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Unit outline_

EDUF3136: Research with Young Children

Semester 1, 2023 [Normal day] - Remote

Contemporary educational paradigms and pedagogies advocate theories of learning that conceptualise education as a process of participatory research, where children are active agents and teachers are facilitators and co-constructers of meaning. As such, it is critical that teachers are well versed in child-focused research. This unit investigates the ways teachers can engage in and critique ethical and political research with children birth - eight years. Underpinned by social justice principles of participation, inclusion and equality, this unit aims to provide students with knowledge about a) critical research theories; b) participatory methods, instruments and processes for researching with young children; c) ethical considerations in conducting research with diverse and/or marginalised children; d) research as a mechanism for social justice and social change in early childhood education, that is, the role of teachers as researchers in informing public policy, advocacy and activism; and e) research as an evaluative toolkit for reflection, accountability, and sustainable early childhood teaching.

Unit details and rules

Academic unit Education
Credit points 6
Prerequisites
? 
48 credit points
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Remy Low, remy.low@sydney.edu.au
Lecturer(s) Valerie Harwood, valerie.harwood@sydney.edu.au
Tutor(s) Ren-Hao Xu, ren-hao.xu@sydney.edu.au
Type Description Weight Due Length
Assignment Written submission
Response to 5 critical questions, each response 400 words.
40% Multiple weeks 2000 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7
Presentation Individual presentation
Recorded presentation-strategies for research with young children.
30% Week 07
Due date: 05 Apr 2023 at 23:59
5 min recording, Powerpoint, Handout
Outcomes assessed: LO1 LO5 LO2
Assignment Discussion and analysis of research paper
Essay on the ethics and politics of research with young children.
30% Week 13
Due date: 26 May 2023 at 23:59
1500 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7

Assessment summary

  • Critical reflections: This assessment task requires students to complete critical reflections on the unit lectures and readings. Please see Canvas for more details. 
  • Individual recorded presentation: Students are required to develop a “micro-teaching” Powerpoint session of 5 minutes and a Summary Handout. This is a recorded mini-lesson in which individuals demonstrate their knowledge, skills and understandings to an audience (in this case, peers).   The content of the recorded micro-teaching  will focus on theoretically informed approaches to researching with children. 
  • Discussion and analysis of research paper: This essay focuses on the ethics and politics of research with diverse children. Several ethical considerations arise when research is conducted with human participants.  In unpacking these tensions, students are to analyse four provided readings, and consider the guiding questions in thinking about possibilities and challenges of ethical and political research that engage young children.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

 

Distinction

75 - 84

 

Credit

65 - 74

 

Pass

50 - 64

 

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Introduction to the unit: children and teachers as researchers; Lecture and tutorial (3 hr) LO5
Week 02 Through the looking glass: critical theories, ideologies and philosophies underpinning research in early childhood Lecture and tutorial (3 hr) LO1 LO6
Week 03 Voice and collaboration: designing research with children. Lecture and tutorial (3 hr) LO2 LO3
Week 04 The teacher-researcher as a human instrument in research with young children. Lecture and tutorial (3 hr) LO1 LO4 LO5
Week 05 Children are not adults: ethical dilemmas in research with young children. Lecture and tutorial (3 hr) LO1 LO4 LO6
Week 06 The hundred ways of listening: participatory methods for data collection with young children. Lecture and tutorial (3 hr) LO3 LO4 LO6
Week 07 Research with diverse groups: always in the context of relationships. Lecture and tutorial (3 hr) LO3 LO4 LO5 LO6
Week 08 It takes a village to make meanings: analysing, interpreting and reflecting on data with children, families, educators and communities. Lecture and tutorial (3 hr) LO2 LO3 LO4 LO6
Week 09 Reading for ruptures: an investigation of research limitations, rigour and credibility. Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO6
Week 10 Think-act-reflect-repeat: research as pedagogical praxis. Lecture and tutorial (3 hr) LO4 LO5 LO6 LO7
Week 11 Resisting comfort zones: the importance of advocacy (with children, families, teachers and communities) after the completion of research. Lecture and tutorial (3 hr) LO6 LO7
Week 12 It's a small world after all: research on a global scale and the sustainability of research practice. Lecture and tutorial (3 hr) LO5 LO6 LO7

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

For details of readings please refer to Canvas.

Textbook:

Groundwater-Smith, S., Dockett, S., & Bottrell, D. (2015). Participatory Research with Children and Young People. London: Sage.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. demonstrate an appreciation of the philosophy and ethical considerations involved in researching ‘with’ rather than ‘on’ young children
  • LO2. articulate and apply the paradigmatic foundations of qualitative and quantitative research, and the implications of each for undertaking research that involves children
  • LO3. design and implement teacher-led research with children from diverse backgrounds using strategies that uphold the rights of the child and actively seek to listen to children
  • LO4. conduct research designed to inform the development of socially just curriculum and teaching practice
  • LO5. critically reflect on the role of teacher as researcher
  • LO6. critique research claims from a critical, social justice perspective
  • LO7. advocate for young children through the dissemination of research findings.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Australian Children's Education & Care Quality Authority - ACECQA
5.3. Ethics and professional practice
6.4. Advocacy
6.5. Research
LO2
Australian Children's Education & Care Quality Authority - ACECQA
6.5. Research
LO3
Australian Children's Education & Care Quality Authority - ACECQA
1.6. Diversity, difference and inclusivity.
4.4. Socially inclusive practice
4.5. Culture, diversity and inclusion
6.5. Research
LO4
Australian Children's Education & Care Quality Authority - ACECQA
4.4. Socially inclusive practice
6.5. Research
LO5
Australian Children's Education & Care Quality Authority - ACECQA
6. Early childhood professional practice, such as:
6.3. Professional identity and development
6.5. Research
LO6
Australian Children's Education & Care Quality Authority - ACECQA
6.5. Research
LO7
Australian Children's Education & Care Quality Authority - ACECQA
6.4. Advocacy
6.5. Research

This section outlines changes made to this unit following staff and student reviews.

Individual presentations will be recorded and submitted in Week 7 together with supporting written material. Recordings can be shared in class by tutor. This will preserve the individual presentation contributions and decrease time taken for presentations in tutorials.

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.