How Parental Care Activities at Home Influence Social Skills Development of Children - Research Proposal Example

RESEARCH PROPOSAL: Evaluation of how parental care activities at home influence social skills development of children in early childhood education Insert Name Course/Unit Instructor 30 October 2012 Table of Contents Table of Contents 1 1.0 CHAPTER ONE: Introduction and Background 2 1.1 Introduction 2 1.2 Background of the study 2 1.3 Statement of the problem 3 1.4 Purpose of the study 3 1.5 Objectives of the study 3 1.6 Research questions 4 1.7 Rationale 4 1.8 Significance of the study 4 1.9 Limitations 5 2.0 CHAPTER TWO: Literature Review 5 3.0 CHAPTER THREE: Research Methodology 7 3.1 Introduction 7 3.2 Research designs 7 3.3 Population to be studied 7 3.4 Samples to be selected 8 3.5 Type of data 8 3.6 Data collection methods 9 3.7 Data collection procedures 9 3.8 Reliability and validity 9 3.9 Data analysis plan 10 3.10 Ethical considerations 11 3.11 Research Time-framework 12 4.0 Conclusion 13 References 13 1.0 CHAPTER ONE: Introduction and Background 1.1 Introduction The parents performs a vital role in the life of a young child, specifically during the early years; an opportunity that later determines physical, psychological and social progress of the child in the future (Moradeke, Oludare & Funke, 2012). For example, parents have been found to influence performance of their children in schools (Brotman et al., 2011, Moradeke, Oludare & Funke, 2012). Therefore, the primary goal in this research project is to evaluate parental care activities at home and how they influence social skills development of children in early childhood education. 1.2 Background of the study According to findings by the World Health Organisation (WHO), parents, especially in a family setting, performs critical role during the initial years of a child’s life. Family is seen to be an appropriate primary environment for nurturing and encouraging children’s socialisation and initial contact with the larger society or community (cited in Government of Newfoundland and Labrador, 2011). At the same time, home environment facilitates development of critical elements in a child; key senses in a child, how to interact in the society with other people, development of communication and language abilities, and related physical activity of a child. All these aspects combine to enhance health development and learning of young children (Government of Newfoundland and Labrador, 2011). Besides, it has been ascertained that the relationship parents establish with children early in life is a strong influence for both short and lasting growth and learning processes (Sedigheh, 2011). 1.3 Statement of the problem Greater attention has been directed towards establishing the link between home environment and performance of children in higher grades (Chao & Willms, 2002). As a result, research in early childhood education remains ‘young’ that calls for more effort directed at conducting more studies to enrich the field. 1.4 Purpose of the study The home environment remains critical to human development aspect of a child. Early forms of parental care that a child is exposed to become critical in determining the way the child becomes functional in social and academic lives. Early childhood education programmes can be enhanced when a clear link is established between home environment and early childhood education of a child. Therefore, the purpose of this study is to evaluate parental care activities at home and how they influence social development of children in early childhood education. 1.5 Objectives of the study The major objectives to be studied in this project include; To identify parental care activities at home that children in early childhood education receive. To establish how parental care activities influence social skills development of children in their early education in kindergarten. To evaluate social skills development of children attending kindergarten in their early years of development. 1.6 Research questions Research questions, unlike the ordinary questions, are more inquisitorial in the sense that they expect precise answers. The research questions to be investigated include; What are parental care activities at home that children in early childhood education receive? How do parental care activities influence social skills development of children in kindergarten education? What social skills do children in kindergarten education develop as a result of quality of home environment? 1.7 Rationale Evidence makes it clear that home environment affect social and cognitive development of children in life. While this is acknowledged, there is need to evaluate the nature and types of home environment patterns such as parental care activities, and how they influence social and cognitive development of children. Therefore, this study is importance since it aims to establish how parental care activities in home environment affect development of social skills in early childhood education. 1.8 Significance of the study Opportunity to study the interaction between home environment and early childhood education is necessary and important to the development of early childhood programmes. This calls for the need to carry out more studies in the area of early childhood to develop education programmes that integrate family care activities in the social, education, and cognitive development of children. 