Keynote Address, ‘The Power of Early Childhood Development Services in Conflict and Post-Conflict Environments’ Conference,Wednesday 6 February 2013, Europa Hotel, Belfast, Northern Ireland
RESEARCH – A DRIVER FOR CHANGE IN THE LIVES OF YOUNG CHILDREN IN REGIONS EXPERIENCING OR EMERGING FROM CONFLICT
Professor Paul Connolly
OVERVIEW
• Some preliminaries (ethnicity, research, methodological tools)• The role of research as a driver for change• Example 1: Impact of divisions on young children• Example 2: Effectiveness of programmes• Key lessons
SOME PRELIMINARIES
• The nature of ethnicity and ethnic relations– Ethnicity is ‘socially constructed’– The importance of context
SOME PRELIMINARIES
• The nature of ethnicity and ethnic relations– Ethnicity is ‘socially constructed’– The importance of context
• The nature of research– Paradigm wars: ‘Positivism’ versus ‘constructivism’– A third way: ‘Critical realism’
SOME PRELIMINARIES
• The nature of ethnicity and ethnic relations– Ethnicity is ‘socially constructed’– The importance of context
• The nature of research– Paradigm wars: ‘Positivism’ versus ‘constructivism’– A third way: ‘Critical realism’
• Different Methodological tools for different jobs– Qualitative methods and case studies: experiences, perspectives,
processes, indepth understanding– Surveys: broader patterns, trends, generalisations– Randomised controlled trials: effectiveness of programmes, impact
THE ROLE OF RESEARCH AS A DRIVER FOR CHANGE
• Understanding the impact of ethnic divisions on young children’s lives– Qualitative, case study research– Broader surveys and social epidemiological studies
THE ROLE OF RESEARCH AS A DRIVER FOR CHANGE
• Understanding the impact of ethnic divisions on young children’s lives– Qualitative, case study research– Broader surveys and social epidemiological studies
• Understanding the effectiveness of early childhood programmes– Randomised controlled trials– Accounting for process and contextual factors– Qualitative methods and indepth case studies
THE ROLE OF RESEARCH AS A DRIVER FOR CHANGE
• Understanding the impact of ethnic divisions on young children’s lives– Qualitative, case study research– Broader surveys and social epidemiological studies
• Understanding the effectiveness of early childhood programmes– Randomised controlled trials– Accounting for process and contextual factors– Qualitative methods and indepth case studies
• The importance of research/practice partnerships– Identifying research questions– Interpreting the findings– Considering the implications for practice and dissemination
EXAMPLE 1: IMPACT OF DIVISIONS ON YOUNG CHILDREN
• Large body of psychological research conducted in mid-1970s to 1980s suggesting that attitudes are not consistent and fixed until ages 10-11
EXAMPLE 1: IMPACT OF DIVISIONS ON YOUNG CHILDREN
• Large body of psychological research conducted in mid-1970s to 1980s suggesting that attitudes are not consistent and fixed until ages 10-11
• However, much anecdotal evidence from playgroups to suggest differently
EXAMPLE 1: IMPACT OF DIVISIONS ON YOUNG CHILDREN
• Large body of psychological research conducted in mid-1970s to 1980s suggesting that attitudes are not consistent and fixed until ages 10-11
• However, much anecdotal evidence from playgroups to suggest differently
• Survey of 352 3-6 year olds undertaken in 2002 to listen to what children had to say in their own words.1
1 Connolly, P., Kelly, B. and Smith, A. (2009) Ethnic habitus and young children: A case study of Northern Ireland, European Early Childhood Research Journal, 17(2): 217-232.
EXAMPLE 1: IMPACT OF DIVISIONS ON YOUNG CHILDREN
• Showed children a range of symbols and photographs of events they were likely to see around them day-to-day and simply asked them what they could say about each one
EXAMPLE 1: IMPACT OF DIVISIONS ON YOUNG CHILDREN
• Showed children a range of symbols and photographs of events they were likely to see around them day-to-day and simply asked them what they could say about each one
• Recorded responses verbatim and analysed them afterwards looking for overall patterns
EXAMPLE 1: IMPACT OF DIVISIONS ON YOUNG CHILDREN
• Showed children a range of symbols and photographs of events they were likely to see around them day-to-day and simply asked them what they could say about each one
• Recorded responses verbatim and analysed them afterwards looking for overall patterns
• Findings suggested need to distinguish between:(i) ethnic preferences
(ii) ethnic awareness
(iii) ethnic identities
(iv) ethnic prejudices
EXAMPLE 1: IMPACT OF DIVISIONS ON YOUNG CHILDREN
Percentage of 3 Year Olds Who: Catholics Protestants
Do not like Orange Marchers 18% 3%
Do not like the Police 34% 15%
Prefer the British Union Flag 36% 60%
Prefer the Irish Tricolour Flag 64% 40%
See also: Connolly, P. (2011) Using survey data to explore preschool children's ethnic awareness and attitudes, Journal of Early Childhood Research, 9(2): 175-187.
