Unit 4 Research

• To inform children's parents, carers, and families on techniques in supporting children.
• To try and make childcare assessable to a larger percentages of families.
• To ensure all within the early years sector are aware of today's current issues regarding children, and the ways in which they can contribute to children's learning and development. 
• To build upon experinces and develop a deeper understanding. 
• To analyse the changes in the early years sector (children's behaviour, policies and procedures) 

• To improve outcomes for children and parents/carers using early years provision. 
• Inform policies and procedures in early years practice. 
• Extend knowledge and understanding.
• Identify gaps within provision 

• Early Years provision - Managing transitions well 

• Current legislation and guidlines to support children - Following relevant laws & policies 

• Effectiveness of different types of provision - Holisitic care and support 

• Benefits and infomation from statutory, voluntary, and private services -  Partnership working 

• Multi-agency working - Early intervention 

• The Early Years Foundation Stage Statutory Framework - Curriculum & developmental milestones 
  
  • Aims & objectives of the EYFS - Aids, observation, and assessment guidelines 
• • Play & education programmes - Inclusion, health, and development 
  • Safeguarding & welfare requirements - Policies & procedures, protecting children from harm
  • Equality & inclusion - Diversity & acceptance of all children 
  • Early Years pedagogy in practice - Different approaches to teaching 

• Primary Research - Research you carry out yourself e.g. completing a survey on opinions of brestfeeding

• Secondary Research - Using research that has been created by other individuals e.g. articles online

• Qualivitve Data - Collecting information in a written form

• Quantative Data - Collecting data in numbers, and statistical forms 

• Covert - When participant does not know they are being observed 
• Overt - When participant is aware they are being observed 

Interviews - Structured, semi-structured, and unstructured.

Case Studies - Indepth investigation, mainly subjective. 

Scientific Experiment - An organised and detailed series of steps to test a hypothesis. 

Questionnaires - Quick to compare, but people may not answer all questions. 

Checklist - Can provide general guidelines to organise activities & day to day learning. 

• Department For Education 
• NSPCC
• Local Authorities 
• Children's Comminsioners Report on Vunerability 
• National Child and Maternal Health Intellegence Network
• Helen Tovey's All About Risk 
• Government Department Social Care and Commentary Children and Young People

Literature Searches - Reviewing esearch and informaion on a topic 

Rationale for Research - Concidering the reason for the research 

Deciding on Achieveable Objectives - Deciding on objectives once the research area is chosen 

Selecing Approriate Research Methods - The research method must be relevant to the research 

Selecting Target Group and Sample - Who your research is aimed at (Random sampling, systematic sampling, stratified sampling, and voulentary sampling)

Deciding Realisitc Timescales - Focus of the research has to be achieveable and realistic 

Deciding How Research Will Be Moniored and Modified - Monitoring and reviewing the research 

Reviewing The Source Material - Is it from a reliable source?

Deciding Measures for Success - Evaluating the research undertaken 

• Morals & values
• How to protect participants from harm 
• Treating people appropriatley & fairly 
• Confidentality 
• Keeping identity safe from exposure 
• Safeguarding and welfare requirements 
• Giving informed concent 

• Data Protection Act 1998
• Freedom Of Information Act 2000
• United Nations Convention On The Rights Of A Child 
• Human Rights Act 1998
• NSPCC 
• ERIC (Ethical Research Involving Children)
• National Children's Bureau 

• Time Management & Organisational Skills 
• Subjective & Objective Standpoints 
• Identyfying Analysing & Evaluating Source Material 
• Shoing Connections Between Sources Of Information 
• Methods Of Analysis & Drawing Conclusions 
• Recognising Potetnial Sources Of Bias/Error 
• Distinguishing Between Fact & Opinion 
• Interpreting Graphs & Tables 
• Using Simple Coding & Thematic Analyisis 
• Selecting Relevant Numerical Data 
• Analysis Of Results, Data, & Findings 
• Triangulation, Percntages, & Statistical Averages 
• Reading Techniques 
• Bibliography & Reference