1.9 Limitations Respondents will include parents from families with children in early childhood education. At the same time, early childhood teachers will be part of respondents as well as link between parents and children. Sampling bias is likely to impact on the quality of data collected and analysed, hence compromising the findings. To avoid this, bias will be minimised through the use of appropriate sampling procedures. 2.0 CHAPTER TWO: Literature Review Families perform an important duty in the initial stages of a youngster’s learning and growth process (Gestwicki & Bertrand, 2011). For example, there are always strong parent-child relationships that later determine quality of parenting and also influence the growth and learning process in which the youngster goes through. Also, home environment is seen to be shaped by parents and other family members, which later becomes important in enhancing positive child outcomes (Gestwicki & Bertrand, 2011). Landry (2008) ascertained that kids require effective growth and improvement of psychological and societal skills, which become critical and determine success of the child. In order to develop positive cognitive and social skills, Landry (2008) noted that children with responsive parents were likely to be the beneficiary, since responsive parenting is characterised by care, tenderness, and responding appropriately when the youngster express or show signs of inviting attention (Landry, 2008). Furthermore, research by Shonkoff & Phillips (2000) established that parents who demonstrated sensitivity, responsiveness, and consistency towards their young children enabled the children to develop positive outcomes. Landry, Smith, & Swank (2006) found out that parents who demonstrated responsive parental behaviours became instrumental in helping their youngsters develop positive communication and social behaviour skills. Besides, Schweinhart (2008) observed that parents who became active in the early learning process of their children were likely to influence and enhance child development outcomes of the child. Willms & Chao (2002) research found out those positive behaviour outcomes of youngsters was connected to the practices parents adopted in raising up their youngsters, especially at that initial critical stage of their lives. For instance, the authors noted that when parents participates with their young children in activities like holding, rocking, talking, singing, and playing, the children were likely to develop positive learning and development skills critical in their lives (Willms & Chao, 2002). Furthermore, Senechal (2006) conducted a study of different case projects related to literacy-enriching activities at home at the initial stage when the child is starting the school, and how they impacted on the children’s literacy skills in kindergarten (cited in Peterson, 2006). The study was able to establish that parents who helped their children in literacy knowledge in kindergarten helped their children develop critical skills regarding the mastery of alphabets and how to read them without difficulties (Peterson, 2006). Tamis-LeMonda & Rodriguez (2009) identified three critical aspects in home environment that were important in growth of early language and learning skills: provision of certain learning activities, parenting style characterised by ability to respond when necessary , and ability to provide playing toys and reading books to youngsters at that age. Furthermore, the authors established that socio-economic and education plays important roles in determining how parents influence social skills of children. It was found out that parents who have higher levels of education and higher resources of economic, tend to be in an advantageous position in giving their children positive learning experiences that later impact heavily on the social skills development of the children (Tamis-LeMonda & Rodriguez, 2009). 3.0 CHAPTER THREE: Research Methodology 3.1 Introduction The goal of this section is to show how the research process can be carried out effectively in order to achieve or realise the objectives that have been established (Churchill and Lacobucci, 2009). 3.2 Research designs Epistemology entails establishing and generating knowledge. Such knowledge can be established through two approaches: positivism and constructionism (Greco and Sosa, 1999; Ramanathan, 2009). Constructionist posits that social world is totally different from the natural and physical world, a situation that calls for separate study of the social world (Ramanathan, 2009). On the other hand, positivists believe that valid knowledge should only be generated through observation of experiences. Therefore, the project will be carried out through the use of constructionism as well as positivism paradigms and primary intention is to ensure research that is obtained satisfies objectivity and in-depth analysis goals or benchmarks. 3.3 Population to be studied The researcher is interested in conducting study among families or homes that have children aged between 1 and 5 years attending early childhood education in Eastern Suburbs of Sydney. Parents of children who are attending early childhood education centres in the identified region will be investigated to establish their nature and type of parental care activities they practice. 