Abstract
In this paper I will describe a proposed experimental design on the topic of character building in children under five. Research has shown that children are affected by their experiences early in life. However, much of the research available does not deal with children under the age of five. The experiment proposed in this paper will endeavor to position itself in this research gap. The specific research question of this investigation is: how do children learn values such as care, sharing, and empathy through imitation of parents? My three main research objects are to: 1) examine the available research; 2) present a research framework; 3) experimentally explore the impact of character building interventions on young minds. I propose a methodology which involves a thirty question experiment. I describe some of the experiment’s possible limitations. These include: subjective bias, information leakage, and consent. And I describe the design elements and efforts I have implemented in order to maximize objectivity and universalization.
CHARACTER BUILDING
Does character building have an impact on children less than five years of age?
Background and the Purpose
A character building program in the early childhood is at the heart of every curriculum. It instills positivity and motivation for learning. Available research has shown that a truthful and positive relationship between children and adults is key to positive character building in children.
A child’s mind is affected by the events the child sees and experiences. For instance, children who are bullied in their childhood are likely to be more passive, anxious, and more sensitive than their counterparts. They tend to get depressed more easily or may have a quieter temperamen (Klomek et al., 2007; Kaltiala-Heino et al., 1999) Kohlberg's stages of moral development reveal that children( between 9 -15 years) often follow the moral rules set by their parents (Kohlberg, 1976).
A recent article published in the news presents a story of a nine years old girl who started imitating her mother by sharing her possessions with their maid’s six-year-old daughter of. The news story clearly reflects that character building through imitation has a significant impact on a child’s mind regardless of age. Parents who instill values like compassion and empathy at a very young age actually help their children prepare for success later in life.
Although it is clear that young minds are affected by positive character building interventions, little research has been done to date on these impacts, particularly in children under the age of five. This research paper attempts to fill this gap by exploring these effects on this age group.
Research Objectives
Examine the available literature on the impact of character building in kids.
Present a research framework.
Explore character building interventions that can positively affect young minds.
Research questions
1. How does the concept of character building relate to children under five years of age?
2. What are the character building techniques that can be employed to have a maximum positive impact on children below five years?
3. What is the role of educators and parents in making a positive impact on young minds?
Research Methodology
This paper will be qualitative. As the researcher, I will ask open-ended questions to present various in-depth views on the topic under discussion. Specifically, I will interview 30 people (15 educators and 15 parents) to acquire detailed information about the the impact of character building on children.
Because this paper is of a qualitative nature, I will use an unstructured approach. That is, the questionnaire I use is designed to probe the respondents' minds on the topic, and it will form the basis of primary data collection. Secondary data will be gathered from peer-reviewed articles, journals, books, and other academic sources. The analysis will be done manually by discerning some common themes from the collected responses.
Ethical Concerns
I have duly taken care to address issues of informed consent, confidentiality, privacy, intrusiveness, and anonymity. Participants were informed about the purpose of questioning, and they were given the option to participate or not. There were no penalties if any participant opted to quit during the questioning session. Likewise, confidentiality was maintained throughout and the information provided was not shared with any third parties.
All efforts have been made to interpret the data in a non-judgmental and transparent manner. Still, there remain some complexities. These include the possibility of subjective bias and information leakage. Also, some employee respondents may find some of the questions too invasive to answer.
Research Limitations
This research may face issues about generalizability, objectivity, reliability, and quantification. I feel that generalizing the results is difficult on the basis of a sample size of 30 people. Further, responses have been analyzed manually without the use of any software. This increases the likelihood of bias and misinterpretation. These issues may have an effect on the results, but as mentioned, all efforts have been made to minimize their effect.
Thus, I do not promise a completely objective and universal results. But I can assure the maximum possible effectiveness on this experimentation given the specific experimental environment. In an effort to increase transparency, I have resorted to peer debriefing (i.e. discussing the data and research findings with colleagues at various stages to enhance credibility).
References
Crowther, J., & Sutherland, P. (Eds.). (2008). Lifelong learning: Concepts and contexts. routledge. Print.
Kaltiala-Heino, R., Rimpelä, M., Marttunen, M., Rimpelä, A., & Rantanen, P. (1999). Bullying, depression, and suicidal ideation in Finnish adolescents: school survey. Bmj, 319. Print.
Klomek, A. B., Marrocco, F., Kleinman, M., Schonfeld, I. S., & Gould, M. S. (2007). Bullying, depression, and suicidality in adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 46(1), 40-49. Print.
Kohlberg, L. (1976). Moral stages and moralization: The cognitive-developmental approach. Moral development and behavior: Theory, research, and social issues, 31-53. 348-351. Print.
