Introductory description

This module encourages students to critically engage in a variety of research methods, it develops their research skills and allows them to judge their own strengths in order to apply these to their dissertation. It also prepares students for their dissertation in Early Childhood.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The role of theory – The relationship between theory, method and question.
Research interviews.
Research with children – Age appropriate approaches and ethical considerations.
Action research.
Visual methods – analysing photographs.
Biographical methods and oral history in Early Childhood research.
Early Childhood policy analysis.
Mixed methods & triangulation in Early Childhood investigations.
Early Childhood research questions.
The Early Childhood literature review.
Writing and presenting an Early Childhood investigation.

Learning outcomes

By the end of the module, students should be able to:

• Have excellent and explicit working knowledge of the methods required for systematic study and research relative to children and childhood.
• Have in-depth and systematic knowledge of a range of research paradigms, research methods and measurement techniques, and awareness of their limitations.
• Have detailed and explicit knowledge of several specialised areas and/or applications, many of which are at the cutting edge of research in the subject area.
• Have a highly developed critical understanding of ethical issues in research about the lives of babies and young children and their families and communities.
• Have a highly developed ability to pose, operationalise and critique research questions related to early childhood, and demonstrate competence in research skills through practical and theoretical activities.
• Have highly developed skills of observation and analysis in relation to aspects of the lives of babies and young children.
• Have a high-level ability to reflect upon the ethics of studying babies and young children, families and communities.
• Initiate, design, conduct and report an early childhood research project under appropriate supervision with a high degree of competence, and demonstrate a highly developed ability to recognise its theoretical, practical and methodological implications and limitations.
• Be aware of the complexity of ethical principles and issues, and demonstrate and apply this in relation to personal study, particularly with regard to the research project.
• Have a highly developed ability to give voice to and where appropriate act as an advocate for babies and young children, families and communities.
• Use a wide range of sources of information critically and with insight.
• Use sophisticated communication skills necessary to effectively converse, debate, negotiate, persuade and challenge the ideas of others.
• Have sophisticated skills in writing for different purposes, which include persuasion explanation, description, evaluation and judgement, recount, recap, hypothesis and summary.
• Undertake self-directed study and project management with a high degree of critical awareness in order to meet desired objectives.

Indicative reading list

Billig, M. (2013). Learn to Write Badly: How to Succeed in the Social Sciences. Cambridge: Cambridge University Press
Christensen, P & James, A. (2017). Research with Children. London. Routledge.
Cresswell, J. W & Poth, C.N. (2018) Qualitative Inquiry and Research Design. Choosing Among Five approaches. London. Sage.
Denscombe. M. (2012). Research Proposals. A practical guide. Berkshire. Open University Press.
Flick, U. (2014). An introduction to qualitative research. (5th Ed.). London, England: Sage.
Herr, K & Anderson, G.L. (2014) The Action Research Dissertation. A guide for students and faculty. London. Sage.
McNiff, J. (2017) Action Research. All you need to know. London. Sage
Mukherji, P & Albon, D. (2018) Research Methods in Early Childhood. An introductory guide. London. Sage.
Robert-Holmes, G. (2018) Doing your Early Years Research Project. A step by step guide. London. Sage.
Robson, C (2011) Real World Research. London, John Wiley & Sons
Taylor G. (1989) The Student’s Writing Guide for the Arts and Social Sciences. Cambridge: Cambridge University Press.
Walker, R & Solvason, C. (2014) Success with your Early Years Research Project. London. Sage.
Williams, J. (2020) How to read and understand educational research. London. Sage.

Research element

Students to complete a presentation/research proposal on a chosen topic related to the Early Years sector. Whilst a qualitative approach is endorsed in this sector, links to pertinent opportunities to use quantitative methods will also be covered.

Subject specific skills

Demonstrates a critical understanding of the key theories and epistemology underlying research in the social sciences.
Develop relevant and realistic research questions for research in early childhood
Provide a sound argument for the chosen approach to research, sampling and data analysis and the research paradigm and research methods
Critically argue how you have considered a wide range of ethical issues and show sensitivity in relation to the lives of babies and young children, their families and communities.

Transferable skills

Research skills
Written communication skills
Critical analytical skills
Working with others
Problem solving
Information technology- online research engines.
Numeracy