3.4 Samples to be selected Sampling procedure for the research will involve the use of purposive sampling techniques. Specifically, stratified purposive sampling will be used (Tashakkori & Teddie, 2008). Stratified purposive sampling is generally used where the researcher is required to identify the subgroups to be studied, which is the first step (Tashakkori & Teddie, 2008). Thereafter, the researcher selects cases from each sub-group in a purposive manner for study. The major strength of this sampling technique is that the researcher is allowed to conduct deep-detailed description of primary elements that appear to be the same or different across the identified strata or even subgroups that have been identified for the project (Tashakkori & Teddie, 2008). In this project, a total of 50 families will be selected across sub-groups identified by the author. Families with children aged 1 to 5 years and attending early childhood education centres are the ones that will be selected and studied. 3.5 Type of data Primary methods of data collection as well as secondary methods of data collection are used. Secondary data will largely be collected using materials that contain research works done by other researcher in the past. The entire process of collecting secondary data and information will entail reviewing and analysing information available in text books, credible journals articles and reliable online academic sites. Furthermore, primary materials for the research (data) will involve the use of field research methods like generating information from questionnaires used in survey, and also interview questions that are asked directly to the respondents. Pilot study will be carried out to refine questionnaires and interview questions. 3.6 Data collection methods Mixed research methods of data collection are used to fulfil the objectives of this project. The descriptive (quantitative) research strategy will include the researcher using the HOME instrument to collect data. On the other hand, explorative (qualitative) research strategy will see the researcher use interview schedule (protocol) to conduct face-to-face interviews Data and information to be produced from the field will highly reflect aspects of validity and reliability that are achieved by using descriptive methods of research, and in-depth analysis of information using explorative methods of research. 3.7 Data collection procedures Data collection procedure will involve respondents being surveyed and interviewed. Home environment of 50 families identified will be evaluated. Thereafter, the social skills of children from these families will be analysed. In order to analyse and identify social skills of children, the researcher will incorporate early childhood teachers in the selected centres the study will be carried out. Throughout the study, the research will use a research instrument known as ‘The Home Observation for Measurement of the Environment (HOME) Inventory’ (Totsika & Sylva, 2004). Home, as research instrument to be used, will be modified to suit the research objectives in this project. 3.8 Reliability and validity Reliability and validity of data are critical aspects in this study (Bryman, 2008). In order to guarantee reliable and valid data, researcher will make every effort to ensure research instruments are properly used and that selection of sample is carried out unbiased. Moreover, the researcher will ensure response rate of survey questionnaire and interview is above 95 per cent so as to justify results generated. 3.9 Data analysis plan Data to be analysed will be of two types: quantitative as well as qualitative data. Quantitative research data will be produced by conducting a thorough calculation of key aspects in order to analyse relationship that exist between variables. On the other hand, qualitative data will be developed based on key variables of interest and the primary objective will be to establish key relationships of variables through describing their relationships. Also, a number of tables that summarises frequencies and mean of the data will be developed. These tables will be important in conducting cross- tabulation of data, and the graphs will be used for comparison reasons. Analysis of qualitative information in the study will involve generating fieldnotes relevant to the study. Thereafter, the information will be sieved and cleaned before being categorised into groups so that once the process of analysing starts, it flows without difficulties. The information will later be coded, whereby, information will be categorised appropriately in order to provide clear and insightful meaning to the research questions being investigated. Again, in this process, data will be represented by the use of techniques such as tables and derived figures. Also, the researcher will develop narrative statements in form of paragraphs that largely describe views as well as opinions respondents give, or what the researcher observes while carrying out the research, which is relevant to the study. 