Introductory description

This module encourages students to critically engage in the process of designing research. Students will explore their roles and responsibilities as researchers and design their own small scale research project. As such, this module 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.

Constructing appropriate research questions
Research mapping and subjectivities
Research philosophies
The role of the researcher
Epistemology, Methodology, methods
Ethical considerations and principles in early childhood research
Introduction to the early childhood dissertation

Learning outcomes

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

• Evaluate educational research and its limitations relative to the study of early childhood
• Design a small scale study into an aspect of early childhood
• Demonstrate a critical understanding of ethical issues in research about people
• Understand the role of research in giving a voice to families and communities
• Recognise the process and nature of writing for research purposes

Indicative reading list

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
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