Multi media classroom resources, learning resource centre, internet , journals and access to tutor

Bell, J. (2010) Doing Your Research Project (3rd ed), Buckingham, OU Press.
Cohen, L., Manion, L. and Morrison, K., (2011), Research Methods in Education, (7th ed) Oxford, RoutledgeFalmer
Denscombe, M. (1998) The Good Research Guide, Buckingham, OUP
Lindon J., (2010), Reflective Practice and Early Years Professionalism Linking Theory to Practice, GB, Hodder
MacNaughton, G., Rolfe, S. and Siraj-Blatchford, I., (2001) Doing Early Childhood Research, Buckingham, OUP.
Reed, M. and Canning, N., (2009), Reflective Practice in Early Years, GB, Sage
Paige-Smith, A. and Craft, A., (2011), Developing Reflective Practice in Early Years, GB, OUP.

Draw up a plan for small scale independent research, including recognition of any potential ethical and/or moral issues. 50%
(LO's 3, 5).

Review and make appropriate revisions to professional development log, carried over from previous studies, reflecting on personal changes and changes in professional practice. 50% (LO's 1,2,4)

The learning strategies will require students to commit 300 learning hours of which 40 hours will consist of contact time.
Lectures (20 x 2 hrs) provide students with a broad theoretical overview and the conceptual framework which underpins the development of their personal practice.

Tutorial and placement support activities will provide students with the opportunity to develop critical thinking skills to apply the underpinning theories to their own context, in preparation for the assessment. Peer group discussion will allow students to share ideas and experiences.

A further 260 hours of independent study will require students to reflect on their work context and any practice change they wish to develop. This will also include personal reading related to their chosen focus.

Guided reading and supported self study - students will be provided with booklists and reading tasks in order to enable them to engage with relevant and appropriate debates.

In this module students will be expected to develop their personal and professional practice and provide an opportunity to reflect upon a change in their work practice linked to organisational need.

Students will reflect on their personal attitudes, commitments and practice within the workplace and will examine the benefits of reflective practice to their professional development.

Students will evaluate a range of research methods and discuss the ethical and moral responsibilities of the reflective practitioner, including confidentiality, validity, reliability and deception.

For students on the BA Early Childhood Studies (full time):
Successful completion of level 4 and 5 of the programme.

1. Reflect on and critically evaluate the impact of approaches used in the work setting, identifying constructive improvements to innovation in multi-professional and inter-professional practices for stakeholders. Identify practice where benefits and improvements are recognised using established techniques of analysis and enquiry.

2. Reflect critically upon personal, professional and academic development over the course of your degree study.

3. Reflect upon the ethics and attendant moral issues implicit in the work of social researchers, and the need to meet obligations with respect to those involved, or affected by, investigations and reorganisations.

4. Critically appraise the concept of professionalism, respecting confidentiality, showing commitment, taking responsibility and meeting the needs of stakeholders

5. Evaluate a range of research methods and their uses for small scale research.