WHEN I THINK OF RESEARCH

When I Think of Research

Insights gained

Research is a process and researchers need to go through each step if we want our research to be informative, ethical, meaningful, persuasive and significant. 

Research is a tool and researchers and learning to use that too will answer the question or questions you set out to address, and inform others of what you have found.

All in all doing research provides the roadmap for critical reflection upon prior experiences, contexts, situations, background and education which can lean to what Giddens (1984) calls “knowledge ability” potentially leading to empowerment and transformative action (Giddens, 1984).

 My ideas about the nature of doing research

Prior to taking this course I never envisioned doing research. I thought research was done only by professionals working in labs, and universities and so on. However, I have come to understand that anyone can do research studies. For example, individuals affected by research can and should do research (Mac Naughton, 2010). Interestingly, those researches might provide knowledgeable information that can benefit society at large.

Lessons about planning, designing, and conducting research in early childhood

When planning, designing and conducting research in early childhood it is important to think about ethics – risks benefit equation.  We should remember the greater the benefits to be gained from a piece of research the more risks are acceptable. The greater the risks the more questions asked.

Challenges encountered

There were two challenges; refining the topic and reviewing the literature. Despite the many practices in defining and refining the research topic it was difficult for me to make a final decision on the specific topic for the research study.   

Searching the literature in week seven (7) to support my hypothesis was time consuming, at times frustrating, and other times rewarding. There were times when the literature enveloped me and confused me.  Some literature was hard to read and contained information that held little interest to me and the research topic. However, it became rewarding when the possibilities for the investigation began to open up.

Perceptions

The course allows for both critical reflections of my own experiences as well as the opportunity to share the critical reflections of the study participants. There is an increased understanding of how the research process has the ability to empower and enable both researchers and research participants. As an early childhood professional what I knew when I started the course is very different from what I know now. Taking stock of where we were and where we are today is a great focus of our reflection. As a result of our critical reflection we should gain a deeper understanding and knowledge which is able to inform future actions. We now see things with a new vision.

TO ALL OF YOU WHO JOURNEYED ALONG IN THE QUEST FOR DOING RESEARCH I SAY THANK YOU. THANKS FOR YOUR POSTINGS AND BLOGS BUT MOST OF ALL FOR YOUR SUPPORT AND ENCOURAGEMENT. WE ARE WELL ON OUR WAY INTO THE FIELD OF RESEARCH FOR CHILDREN AND FAMILIES. Thanks!

References

Mackenzie, N. M., & Ling, L. M. (2009). The research journey: A Lonely Planet approach. Issues in Educational Research. Retreived from

file:///C:/Documents%20and%20Settings/Owner/My%20Documents/EBSCOhost%20The%20research%20journey%20A%20Lonely%20Planet%20approach.htm

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.