Work-Based Research in the Early Years

Sue Callan, Michael Reed, Sue Callan, Michael Reed

• Publisher: SAGE Publications Ltd
• Year: 2011
• ISBN:
  9781446292303
• Edition: 1
• Topic: Education
• Subtopic: Early Childhood Education

In the early years sector all practitioners are now expected to engage in work-based research, as a means of improving practice and demonstrating leadership. Using examples from recent practitioner projects, this text offers a ?real world? approach to research consistent with models that involve the active participation of children and families. With the aim of clarifying themes and concepts for inexperienced researchers, the text explores ethical principles underpinning research, supported by case studies, which will be of particular relevance to students undertaking their own small-scale investigations. Further reading on research methodology is also included.

Chapters are organized under three headings:

- planning for research;

- doing research;

- learning from research.

This book provides practitioners and undergraduates with a greater understanding of the position of the researcher, how to facilitate research and the way in which research underpins raising achievement and change in the workplace. There is an emphasis on impact of research on practice, illustrated through reflection on the authors? experience of preparing this text.

Sue Callan is an Associate Lecturer with the Open University.

Michael Reed is a Senior Lecturer on the BA Early Childhood Studies at the University of Worcester.

Section 1

Planning for Research

1

Ethical positioning in work-based investigations

Sue Callan with Linda Picken and Sue Foster

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Chapter overview

This chapter discusses the respectful practices at the heart of early years provision. These echo established ethical guidelines relating to the conduct of professional enquiry by practitioners. We argue that the kind of work-based investigation most usually involved in leading and managing teams arises from day-to-day reflective practice, as experienced practitioners seek to continuously improve work with children and families. As a result, we present an exploration of ethics in the context of daily practice. We seek to show that the ‘academic’ preoccupation with formal processes outlined in Chapter 2 offers a useful framework for ensuring that ‘real-world’/insider research is conducted in an appropriately professional manner. So, while we illustrate our discussion with pictures from undergraduate academic projects, we do so as part of the scheme of the text overall – to apply direct experience from practice in order to illustrate complex academic concepts. We reflect on our experience as experienced practitioners in England and the small-scale investigations that have enhanced our ability to make an impact on practice – including the awareness of decisions relating to leadership and conscious, ethical management of settings and people.

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In the UK, the BERA (2004, online) guidelines are a recognised point of reference for informing ethical decisions about ‘formal’ research projects. The Scottish guidelines are featured in our end-of-chapter activities. While these apply to all major, funded research projects they are also a useful source for student researchers and practitioners wishing to adopt professional protocols, i.e. the things that everyone should do. Only Scandinavia and Australia have laws appertaining to ethical research. Early Childhood Australia’s Code of Ethics (2010, online) reflects these statutory requirements and therefore highlights children’s well-being as paramount and that ‘research’ includes routine documentation of learning and development. Similarly, we note here (but expand in Chapter 8) how our consideration of ethics in practice has been enhanced by the work of Cullen et al. (2009) in New Zealand. In a very accessible paper, Dockett et al. (2009) have shown how these principles can be effectively applied, supporting our view that ethical practice underpins pedagogy, leadership and management responsibility and influencing our selection of headings within this chapter. The Australian ethical code also requires ‘researchers’ to make informed decisions about the participation of all concerned based on a clear understanding of the purpose and value of the proposed investigation.

The chapter offers a practical application of these key themes for colleagues aiming to inform their leadership through critically reflective work-based investigation. It is helpful to consider ‘ethics’ as the basis of a ‘contract’ for working with others, which includes:

• professional conduct and management of ‘informal’ investigation;
• protection of participants from ‘harm’;
• inclusion and diversity;
• the challenges of working with the Internet.

The chapter focuses on identifying strategies for the planning and conduct of work-based enquiry and a clear framework for this is offered in Chapter 8 which is a ‘sister’ chapter developing the discussion of ethical practice as it relates to reflection on action. We hope that the framework will work just as well for ‘formal’ academic projects as the professional management of ‘informal’ investigations conducted as part of leadership actions.

General context

If you are an early childhood practitioner working with children and families, ethical responsibilities are at the very heart of your role. You will be familiar with the requirements of the Data Protection Act 1998 (online) with the focus on privacy, anonymity and confidentiality. You will be well aware of the values and attitudes underpinning anti-discriminatory practice in the setting and for promoting inclusion. You will be leading and managing others to ensure that the welfare requirements of the Early Years Foundation Stage (EYFS, in England) (DCSF, 2008a) or relevant national frameworks are met with regard to child-centred practice and human rights legislation. These are all working examples of ethical management as discussed in Robins and Callan (2009).

