Shonkoff (2000) discusses child development research in regards to science, policy and practice:
Science - Scientists dissect data with a quest for knowledge - new research and what they do not know.
Policy - this is influenced by social and selected knowledge or data is used to form decisions or agendas.
Practice - scientific knowledge and data is influenced by policy. Practitioners are keen to act on research, where policymakers prefer it to be simple and scientists would rather reflect.
In practice we have opportunities to research such as scientists but are bound by policies. Shonkoff (2000) discusses human rights of the parent and the child and privacy issues, which impact on the way we carry out our research practices. This also may not provide the best outcomes for our students by not having all the information that we require. Policies protect us but may also affect and reduce opportunities to provide innovation outcomes. Shonkoff (2000) also mentions that incomplete information impacts on guiding policy.
Ethical guidelines for educational research to protect participants includes their rights and privacy, the responsibilities to the researchers and the policymakers. The document is elaborate and sets out the guidelines and rights to withdraw. https://www.bera.ac.uk/researchers-resources/resources-for-researchers
Where policy has been implemented it is important for this to be consistent and be assessed over time (Shonkoff 2000). This is true to be effective and for changes to be made for the desired outcomes.
A blend of the three: science, policy and practice allows a multi perspective approach and this is important in a complex subject such as child development.
https://www.bera.ac.uk/researchers-resources/resources-for-researchers
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| https://www.bera.ac.uk/researchers-resources/resources-for-researchers |
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