MBAS512 Epistemological and methodological perspectives in kindergarten research

Contents and structure

The subject is compulsory and is part of the 1st semester (full-time) or the 3rd semester (part-time) of the program.

This subject examines research in early childhood education as a field of knowledge. Key questions include: What is research-based knowledge about kindergarten activities? How can such knowledge be generated? What research ethical issues are associated with early childhood education research?

The subject covers research traditions and knowledge interests, key theoretical perspectives, methodological approaches and research designs, research ethical issues, and the quality of early childhood education research.

Students become familiar with examples of national and international research addressing the kindergarten as an organization and structure, the kindergarten as a relationship, and the kindergarten in a perspective of change.

The subject is available to international students with sufficient prerequisites.

Learning Outcome

Upon completion of the course, the student should have the following overall learning outcomes:

Knowledge

The student

• has in-depth knowledge of research ethical guidelines
• has in-depth knowledge of central scientific theoretical themes and traditions relevant to early childhood education research
• has in-depth knowledge of relevant quantitative and qualitative research methods

Skills

The student

• can analyze and critically engage with research literature on kindergartens and differentiate between various research traditions in early childhood education research
• can analyze the consequences of choices of scientific theory and methodology for the formulation and implementation of research projects

General Competence

The student

• can articulate and analyze relevant research ethical issues and critically evaluate ethical dilemmas in early childhood education research
• can identify and communicate the significance of national and international research and development work for the Norwegian kindergarten context
• can read, write, and discuss academic texts

Entry requirements

None

Teaching methods

The course is organized as physical gatherings. In addition to lectures, seminars will be a dominant form of work, where students present and discuss various texts.

Guidance will be provided in connection with mandatory learning activities.

The work in the teaching is based on the assumption that students have done extensive independent work with the required reading before attending.

Compulsory learning activities

Mandatory Learning Activity 1: Student-Driven Seminar. Students are required to plan, present, and discuss an epistemological, research ethical, or methodological issue based on one to two research articles.

Mandatory Learning Activity 2: Methodological Analysis. The student is tasked with analyzing a research article using relevant methodological literature in an academically formatted text.

Mandatory Learning Activity 3: Student-Driven Seminar. Students must plan and discuss a current theme related to kindergarten research, refer to relevant research, and uncover how various research traditions are evident in the argumentation. Guidelines for mandatory learning activities will be provided at the beginning of the semester.

There will be one (1) opportunity for compensation for those who do not receive approval for a mandatory learning activity.

Assessment

Home Exam, 7 days.

Extent 3200-4000 words.

Guidelines for the home exam will be provided at the beginning of the course.

Grading scale A-F, where F corresponds to not passed.

Examination support material

All

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