Positive effects of research for families and children

One example of research that benefits young children and families is the nature versus nurture debate. For decades, researchers aimed to understand how a child's environment (versus their genetics) affected their developmental outcomes. It is well accepted today that development stems from a combination of nature and nurture- that both the environment (social and physical) and the child's genetics play important roles in the developing brain (Berger, 2016). This research benefits young children because either assumption (that only nature matters or that only nurture matters) means we are neglecting part of the child's development. For example, we know that the young brain makes tons of synaptic connections before age three and that the environment to which the child is exposed has an effect on how many synapses are formed (Berger, 2016). This has led to an incredible push for high-quality programs serving the youngest children and their families. On the other hand, it has helped science move toward manipulating genes in ethical ways to increase the health and outcomes for all young children. The nature versus nurture debate sparked research on a wealth of other topics and has been helpful to young children and families as professionals seek to improve environments, increase caregiver education, and as science moves toward genetic testing and tweaking.

Reference

Berger, K. S. (2016). The developing person through childhood (7th ed.). New York, NY: Worth Publishers.

Research Simulation Topic

For my research simulation over the next several weeks, I have decided to focus on the relationship between teaching strategies and the development of young children with histories of trauma. I want to learn more about the practices and skills that teachers can learn to foster young children's resilience and healing. Throughout my teaching career, this topic has interested me because I have worked with many young children overcoming trauma. Particularly at an Early Head Start, I observed and reflected on how trauma had affected the lives of these young children and affirmed my commitment to make a difference in their lives. I was subjected to early childhood abuse and neglect, and so I started my teaching career with an appreciation that trauma can have a profound effect on a person. As I reflect on my experiences, I wonder if my teachers or other adults close to me could have further supported me in overcoming my past. Unfortunately, as I seek to improve my practice, I find that research is clouded by theories of differential susceptibility, the notion that people are ultimately unique and that all humans respond differently situations, and the fact that reilience is inherently dynamic as people move through different periods in the lifespan (Berger, 2016). Considering my personal experience in childhood with trauma and my experience teaching young children with traumatic histories, I am excited to explore this topic further and employ these strategies in my classroom.

Reference

Berger, K. S. (2016). The developing person through childhood (7th ed.). New York, NY: Worth Publishers.

Wrapping up international contacts and new insights

Over the last eight weeks, we have explored issues and trends in the early childhood field on a global scale. My conversations with Molly in the Marshall Islands have contributed greatly to my professional knowledge and dispositions. Most importantly, I think I have a broadened understanding of the global diversity that exists between and among young children. Even so, we note so many similarities between children in our care and children across the globe. I have learned that we can apply our knowledge of child development to most (if not all) children in all societies if we pay attention to cultural diversity. For example, children in the Marshall Islands seem to display characteristics of children I work with in terms of developmental milestones, skills, and tendencies. They play, they pretend, they have trouble focusing. Molly describes children that are aware of their global impact but that remind her greatly of the children she taught in the continental United States. However, children in the Marshall Islands have unique characteristics- they demonstrate concern for their island, which may not exist in 15 years, some suffer from poverty, and the values and mores they exhibit differ slightly. Even so, they are incredibly similar to children that I care for, and perhaps all children in our society today. The second thing I have realized throughout this course is that issues and trends in early childhood are global, and that we can look toward other societies for examples, for guidance, and for research. A lot of the research we explored this semester has been from other countries and we have investigated education systems that are much higher quality than our own (like, arguably, the schools in Finland) and other societies that may not be as advanced as ours. As we attempt to increase access and quality in early childhood programs, looking toward these other societies might provide clues to how these goals can be accomplished. Finally, I have realized the importance of connecting with a wide range of resources. NAEYC and its local counterpart NHAEYC are incredible resources, but compared to the vast number of global resources, they represent a small portion of the knowledge available to early childhood educators. What this means for me is that I need to stay informed and connected to this variety of resources. Especially in terms of professional organizations, there are plenty of free newsletters and journals to subscribe to in order to make sure that I am aware of the global issues and trends that are affecting young children and their families. For this reason, I will be sure to subscribe to and keep updated on a variety of international resources and professional organizations. This will help me to remain informed and up to date with the field.