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This is already the fourth time that you will be documenting your growing understanding of the research process through personalized entries into your “Understanding Research” chart. In a change from previous assignments, the documents which form the source for your chart entries this week are not textbook chapters but the two online readings, “Introduction to Variables” and “Quantitative Designs: An Overview.” In preparation for this Assignment, review these two articles carefully. Understanding the research concepts discussed in these documents is of great importance as you continue to refine your professional skills related to reading and understanding research in early childhood. In addition to reviewing the two online documents, make use of the glossary in the textbook. It provides a continuing support for thinking about the research terms introduced this week.

INSTRUCTIONS FOR SECTION 1: Key Terms

On the chart below, you will find specific chapter readings for each week of this course listed in the left-hand column. Your assignment is to choose three (3) terms from the readings that you did not know before and you realize are key to your understanding of the reading. Define each of these terms using your own words. (The textbook already provides a glossary, which can be the starting point for your definition. However, this assignment requires that you use your own words, putting each in a context of your choice to demonstrate your understanding.)

THREE TERMS FROM THE READINGS I DID NOT KNOW BEFORE:

extraneous variables, Quasi-experimental designs, and Reductionism












SECTION 1 EXAMPLE: KEY TERMS WEEK 2


TERMS USED


DEFINITION OF TERMS


Chapter 1:


Research as a Tool


PARADIGM


(Remember that you must select three (3) terms to define)


When a person is said to use a specific “paradigm,” it means the person looks at the world from a specific point of view. When a researcher uses a specific paradigm, it means that her research process is influenced by that world view. I looked at the index of the textbook and noticed that this term is used in many different chapters. I am wondering what different research paradigms exist.




INSTRUCTIONS FOR SECTION 2: Learning Resource Highlights

For this section, choose one specific topic addressed in the learning resources for the week. Perhaps there is one that interests you most, perhaps you find one especially complex and want to better understand it, or you may want to reflect on a topic further for other reasons.

In the left column, write the topic. In the middle column, describe the topic in your own words. Make the description brief yet informative by summarizing the most salient points. In the right-hand column, provide a personal comment indicating the reason(s) for your choice and any professional implication(s) you discern at this point.

TOPIC – WEEK 2

TOPIC SUMMARY

PERSONAL COMMENT

Formulate a research question




INSTRUCTIONS FOR SECTION 3: Reflection

Each chapter in your textbook ends with several questions for reflection. These reflection questions help you to consider the chapter content from different perspectives as well as extend your thinking. For this section, choose one of the reflection questions from any of the chapter readings for the week. In the left-hand column, record the reflection question. Provide your response in the right-hand column.

Chapter 2:

What areas do you think we need to know more about in early childhood?

There are two areas in early childhood that in my opinion could benefit from more research. One area falls under the larger topic of “empathy.” I learned in the child development course that even very young infants are capable of prosocial behavior. I believe that this topic is important to the early childhood field because the better we as early childhood professionals understand how prosocial behavior develops and ways it can be supported, the more effectively we can develop strategies to encourage prosocial behavior and to help families understand the significance of such encouragement.

Another topic that I believe is worth further study is the spiritual development of young children. I do not mean any specific religious development but rather that aspect of development when children wrestle with the “big” questions, like death and tragedy and illness and nature – all the big “why” questions. I think if we want to foster the development of the “whole” child, spiritual development should be researched more extensively.






Fill Out the Chart Below

Your “Understanding Research” Chart is divided into the following sections:

  • Section 1: Key Terms
  • Section 2: Learning Resource Highlights
  • Section 3: Reflection Use the instructions document to help you complete this chart.

SECTION 1: KEY TERMS

WEEK 5

Online reading: Introduction to Variables” and “Quantitative Designs: An Overview”

TERMS USED

DEFINITION OF TERMS

1.

2.

3.


SECTION 2: LEARNING RESOURCE HIGHLIGHTS

TOPIC – WEEK 5

TOPIC SUMMARY

PERSONAL COMMENT

(name the topic here)

SECTION 3: REFLECTION

Week 5

(This week, develop your own reflection question and state it here)

Readings

Course Online Reading: Lepuschitz, J.K. (2011). Introduction to variables. Laureate Education Inc., Baltimore, MD.

Course Online Reading: Lepuschitz, J.K. (2011). Quantitative designs: An overview. Laureate Education Inc., Baltimore, MD.

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