A research paradigm is a belief system or theory thatestablishes a set of practices.
Guba (1990), states research paradigms can be characterisedin groups – ontology, epistemology and methodology. It can be grouped into two maincategories – Positivism (Quantitative research) and Post Positivism(Qualitative research). The study by Bowes et al. (2009) is positivist as itexplores children adjusting from childcare to primary school. The research was conductedthrough direct observation of each child’s environment, children were located mainlyin childcare playgrounds and classroom or at home in their rooms and backyards.Thus, the evidence of children behaviours was provided by carers, parents and teachers.
Additionally, the study conducted was quantitative data which is in a numericalform, which can be put into categories. The data can be used to constructgraphs and tables of all the numbers and figures composed. Therefore, all the informationfor the research was collected and divided into groups or exposed in graphs andtables. Data for the research was collected over 3 yearsby a variety of procedures including telephone interviews, surveys, teacher’s observationduring day care and preschools. Telephone interviews were conducted with each child’sparent. Telephone interviews were approximately 40 minutes carried out annuallyvia the Australia institute of family studies and ACNeilsen asking questionsabout their child care arrangements and details about their family focusing onthe child’s nurture including development, wellbeing and child’s goals for the future.
The rates to telephone interviews ranged between 51-57 percent. The informationcollected provided facts on the child, family and infant care predictor sued inthe last analyses. Additionally, parents completed a mail-back questionnaire inwave 1. However, the data collected was very low and limited. Therefore, theapproach for gathering information on each child was asked from wave 2 andonwards during the telephone interview.