Childhood Education

In every field of study, research is one of the most important aspects. Research involves the collection, review and collation of data to arrive at a deeper understanding of the subject matter. The primary purpose of research is to widen the already available notions and the trove of knowledge on a particular topic or issue. A research, therefore, is a critical examination of all the available data and knowledge of a particular subject
with the primary purpose of finding solutions to longstanding problems (Qvortrup, 2005).
In the field of childhood education, research is a critical pillar in establishing the most optimum steps to take in imparting knowledge to the impressionable minds and psyches of children. Parents and teachers have to scour all available snippets of information on the general wellbeing of their children and students respectively. It is a fact that teachers and parents have to play similar roles in the mental and physical upbringing of children, and this is critical because children cannot clearly grasp the notion of personal responsibility. The point to take from this idea is that children, parents and teachers all have something to gain from heavily vesting their time in research, whether on scholastic endeavour or just for personal development (Barnett, 1995).
From my experience, research requires a tremendous amount of patience and keenness. Sobriety is also a core aspect of research in that it requires the researcher to be fully aware, spatially and cognitively, of his or her surrounding and subject matter. In learning about research, several challenges will undoubtedly arise, but the primary concern is usually centred on the need to differentiate between subjectivity and objectivity.
In the field of research, any amount of help is always welcome and seldom will a researcher refuse help from his or her colleagues. I would specifically assist other researchers in the analysis of data or better understanding the subject matter.
References
Barnett, W. (1995). Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes. The Future of Children, 25-25.
Qvortrup, J. (2005). Studies in modern childhood: Society, agency, culture. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.