About the Book
The Handbook of Research Methods in Early Childhood Education brings together in one source research techniques that researchers can use to collect data for studies that contribute to the knowledge in early childhood education. To conduct valid and reliable studies, researchers need to be knowledgeable about numerous research methodologies.
The Handbook primarily addresses the researchers, scholars, and graduate or advanced undergraduate students who are preparing to conduct research in early childhood education. It provides them with the intellectual resources that will help them join the cadre of early childhood education researchers and scholars. The purpose of the Handbook is to prepare and guide researchers to achieve a high level of competence and sophistication, to avoid past mistakes, and to benefit from the best researchers in the field. This Handbook is also useful to university professors who conduct research and prepare student researchers in early childhood education. It aims to improve the researchers’ conceptual and methodological abilities in early childhood education. Thus, the Handbook can be used as a guide that focuses on important contemporary research methodologies in early childhood education and describes them to offer researchers the necessary information to use these methodologies appropriately.
This Handbook is designed to be used by students of early childhood education at all levels of professional development as well as mature scholars who want to conduct research in areas needing more in-depth study. It is hoped that this Handbook of Research Methods in Early Childhood Education will serve the needs of many in the research community. Scholars seeking the current state of research knowledge in various areas should find this volume useful. Similarly, practitioners who are trying to seek knowledge of research and its practical implications should find this volume helpful as well. This Handbook with its individual chapters presents several research methodologies to address a variety of hypotheses or research questions that will contribute to the knowledge of the field in early childhood education.
Table of Contents:
Critical Perspectives on Research Methodologies in Early Childhood Education, Olivia N. Saracho.
Part I. Observational Research Methodologies.
Chapter 1. Using Naturalistic Observation to Study Children's Engagement within Early Childhood Classrooms, Jennifer Marcella and Carollee Howes.
Chapter 2. Using Observational Assessment in Conducting Research with Young Children in Classroom Settings, Lynn Darling and Cathy Grace.
Chapter 3. Observing the Social Interactions of Children with Disabilities: To Answer Critical Research Questions in Early Childhood, Michaelene M. Ostrosky and Chryso Mouzourou.
Part II. Families and Policy Issues Research Methodologies.
Chapter 4. The Interrelated Roles of Early Childhood Policy and Early Childhood Research, Susan A. Fowler, Dawn V. Thomas, Catherine Corr, and Natalie Danner.
Chapter 5. Research with Young Children and Their Families in Indigenous, Immigrant and Refugee Communities, Ann Anderson, Jim Anderson, Jan Hare, and Marianne McTavish.
Chapter 6. Methods for Assessing Parent–Child Interactions in Large-Scale Studies, Natalie Brito, Rebecca Ryan, and Rachel Barr.
Part III. Technology Research Methodologies.
Chapter 7. The Methodological Tortoise and the Technological Hare: A Discussion of Methods for Conducting Research on New Technologies and Young Children, Louise P. Flannery and Marina U. Bers.
Chapter 8. Using Video Modeling in Conducting Research with Young Children, David F. Cihak, Catherine C. Smith, Don D. McMahon, and Janice Ramsey.
Chapter 9. Studying Young Children's Cognitive and Social-Emotional Development with ERP Methodology, Doris Bergen.
Chapter 10. Exploring the Significance of Linguistic and Cultural Diversity: Ethnomethodology and the Use of PhotoVoice, Eugene E. García and Jeronimo Chávez Zamora.
Part IV. Curriculum Research Methodologies.
Chapter 11. Interviewing Young Children Using Psycho- and Micro-Genetic Design Methodology to Assess Understandings of Reading and Writing: The Promise and Challenge, David B. Yaden, Jr., Robert Rueda, Joan Tardibuono, Camille Martinez, Atousa Mirzaei, Bridget Scott-Weich, and Tina Tsai.
Chapter 12. Research Methods in the Motor Domain in Early Childhood, Jacqueline D. Goodway, Ali Brian, Seung Ho Chang, and Seung Yeon Park.
Chapter 13. New Directions in Researching Young Children's Art Making, Christine Marmé Thompson, Marissa McClure, Christopher M. Schulte, and Kristine Sunday.
Chapter 14. Using Children's Drawings as a Source of Data in Research, Linda J. Harrison.
Chapter 15. Researching Play in Early Childhood, James E. Johnson, Monirah Al-Mansour, and Serap Sevimli-Celik.
Part V. Ethics in Research with Young Children.
Chapter 16. Children's Selective Trust in Others: Developments, Practices and Problems, Jason M. Cowell, Erin C. Casey, Chelsea Hetherington, Elizabeth C. Stephens, and Melissa A. Koenig.
Chapter 17. Researching Social Agency and Morality: Theory and Practice for Working with Younger Children, Sam Frankel.
Chapter 18. Teachers and Research: Gatekeeper, Participant, and Partner Roles, Nancy File and Ashley Midthun.
Chapter 19. Research Methods and Ethics Working with Young Children, David Birbeck and Murray Drummond.
Chapter 20. The Ethics of Research with Young Children, Priscilla Alderson.
Chapter 21. Engaging with Young Children as Co-Researchers: A Child Rights-Based Approach, Laura Lundy and Beth Blue Swadener.
Part VI. Participatory Rights-Based Research: Learning from Young Children's Perspectives in Research That Affects Their Lives, Sue Dockett and Bob Perry.
Chapter 22. Informed Consent in Research with Young Children: Consensus, Critique, and Contextual Negotiation, Michael Gallagher.
About the Contributors.
About the Author :
Olivia Saracho, University of Maryland, USA
