Undergraduate Course: Childhood Practice Research Project (EDUA10156)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 10 (Year 4 Undergraduate)
||Availability||Not available to visiting students
|Summary||In this course, students will assess their development as childhood practitioners by carrying out a small-scale research project through which they will attempt to improve their own practice. A systematic process of self-development activities will support the students to progressively develop the capacity to act as 'reflective practitioners' by initiating and evaluating practice interventions. Course tutors will introduce the theory and practice of research, consultation and evaluation and support students in designing and carrying out their own research projects. Students will gain knowledge and experience of a range of different approaches to childhood research that have enabled parents and children and young people to influence children's services. Specific emphasis will be placed on the ethics of childhood research, the variety of tools employed in research and consultation with children and young people and the roles that practitioner-researchers can adopt. Students will be encouraged to compare and contrast different approaches to research and evaluation. By developing and carrying out their own research, students will develop their ability to integrate knowledges of childhood theory and to critically analyse work based practices.
This course runs over two semesters.
In Semester 1, students will gain knowledge about the basics of doing social research, including sessions on:
- research design
- developing research questions
- searching and reviewing literature
At the end of Semester 1, students submit a research proposal (1,000 words) and fill in the form for ethics approval.
Semester 2 is devoted to conducting the research, and sessions are designed to guide students in doing this step-by-step. In particular, class sessions revisit topics from Semester 1 and relate it to the students' research practice by addressing the following questions:
- How do the students' chosen methods work in practice?
- What ethical issues arise when carrying out the research?
- How will students analyse their data?
- How can students be reflexive in research?
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2020/21, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Lecture Hours 30,
Dissertation/Project Supervision Hours 4,
Programme Level Learning and Teaching Hours 8,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Assessment 1: Research Proposal
Students will develop a 1,000 word research proposal for their project, using the form provided on Learn. This will constitute 20% of the total marks for the course.
Along with the Research Proposal, students are required to submit the Moray House ethical review form. This will not be marked. Students can only proceed with data collection once their ethical review form has been approved.
Assessment 2: Research Report
Students will be assessed on a 6,000 words research report in which they will document, explain and reflect upon a small-scale research project in the field of childhood practice.
The assessment aims to promote and support students in developing reflective practice through research inquiry. It can take the form of a desk-based research report (for example, analysing policies or other documents), or be based on research that involves data collection with participants (for example, interviews, questionnaires or observations). This research report will account for 80% of the total marks for the course.
||In addition to the final feedback on your research report, there will be the following opportunities for formative (= non-assessed) feedback:
1. Group discussions
Learning activities for this course have been designed to include interactive group activities. Information about these activities can be found in the learning materials in advance of each class. You should come fully prepared and able to share ideas and questions. Through discussion, your tutor and other students will help clarify any misunderstandings, and work on applying theoretical ideas to practical examples. Such discussions are very important opportunities for feedback. Your tutor will comment on your understanding of the ideas covered in the course, and may give you specific advice regarding your progress. Such feedback is intended to help you understand what your strengths and development points are, and to enable you to take informed responsibility for your learning and progression. To really make the most of them, you may find it helpful to write up notes from the discussions.
2. Research proposal and ethical review
Students should produce a 1,000 word proposal outlining their research project. Alongside this research proposal, students are required to complete the Moray House ethical review form for students. The ethical review and research proposal will be the subject of classes in Semester 1, as well as discussed with each student's research supervisor. Students will receive feedback on the proposal and ethical review from both the course organiser and their individual supervisors at the start of Semester 2.
3. Individual research supervision
Students will be offered a total of up to 4 hours of individual research supervision during both semesters. Students will be matched with their supervisors in Semester 1 and start working together on developing the research proposal, to be assessed formatively. Supervision meetings can be used to support any aspect of the research project, and it is students' responsibility to ensure that they seek help from their supervisor, and the course tutor, when they need it. This 4 hour total will include all meetings, time spent reading students' written work, and providing feedback to written work throughout both semesters (for example by email). To make the most of this opportunity, students should ensure that they prepare an agenda for their meetings, be in regular touch with the supervisor via email, as well as consider which aspects of their written work they would like most feedback on. The supervisors are allowed to read and feedback on one chapter (or equivalent) of the final dissertation draft, before dissertation submission at the end of Semester 2.
|No Exam Information
On completion of this course, the student will be able to:
- Compare and contrast different research approaches within childhood studies and evaluate them in terms of ethics, roles and tools.
