As we learned more about how research could be ethicial and unethical, we know that there are times that research could be impacting a
child or the participant life while it may be the results could benefit to others. However, there
are also great reserach samples that have positive effects on children and families. For
example, the research “Preschool to kindergarten transition patterns for
African American boys” (Iruka, Gardner-Neblett, Matthews, and Winn, 2014) was a
great longitude study where the researchers start to collect data of selected groups from birth to the
child attends kindergarten. The procedure of this study was not harmful to
children or families. It is a data collection method which the research give a questionnaire to the childcare
providers or teachers about the child’s
socio-emotional development during each visit from birth to kindergarten.
The goal of this research is to
gather informations on the patterns of African American boys transitioning into
kindergarten based on their language, academic, and social skills collected in
preschool and kindergarten. Moreover, they want to examine the extent of family
socio-economic status, parenting and parent’s education level may affect their
children.
Some of the findings in this research are:
- Family income and parent education were related to parenting processes and children’s academic and social skills with the exception of kindergarten social skill.
- Parenting practice (e.g. literacy practices) and interaction (e.g., cognitive stimulation) were positively associated with many child outcomes.
- Over 50% of African American boys in the study were either stable or showed marked improvements during their transition into kindergarten when families and teachers are working together (Iruka, Gardner-Neblett, Matthews, and Winn, 2014).
- Almost 20% of boys were struggling in their academic when the families are not working with the teacher and the teachers are not individualize their teaching style to fit each child’s need.

Referece
Iruka, I., Gardner-Neblett, N., Matthews, J.C., and Winn,D. (2014).
Preschool to kindergarten transition patterns for African American boys. Early Childhood Research Quarterly 29 (2),
106-117. Retried from http://www.sciencedirect.com/science/article/pii/S0885200613001075