WHEN I THINK OF RESEARCH

• What insights have you gained about research from taking this course?
1. I acquired and practiced the skill of how to read a formal research article.
2. I learned how to narrow down a general research topic to related subtopics.
3. I learned how to identify valid research articles.
4. I learned the code of ethics involved in doing research.
5.  
• In what ways have your ideas about the nature of doing research changed?

I now know  the importance of the ethical issues that must be considered before doing research. I now know that specific guidelines to which all researchers are supposed to adhere to regardless of their personal values and beliefs.

• What lessons about planning, designing, and conducting research in early childhood did you learn?

That is a systematic process that begins with a general topic that must be narrowed down to a specific task. The process of designing must be thought about carefully and crated to fit the topic at hand. Conducting research is a process that must be of an equal power between the researcher and participant.

• What were some of the challenges you encountered—and in what ways did you meet them?

The terminology was the greatest challenge. The chart given to us by the instructor was a helpful tool in learning the terminology. Ethical concerns and the way to address them in regard to technology use in the early childhood classroom was a challenge. I read valid research that addressed these concerns and how they could be addressed.

• What are some of the ways your perceptions of an early childhood professional have been modified as a result of this course?

I now know and understand the importance of why an early childhood professional must be a consumer of reliable and valid research.

Reseach Around the World

Research In Ghana

I chose the following research topic because it showed that the some of the major problems with early childhood education is universal. The researcher gave some valuable recommendations that will be useful universally. I must say that the majority of the research was studying problems that are universal in nature regardless of their region.

A study on The Status of Coordination and Supervision of Early Childhood Education in Ghana was done by Margaret Amponsah. The main objective of the study was to identify the factors that caused the problems of successful implementing early childhood education in Gahana. The study findings revealed that planning of activities at all levels were minimal. The study revealed that the implementation and coordination of programs stemmed from:

             

 Insufficient knowledge on the concept of ECD at all levels.

No comprehensive operational guidelines for the ECD sector.

 Inadequate trained personnel.

 No budget allocation except for salaries of teachers.

 Inadequate supply of teaching learning materials.

 Lack of policy on ECD (draft policy exists but has not been approved).

 Lack of awareness on the ECD policy at all levels.

The following were recommended after the study findings:

                        1. The government should take full control of the preschool system in order to come out with policy guidelines on how preschools should be run and activities coordinated and supervised.

                        2. There is the need to lobby for the immediate adoption of the Draft Policy on ECCD for use in the country. There should be sensitization on the Draft Policy for the various sectors dealing with children aged 0-8 years so that each sector knows its specific roles on issues of coordination.

                        3. Awareness creation should take place among divisional directors and other stakeholders on the concept of ECD. This will also offer an opportunity for dialogue to glean their ideas and build their commitment.

                        4. A comprehensive curriculum should be developed together with other information, education and communication materials. This will serve as a framework for regions/ districts to adopt to suit their local conditions and resources available in their localities.

                        5. In-service training on managerial/communication skills should be provided for all ECD coordinators. This may help coordinators to acquire leadership skills.

                        6. A network should be formed of all the 110 district ECD coordinators and 10 regional coordinators.

                         7. The Training Division of GES should make a better attempt at teacher preparation at both pre- and in-service levels as well as in-service training for supervisors.

                        8. Action plans must be prepared and targets set each year by coordinators and ECD personnel at all levels. These Action Plans should contribute to and be linked to the Annual National Operational Plan.