Early Childhood Research Methods: Qualitative Study Expansion Report

This report delves into the realm of early childhood education research, focusing on the application and expansion of qualitative research methodologies. The study under discussion centers on school-based curriculum development (SBCD) in Chinese kindergartens, highlighting the integration of Eastern and Western approaches. The original study employed a phenomenological qualitative approach, utilizing interviews, observations, and curriculum evaluations to assess the effectiveness of SBCD. However, the report argues for the inclusion of ethnographic research and case study analysis to broaden the research scope. Ethnographic research would provide a deeper understanding of learners' socio-cultural backgrounds, while case studies would facilitate the identification of efficient institutional practices. By incorporating these additional methods, the research can generate more comprehensive and consistent data, ultimately contributing to the development of modern and sophisticated curricula for kindergarten children.

Running head: EARLY CHILDHOOD RESEARCH METHODS
EARLY CHILDHOOD RESEARCH METHODS
Name of the Student
Name of the University
Author note

1EARLY CHILDHOOD RESEARCH METHODS
Introduction
Early childhood education is undeniably the most crucial stage of education which
takes advantage of a child’s developing cognitive system and helps them build a fully
functional and helpful educational experience (May, 2013). With the help of a well-
developed curriculum, significant improvements in the early childhood education sector can
be observed and with the advancement in innovative methods of education, implementing the
newer emerging technologies in school based curricula reaps long lasting benefits. The paper
in discussion talks about the wide scale implementation of School Based Curricula in Chinese
kindergartens and how School Based Curriculum Development has been suffering in the
absence of professional supervision. This article attempts to look at two alternate research
methodologies under either qualitative or quantitative research and analyse their significance
in being used to expand the study in question.
Discussion
There are five main approaches to qualitative research methodologies namely
Ethnographic, Narrative, Phenomenological, Grounded Theory and Case study that are
usually employed in a qualitative research. The study in question focuses on the merging of
eastern and western approaches to curriculum development in the attempt to modernise the
whole process of curriculum development (Yang & Li, 2018). In the process it has been
found that the merging coincided with the existing Chinese philosophy of balance and
harmony that guides the development of curriculum in Chinese kindergartens (Yang & Li,
2018). The study used a predominantly phenomenological qualitative approach to the
collection and evaluation of data through taped interviews with teachers, recorded
observations of classrooms, observation of target children and evaluation of existing
curricula. Based on their evaluation they established that SBCD in Chinese Kindergarten,

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apart from being driven by certain educational and curriculum development goals and
objectives, was also being restricted by the complexity of the curriculum organization system
(Yang & Li, 2018). Teachers also reported that the content used in the E-KG textbooks were
also a bit outdated (Yang & Li, 2018) with certain English textbooks dating back to 2001.
Moreover, in order to solve the problems, the teachers resorted to adding supplementary
materials to the curriculum. This proves that the process of curriculum development requires
strict professional supervision and obsolete content should be replaced with new one instead
of being supplemented by additional content.
In order to expand the study under question and elaborate the scope of development of
Early Education Curricula, qualitative approach does serve the best purpose. The reason why
quantitative analysis fails in these cases is because we are not trying to determine the
outcome of one specific group of students based on specific factors that influence their
education (Bautista et al., 2016). Instead we are also considering various socio-economic and
cultural factors as well as the individual learner needs while addressing the situation (Bautista
et al., 2016). Therefore, even if a hypothesis is determined, the quantitative methods of
evaluating data like multivariate regression analysis would also fall sort because the factors
determining healthy education cannot be quantified (Cope, 2014).
Two additional types of qualitative research approaches that can be used to expand
the scope of the study are (i) Ethnographic research and (ii) Case Study analysis.
i. Ethnographic research – This type of qualitative research entails that primarily, a
target participant would be identified and his/her interactions with the
environment would be analysed (Savin-Baden & Major, 2013). Based on that
observation, specific goals and action plans would be devised while at the same
time keeping in consideration the gamut of socio-cultural experiences that shape
the way a particular learner’s learning styles and needs are modified. In the case

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of Chinese Kindergarten, the first drawback of the study is that the target
population that has been sampled is restricted to one institution and one zone. But
the procedure of curriculum development should have a centralised body
overseeing the system and for that, data from multiple schools and multiple zones
under certain government jurisdictions require to be collected. Ethnographic
research can be collaborated with the phenomenological research that the study
employs to have a more concrete understanding of the learners’ requirements and
background, thereby fuelling a more efficient curriculum development process
(Hilbert & Eis, 2014).
ii. Case Study Analysis – This requires the researchers to critically examine and
evaluate various case studies pertaining to the organisation or individuals in
question (Savin-Baden & Major, 2013). It helps bring out aspects of efficiency in
implementation, testing and evaluation of data from various sources. This can be
crucial tool for the researchers to study Curriculum Development in Chinese
Kindergarten by focussing on the institutional approaches to planning. This
approach can also help identify efficient institutions and plans and by drawing
reference from them, a holistic and more efficient lesson plan can be structured.
Conclusion
The concepts of westernisation and easternisation are dependent on a lot of cultural
factors which is why a thorough qualitative analysis becomes important to understand and
evaluate what factors play a role in the life of a learner and in his education. Considering
multiple approaches of evaluation only serves to provide more detailed and consistent data
that can be used for the benefit of the SBCD system in order to develop modern and
sophisticated curricula for kindergarten children.

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References
Bautista, A., Ng, S. C., Múñez, D., & Bull, R. (2016). Learning areas for holistic education:
Kindergarten teachers’ curriculum priorities, professional development needs, and
beliefs. International Journal of Child Care and Education Policy, 10(1), 8.
Cope, D. G. (2014s). Methods and meanings: credibility and trustworthiness of qualitative
research. In Oncology nursing forum (Vol. 41, No. 1).
Hilbert, D. D., & Eis, S. D. (2014). Early intervention for emergent literacy development in a
collaborative community pre-kindergarten. Early Childhood Education
Journal, 42(2), 105-113.
May, H. (2013). The discovery of early childhood. Wellington: NZCER Press.
Savin-Baden, M., & Major, C. H. (2013). Qualitative Research: The Essential Guide to
Theory and Practice. Qualitative Research: The Essential Guide to Theory and
Practice. Routledge.
Yang, W., & Li, H. (2018). A school-based fusion of East and West: a case study of modern
curriculum innovations in a Chinese kindergarten. Journal of Curriculum
Studies, 50(1), 17-37.