In terms of the responsibility for implementing the EYFS (or national variation), your work will also be informed by personal and professional values which are reflected in the themes and principles underpinning early childhood policy objectives such as Every Child Matters (DfES, 2004). Canning (2009) discusses values-based leadership as it applies theory and philosophies of the early childhood tradition. A cycle of reflection (Appleby, 2010) will inform your practice overall – underpinned by commitment to the collaborative approaches expected of Early Years Professionals (EYP) in England (CWDC, 2009), and for all those leading practice in the four nations of the UK as illustrated in Chapter 4. Such an approach also needs to take heed of ethical guidelines in order to ensure that practice values are consistently applied. When we work with those closest to us (in ‘insider’ research), it is easy to assume that the quality of day-to-day relationships will carry through intuitively into such projects. To be an ethical manager and researcher continued vigilance is needed to ensure that such assumptions do not lead to oversight and misrepresentation of those involved. In short, ethical approaches mean that you will be aware of your position as researcher and how this affects the investigation. In daily practice, these ethical commitments, represent a way of ‘being’ just as the habit of reflection becomes a part of the professional qualities of experienced practitioners. We recommend the work of Newman and Pollnitz (2002) for their effective visual representation of this way of ‘being’ and much of this chapter is represented in their ‘ethical response cycle’. Similarly, Alderson and Morrow (2011) discuss the role and position of the researcher, with additional material on assessing harm and benefits to participants.

Professional propriety – planning and managing a process

The work-based investigations featured in this chapter were undertaken as a personal, professional enquiry into the development of practice by experienced practitioners engaged in academic professional development. However, each was centred on a perceived ‘problem’ for practice in the workplace – with the purpose of understanding and resolving challenges to facilitate positive change. As such the examples are characteristic of the informal investigations common in settings. In this first picture from practice, Linda shows how ethical issues informed her initial plan of action in embracing change for the setting.

For my work-based investigation I chose to re-examine my interpretation of the Reggio Emilia approach to learning. My concern for practice was that we had adopted the philosophies and values from Reggio as the result of research and ... I wanted to be assured that our principles could work successfully with the EYFS framework (DCSF, 2008a). I planned to read and update myself in terms of literature concerning the early years curriculum frameworks, but I also identified how I was going to share this opportunity for reflection in our ‘community’. I aimed to hold focus group sessions with practitioners within my setting. The views of the parents also held significant value and I wanted the children to be given the opportunity to voice their views. In order to do this, I sought permission from the Centre management group to proceed and then permission from every practitioner willing to help. I had to inform every one verbally of my intentions, and then issue a consent letter to those practitioners who expressed a willingness to contribute. The same principle of choice applied to the parents. To safeguard the children I needed parental permission – I sent out a letter seeking permission and explaining how I would ensure anonymity for all participants when ‘publishing’ my final report. I also had to be clear in indicating the other professionals (tutors and manager) who would see the data, and my finished report. (Adapted from Picken, unpublished 2007)

There are a number of features in this account, not least a willingness to review local core principles in advance of externally driven change. Firstly, the investigation is reflexive in terms of the levels of reflective practice represented by Newman and Pollnitz’s (2002) ethical response cycle – Linda is conducting a critical review of her own values and practice as part of a process of change. In addition, this account of planning for her investigation covers a range of expected professional proprieties:

• obtaining approval from management committees/authorities;
• obtaining consent/permissions from participants and their representatives;
• publicising procedure and principles so that there is ‘transparency’ in the investigation;
• informing those involved of their rights – there is choice offered in terms of participation;
• indicating the process for reporting or publishing the details of the investigation. In this case, the work was undertaken and published as part of a course. For practitioner investigations it is not unusual to share findings and experiences in a wider local network. Provided all ethical considerations have been followed at the time, your work should not be subject to veto or challenge at a later date;
• obtaining explicit authorisation for observation and visual data, the examination of files and records and the use of direct quotations from focus groups, also a feature of best practice.

These management action points relate to key themes for ethical practice which are developed below. Professional friends and mentors can offer support as your investigation progresses – at least to apply rigour to your ethical decisions. This strategy enables reflection in process so professional colleagues can also be involved in shaping the study and is illustrated in Figure 7.1 in Chapter 7.

