether hearing a lesson read or sung aloud, touching objects and feeling different textures, stomping or clapping while counting out loud - the multi-sensory, active repetition of each different experience helps strengthen the neural connections being made. Repetition not only benefits academic development. When children know how to do something well, something they've learned after several days or weeks of repetition, their confidence and social-emotional growth are also strengthened.

Research cited by ReadyNation shows that children who do not have access to quality child care and early learning experiences may be as much as 18 months behind their peers when they start kindergarten. These children are half as likely to read well by third grade, and children not reading well by third grade are four times more likely to drop out of high school. Brain development research makes it clear: quality environments and quality interactions matter.

The third, and arguably most important element for maximizing a child's potential, is the consistent presence of highly trained teachers in the early learning years. Brain development research isn't just making a difference in how we teach children; it's also affecting how we teach teachers. Several colleges and universities are creating specific disciplines that focus on infant and toddler development to stretch the spectrum within the larger early childhood education program.

In my view, it's not necessarily the degree a teacher has but the degree to which that teacher is willing to go in understanding how best to help children grow and develop. Teachers who receive professional development based on brain science and research can be more effective in their roles because they understand the "why" behind the methodology for stimulating brain development in babies. They realize that child care is so much more than feeding and diapering. Early education begins at birth.

At Primrose Schools, we've made understanding the "why" one of our top priorities in developing both our early learning and teacher training programs. Our Balanced Learning® curriculum is informed by traditional early learning theorists and continues to evolve as new insights emerge about how children learn best. We have engaged experts across all aspects of early childhood education and development to design a truly integrated, multi-sensory approach that is consistently delivered across the system.

New research in the area of early brain development is informing how quality early education and care are delivered, even though it still may be years before we see quantitative data from the field. AdvancED is at the forefront of accreditation for early child care providers. As the largest community of education professionals in the world, AdvancED has more than 100 years of work in school accreditation. But, the organization still constantly evaluates itself and its network schools based on new data, focusing on three key areas: meeting high-quality standards, implementing a continuous process of improvement and engaging in quality assurance through internal and external review.

From the time children enter an early learning school, they should be comforted by familiar faces and a consistent environment and routine. They also should experience a stimulating "home away from home" where discovery and exploration are nurtured and encouraged. Science continues to reveal that early educators hold the keys to future success for every child with whom they interact. Our job is to provide a learning environment in which those high-quality synapse connections can form to set the foundation for learning and life for all children.
References
1 IOM (Institute of Medicine) and NRC (National Research Council). 2012. "From Neurons to Neighborhoods: An Update: Workshop Summary." Washington, DC: The National Academies Press.

2 Zero to Three ® National Center for Infants, Toddlers, and Families

3 Kupcha-Szrom, Jaclyn. "A Window to the World: Early Language and Literacy Development." Zero to Three. Zero to Three Policy Center, Feb. 2011.

4 Center on the Developing Child. 2007. "The Impact of Early Adversity on Child Development (InBrief)." Retrieved from www.developingchild.harvard.edu.

5 Zuckerman, Barry and Khandekar, Aasma. 2010. "Reach Out and Read: evidence based on approach to Promoting Early Child Development." Boston, MA: Walters Kluwer Health/Lippincott Williams & Wilkins.

6 Zero to Three ® National Center for Infants, Toddlers, and Families

7 Barnett, W. S., Tarr, J. E., Lamy, C. E., & Frede, E. C. 2001. "Fragile Lives, Shattered Dreams: A Report on Implementation of Preschool Education in New Jersey's Abbott Districts." New Brunswick, NJ: National Institute for Early Education Research.

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Understanding the "Why": How Research is Improving Early Childhood Education

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Researchers for the National Research Council agree that brain development from birth to age five is more aggressive than at any other point in a person's life, even though our brains continue to grow through adulthood. According to research compiled by ZERO TO THREE National Center for Infants, Toddlers and Families, a newborn's brain is only about one-quarter the size of an adult's.