(i) Ethnic Preferences
16
EXAMPLE 1: IMPACT OF DIVISIONS ON YOUNG CHILDREN
Parades (49%)
Flags (38%)Irish Dancing (31%)
Conflict-Related Violence (21%)
Soccer Shirts (21%)
The Terms Catholic & Protestant (7%)
Colours (5%)
(ii) Ethnic Awareness
EXAMPLE 1: IMPACT OF DIVISIONS ON YOUNG CHILDREN
(iii) Ethnic Identities• "It's the [flag] of our country" (Protestant Boy, Aged 4)• "They're not my land … they've got all the colours that I hate" (Catholic
Boy, Aged 5)• "Cos they're also Protestants as well. That's all I know about them"
(Protestant Girl, Aged 6)(iv) Ethnic Prejudice• ‘They [Catholics] rob’ (Protestant Girl, Aged 4)• ‘It's a bad person [Protestants] because they want to kill all the
Catholics’ (Catholic Girl, Aged 6)• ‘It's the Fenian flag [Irish Tricolour]. It's only bad people that have that
colour of flag’ (Protestant girl, Aged 6)
EXAMPLE 1: IMPACT OF DIVISIONS ON YOUNG CHILDREN
3 yrs 4 yrs 5yrs 6 yrs0
10
20
30
40
50
60
70
80
90
100
AwarenessIdentityPrejudice
%
Overall Picture
EXAMPLE 2: EFFECTIVENESS OF PROGRAMMES
Short media messages …
… followed up with:curricular resources; training and support forpreschool settings; andemphasis on workingwith parents
EXAMPLE 2: EFFECTIVENESS OF PROGRAMMES
• Piloted in 2004 in 5 preschool settings (100 children aged 3-4). Small-scale trial showed that it was having positive effects in relation to:– Ability to recognise instances of exclusion– Ability to recognise how a child who is excluded feels– Willingness to play with children different to themselves
Source: Connolly, P., Fitzpatrick, S., Gallagher, T. and Harris, P. (2006) Addressing diversity and inclusion in the early years in conflict-affected societies: A case study of the Media Initiative for Children – Northern Ireland, International Journal for Early Years Education, 14(3): 263-278.
EXAMPLE 2: EFFECTIVENESS OF PROGRAMMES
• Programme developed further and then evaluated with a large-scale cluster randomised controlled trial:– 1,181 children aged 3-4 years in 74 settings– 868 parents– 232 practitioners– Four indepth qualitative case studies
Source: Connolly, P., Miller, S. & Eakin, A. (2010) A Cluster Randomised Trial Evaluation of the Media Initiative for Children Programme, Belfast: Centre for Effective Education. Available at: http://www.qub.ac.uk/cee
EXAMPLE 2: EFFECTIVENESS OF PROGRAMMES
Key findings from large-scale trial (with effect sizes):
• Increased socio-emotional development (+.34 to +.61)
• Increased cultural awareness (+.38 to +.72)
• Increased desire to join in with cultural activities (+.17 to +.27) although no evidence found of changes in children’s willingness to be inclusive of others
EXAMPLE 2: EFFECTIVENESS OF PROGRAMMES
• Effects found are those above and beyond the effects associated with normal preschool provision
• Effects were the same regardless of the characteristics of the children
• Effects were the same regardless of the characteristics of the settings delivering the Media Initiative
EXAMPLE 2: EFFECTIVENESS OF PROGRAMMES
For the parents and practitioners:
• Some potentially encouraging signs found re:
– increase in awareness of the need to do diversity work with young children
– Increased confidence in their own ability to do this
• However, for methodological reasons, none of these encouraging signs can be trusted without further research
EXAMPLE 2: EFFECTIVENESS OF PROGRAMMES
• Practitioners valued the training, ongoing specialist support, curriculum and resources; felt the programme impacted positively on their own skills and confidence
• Parents welcomed the programme; felt it presented an important opportunity for their children to learn about diversity and develop respect for others
• Children were observed to find the resources and activities appealing; activities provided an important safe space for them to explore diversity issues
KEY LESSONS
1. The context-specific nature of ethnic relations and the importance of research
KEY LESSONS
1. The context-specific nature of ethnic relations and the importance of research
2. The importance of multi-methods
KEY LESSONS
1. The context-specific nature of ethnic relations and the importance of research
2. The importance of multi-methods
3. The need for a critical realist approach
KEY LESSONS
1. The context-specific nature of ethnic relations and the importance of research
2. The importance of multi-methods
3. The need for a critical realist approach
4. The centrality of research/practice partnerships