Research Proposal - The use of research methodologies in the field of Early Childhood Studies

Running head: RESEARCH PROPOSAL
RESEARCH PROPOSAL
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RESEARCH PROPOSAL
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Title – ‘The use of research methodologies in the field of Early Childhood
Studies’
Introduction and Research rationale
Early childhood studies are very important ways of educating the children with
respect to the stages of development so that the language, literacy and the social skills are
very much developed in the normal way. It is critical to understand that while the parents
feels very protectively about their children and expects that children will be given proper
educational support and academic guiding in the early life education settings and early
education institutes, the educators on the other hand have a different concern all together.
They plan the classes and the meal sessions and play therapies for a number of children who
are in the same classroom and they have to be responsible for the care of so many children
who are in their centers.
It is critical to understand that the classroom teaching in the early education
framework has various guidelines that the parents, the educators, the supporting staffs and the
academic coordinators needs to follow in order to impart a safe learning environment to the
children as well as with the reaching of the effective learning outcomes.

RESEARCH PROPOSAL
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There have been various researches that have focused on the criticality of the teaching
methods that would help the learning process and the learning outcomes of the children in the
early life. The various aspects of the education in the early life framework is based on
improving the cognitive, social and the physical developmental parameters of the children
that is normal to a specific age and the progression is made from the same. The children are
being taught with various teaching and educational strategies to improve the cognition, social
and behavioral skills in addition to the learning of the academic concepts (Christensen and
James 2008).
There are even different electronic tools and educational models that are used in the
classroom and in the other teaching frameworks as well in the other classroom framework in
order to develop and deliver a more comprehensive learning experience to the children but
there are various types and various numbers of questions that has been already raised to
understand the lives and the understanding of the children with respect to education,
academics and the experiences of life gained in the early life education settings.
Various childhood education researches have shared their concerns about the exact ways of
knowing about the exact feelings and the exact perception of the child – being not addressed
at all in the educational framework (MacNaughton, Rolfe and Siraj-Blatchford 2010).

RESEARCH PROPOSAL
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Mostly as the scenario in Ireland and in rest of the world stands, that the experiences
of the children are reflected not in language and understanding of the children but through the
words of the educators and teachers who chose to speak for the children in terms of their
behavior, attitude, attention, concentration and feelings shown in the classroom and nobody
gives the children – the opportunity of speak for themselves (Akpovo, Moran and
Brookshire2017). This is where lies the major ethical complication and research bias that a
minor who does have not researched a mature developmental stage to speaks about their
feelings – that complicates the purpose, objectives, aims, methodology and the conclusion of
the research. It is also to be taken into consideration that the various aspects of the
educational parameters are targeted at improving the cognition, behavior of the children and
the feelings are subjective in nature which should be analyzed at various parts and stages of
the research study – that is actually not being done (Mukherji and Albon 2018).
Hence, there is an increasing complicacy about how the childhood education
researches or early life studies researches are performed and undertaken by the researchers of
the study. It is to be considered that the problem lies in the research planning itself when
many researches fails to consider the importance of the subjects of interests of these early life
studies researches being the children themselves and it is as a matter of fact that the educators
and the teachers in the early life framework, gives themselves the entire authority of speaking
on behalf of the children (Park et al. 2019).