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Correlational Research Guidelines - Capilano University

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Correlational Research Guidelines - Capilano University

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Conducting Correlational Research

Research Design

In general, a correlational study is a quantitative method of research in which you have 2 or more quantitative variables from the same group of subjects, & you are trying to determine if there is a relationship (or covariation) between the 2 variables (a similarity between them, not a difference between their means). Theoretically, any 2 quantitative variables can be correlated (for example, midterm scores & number of body piercings!) as long as you have scores on these variables from the same participants; however, it is probably a waste of time to collect & analyze data when there is little reason to think these two variables would be related to each other.

Try to have 30 or more participants; this is important to increase the validity of the research.

Your hypothesis might be that there is a positive correlation (for example, the number of hours of study & your midterm exam scores), or a negative correlation (for example, your levels of stress & your exam scores). A perfect correlation would be an r = +1.0 & -1.0, while no correlation would be r = 0. Perfect correlations would almost never occur; expect to see correlations much less than + or - 1.0. Although correlation can't prove a causal relationship, it can be used for prediction, to support a theory, to measure test-retest reliability, etc.

Data collection:

You may collect your data through testing (e.g. scores on a knowledge test (an exam or math test, etc.), or psychological tests, numerical responses on surveys & questionnaires, etc. Even archival data can be used (e.g. Kindergarten grades) as long as it is in a numerical form.

Data Analysis:

With the use of the Excel program, calculating correlations is probably the easiest data to analyze. In Excel, set up three columns: Subject #, Variable 1 (e.g. hours of study), & Variable 2 (e.g. exam scores). Then enter your data in these columns. Select a cell for the correlation to appear in & label it. Click " fx" on the toolbar at the top, then " statistical", then " Pearson". When asked, highlight in turn each of the two columns of data, click "Finish", & your correlation will appear. Charts in any statistics textbook can tell you if the correlation is significant, considering the number of participants.

You can also do graphs & scatter plots with Excel, if you would like to depict your data that way (See Chart wizard).

Presentation of your results in a Research Report:

Use the standard APA style lab report. In the Introduction, briefly review past research & theory in your topic question (e.g. summarize current research on stress & academic achievement). Use APA referencing style to cite your sources. Then in the Method section, present a general description of the group of participants (their number, mean age, gender, etc.) in the Participants section, any materials you may have used (e.g. tests, surveys, etc.) in the Materials section, & in the Procedure section, note that your general research strategy was a correlational study, & describe your methods of data collection (e.g. survey, test, etc.).

In the Results section of the report, present your correlation statistic in both a table & in words, & note whether or not it is significant. If you have more than 2 variables to correlate, present a correlational matrix, showing the correlation between each of the variables. In the following example, 4 variables were correlated in one study. The correlation between Exam scores & hours of study, for example, is r = +.67, p <.01. This indicates a significant positive relationship between the number of hours of study & subsequent exam scores.

* p < .01

In the Discussion section, relate your results to past or current research & theory you had cited & described in the Introduction. Do note the statistical significance of your findings, & limits to their generalizability. Remember that even if you did not obtain the significant differences you had hoped to, your results are still interesting, & must be explained, with reference to other research & theory.

© Janet Waters

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In general, a correlational study is a quantitative method of research in which you have 2 or more quantitative variables from the same group of subjects, & you are trying to determine if there is a relationship (or covariation) between the 2 variables (a similarity between them, not a difference between their means).

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RESEARCH FORMATS AND RESEARCH PROPOSAL- Assignment.docx

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RESEARCH FORMATS AND RESEARCH PROPOSAL- Assignment.docx

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RESEARCH FORMATS AND RESEARCH PROPOSAL- INTRODUCTION.docx

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RESEARCH FORMATS AND RESEARCH PROPOSAL- INTRODUCTION.docx