RESEARCH – A DRIVER FOR CHANGE IN
THE LIVES OF YOUNG CHILDREN IN
REGIONS EXPERIENCING OR EMERGING
FROM CONFLICT
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
Professor Paul Connolly
OVERVIEW
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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
(i) Ethnic Preferences
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.
EXAMPLE 1: IMPACT OF DIVISIONS ON
YOUNG CHILDREN
(ii) Ethnic Awareness
The Terms Catholic
& Protestant (7%)
Colours (5%)
Soccer Shirts (21%)
Conflict-Related
Violence (21%)
Irish Dancing (31%)
Parades (49%)
Flags (38%)
16
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
Overall Picture
%
100
90
80
70
60
50
40
30
20
10
0
Awareness
Identity
Prejudice
3 yrs
4 yrs
5yrs
6 yrs
EXAMPLE 2: EFFECTIVENESS OF
PROGRAMMES
Short media messages …
… followed up with:
curricular resources;
training and support for
preschool settings; and
emphasis on working
with 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 largescale cluster randomised controlled trial:
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–
–
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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