3.10 Ethical considerations In the entire process of a social research, individuals or humans are used; hence there are ethical issues that have to be met. Such ethical issues include seeking permission and approval before the research process can proceed. Other ethical measures to be observed throughout the research include: voluntary participation, fairness, privacy and confidentiality of information and respondents identity (Williams, 2003). 3.11 Research Time-framework Milestone Description Due date Remarks 1 Stage 1: identifying the primary area to generate the topic of research from 05.10.12 2 Stage 2: This stage involve selecting the specific research topic from the available alternatives 15.10.12 3 Stage 3: The stage involve refining and tuning the selected topic in order to start the process of developing research proposal 18.10.12 4 Stage 4: This is period when the proposal is developed by writing and submitting for approval 24.10.12 5 Stage 5: After the approval, this stage involve collection, transfer, and storage of data and information 31.12.12 6 Stage 6: The stage is where the analysis and interpretation of collected information and data is conducted 20.01.13 7 Stage 7: The process of writing the project starts 10.02.13 8 Stage 8: The stage is where the final draft of the project is prepared after numerous fine-tuning and submission of dissertation/thesis takes place 04.03.13 9 Final Deadline – six months from classroom date. 28.04.13 4.0 Conclusion Home environment remains an important determinant to the way a child develops both in social and cognitive. Parents perform an important role in this home environment. Therefore, in order to design education programmes in the early childhood education sector, thorough understanding of the role played by parents in influencing behaviours of their children is required. The HOME instrument is used to attain the research objectives. References Brotman, L.M., Calzada, E., Huang, K., Kingston, S., Spring, D., Kamboukos, D., Rosenfelt, A., Schwab, A., & Petkova, E. (2011). Promoting Effective Parenting Practices and Preventing Child Behaviour Problems in School among Ethnically Diverse Families from Underserved, Urban Communities. Child Development, 82(1): 258-276. Bryman, A. (2008). Social Research Methods. Oxford: Oxford University Press. Chao, R.K, & Willms, J. D. (2002). The effects of parenting practices on children’s outcomes. In J.D. Willms (Ed.). Vulnerable children: Findings from Canada’s National Longitudinal Survey of Children and Youth. (pp.149-167). Edmonton, Alberta: The University of Alberta Press. Gestwicki, C., & Bertrand, J. (2011). Essentials of Early Childhood Education. Mason: Cengage Learning. Government of Newfoundland and Labrador. (2011). Developing a Provincial Early Childhood Learning Strategy. Retrieved October 19, 2012, from http://www.ed.gov.nl.ca/edu/earlychildhood/literature_review.pdf Greco, J. and Sosa, E. (1999). The Blackwell Guide to Epistemology. MA: Wiley-Blackwell. Landry, S. H. (2008). The Role of Parents in Early Childhood Learning. Encyclopedia on early childhood development. Retrieved October 19, 2012, from http://www.child-encyclopedia.com/documents/LandryANGxp.pdf Landry, S.H., Smith, K.E., & Swank, P.R. (2006). Responsive Parenting: Establishing Early Foundations for Social, Communication, and Independent Problem-solving Skills. Developmental Psychology, 42(4): 627-642. Moradeke, G. A., Oludare, J. O., & Funke, A. F. (2012). Roles of Parent on the Academic Performance of Pupils in Elementary Schools. International Journal of Academic Research in Business & Social Sciences, 2(1): 196-201. Peterson, C. (2006). Fostering Early Literacy at Home (in normally-developing and at-risk children). Encyclopedia of Language and Literacy Development. London: Canadian Language and Literacy Research Network. Retrieved October 19, 2012, from http://www.literacyencyclopedia.ca/pdfs/Fostering_Early_Literacy_at_Home_%28in_Normally-Developing_and_At-Risk_Children%29.pdf Ramanathan, T. R. (2009). The Role of Organisational Change Management in Offshore Outsourcing of Information Technology Services: Qualitative Case Studies from a Multinational Pharmaceutical Company. FL: Universal-Publishers. Sedigheh, M. (2011). The Relationship between Parenting Practices and Develop Pupils Creativity. Australian Journal of Basic & Applied Sciences, 5(12): 3312-3317. Shonkoff, J. P., & Phillips, D. (2000). From Neurons to Neighborhoods: The science of Early Childhood Development. Washington, D.C.: National Academy Press. Schweinhart, L.J. (2008). Creating the Best Pre-Kindergartens. Five Ingredients for Long-term Effects and Return on Investment. Retrieved October 19, 2012, from http://media.wiley.com/product_data/excerpt/95/04704820/0470482095.pdf Tamis-LeMonda, C. S., & Rodriguez, E.T. (2009). Parents’ Role in Fostering Young Children’s Learning and Language Development. Retrieved October 19, 2012, from http://www.child-encyclopedia.com/pages/PDF/Tamis-LeMonda-RodriguezANGxp_rev-Language.pdf Tashakkori, A., & Teddie, C. (2008). Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences. London: SAGE Publications. Totsika, V., & Sylva, K. (2004). The Home Observation for Measurement of the Environment Revisited. Child Adolescent Mental Health, 9(1): 25-35. Williams, M. (2003). Making Sense of Social Research. 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