Society for Research in Child Development

This post reflects the information gleaned from the 

Society for Research in Child Development

While reviewing sections of the  website  I found a  publication called:

Social Policy Report Brief.
 It is an open publication and provides a wealth of information. The focus of this publication is multilingual children. This is my bread and butter, and I am always interested in new information on this topic. One section offers information about research,

What the Research Says 

• Multilingual children in the United States 

often come from immigrant families that are 

disproportionately low income and are often 

exposed to risks low-income families face. Many 

fail to develop enough English to keep pace with 

peers or lose competence in the home language as 

it is gradually replaced with English.

• However, when children are raised in high-quality 

language environments where both first and 

subsequent languages are valued and used, 

learning multiple languages has cognitive, social, 

and potentially economic benefits.

• Children need to hear responsive, diverse, and 

complex talk about objects and events that 

interest them. Because it is best when such talk 

comes from native speakers, parents should be 

encouraged to speak the language(s) with which 

they feel most comfortable.

• Studies of children in environments that actively 

support multilingualism indicate that, if children are 

spoken to (with high-quality language) and learn to 

speak two languages, by about 10, they can do as 

well as monolingual children in both languages and 

experience the benefits of multilingualism.

Reference.
Society for Research and Development. (2014) Social Policy Report Brief. Retrieved from 

http://www.srcd.org/sites/default/files/documents/washington/spr_brief_2014_04_09_multilingualchildren.pdf

When reading through the website, I have come to realize that the many layers of economists, neuroscientists that are involved in this organization are far removed from the classroom. Although the research support the early childhood field,  it takes time to filter down to schools and programs. Honestly, it seems like the focus is not on what is happening in our classrooms, rather on research, data, and funding sources.

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When reading any article or publication that deals with adoption, my "uh-oh" meter rises. It seems that not many researchers and or publications feel successful children who were adopted do not make it to print..One day, maybe one day someone will do a study on children adopted from orphanages and find that when the transition to a family occurs, many of the orphanage behaviors slowly fade away..Maybe, but this article references a study that proved children adopted from orphanages or hospitals have a high chance of iron deficiencies and may suffer cognitive deficits because of this. The research may be sound,  but I found it odd that there were only 55 children studied. Given the number of children adopted from orphanages, institutions, foster care, and hospitals I am not sure the outcome relates well to the pool of adopted children. I would think that the participant pool would need to be larger in order for the study to be accepted.

Baby #2 Adopted from Novosibirsk. First medical at home gave her a clean bill of health. No iron deficiency here!

Baby #1 Adopted From Siberia, Russian Far East. 13 months old. This is her first picture outside of the orphanage. Came home with exact immunizations, and a clean bill of health. No iron deficiency here

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• What other new insights about issues and trends in the early childhood field did you gain from exploring the website or e-newsletter.  This week I spent a lot time reviewing the funding sources of Society for Research in Child Development. Although this is a non-profit, it must raise money to support it's programs. It must raise millions through the variety of organizations and government agencies who support it. Wouldn't it be nice if child care centers, HeadStart programs, and schools had that kind of monetary support?

Conversations and New Region

What I have learned trying to establish relationships with Russian professionals, is some cultural differences are beyond logic..After contacting 4 well established Russian owned, yet expat supported preschools...NOTHING

After contacting countless resource agencies, non-profits (both US and Russian based)  NOTHING

After getting a lead or two, even through friends, NOTHING

This is the culture of Russia. There is a basic level of trust that is absent. I want nothing but a conversation, yet it feels like I am asking for a state secret.
I spent years dealing with Russian officials while adopting. There was one big difference, they wanted money, and would move mountains to make sure they got mine..When it's a simple favor or act of random kindness, not so much...
So, I am moving onto Romania..

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Information on Poverty in Romania:

Low agricultural productivity is one of the main causes of poverty in rural Romania. Poor small-scale farmers do not have the collateral to secure loans that would enable them to invest in agricultural inputs and equipment to improve their incomes. And in rural areas there are limited opportunities for formal employment opportunities, partly because of minimum wage regulations, high payroll taxes and the rigid labour code. Inadequate social services, reflected in the poor condition of rural health centers, long distances to schools and poor sanitation facilities, also contribute to rural poverty.

Reference: IFAD

IFAD’s strategy in Romania focused on supporting rural credit services so that farmers could invest in inputs and equipment, and develop on-farm and off-farm opportunities for generating income. The objective was to improve rural people’s incomes and standards of living, reducing rural poverty.

Country strategic opportunities paper (2003)

Source: IFAD

SRCD

About the:

Society for Research in Child Development

The field of child development received formal recognition in 1922-23 through the appointment of a subcommittee on Child Development of the National Research Council. In 1925, under the direction of Robert S. Woodworth, an eminent experimental psychologist, this group became the Committee in Child Development with offices and staff in the National Academy of Sciences. The purpose of the committee was to integrate research activities and to stimulate research in child development. The committee awarded fellowships, initiated conferences, and began publications. In 1927, 425 scientists were listed in the Directory of Research in Child Development and that same year the first volume of Child Development Abstracts and Bibliography was published. In 1933 the Committee on Child Development disbanded and passed the torch to the newly organized Society for Research in Child Development (SRCD).

Retrieved From http://www.srcd.org/about-us

From the Organization Newsletter “Developments”

http://www.srcd.org/sites/default/files/documents/572.pdf

Important Changes in Research Reporting

http://www.srcd.org/sites/default/files/documents/washington/common_rule_electronic_use_pages_1-4_4.1.13.pdf

This is a key change to the way research of children and adolescents is conducted and reported. We learn how detailed the process of scholarly research must be when children are involved.

Research Bank

The SRCD works specifically with peer reviewed research. When a topic study is needed this site offers a databank of approved topics and studies.  The site given for the sharing of information is:

http://www.icpsr.umich.edu/icpsrweb/ICPSR/index.jsp

This site will be helpful for all doing research and study in the field of psychology, education, and sociology.
This is my favorite site this week!


Most Interesting is an article of the most controversial studies in child psychology since 1960.
I'll give you the top study, so you can get a taste of what is there.

 Belsky, J. (1986).  "Infant day care: A cause for concern? Zero to Three, 7, 1-7.

I can imagine why this was controversial..Can you?

International Professionals-Russia

Establishing professional contacts is difficult in any given situation, but finding Russian early childhood professionals willing to share ideas, experiences, and methods is proving to be difficult. Beyond the language barrier, there are the issues of trust, US-Russian relations, and a simple matter of time differences and distance.

I have reached out in several ways:

*) Contacted TS,  Americangirls.  A teacher friend who lives and teaches in a Russian school was my first step.  Reached out through Facebook.    

*) I also reached out to the Facebook page of the Russian Embassy's Cultural Centre page for advice and direction. https://www.facebook.com/RussianCulturalCentre

*) Contacted the INSTITUTE FOR GLOBAL EDUCATION DIPLOMACY  with requests.

*) Contacted AK for an introduction to a couple of her friends who are involved in Russian children's charities. These folks are Russian born and familiar with the educational system.

*) Contacted through email Russian Education Development Fund "Soobchestvo" including several representatives in the organization. Received a reply with an additional name.

*) Contacted early childhood teachers at    www.littleangels.ru

*) Contacted on YouTube;  WELS Mission in Russia. (Missionaries working in Novosibirsk Siberia Russia).

Schools  and educational practices are Very Different in Russia. This young lady explains the system well. 

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I spent the weekend reading and reviewing this website. There is a lowered fee of $75.oo that I may just pay to join this society. There are many articles and research results.