1. TEACHING INFANTS PRIMARY COLORS BY: ASHLEY S. HUSER EDU 671:FUNDAMENTALS OF EDUCATIONAL RESEARCH INSTRUCTOR NEWTON MILLER JANUARY 20, 2016

2. AREA OF FOCUS The purpose of this study is to use effective strategies to show how to help infants identify primary colors. child’s growth and development increasing their verbal and environmental stimulation distinguish and categorize (i.e., green trees, blue skies and red shirt)

3. PROBLEM middle class= both parents need to work  child put in daycare facilities First topics that teachers go over early in the year less we interact and teach them  the slower their developmental stimulation Introducing new topics will benefit them when they encounter it later on in school. “action research can serve as a chance to really take a look at one’s own teaching in a structured manner” (Ferrance, 2000, p. 15).

4. VARIABLES Independent variables: technology tool games, activities, toys, and books Dependent variable: rate at which the child learns Experimental group: the participant Control group: none

5. RESEARCH QUESTIONS 1.Will using technology integrated games help infants learn the primary colors? 2.How long can you teach an 18 month old before they get distracted? 3.Will these strategies effectively assist infants in learning the primary colors?

6. LOCUS OF CONTROL Finding out strategies to show infants how to learn primary colors Materials needed to conduct my research are available Store bought or homemade Ex. Technology games Track progress, data and results Setting is at home Tools used to track progress

7. INTERVENTION 1.I need to know what my intended goals and my action research proposal will be. 2.Review my sources and choose which will benefit my participant and as well as support my ideas. I will also ensure that these strategies will be no harm to the population of choice. 3.Take any ethical considerations that need to be implemented into this research. 4.I will focus on each color for three weeks and then move on to the next. 5.I will first start off by choosing one of the three primary colors (blue, yellow or red). In this case I will choose the color red. 6.First (week 1), I will begin by reading a book about colors to her and make sure to point out the color red. Throughout the day I will point out the color red when the chance arises. 7.Throughout that week I will implement a new toy, game and activity everyday (Sunday – Saturday). Again I will point out the red color when the chance arises in her daily routines and play time. 8.The following week (week 2) I will show her everyday a new technology game. For example, I will show her YouTube videos. And point out the color red during the day. 9.The last week (week 3) I will have a mix of toys, books, games, activities and technology into the learning strategy. Following will be an assessment to track her progress. 10.Steps 6-9 will be followed when teaching her the other two colors (blue and yellow). 11.At the end there will be a summative assessment and I will be able to understand what changes should be made or if I achieved my goals.

8. LITERATURE REVIEW Embedded teaching involves incorporating teaching strategies into everyday activities (e.g., play) or routines (e.g., diapering)” (Tate et al, 2005, p. 206). As stated by Guyton (2011) play is the mechanism by which children learn. “Furthermore, it can be hypothesized that, by helping parents recognize an infant’s early potential for interaction and by providing them with techniques for generating and responding to subtle early interactions, they become responsive to the mutual transmission of messages” (Metzl, 1980, p. 585).

9. GROUP MEMBERSHIP The population will be for infants between 18-24 months old. They have or are attending a childcare facility. My choice is one 18-month old female infant Developmental growth is normal No early signs of learning disabilities Opportunity to learn a lot more

10. ETHICS Informed consent by both parents Make sure all activities bring no harm to the participant Ex. books, plush toys Biased standards and anonymity are not an issue Why? One participant - daughter

11. TIMELINE Each color (blue, red and yellow) is taught within three weeks How and when data will be collected 1.Will using technology integrated games help infants learn the primary colors? a)One week of technology games and data collected at the end of that week. 2.How long can you teach an 18 month old before they get distracted? a)Everyday for the first week and data will be collected at the same time. 3.Will these strategies effectively assist infants in learning the primary colors? a)Every end of the lesson for each primary color (every 3 weeks) and then at the end of the action research (summative assessment).

12. STATEMENT OF RESOURCES Identifying the primary colors Red, yellow and blue Choosing certain technology games i.e., Tablet, computer or phone Color books Toys i.e. puzzles Activities i.e., finger painting

13. DATA COLLECTIONResearchQuestions Data Collection Tool Why this tool? Justify its use in your study. How does it match to what you are attempting to find and to measure? Will using technology integrated games help infants learn the primary colors? Will using technology integrated games help infants learn the primary colors? Guided learning Assessments My daughter will use technology games, she will be assessed, through me or the game itself; keeping track of her progress. How long can you teach an 18 month old before they get distracted? Observation So the only way I will be able to know and use my time wisely when teaching the colors to her is through observation. Will these strategies effectively assist infants in learning the primary colors? Assessments Video Recording I will be video recording, while I test her on the colors This will help me understand if the strategies were successful and changes needed to achieve my goals. Also, it may arise other important questions to help infants learn.

14. REFERENCES Tate, T. L., Thompson, R. H., McKerchar, P. M., (2005). Training Teachers in an Infant Classroom to Use Embedded Teaching Strategies. EDUCATION AND TREATMENT OF CHILDREN 28(3), 206-221. Guyton, G. (2011). Using Toys to Support Infant-Toddler Learning and Development. Young Children, 50- 56. Retrieved from https://www.naeyc.org/files/yc/file/201109/Using Toys_Guyton_Online_0911.pdf Ferrance, E. (2000). Themes in education: Action research. Providence, RI: LAB at Brown University. Retrieved from http://www.brown.edu/academics/education- alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf http://www.brown.edu/academics/education- Metzl, M. N. (1980). Teaching Parents a Strategy for Enhancing Infant Development. Child Development, (2). 583-586. Mills, G. (2014). Action Research A Guide for the Teacher Researcher (5th ed.). Boston, MA:Pearson Education.