Introduction
Research has been defined in different contexts to mean an inquiry into a subject. The Cambridge Advanced learner’s Dictionary (2003) defines research as “a detailed study of a subject, especially in order to discover new information or reach a new understanding”. According to Word Net it entails “attempt to find out something in a systematically and scientific manner” or as a “systematic investigation to establish facts”. It is thus an intellectual activity of investigation with such objectives as discovery, interpretation or a refreshment of human knowledge on various subjects. Subjects can be life circumstances, people or disciplines.
in understanding human growth and development the pre-school studies, research remains a vital instrument. It forms the basis for understanding humans from his/her earliest age with the aim of providing informed decisions for positive enhancement of capacity. In this field, researchers employ a variety of methodologies in gathering useful data. These include randomized trials in curriculum or program development, empirical tests which are evidence-based and with proven professional wisdom of judgment, objective measures in studies, among a contingent of complex and collaborative methods.
Main body
Researchers employ quasi-experimental methods, correlation studies and case studies in studying the pre-school children and their immediate learning environment environments entailing that studies that are further modelled to provide a framework for implementation of early childhood programs. It should however be noted that these models are spatial specific. They may work well in given regions or circumstances and otherwise in a different region.
The insinuation that research in early childhood education has no value may be analyzed in the context of its history, benefits and implications in former, current and future developments in the sector. Research in early childhood studies falls mostly within development psychology pioneered by Jean Piaget, socio-cultural theories associated with Lev Vygotsky, behaviourist, constructivist and maturational theories.
These theories have adopted different approaches in explaining development in children with a measure of success prior to the mid twentieth century. Stakeholders however suggest that there has been a marked redundancy in furthering research work. There is a general laxity in educational research by those to which the responsibility is bestowed. Implementers are also reported to act on models and programs in which their origin they have little or no clue about (Piaget, 2001). This partly explains the reduced confidence in the value of research.
By and large, the merits should be noted to surpass these unfortunate setbacks. With increased positive research in early childhood studies, academic achievements have been registered. Academic achievements have been or the rise as a result of implementing researched modules in early childhood. The behavioural transformation in children have also been positive thanks to well planned therapies. Progression and attainment of grades in subsequent school programs have also been in the rise.
Juvenile delinquency and crime have also recorded reduction as a result of research on programs that instil in children a sense of responsibility and good socio-emotional development. The labour market boasts of best trained child caregivers and staff of early childhood institutions in a spirit of increased delivery inspired by research in child development. The insistence by research on smaller ratios of staff to students has seen the emergence of well-designed early interventions with greater returns on capital investments to the society (Curie et al, 1995).
Nevertheless, significant lessons in their occurrence of these linked results have not been evaded. Studies between 1960 and 1970 indicated that there was a general cognitive gain in pre-school children as a result of extensive research in child development. This has been confirmed to level off by the second grade (Woolfolck, 2007).
This is a great challenge since, then, there would not be any reason to enrol a child in a pre-school if by second grade, his/her cognition will not have an edge over a non-attendant of pre-school. Production of region or need specific module for early childhood and modifications to fit children with learning specialities also remains a big challenge with developing countries opting to rely on borrowed programs that usually fail to produce expected results.
Conclusion
The ramifications of these successes and failures in early childhood developments affect current and future investments in children. Mothers who may now join the workforce are able to relax owing to the widespread increase in enrolment in kindergartens.There is also an associated ease overcoming social deficits associated with child delinquency. Research in human capital associates training of children to increased IQ, sterling achievements in modern science and technology, improved grades in learning institutions, ease of referrals for cases of students needing special education and possible integration in regular programs.
These researches are important to administrators, teachers, researchers and planners in determining points of congruency and where the specific researches do not match regional and temporal needs. Research has also incorporated the aspect of technology and its relevance in a largely cognitive-expectant field. Its influence in child development is debatable but has great implications in future early childhood studies and development. ( Brunner, 1986).
It is worth noting that a good research has a recipe of well specified theory, good problem definition, appropriate designs, questions and methodologies and should be conducted with integrity and presented well. Such a research will always be valuable, in understanding a child’s adjustment to his or her environment the importance of early childhood education.
References
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