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Pages:
11 pages/β‰ˆ3025 words
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25 Sources
Style:
Harvard
Subject:
Education
Type:
Research Paper
Language:
English (U.K.)
Document:
MS Word
Date:
Total cost:
$ 52.27
Topic:

Is the Childs' Voice Heard in Nursery and Reception Classrooms?

Research Paper Instructions:

Introduction to the project

The examinable component for this module is the design of a small-scale research project, focusing on children and/or young people, which builds on the work you carried out for TMA 03, i.e. a small literature review. The project consists of three parts: an introduction (Part 1), a methodology proposal (Part 2) and an evaluation of the potential relevance of your project (Part 3). The introduction to your project will link back to the work you carried out for TMA 03, and your consideration of previous literature and rationale for the project will inform your choice of methodology. This will in turn lead onto your evaluation section. The project length is 3000 words (excluding reference lists but including any appendices). A small-scale research project should be understood as one which could be undertaken in a period of a year or less by a part-time student, who is employed full-time, taking occasional time off work. It can be compared to the research projects undertaken by some part-time undergraduate and Masters students in other institutions. Note: you are not expected to include appendices. However, if there is material that you feel would be more appropriate in an appendix, rather than in one of the three parts, remember that the word length of the appendix will contribute to the 3000 word length of the EMA. The appendix should follow the reference list for the appropriate section of the EMA. The three parts should have different word lengths. We suggest the following as a guideline: Part 1: Introduction (around 500 words)

Part 2: Methodology proposal (around 2000 words); and Part 3: Evaluation of the potential relevance of your proposed study (around 500 words). Although the number of words for each section is for guidance only, it is likely that if you choose to ‘borrow’ words from one section to increase the allowance for another you may find it difficult to adequately fulfil the requirements for the section you have borrowed from. You are strongly advised to keep to the word length of the EMA (3000 words). If your EMA exceeds this length by more than ten per cent, the marker will award a mark based only on content up to that point. No credit can be given for any content more than ten per cent beyond the specified overall word limit. Detailed guidance is provided on how to approach each part of the project later in this guide.

Research Paper Sample Content Preview:

Is the Childs's Voice Heard in Nursery and Reception Classrooms?
Student Name
Institution
Date
Introduction
Examined literature demonstrates that early childhood is a very important moment in the life of a child and that the education system should be customized to meet the needs of the learners. The literature review examined how the voice of the child is heard in nursery and reception classrooms in the UK. The conclusion of the studies demonstrated the need for teachers to hear the voice of students. In particular, Salehinejad and others (2021) demonstrated that children should not be viewed as passive observers, but rather as active participants in important processes, including the educational process. The researchers further indicated that in early childhood, brain connections happen at a higher speed, which plays a major role in helping children to form major conceptions about themselves. Despite the importance of hearing children’s voices, Clarke, Boorman, and Nind (2011, cited in Flewitt, 2014) indicate that sometimes their voices are unheard since they are silenced. This is despite Morgan (2011) underscoring consultation in the classroom as an important tool for improving learning. Gallagher et al. (2017) indicate that the failure to listen to the voice of children is because they are seen as less deserving and not competent in their views. Shaw (2019) further warns that educators have resistance to listening to the voice of children.
Morgan (2011) indicates that consultation in the classroom is a critical component. The researcher believes that a policy is needed to ensure that consulting learners are done regularly. Earlier literature has called on the need to broaden the range of voices being heard in the classroom. For instance, Tangen (2008) calls for participatory methodologies where children are viewed as co-researchers. Educators need to collaborate with children to gain a better understanding of their experiences and perspectives. Shaw (2019) provides that a child-centered approach is critical in allowing teachers to work together with learners to establish a conducive learning environment. At the same time, Mindrila (2020) considers a learner-centered education as critical in meeting the diverse needs of the learners. According to Creese and Blackledge (2015), there is a need to avoid a constraining environment in the classroom. Since the world has increasingly become globalized, there is a need for teachers to remove such restrictions to ensure that learners are prepared for the global stage.
References
Creese, A., and Blackledge, A. (2015). Translanguaging and identity in educational settings. Annual review of applied linguistics, 35, 20-35.
Fleming, T. P., Watkins, A. J., Velasques, M. A., Mathers, J. C., Prentice, A. M., Stephenson, J., ... and Godfrey, K. M. (2018). Origins of lifetime health around the time of conception: causes and consequences. The Lancet, 391(10132), 1842-1852
Gallagher, M., Prior, J., Needham, M., and Holmes, R. (2017). Listening differently: A pedagogy for expanded listening. British Educational Research Journal, 43(6), 1246-1265.
Morgan, B. (2011). Consulting pupils about classroom teaching and learning: policy, practice ...
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