- Design and carry out a small-scale research project investigating an aspect of your own practice and situate the project within a range of relevant national and international literatures.
- Demonstrate knowledge of the principles, processes and conditions underpinning participatory and emancipatory research.
- Demonstrate a critical understanding of the relationship between childhood theory, research, evaluation and change in childhood practice, and demonstrate this in research design.
- Demonstrate your development as a critically reflective practitioner by carrying out self-evaluation in the workplace.
Alderson, P. (1995) Listening to Children: Children Ethics and Social Research, London: Barnardo's
Alderson, P. (2008) Young Children's Rights: Exploring Beliefs, Principles and Practice (2nd edition), London: Jessica Kingsley Publishers
Christensen, P. and James, A. (2008, eds) Research with Children: Perspectives and Practices (2nd edition), London: Routledge.
Clark, A. and Moss, P. (2001) Listening to Children: the Mosaic Approach, London, National Children's Bureau
Clark, A., Kj°rholt, A.T., and Moss, P. (2005, eds) Beyond Listening: children's perspectives on early childhood services. Bristol: Policy Press.
Clark, A. (2010) Transforming Children's Services, London: Routledge
Engel, S. (1995) The Stories Children Tell. Making Sense of the Narratives of Childhood. New York: W.H. Freeman and Company
Farrell, A. (2005) Ethical Research with Children, Buckingham: Open University Press
Greene, S. and Hogan, D. (2005, eds) Researching Children┐s Experience: Approaches and methods, London: Sage.
Hammersley M. and Atkinson P. ( 2007) Ethnography: Principles in Practice (3rd Edition). London: Routledge
MacNaughton, G., Rolfe S. and Sirai-Blatchford, S. (2001, Eds) Doing Early Childhood research: international perspectives on theory and practise, Buckingham: Open University Press.
Robson, C. (2002) Real world research (2nd edition), Oxford: Blackwell
Tisdall, E.K.M., Davis, J.M. and Gallagher, M. (2008) Researching with Children and Young People: Research Design, Methods and Analysis. Sage: London
|Graduate Attributes and Skills
||Research and Enquiry
- be able to identify, define and analyse problems and identify or create processes to solve them
- be ready to ask key questions and exercise rational enquiry
- be able to critically assess existing understanding and the limitations of their
own knowledge and recognise the need to regularly challenge all knowledge
- search for, evaluate and use information to develop their knowledge and understanding
- have an informed respect for the principles, methods, standards, values and
boundaries of their discipline(s) and the capacity to question these
- understand economic, legal, social, cultural and environmental issues in the
use of information
- recognise the importance of reflecting on their learning experiences and be aware of their own learning style
Personal and Intellectual Autonomy
- be open to new ideas, methods and ways of thinking
- be creative and imaginative thinkers
- be independent learners who take responsibility for their own learning, and
are committed to continuous reflection, self-evaluation and self-improvement
- be able to make decisions on the basis of rigorous and independent thought,
taking into account ethical and professional issues
- be intellectually curious and able to sustain intellectual interest
- have a personal vision and goals and be able to work towards these in a sustainable way
- make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding
- seek and value open feedback to inform genuine self-awareness
- recognise the benefits of communicating with those beyond their immediate
- use effective communication to articulate their skills as identified through self-
- appreciate and use talents constructively
- be responsive to their changing surroundings, being both flexible and
- have the confidence to make decisions based on their understandings and
their personal and intellectual autonomy
- be able to flexibly transfer their knowledge, learning, skills and abilities from one context to another
- understand social, cultural, global and environmental responsibilities and
- work with, manage, and lead others in ways that value their diversity and
equality and that encourage their contribution to the organisation and the wider community
|Additional Class Delivery Information
||In the first semester, weekly classes will consist of lectures and workshop tutorials.
In the second semester, lectures and workshops will be complemented by with self-study sessions, which are designed for students to work on their respective research projects.
Every student will get up to 4 hours of one-to-one research supervision with their dissertation supervisor throughout the academic year. It is up to the student and the supervisor to arrange mutually convenient times to meet.
|Keywords||childhood practice,social research,research with children and young people,ethics,reflexivity,p
|Course organiser||Dr Marlies Kustatscher
|Course secretary||Miss Gabriella Szel
Tel: (0131 6)51 4906