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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 research– Paradigm wars: ‘Positivism’ versus ‘constructivism’– A third way: ‘Critical realism’

SOME PRELIMINARIES


• 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



• Understanding the effectiveness of early childhood programmes– Randomised controlled trials– Accounting for process and contextual factors– Qualitative methods and indepth case 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



• However, much anecdotal evidence from playgroups to suggest differently



• 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.


• 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



• 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


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


Parades (49%)

Flags (38%)Irish Dancing (31%)

Conflict-Related Violence (21%)

Soccer Shirts (21%)

The Terms Catholic & Protestant (7%)

Colours (5%)

(ii) Ethnic Awareness


(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)


3 yrs 4 yrs 5yrs 6 yrs0

102030405060708090

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


• 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.


• 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

http://www.qub.ac.uk/cee


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


• 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


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


• 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


2. The importance of multi-methods

KEY LESSONS


2. The importance of multi-methods3. The need for a critical realist approach

KEY LESSONS


2. The importance of multi-methods3. The need for a critical realist approach4. The centrality of research/practice partnerships

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