EDUC5527 Research in Early Childhood and Care with Children, Families and Communities
- 6 points
|Not available in 2020||UWA (Perth)||Face to face|
- This unit will build on knowledge gained in the previous three course units and will draw on published literature, NQS, EYLF, relevant curriculum documents and centre observations to analyse the level of young children's meaningful participation, engagement in learning and interactions with educators in relation to their acquisition of skills for life and learning. Students will develop practical action research and documentation skills through a strong focus on listening to young children and facilitating their meaningful participation. Contemporary research in the area of young children's rights and agency will be evaluated and students will develop their own approach to action research using Mayne's work on the ‘Interactive Narrative Approach to researching with young children' as a guide. Topics related to researching with young children will include: assessing the status afforded to young children in research; how to develop a respectful research culture; principles of the UN Convention on the Rights of the Child; participatory research protocols; research ethics and informed consent with young children; how to support high quality child understanding and participation; and how to afford young children voice and influence. Students will identify an area of interest in an early childhood setting related to family and/or community involvement and will create an opportunity for research that contributes to ECEC provision and children's outcomes. The associated research project will be based on their own strongly justified approach to action research and will investigate how listening and documentation can transform early childhood teaching practice. This project will focus on listening to, and empowering, young children to be heard within their centre that will support children to be involved in creative dissemination of action research outcomes. Where possible students will also involve, and draw upon the expertise of, families and/or communities. Students will then work in groups to collect evidence – by consulting literature and through anecdotal observations – to identify areas of the influence by families and communities that affect decisions about young children's learning and well-being in early learning centres. Finally, students will create a plan for a project that will contribute to ECEC provision and children's outcomes and will encourage interaction between the ECEC centre and with families and/or community.
- Students are able to (1) evaluate contemporary research in the area of young children's rights and agency; (2) analyse young children's meaningful participation, engagement and interactions with educators that support acquisition of skills for life and learning; (3) develop and justify their own approach to action research and documentation; (4) conduct a small action research project with children, and family/community if possible, where listening and documentation is a central focus, and where children are involved in an active way and are regarded as sophisticated thinkers and social agents; (5) analyse the influence of families and communities that affect decisions about young children's learning and well-being; and (6) create a plan for a project to contribute to ECEC provision and children's outcomes that will encourage interaction between the ECEC centre and families and/or community.
- Indicative assessments in this unit are as follows: (1) essay and documentation panel display of action research outcomes suitable for dissemination to a varied audience and (2) presentation and report of a planned collaborative partnership with families and/or communities designed to enhance young children's learning and well-being in ECEC. Further information is available in the unit outline.
Supplementary assessment is not available in this unit.
- Unit Coordinator(s)
- Dr Fiona Mayne
- Unit rules
- Advisable prior study:
- (i) a Bachelor of Education, or an equivalent qualification, as recognised by UWA; and
(ii) at least two years of relevant full-time professional experience or evidence of adequate research preparation, as recognised by UWA
- Contact hours
- Seminars: 3 hours per week for 10 weeks
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.