Research Methods in Early Childhood: An Introductory Guide

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SAGE Publications, Dec 8, 2009 - Education - 272 pages
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'How I wish I'd had a book like this when I first started my career as a researcher into early years education and care! There's something for everyone, and I wholeheartedly commend it to those embarking upon, or wishing to extend their knowledge of, early childhood research; - Professor Emeritus Janet Moyles, Early Years & Play Consultant

'This text covers an excellent range of issues. In particular, the mix of academic background to topics and practical application will make it an excellent resource for students' - Damien Fitzgerald, Principal Lecturer in Early Childhood Studies, Sheffield Hallam University

This highly engaging and easy-to-read introductory text is tailored to meet the needs of early childhood students. It includes practical examples of research with and about young children and babies, and encourages the reader to take an interactive approach. By offering clear guidance on research methods, as well as advice on how to develop skills as a researcher, the book takes students step by step through the process of doing a research project and provides a detailed grounding in the subject.

The book covers:

- an introduction to research methodology

- various approaches to research, including action research

- designing a questionnaire

- carrying out observations and interviews

- undertaking a piece of independent research from start to finish

- understanding and critiquing the research of others

- ethical issues in early childhood research

- real life examples of how to tackle different aspects of research

The authors break down the content into four main sections: Paradigms and Principles; Approaches to Research; Methods; Carrying out a Research Project. Each chapter contains learning objectives, case studies, research in focus sections, reflection points, a summary and suggestions for further reading. The language used throughout is accessible, and a full glossary of terms is included.

This book is indispensible for all students undertaking research in early childhood.

Penny Mukherji and Deborah Albon are both Senior Lecturers in Early Childhood Studies at London Metropolitan University.

 

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Contents

INTRODUCTION
1
PART 1 PARADIGMS AND PRINCIPLES
7
1 POSITIVIST RESEARCH
9
2 INTERPRETIVISM AND POSTSTRUCTURALISM
22
3 ETHICS
33
4 LISTENING TO YOUNG CHILDREN
46
PART 2 APPROACHES TO RESEARCH
55
5 SURVEYS
57
11 QUESTIONNAIRES
132
12 USING DOCUMENTS AND OTHER VISUALTEXTS
148
13 JOURNALING AS A RESEARCH TOOL
158
14 CREATIVE METHODS FOR LISTENING TO CHILDREN IN RESEARCH
169
PART 4 CARRYING OUT A RESEARCH PROJECT
181
15 RESEARCH DESIGN
183
16 REVIEWING THE LITERATURE
201
17 ANALYSING AND PRESENTING DATA
214

6 ETHNOGRAPHY
69
7 CASE STUDIES
81
8 ACTION RESEARCH
90
PART 3 METHODS
101
9 OBSERVATION
103
10 INTERVIEWS
118
18 WRITING UP
237
CONCLUSION
249
GLOSSARY
250
BIBLIOGRAPHY
252
INDEX
266
Copyright

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About the author (2009)

Penny Mukherji has been involved in educating students in the field of early childhood for over 20 years and during this time has developed a deep understanding of how to support students on their learning journeys. Penny has recently retired from her post a Senior Lecturer in Early Childhood Studies at London Metropolitan University, where an important part of her teaching involved supporting both undergraduate and postgraduate students as they complete their research projects. Penny continues to be actively involved in the university with supporting students whilst they are completing their dissertations. With a background in health and psychology, Penny is an established author, with a special interest in the health and well-being of young children.

Deborah Albon worked as a nursery nurse, teacher and manager in a range of early childhood settings for nearly 20 years. Her research interests are primarily around food and drink provisioning and play in early childhood settings. Deborah is widely published in this area and has also co-written Negotiating Adult-Child Relationships in Early Childhood Research with Rachel Rosen, which examines the ‘messiness’ of navigating research relationships in the context of early childhood settings. Deborah works as a Senior Lecturer in Early Childhood Studies at London Metropolitan University, where she has considerable experience teaching research methods to both undergraduate and postgraduate students as well as supporting them with their dissertations.

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