OPTION 2:

If I were able to conduct research with young children without limitations, I would choose to do a long-range study involving brain research to determine the impacts of today’s educational focus: rote memorization of skills to take a test or get “school ready”, rather than a holistic approach to development including promotion of social emotional development.  If you have read my earlier blog or discussion posts, you are probably aware that social emotional development is something I hold in a high regard.  It seems to have fallen by the wayside, in favor of memorizing letters, sounds, numerals, shapes, etc., especially in early childhood when much of the former is not developmentally appropriate.  Yes, it is important for children to learn their letters and numbers, but it should not be the sole focus of their experiences in the classroom.  Children in early childhood settings are going through rapid developmental periods, during which they need substantial social emotional models, and opportunities to learn and practice related skills which will impact them for the rest of their lives.  I fear what will happen to today’s children growing up in these classrooms, and although such a study would take a long time to complete (I would like to see the long-term effects of lacking attention to social emotional development), I would hope the information obtained would be used in a way to inform policy makers, administrators, and others in key program/decision making positions that life (and educational experience) is not, and should not, be based on test taking and memorization; children need to grow and develop in well-rounded environments that support ALL domains of learning and development.