Module Directory

This module introduces students to the philosophies and practical tools which characterise research with children to enable students to undertake primary research in their dissertations and future professions.

Explorations of the ways in which knowledge is `known` and generated in the social sciences allow students to reflect upon how they see the social world and the worlds of children.

The module considers a range of methodological approaches to both quantitative and qualitative research. Specific tools such as surveys and questionnaires, observation, interviews, focus groups, ethnographic approaches, and virtual approaches, are examined and practiced.

Students will critically consider ethical issues in research with children, adult and child power relations, and spaces and places of research with children and young people, including schools, children's homes and the therapeutic space.

In addition, the module will undertake critical analysis of the role of the researcher including issues of positionality, multiple roles/identities, emotion, an ethic of care, and category entitlement. Critical consideration of the conceptual frameworks that guide research with children including subjects, actors, agency and experts takes place throughout. Debates about children's rights in research and critical explorations of child voice and participation also characterise conversations throughout this module.

Throughout the course of the module students will develop a research proposal on a topic of their own choosing supporting their transition to their MA Dissertations.

The aims of this module are:

• To introduce students to social and psychosocial research with children, including its development, central methodological approaches, data collection tools, and ethical issues.


• To support students to critically consider the conceptual frameworks that guide research with children such as notions of being child-centred, rights, agency, subjects, and experts,


• To provide practical skills for students to be able to conduct their own research as part of their dissertations and professional futures.


• To develop skills in evaluating and critiquing published research.


• To facilitate the critical evaluation of contemporary issues in research with children.

By the end of this module students will be expected to be able to:

1. Demonstrate an understanding of and ability to critically analyse methodological approaches in social and psychosocial research with children


2. Describe, analyse and critique the data collection tools employed in research with children


3. Critically apply ethics and ethical discussions to research


4. Critically evaluate the conceptual frameworks that guide research with children such as agency, rights and participation5. Be able to understand, apply and critique existing empirical research in childhood studies.

This module is a year-long module, running in the Autumn and Spring terms. The module is divided into 5 sections which focus on introducing research, quantitative approaches, qualitative approaches, research design and proposal writing, ethical issues and research relationships. 
The module`s structure aims to facilitate exploration and critical evaluation of the current landscape in research with children, particular methodological approaches, data collection tools, ethical issues, and researcher roles and identities. 
Students will be supported throughout to apply what they are learning to their own MA dissertation, including practical sessions on dissertation proposal writing, literature reviews and writing up research. 
1. Why research, what we find and how we know?  (Weeks 1, 2 & 3) What is research and why do we do it. How does our understanding of knowledge and the values we attached to its generation shape the research process? Key concepts including epistemology and methodology. Is research with children different from research with adults? If so, why and how? Child centred research and the development of research in childhood studies. Children's rights in research and concepts of voice, agency, and participation. 
2. Quantitative data collection and analysis (Weeks 4, 5, 6, 7) Positivism and an introduction to quantitative methodological approaches. Basic survey and questionnaire design. Key concepts including reliability, validity, replicability and generalisability. Basic presentation of quantitative data. Understanding statistical analysis in published work. 
3. Qualitative data collection and analysis (Weeks 8, 9, 10, 11, 12, 13) Interpretivism and qualitative methodological approaches. A carousel of qualitative methods including: observations, interviews, focus groups, ethnography, working with texts, virtual approaches, and using the arts.  Analysing qualitative data. 
4. Research design: proposals, practicalities and projects (Weeks 14, 15)The stages of research design. Refining research questions and statements. Conducting a literature research. Making decisions about data collection tools. Constructing a research proposal. Writing up and presenting research. 
5. Ethical issues and research roles and relationships (Weeks 16, 17, 18) Ethical issues in social and psychosocial research including the development of modern research ethics. Core issues include informed consent, do no harm, anonymity, confidentiality, data protection, care, and respect. Are ethics for research with children different or special? Sensitive topics, censorship, gatekeepers, and assent. Researcher identity and the role of the researcher. Research relationships, reciprocity, positionality and an ethic of care.  Research in a therapeutic context, power and profession. 
Week 19 is for finalising proposal writing, an assessment Q&A will be available.Week 20 is a Dissertation information session.  

Teaching and learning will take place mainly through seminar style discussion peppered with mini lectures, paired work, group discussion, debate and practical activities dealing with methods. These events will be based heavily on discussion and the establishment a dialogue between lecturer and student, and student and student.

Practical workshops on proposal writing and research design and decision making, offer chances for peer review and drop in Q&A sessions support student confidence in engaging with module assessments.

It is intended that staff from across the Department of Psychosocial and Psychoanalytic Studies can contribute throughout this module, sharing their methodological expertise and experiences with MA Childhood Studies students by leading seminars on particular methodologies, ethical issues or research projects.