Protecting others from harm – care for yourself and others

The summary by Plymouth Area Safeguarding Board of a Serious Case Review into incidents in a local nursery (2010, online) reveals, among many concerns, that practitioners in the setting lacked awareness of ethical propriety. The principle of ethical practice is fundamental to work with children and families yet is rarely made a conscious part of setting reflection. No doubt the framework outlined by our colleagues in Chapter 8 will inform and extend the awareness of leaders and managers to this area of self-appraisal and review, but it is invaluable for framing consideration of the ‘balance of power’ in investigations.

In formulating a plan for any investigation, you should also be sensitive to the context of your practice and the duties to protect from harm both children and vulnerable adults. Let us take the example of multi-agency settings as discussed by Whitmarsh (2007), and in particular the notion of ethical codes for work-based investigation as part of local policy. She notes that a national ‘one-size fits all’ notion of a research code of ethics may not be the solution to concern for protecting children and families as participants. We note that practitioners in children’s centres may be working with many families who have been referred by social and care services. Some parents in this situation may well have mental health issues or be affected by the effects of social deprivation. Callan and Morrall (2009) argue that this does not mean that children and families are not competent and cannot exercise agency in terms of participation – indeed the families are representing social groups conventionally without a ‘voice’ as the result of isolation. However, while maintaining early years pedagogical principles of competency and agency, sensitive researchers need to be aware of the potential and actual vulnerability of participants of all ages. This involves careful reflection, as the longer-term implication of your proposed actions may not be immediately apparent. It is better to assume that all participants are potentially vulnerable in order to consider your assumptions and plan the conduct of the study. These ideas are extended here in relation to a second working example which ‘revealed’ power dynamics to the researcher.

Power and emotional literacy

For many managers and leaders, it may be useful to consider participant ‘vulnerability’ in terms of the balance of power in relationships within any investigation. This also requires a degree of emotional literacy (Pilcher, 2009) as it is recognised by Opie that informed consent of participants can have the institutional effect of ‘absolving the researcher of their moral and ethical responsibility’ (2004: 28). The following reflection on a practitioner investigation provides a working example of this concept in terms of work with adult colleagues. Here, Sue Foster is reflecting on the power and emotional dimensions of her research as an owner/manager.

My investigation focused on developing outdoor provision in the Nursery. Really, it was an extension of an earlier study (Foster, 2006) where I concluded that as a team we needed a much more reflective approach to practice. I was trying to facilitate reflection in the context of developing our outdoor classroom and did so in a series of focus groups and workshops. Several of the staff mentioned their unpleasant school experiences and seemed wary, even nervous of what was going to be expected of them. I also felt on many occasions that there was an expectation that I would transmit all the information and that staff were passive rather than active, interested participants. As a result, I found it difficult to resist ‘teaching’ what I felt the participants needed to know. The barrier of participant’s values and staff hierarchy did arise and I found all this quite frustrating.

I realise that my expectations must have weighed very heavily on my staff. The targets I had in mind at the outset have now become a longer journey. However, I do feel that we took the first steps towards that goal. (Adapted from Foster, unpublished 2008)

Note how participation in research for colleagues in the closest and most successful teams can be a stressful experience. The team felt vulnerable, despite the careful attention to ethical protocol involved in the planning process, and this vulnerability extended to the leader.

Sharing experiences – how can I protect the well-being of participants?

Focus group discussions can involve sharing sensitive personal information at times and this could be upsetting for some members – the very opposite of the empowering outcome you will have planned. When planning your strategies, consider whether you enable the participants to control the extent of the personal information disclosed. Advice in terms of ethicality is to allow time to ‘debrief’ and make sure everyone is ‘okay’ (reflecting on the reflection) before disbanding. When writing up the discussion (the point at which it becomes your ‘data’), very powerful responses can be identified and it is useful to revisit individually with some participants their choice to continue or not. For this reason, a research journal is vital for recording, planning and managing a work-based investigation. Journalising is a useful tool in its own right, shown by Mukherji and Albon (2010) as part of critical reflective practice.

In the same vein, be careful that in written accounts of activities, the same respectful concern is shown for the sensitivities of participants. When representing real conversations, ensure that their voices are ‘authentic’ in the reports...

Table of contents

• Cover Page
• Title Page
• Copyright Page
• Contents
• List of figures and tables
• List of abbreviations
• About the editors and contributors
• Acknowledgement
• Introduction: work-based research in the early years – positioning yourself as a researcher
• Section 1 – Planning for Research
• Section 2 – Carrying Out Research
• Section 3 – Learning from Research
• References
• Index