1. 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 RESEARCH – A DRIVER FOR CHANGE IN THE LIVES OF YOUNG CHILDREN IN REGIONS EXPERIENCING OR EMERGING FROM CONFLICT Professor Paul Connolly

2. OVERVIEW 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

3. SOME PRELIMINARIES The nature of ethnicity and ethnic relations –Ethnicity is ‘socially constructed’ –The importance of context

4. 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’

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

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 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.

12. 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

13. 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

14. 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

15. EXAMPLE 1: IMPACT OF DIVISIONS ON YOUNG CHILDREN Percentage of 3 Year Olds Who:Catholics Protestants Do not like Orange Marchers18%3% Do not like the Police34%15% Prefer the British Union Flag36%60% Prefer the Irish Tricolour Flag64%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. (i) Ethnic Preferences

16. 16 EXAMPLE 1: IMPACT OF DIVISIONS ON YOUNG CHILDREN Parades (49%) Flags (38%) Irish Dancing (31%) Conflict-Related Violence (21%) Soccer Shirts (21%) The Terms Catholic & Protestant (7%) Colours (5%) (ii) Ethnic Awareness

17. 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)

18. EXAMPLE 1: IMPACT OF DIVISIONS ON YOUNG CHILDREN % Overall Picture

19. 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

20. 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.

21. EXAMPLE 2: EFFECTIVENESS OF PROGRAMMES Programme developed further and then evaluated with a large- scale cluster randomised controlled trial: –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/ceehttp://www.qub.ac.uk/cee

22. 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

23. 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

24. 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

25. 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

26. KEY LESSONS 1.The context-specific nature of ethnic relations and the importance of research

27. KEY LESSONS 1.The context-specific nature of ethnic relations and the importance of research 2.The importance of multi-methods

28. 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

29. 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