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Negotiated Study in Early Childhood unit (EDP705)

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Unit year 2027

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Introduction

This unit supports professionals undertaking a small-scale systematic investigation into an aspect of early childhood education within a learning context or setting. It aims to enhance students' analytical and critical thinking skills through a focus on research skill development. The key purpose of this professionally based inquiry is to enhance students' abilities in inquiry, analysis and informed critical reflection of workplace practices.

Summary

Unit name Negotiated Study in Early Childhood
Unit code EDP705
Credit points 12.5
College/School Arts and Society
Faculty of Education
Discipline Education
Coordinator Professor Iris Duhn
Delivered By University of Tasmania
Level Postgraduate

Availability

Specific information on 2027 unit availability will be available in August

Key Dates

Study Period Start date Census date WW date End date
Semester 2 4/7/2027 26/7/2027 29/8/2027 23/10/2027

* The Final WW Date is the final date from which you can withdraw from the unit without academic penalty, however you will still incur a financial liability (refer to How do I withdraw from a unit? for more information).

Unit census dates currently displaying for 2027 are indicative and subject to change. Finalised census dates for 2027 will be available from the 1st October 2026. Note census date cutoff is 11.59pm AEST (AEDT during October to March).

About Census Dates

Learning Outcomes

  • reflect critically on issues of personal and professional relevance, drawing on personal professional knowledge and context
  • design a practitioner research inquiry project that will enable the gathering and analysis of data to determine a strategy for change to resolve an issue identified within an educational or workplace context and/or enhance children’s learning
  • create new knowledge and communicate concepts and ideas to an intended audience in a structured, cohesive and ethical manner.

Fee Information

2027 fee information will be available in August.

Requisites

Mutual Exclusions

You cannot enrol in this unit as well as the following:

ESM783

Teaching

AssessmentCollaborative Development of a Research Focus (40%)|Design a Collaborative Research Plan (60%)
TimetableView the lecture timetable | View the full unit timetable

Textbooks

Required

Moss, P. (2019). Alternative Narratives in early childhood, or why contest early childhood. Innovations in Early Education, 12-20. 
Dahlberg, G. (2019). Pedagogical documentation as a tool for change. Every child, 25(4), 4-5. https://doi.org/10.3316/informit.782864305574064 
Yoon, H. S., & Llerena, C. L. (2020). Transnational Friendships and Fluid Boundaries in Early Childhood Classrooms: The Possibilities of (Un)Productive Play in Teacher–Researcher Collaborations for Equity. Urban education, 55(6), 865-891. https://doi.org/10.1177/0042085919892048 
Singer, E., & Wong, S. (2018). Reflections of pioneers in early childhood education research on their collaboration with practitioners in the development of theories and innovative practices. Early years, 38(2), 125-138. https://doi.org/10.1080/09575146.2018.1440534 
Ärlemalm-Hagsér, E., & Samuelsson, I. P. (2021). " Business as Usual"? Or Transformative and Transactive Teaching Leading towards the Agenda 2030 Goals in Swedish Early Childhood Education. International journal of early childhood environmental education, 9(1), 94-111. 
Diaz-Diaz, C. (2022). (In)visible encounters with indigeneity: a way towards decolonizing pedagogies in early childhood education. Children's geographies, 20(5), 563-575. https://doi.org/10.1080/14733285.2021.1934402
Duhn, I. (2012). Making ‘place’ for ecological sustainability in early childhood education. Environmental education research, 18(1), 19-29. https://doi.org/10.1080/13504622.2011.572162
Land, N., Hamm, C., Yazbeck, S.-L., Danis, I., Brown, M., & Nelson, N. (2020). Facetiming common worlds: exchanging digital place stories and crafting pedagogical contact zones. Children's geographies, 18(1), 30-43. https://doi.org/10.1080/14733285.2019.1574339 
Somerville, M. J., & McGavock, T. (2022). Learning Planetary Literacies Through Multiple Bushfire Deaths and Hope Through Recovery and Regeneration. In M. Häggström & C. Schmidt (Eds.), Relational and Critical Perspectives on Education for Sustainable Development: Belonging and Sensing in a Vanishing World (pp. 113-127). Springer International Publishing. https://doi.org/10.1007/978-3-030-84510-0_8

Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website. 

 
Recommended

Osgood, J. (Ed.). (2023). Postdevelopmental Approaches to Childhood Research Observation. Bloomsbury Academic. 
 

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