Research in ECE includes both action research---that which is conducted in our classrooms and programs--- and that of more traditional research for early childhood.
Action research examines the rights of the child, the spirit of the child, and the rights of the child in education. This research includes models of education that highlight these fundamental principles.
Traditional research includes both statistically data (quantitative) and social science research (qualitative). Articles are focused on reconceptualizing early childhood education and follow the RECE model.
The research theory stance is a cross between critical hope and phenomenology. Critical hope frames the real world problems, acknowledging the reality and offer up possibilities that acknowledge the resources and limitations of ECE and offer “material hope, Socratic hope, and audacious hope” (Duncan-Andrade, 2009). Phenomenology looks at the lived experience in the context of the larger “life-world” (Van Manen, 1990).