Component 2 is assessed against the following Learning Objectives:
• Select a research methodology appropriate for an Early Years educational research project
• Debate and disucss the major positions/philosophies in relation to research methods
• List and explain ethical considerations in relation to own proposed research
• Access and engage with a wide variety of quality sources
• Demonstrate insight into an aspect of early years teaching and learning, carry out research and discuss insights gained
• Consider and discuss the social, cultural, political and environmental issues related to education and care in the early years
The research that will be undertaken will look at role-play areas in a reception class, with a main focus on boys. I will need to discuss current literature and their views on role-play areas, opposing views and critically discuss these.
Two assessments demonstrating an understanding of the principles of the Early Years curriculum and the implications of these for planning for progression are required. Students will:
Component 2 (75%) (10,000 words)
Component 2 is assessed against the following Learning Objectives:
•?Select a research methodology appropriate for an Early Years educational research project
•?Debate and discuss the major positions/philosophies in relation to research methods
•?List and explain ethical considerations in relation to own proposed research
•?Access and engage with a wide variety of quality sources
•?Demonstrate insight into an aspect of early years teaching and learning, carry out research and discuss insights gained
•?Consider and discuss the social, cultural, political and environmental issues related to education and care in the early years
The Project
I am carrying out this project to find out how role-play areas can be used to support children’s early writing (mark making). Previous research has shown the achievement of literacy; especially writing has decreased, particularly with boys. By completing this research, I hope to encourage children to write for a purpose and enjoy writing. For some children writing is seen as ‘work’ for a teacher to look over and give feedback to the child, whereas I want to encourage children not only to see the importance of writing but also as another way of communicating used every day thought people’s lives for example in the occupational role they take on.
Role-play areas are designated areas located in an early years (reception) classroom, these areas are used to encourage imaginative play and communication skills. In reception, we have two role play areas one located in the indoors and one in the outdoor playground. I will start by observing how popular this area is inside the classroom compared to outside, I will then decide on which location the observational part of the research will take place. The area will change depending the interests of the boys to see whether children will write for a purpose of enjoyment. I will be setting up writing materials in each of these areas, for example a space ship would have list of items to take to the moon, passport, notepads, signing in sheets etc. I will be observing how children use the resources provided in their play by making written observations and collecting samples of their work. The children are free to leave the area at any time and observations will commence on their return or on another day. The maximum time I shall observe will be in 20-minute periods and to gain richer data and I shall carry this out twice for each theme of the area.
The Early Years Research Project
Structuring the dissertation
• Title page
• Abstract
• List of contents
• Introduction
• Review of Literature
• Methods
• Presentation and Analysis of Data
• Conclusions and Recommendations
• Reference List
• Appendices
Title Page
• Name of institution
• Title of your research e.g. question & sub title if used
• Your student ID reference number
• Title of course BEd Early Years Research
Project
• Module code and title e.g. SD6P03 The Early
Years Research Project
Acknowledgements &
Contents age
• Acknowledgements – this is often the second page with a short paragraph making reference to people without whom this research would not have been possible…….
• Contents Page – List the contents e.g. from the Introduction to the Conclusion
Abstract
• Approx. 300 words
• Gives a summary of the research
• Intended to be a concise, powerful statement aimed at
encouraging the reader to want to read more
• Can contain question title, purpose and scope of research, methodology and methods, contents and findings
• Read as many examples as possible and find a style that suits you
• You can draft your abstract and complete it at the end of the project
Introduction
• An introduction to the study, outlining its main aims and the issues addressed
• Although this may be drafted early on, the final introduction completed at the end of the project
• State
– your reasons for undertaking the study, choice and why?
– your research question, what has been written previously?
– the aims of your study
– your stance as a researcher e.g. qualitative, action research, methods you have chosen
– include background and context of your project, where? who?
– briefly convey how you went about it
Literature Review
• Large word count, possibly the biggest (3,000)
• Show you know about the field related to your research, identify the gaps in your chosen area of research
• Mind map themes linked to your questions
• Refer to a range of sources. Read widely (books, lots of journal articles, educational policies, reputable web sources
• Use appropriate references, be choosy, comments on them
• Consider both sides, critically analyse what you read
• Define terms related to your research, here or in the introduction
• Try and get writing it now, you will keep adding to it and finish it off after data collection. Lots of drafts and proof reading
Methods
• Methodology sections explain every step in carrying out the research
• Explain the chosen methodology e.g. qualitative research, why? Why not quantitative?
• Your values and beliefs become evident in your chosen methods
• Explain the types of methods chosen and appropriateness to the study, advantages and limitations
• Explain other methods considered and why they are not appropriate
• Explain how you devised observation schedules, or other instruments such as questionnaires or interview schedules
• Include blank examples in the appendix
Methods
• Explain modifications made to your research methods in the process of the study and any problems e.g. videoing
• What did you do in order to gain additional data if things went wrong?
• Consider how valid or not your methods are and the reliability of them/limitations
• Discuss the ethical considerations in your research, what you did about them? How did you ensure you work was ethical?
• Discuss the participants; Who? Why them and not others?
• Appears to repeat what was in the abstract and introduction
• Discuss triangulation (two – three methods used, usually at least two correspond and confirm data findings)
Presentation and analysis of data
• Here you will explain the limitations of the data you collected and therefore of the interpretation being made
• Present and analyse the data, giving detailed comments, showing that you are interpreting rather than describing it
• Use the data to illustrate your points
• Use the data to make comparisons
• You can include charts, tables, graphs etc., but make sure they have clear headings and reference e.g. Figure 1. Link to the
Appendix if necessary
• Discuss the main findings of the data
• Including the relationship of these findings to similar work e.g. what is confirmed in other research and what is not
Main findings (Analysis)
• Relate analysis back to the aims of the project
• Draw together your conclusions from your reading and from your practical research
• You should conclude the section by considering the implications of your analysis of the data, referring back to your aims
• Sometimes presentation of data and the analysis are kept separate
• You may find you need to cut a lot of data out and some will not be used at all
• When you do cut out data, make sure you are not deliberately skewing the findings
Conclusions and recommendations
• Summarise what you did and what you found out
• Remind the reader of the research question and use it to evaluate and reflect on how successful you were (or not)
• What implications does your research have to the field?
• Comment on how the project has furthered your professional development
• Conclusions may include a discussion of alternative strategies that could have been adopted and/or implications for further work
• You may wish to write the conclusion and recommendations together or keep them apart
Conclusions and recommendations
• Summarise your findings and discuss briefly the extent to which the findings matched your expectations
• Indicate ways in which the study was helpful
• Suggest ways in which practice could be changed and improved with reference to the findings (recommendations)
• Summarise what you did and what you found out, return to the research question in order to evaluate and reflect on how successful or not you were
• What implications does your research have to the field of enquiry?
More detailed stages of the cycle (Bassey,
1998, in Robson, 2002: 218)
• Defining the situation – What is the concern? What is my research question? Who will it involve?
• Planning to improve the situation – Where/when will it happen? What am I trying to do? What resources will be involved? What thinking underpins what I am doing (basis of literature search)?
• Implementing the plan – involving the participants, using research methods. What can I find out?
• Collect evaluative data and analyse it – What is happening in this situation? How is the situation impacting on the various participants (including myself)?
• Appendices:
– Minimal
– Keep in order as they appear in your work
– Blank copies e.g. questionnaires, consent forms, ethics form
– Interviews: write up a bit before, the quote “……..” and a bit after to put it in context. Keep the recording if required
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