Who Says?...International Research Topics in ECE

This week's assignment was to take a look at current international research topics and to find out what questions are being asked in different parts of the world that can contribute to our understanding of the best practices in care and education for young children.  The first website I chose to review was the European Early Childhood Education Research Association (EECERA)  http://www.eecera.org/.  
I specifically chose this sight because I was interested to see what questions scientists from distinct cultural backgrounds are coming together to research.  Although I was only able to review abstracts by clicking on the Special Issues tab without purchasing a membership, I was still surprised at how many articles centered on the subject of play, social/emotional dynamics in a preschool classroom, and issues of diversity in ECE.

As I could not go much further with this site, I decided to also check out the Early Childhood Australia website http://www.earlychildhoodaustralia.org.au/.  I was once a nanny in Australia, and know that their longitudinal study of early childhood is often referenced, so I was very interested to see what topics they are researching today.  I immediately bookmarked the page for myself because of the wealth of information and resources I found there.  Under the "Our Publications" tab is a link to the Australasian Journal of Early Childhood, a publication of many research articles you also need a subscription to fully view.  However, a review of the research topics and abstracts lead me to find that studies are also being conducted in this area of the globe around cultural diversity, the importance of play, and social/emotional intelligence.

The insight I really gained from this assignment was the realization that scientists from around the world are all asking some of the same important questions about early childhood.  It helps me realize that although we may share different languages and cultural backgrounds, we are all still striving for the same goal--best possible outcomes for care and education of young children.  Certainly there are schools in Europe and Australia dealing with diversity issues in many configuration.  In fact there are school around the world trying to discover the best ways to contribute to the social/emotional intelligence of a child in hopes of making positive contributions to society as well as their specific community.  Certainly others around the globe are discovering the importance of play in the development of young children's brains and bodies and working to create policies and practices that protect time and space for young children to experience play.  What a relief!  Everybody is on the same page.  While these questions are being asked in different ways, in different languages, using different methods, and resulting in many new and different discoveries/insights/understandings, the outcome is a collective amount of scientific research and knowledge that is useful to anyone working in the EC field.

So, the next time I am faced with a line of conversation about why we need more academic standardized testing in our preschools, I can respond with valid scientific information that supports the importance of play in a young child's life to foster academic skills, it's contribution to healthy development, and how we must work to protect it for both our children and the future of society.  When they ask me, "Who says?"  I can respond, " the International Scientific Research community says..."

Reference:

Early Childhood Australia:
http://www.earlychildhoodaustralia.org.au/

European Early Childhood Education Research Association (EECERA): 
http://www.eecera.org/

The Science Behind an Attitude of Gratitude

Who among us isn't looking for the road to a happier, more enjoyable and stress-free life?  If we, as parents, teachers, caregivers, and early education professionals, were able to find that road, what effects would it have on our lives and the lives of the young children around us?

As we approach the holiday season--the most wonderful time of the year, we all have warm, fuzzy visions of families coming together to share good food, love and laughter while sipping hot cocoa in front of a fire.  However, the reality of the holiday season--most wonderful and stressful time of the year, often turns out quite differently.  Many families suffer through this time worrying about money, feeling the pressures of busier than normal schedules, drained energy levels, long lines, travel delays and short fuses as they focus on trying to 'make' everything perfect and everyone happy.  In turn, children's lives are overloaded with stressed out adults and an avalanche of commercial marketing strategies setting them up to not only want and need more stuff, attention and entertainment, but also make them feel entitled to it.  As I began to wonder about the true, true meaning of the holiday season, and how I might convey some thoughtful ideas to the young children and families in my life, I came across this website that I thought was perfect to share.

"The Greater Good Science Center at the University of California, Berkeley--in collaboration with the University of California, Davis--launched a $5.6 million, three-year project, Expanding the Science and Practice of Gratitude"(The Greater Good Science Center, 2014)         http://greatergood.berkeley.edu/expandinggratitude.  Scientist have now proven that an attitude of gratitude really will change your life, your health and your stress levels.  "They're finding that people who practice gratitude consistently report a host of benefits:
     -Stronger immune systems and lower blood pressure;
     -Higher levels of positive emotions;
     -More joy, optimism, and happiness;
     -Acting with more generosity and compassion;
     -Feeling less lonely and isolated" (The Greater Good Science Center, 2014).

 The website also provides a look at both research and public education initiatives, links to other resources and a short video that helps explain their cause and purpose as well as ways to get involved in the project.  I found many of the resources useful especially for sharing with children in preschool classrooms and as supportive parent education.                                                                                          
Think about it, if more adults were able to improve their quality of life through the benefits reported by the Greater Good Science Center, what would that do to the quality of the lives of the children who surround them?  If more adults could model this attitude, children will also be more likely to adopt similar notions.  Imagine the long-term mental, health and emotional benefits for children who can learn to engrain gratitude into their belief systems regardless of religious affiliation.  Fostering gratitude, thankfulness, and appreciation in our children takes work, and that work begins with us, the adults. Please check out this wonderful resource for yourself, your family, your classroom and co-workers.  I was certainly grateful to find it!

Happy Holidays!

Reference:
The Greater Good Science Center, (2014), Expanding the Science and Practice of Gratitude,               University of California, Berkeley.
http://greatergood.berkeley.edu/expandinggratitude