This module assumes no prior knowledge of research and research design/methodology. Students will be introduced to a range of differing methods of research and writing and structuring a research report.

Students will have the opportunity to apply the Statistical Package for Social Science (SPSS) as well as acquiring IT and research skills relevant to writing a report and literature review, for example, on-line data bases, abstracts and indexes.

Students will examine the concept of the practitioner as a researcher, action research and the process of becoming agents for change. This will encourage discussion of how to design research to answer particular questions - sampling, piloting, designing etc.

Students will consider research from the researcher's standpoint, power relations within the research and ethical accountability. This will promote discussion of positivist and post-positivist views of knowledge.

Students will be enabled to write a research proposal that will serve as a basis for their work on the MA Dissertation in Early Years.

1. A Research Proposal to include a rationale for the research and review of related research. The proposal will include a detailed account of the proposed research to be used for the MA Dissertation in Early Childhood Studies, with research methodology, design, data analysis and related ethical issues.
(Approx 4,000 words) (Weighting 100%) (LOs 1,2,4)

2. Review and interpret four differing sets of data (Qualitative and Quantitative) as prepared and issued to the student by the tutor.
(No more than 1,000 words) (Weighting 0%) (LOs 3)

All elements of the module must be passed for progression onto the dissertation.

Formative assessment opportunities:
Formative assessment will take place throughout the module with question and answer sessions, observation and group/paired discussions at the study weekends. Reflective activities in the module workbook will also enable formative assessment to take place. Feedback from each summative assignment will also enable the student to understand their level and enable this to be used to enhance their next assignment.

The learning strategies will require students to commit 300 learning hours of which 12 hours will consist of contact time.
The contact hours will include group and individual support. Some sessions will be based on case study material. There will be a predominance of independent guided learning with teaching and support from the VLE (BlackBoard)and other electronic sources.
Students will attend a study week-end at which they will be introduced to the module content and learning resources and be introduced to the basic important questions about Research in the Early Years. The tutor led sessions will embrace critical discussion and opportunities to set the core materials into the professional context of the students own experience. The study weekend will also introduce module themes through the use of electronic and textual resources. Over subsequent weeks students will be expected to work through independent guided learning with further teaching and support from the VLE (BlackBoard) and other electronic sources. This work will be undertaken on an individual basis but at various points students will be expected to interact and share material with their tutors.

Students will be expected to obtain supplementary information as part of their preparation for the classes.

Bell, J., (2005), Doing Your Research Project: A Guide for First Time Researchers in Education and Social Science, Buckingham, OUP
Cohen, L. Manion, L. and Morrisson, K., (2011), Research Methods in Education, (7th ed), London, Routledge.
Harcourt, D., Perry, B. and Waller, T., (2011),Researching Young Children's Perspectives: Debating the Ethical Dilemmas of Educational Research with Children, London, Routledge
Hart, C., (2004), Doing Your Masters Degree, GB, Sage.
Koshy, V., (2009), Action Research for Improving Educational Practice: A Step by Step Guide, GB, Sage.
Lichtman, M., (ed) (2010), Understanding and Evaluating Qualitative Research, GB, Sage.
Roberts-Holmes, G., (2011), Doing your Early Years Research Project: A Step by Step Guide , GB, Sage
Wisker, G., (2007), The Postgraduate Handbook: Succeed with your MA, MPhil, EdD and PhD, GB, Palgrave