The Role of California Community Colleges and the Professionalization of the Field of Early Childhood Care and Education (Essay Sample)

Research Methodology
Name
Institution of Affiliation
Introduction
Childhood development is the fundamental foundation for early care and education that encompasses aspects of social consciousness, relationships, health, safety, and responsibility. Early care and teaching intervention remarkably contribute to cognitive development along with language and socio-emotional development and well-being in young children. High quality early childhood care and education is not only beneficial to individual children but also to the society as a whole regarding far-reaching socio-economic benefits (Evans, Meyers & Ilfeld, 2000).
The impact of quality early childhood care and education is complemented by the concerted efforts of dedicated early childhood educators with the support of a coherent community colleges involvement system. Effective early childhood care and teaching development is the cornerstone of healthy families and healthy futures for communities. Evidence supporting this claim points to decades of early childhood care and education development research that have revealed early childhood years as the most critical period of human growth and development. The past studies further show that the early childhood years of development as to having a direct and most powerful impact not only on a children's healthy, holistic development but also on their futures (Burger, 2013).
The definition of the field of early childhood care and education refers to a combination of fundamental elements that include child development research and child behavior observation and assessment. The role of professionalism and California Community Colleges in the field of early childhood care and education has recently received considerable attention. Challenges in the field of early childhood care and teaching in California has been its credibility and professional competencies levels. Consequently, it has become imperative in the early childhood care and education stakeholders in California to initiate efforts towards attaining greater professionalism and partnerships with the California community (Clark & Waller, 2007).
The reality and complexity of contemporary family life in California are the work-family conflict and spillover. The diverse needs of its children and the contemporary California cultural and community diversity in which the families live further complicate the reality of contemporary family life. The difficulties of work-family conflict and spillover have had a destructive generational impact as people have disconnected from early childhood care and education. The emergence of the role of community colleges and professionalization in the California early childhood care and education to fill the gap created by work-family conflict and spillover. This involvement of community colleges and professionalization of the early childhood care and teaching field tackles the acute shortage in California of trained and qualified early childhood development specialists (Evans, Meyers & Ilfeld, 2000).
Comprehending the population constructs of the role of the California community involvement and professionalization of early childhood care and education is fundamental to understanding the evolution of the field. The parental constructs of children attendees of early childhood classes present in the contemporary California society continue to shape the field of early childhood care and education. Changes in the professional work and labor patterns, family constructs, and the dynamic populations within California have altered the society's way of children upbringing. The role of early childhood education and care is a fundamental construct of the Californian society and as such, the examination of the role of community colleges involvement and professionalization reveals its outcome (Nutbrown, 2006).
There are universal aspects of the role of professionalism and communities in early childhood care and education that differentiate it as a field from other areas. These distinguishing aspects of the California field of early childhood care and education pose a challenge for community involvement and professionalization of the field. Inadequate research on the perceptions of professionalization and community engagement in the California field of early childhood care and education has adversely affected the planning and implementation of the field’s growth and development programs. The research gained a better understanding of the role of professionalism and California Community Colleges in the area of early childhood care and education .The study employed several aspects of data collection as it explored the aspects and outcomes of community involvement and professionalism in the field of early childhood care and education in California (Ravens & Aggio, 2008).
Research Design
Exploratory Research
This study evolved from the observation of the varying degrees of training, education, experience, and ethics in California’s field of early childhood care and teaching. A clear research design increases the higher chances of collecting necessary and relevant information while minimizing time wastage and effort. Different types of objectives lead to various kinds of research designs to acquire information. The study employed in its conduct an exploratory inquiry approach shaped research along with analytical methods. The reason for the adoption of the exploratory research design was the level of uncertainty surrounding the survey situation that motivated the conduct of the research hence was the most appropriate type of research design. The exploratory research design applied a qualitative research method for the collection of data and identification of possibly valuable insights to the study (Ravens & Aggio, 2008).
The exploratory research design was crucial to the achievement of the research objective. The research primarily aimed at collecting data for examination of the role of professionalism and California Community Colleges in the field of early childhood care and education. The primary exploratory research instruments designed for the study included focus groups, structured interviews, and questionnaires (Evans, Meyers & Ilfeld, 2000). The main exploratory research tools were structured interviews and questionnaires that targeted staff representatives, policy makers, coordinators, program developers and current students of early childhood care and education in California. Focus groups consisting of the study’s target audience were a useful way for the research to obtain more background information on the study particular subject. The additional background information gathered by the focus groups approach formed the basis for the formulation of specific research questions for the further conduct of the quantitative research aspect of the study (The early childhood care and education workforce, n.d.).
Advantages
Using the exploratory research design in nature discovery-oriented was productive as obtaining of critical information for the study was through the combination of different approaches. The exploratory inquiry research plan affirmed the outcome of the role of community involvement and professionalization in California’s field of early childhood care and education, training, and development. The exploratory research design provided the study with an opportunity to clarify the inexplicable research questions during the conduct of the survey. Additionally, the exploratory research design guaranteed the credibility and reliability of the outcome of the conducted study (Evans, Meyers & Ilfeld, 2000).
Limitations
Exploratory research design despite being discovery-oriented in nature proved to be highly ambiguous, and speculative nature hence was counter -productive .Its counter-productiveness required further research that was time-consuming and wasteful of the limited resources. The exploratory research design as a method of qualitative data collection was very time consuming during the conduct of the survey. Additionally, the exploratory research design had a limited survey structure that occasionally required pretesting to guarantee the credibility and reliability of the outcome of the investigation conducted.
Population of Study
The study looked at ways to analyze the self- perceptions and professionalism of early childhood care and education facilitators and parents in California. The study used the basic tenets of cognitive dissonance theory to categorize the responses of the participating early childhood teachers. The participation of early childhood educators served the purpose of facilitated professionalism evaluation at the local level. Additionally, the research sought to examine the role of advance and pilot programs in the field of early childhood care and education by officials from the Ministry of Education in the State of California. Conduct of assessment of the advance and pilot programs meant to provide adequate support to the role of California’s community colleges and the professionalization of the field of early childhood care and education.
Methodology
Research Approach
The exploratory research approach used was tailor made to meet its nature and needs. The exploratory nature of this research demanded the utilization of the deductive research approach. Using the deductive research approach that refers to the ‘'top-down'' approach meant that the conduct of the study was on a more general level to a more specific one. The deductive approach utilization in the research entailed conceptualization, hypothesis, observation, and confirmation. The exploratory research sought to specify theories and concepts that explained the role of community colleges involvement and professionalization patterns of California’s early childhood care and education (Nutbrown, 2006).
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