Research that Benefits Children and Families

I have enjoyed thinking about this blog topic throughout the week. I have recently switched professions from a classroom teacher (kindergarten autism) to a developmental interventionist working with toddlers’ ages 0-3 on the spectrum.  I go into homes or other social settings (daycares or preschools) and work with families. I show them strategies to work on building communication, play skills, social skills and behavior.  One of the pieces within this field is a peer program.  A child with autism participates in a peer program with a developmental interventionist 1:1.  The program is in a preschool setting, twice a week for two hours. During this time appropriate play and social skills are the focus.  Knowing that background, if I could conduct research on any area in early childhood it would be the benefits of using typical peers to model appropriate behavior, provide appropriate social interaction and play skills to children with autism. I would create my own peer program that goes beyond the classroom and into the community as well. I believe the benefits of this would impact both children with autism and typical peers.  It would provide the children with autism appropriate models leading to future independence and inclusion while teaching typical peers patience and tolerance for children different than them. It would benefit families as well.  Parents’ would have support as well.  I strongly believe children with special needs should be integrated into general education and community settings. By providing a program that teaches these essential skills while allowing access to typical peers equals success for everyone.   

Personal Research Journey

My topic is academic expectations for early childhood learners.  I was a special education teacher for the last 5 years.  As a special education teacher, I was constantly being asked to observe behavior and strategies to help improve academic growth in the kindergarten setting.  As I began observing these students’ I realized the expectations may be developmentally inappropriate for their age, therefore, causing behavior due to frustration and less academic growth because the concepts were too difficult.  Over the last five years I have watched a shift in education. Teachers are now pressured to show an increase in academic growth and data. Therefore, less time is spent teaching children based on their need and development and more time spent teaching to “the test”.   I wanted to research the benefits/implications in considering development in academic expectations.  My three subtopics are what is academically appropriate for early childhood learners, the impact of developmentally appropriate/inappropriate expectations have on behavior and the benefits incorporating play can have on academic growth. 

As I posted in my discussion in week 1, I have been intimidated by research because it is not an area of strength for me.  I struggle with reading and understanding research articles and studies.  So far this class has provided good tips on what actually needs to be read and what can be skimmed over.  It has been a long time since I have taken a class on research.  The review of terms and what to look for when researching credible sources has been helpful. I am also thankful that learning the research process has been gradual and slow up to this point.

From my peers if you have any experiences, resources or thoughts on my topic I would appreciate any feedback.  Many of the students’ I have taught were behind grade level so any information on what is appropriate for general education students’ would be beneficial.