Research That Benefits Children

Although there have been cases where research has harmed its participants, there are many instances where early childhood research has proved beneficial to the children involved in it.  Allen-Hughes (2013) conducted a study in which she explored the outcomes of conducting Morning Meetings in elementary school classrooms.  Morning Meetings offer a time for social interaction and practice of social skills for young children at school (Allen-Hughes, 2013).  Allen-Hughes (2013) reported her findings as follows:

The work accomplished during Morning Meetings positively supports both social and academic settings in the classroom. Through Morning Meeting, students are able to practice skills that help support their work during academic periods in the classroom. These skills support the students in becoming more independent and efficient, able to solve problems on their own, thinking critically, respecting fellow students and teachers, and reacting to situations and people with empathy and kindness. There is a shift in the classroom environment due to these skills. The environment becomes a safe, trustworthy and supportive space where students can create a community of learners together, focusing on and practicing important social skills that are preparing them for the 21st century world that awaits them after school. (pp. 33)

This study found numerous benefits for its subjects and can be used to promote implementation of intentional time for social interaction and social skills practice at school.  This case is a good example of how research can impact young children in positive ways!

References

Allen-Hughes, L. (2013). The social benefits of the morning meeting: Creating a space for social and character education in the classroom. Online Submission. Retrieved from http://www.eric.ed.gov/PDFS/ED541211.pdf

Personal Research Journey

Although the field of early childhood offers endless topics in need of more attention, the general early childhood topic that I have chosen to research is the social emotional development of children in urban school districts.  When thinking about the acts of violence I have learned about or witnessed in the community where I work, I feel that many of these acts are caused by deficiencies in problem-solving skills and anger coping.  When young children learn more about how to deal with their emotions in nonviolent ways, I feel that there is a strong likelihood that they would carry these problem-solving skills with them as they continue to develop.  I am very interested to learn more about ways children learn to problem-solve and cope with their strong emotions.  

Following suggestions of Mac Naughton, Rolfe, and Siraj-Blathford (2010) has been helpful through my research process thus far.  I am continually searching for high-quality and ethical research.  This week, I came across a great resource for teachers.  In efforts to teach skills that help students develop empathy, problem-solving, and management of emotions, the Second Step curriculum may be an effective tool.  If you are interested in learning more about the curriculum, please check out their website at http://www.cfchildren.org/second-step.aspx, and find out more information about it at http://www.promoteprevent.org/publications/ebi-factsheets/second-step-violence-prevention-curriculum.  If anyone has other resources they would be willing to share with me related to the topic, I would greatly appreciate it!