Early Childhood Educational Research: Issues in Methodology and EthicsProvision of education for children under five has recently become a political concern. At the same time, this relatively small field has been attracting increased research attention, with many early years practitioners seeking routes to initial and higher degrees. This book offers essential guidance for researchers and newcomers to the field, outlining opportunities in research as well as useful, sensitive and appropriate methods for researching childhood education. |
Contents
Section 16 | |
Section 17 | |
Section 18 | |
Section 19 | |
Section 20 | |
Section 21 | |
Section 22 | |
Section 23 | |
Section 9 | |
Section 10 | |
Section 11 | |
Section 12 | |
Section 13 | |
Section 14 | |
Section 15 | |
Section 24 | |
Section 25 | |
Section 26 | |
Section 27 | |
Section 28 | |
Section 29 | |
Other editions - View all
Early Childhood Educational Research: Issues in Methodology and Ethics Carol Aubrey No preview available - 2000 |
Common terms and phrases
academic achievement activity adults analysis andthe approach assessment assumptions aswell atthe behaviour bythe canbe child’s childhood education research classroom concerned context countries Curriculum developmental developmental psychology DfEE early childhood education earlyyears Educational Research Journal educationalresearch ethical ethnographic evaluation experimental Falmer formal fouryearolds fromthe funding hasbeen HEFC highquality identify individual interactions inthe investigation involved issues knowledge language largescale learning literacy London mathematics means methodology methods multilevel multilevel modelling National National Curriculum NFER numeracy nursery education nursery school observation OECD ofearly ofresearch OFSTED ofthe one’s onthe paradigm parents participants particular policymakers practice preschool preschool education Press procedures programme Psychological pupils qualitative Qualitative Research quantitative recognised relationships research process researcher’s responsibility sampling scores settings social statistical strategies Sure Start teachers teaching testing thatthe theoretical theory theresearch tobe totake tothe understanding variables wellas Whilst willbe young children