Essay on ethics in early childhood research

Essay on ethics in early childhood research Essay on ethics in early childhood research Reflection Ethical issues arise in all aspects of research, and are particularly noticeable when studying vulnerable members of society such as children within the early years sector. Appendix one includes an action plan of points of ethics I will have to take action on when completing my future research. I have also identified and recognized different ways to overcome different areas of ethicality I may find difficult when completing my research. Appendix two includes the presentation we completed as a group. The focus of the presentation (appendix 2) we completed was to focus of the ethical issues that may arise in the scenario; role of outdoor play in a nursery, however although we completed this presentation we did not achieve the expected outcome. Working together as group during this presentation proved to be more challenging than expected, and this may be the reason as to why we did not complete the presentation as expected. It was challenging because as Burns et al (2008) identify some of the group member’s did not contribute and always the same people spoke within the group. To overcome this in future group work presentations all group members should contribute and to do this would mean assigning each group member with a different area to concentrate on. Another aspect of the presentation that could have been improved on was to add different formats of presentation styles for example using videos and more pictures within the presentation. This was something that was said in the peer feedback; â€Å"the presentation needed more visual things such as picture’s and videos†. One of the points that we did not mention within the presentation was receiving consent prior to beginning the study. Gaining consent is also a point mentioned within the action plan (appendix 1). Although children should be viewed as capable beings, with their own voice, which they should express, by law they are not legally competent to consent to participate in research. Despite this the medical research council (2004) state ‘where children and young people have sufficient understanding and intelligence to understand what is proposed, it is their consent and not that of their parent/guardian that is required by law’ (MRC 2004:22-23) and in relation to Article 12 of the United Nations Convention on the Rights of the Child (UNCRC, 1989) which state’s that children have a right to express their views on matters that have an affect on them. Therefore Children should be given the opportunity to provide assent to participate, meaning that they have a choice whether or not they want to participate in the research. With older children that have an understanding I will explain to them what I will be doing and why I am doing the research, I will be talking to the children one to one as oppose to as a group as some children may be led by other children’s views and may give consent because they friend did too. Gaining consent off younger children may be proven more difficult as I can not explain to them what I am going to do and receive verbal consent of them however I can use the Mosaic approach to listen to the child’s voice and it allows me to respect the child’s view in an empowering way (Clark and Moss, 2001). The mosaic approach allows me collate material by using different methods such as observations, listening and communicating with the children, to consider their views and identify whether they are giving assent to participation. Also with younger children the Leuven scale (1997, 1998, 1999, 2000) cited in Palaiolog ou (2012) can be used to focus on how engaged a child is within an activity using a scale of 1-5; 1 being unengaged and 5 being fully engaged. Consequently if a child is not showing any engagement within the activity then they are showing dissent and should not be used as part of research. The Leuven scale is also effective with young babies, so when I am doing my research this will be the main method I use when wanted to

6 Steps of the Scientific Method

6 Steps of the Scientific Method The scientific method is a systematic way of learning about the world around us and answering questions. The key difference between the scientific method and other ways of acquiring knowledge are forming a hypothesis and then testing it with an experiment. The Six Steps The number of steps can vary from one description to another (which mainly happens when data and analysis are separated into separate steps), however, this is a fairly standard list of the six  scientific method steps that you are expected to know for any science class: Purpose/QuestionAsk a question.ResearchConduct background research. Write down your sources so you can cite your references. In the modern era, a lot of your research may be conducted online. Scroll to the bottom of articles to check the references. Even if you cant access the full text of a published article, you can usually view the abstract to see the summary of other experiments. Interview experts on a topic. The more you know about a subject, the easier it will be to conduct your investigation.HypothesisPropose a hypothesis. This is a sort of educated guess about what you expect. It is a statement used to predict the outcome of an experiment. Usually, a hypothesis is written in terms of cause and effect. Alternatively, it may describe the relationship between two phenomena. One type of hypothesis is the null hypothesis or the no-difference hypothesis. This is an easy type of hypothesis to test because it assumes changing a variable will have no effect on the outcome. In reality, you probably expect a change but rejecting a hypothesis may be more useful than accepting one. ExperimentDesign and perform an experiment to test your hypothesis. An experiment has an independent and dependent variable. You change or control the independent variable and record the effect it has on the dependent variable. Its important to change only one variable for an experiment rather than try to combine the effects of variables in an experiment. For example, if you want to test the effects of light intensity and fertilizer concentration on the growth rate of a plant, youre really looking at two separate experiments.Data/AnalysisRecord observations and analyze the meaning of the data. Often, youll prepare a table or graph of the data. Dont throw out data points you think are bad or that dont support your predictions. Some of the most incredible discoveries in science were made because the data looked wrong! Once you have the data, you may need to perform a mathematical analysis to support or refute your hypothesis.ConclusionConclude whether to accept or reject your hypothesi s. There is no right or wrong outcome to an experiment, so either result is fine. Note accepting a hypothesis does not necessarily mean its correct! Sometimes repeating an experiment may give a different result. In other cases, a hypothesis may predict an outcome, yet you might draw an incorrect conclusion. Communicate your results. The results may be compiled into a lab report or formally submitted as a paper. Whether you accept or reject the hypothesis, you likely learned something about the subject and may wish to revise the original hypothesis or form a new one for a future experiment. When Are There Seven Steps? Sometimes the scientific method is taught with seven steps instead of six. In this model, the first step of the scientific method is to make observations. Really, even if you dont make observations formally, you think about prior experiences with a subject in order to ask a question or solve a problem. Formal observations are a type of brainstorming that can help you find an idea and form a hypothesis. Observe your subject and record everything about it. Include colors, timing, sounds, temperatures, changes, behavior, and anything that strikes you as interesting or significant. Variables When you design an experiment, you are controlling and measuring variables. There are three types of variables: Controlled Variables:  You can have as many  controlled variables  as you like. These are parts of the experiment that you try to keep constant throughout an experiment so that they wont interfere with your test. Writing down controlled variables is a good idea because it helps make your experiment  reproducible, which is important in science! If you have trouble duplicating results from one experiment to another, there may be a controlled variable that you missed.Independent Variable:  This is the variable you control.Dependent Variable:  This is the variable you measure. It is called the  dependent variable  because it  depends  on the independent variable.