Unit information: Critical Skills for Social Scientists: Childhood Studies in 2020/21

Unit name	Critical Skills for Social Scientists: Childhood Studies
Unit code	SPOL10025
Credit points	20
Level of study	C/4
Teaching block(s)	Teaching Block 1 (weeks 1 - 12)
Unit director	Dr. Toumpakari
Open unit status	Not open
Pre-requisites	None
Co-requisites	None
School/department	School for Policy Studies
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This unit will introduce students to key study and research skills relevant to their discipline and will provide a foundation to the 2nd year Social Research Methods unit. The first part of the unit will provide students with essential study skills in critical thinking, reading, and writing. It will introduce them to the Harvard referencing system and strategies for plagiarism avoidance. The second part of the unit will introduce students to commonly used research methods in childhood studies. Set in the context of relevant political and theoretical debates, the unit will explore the uses of data and research in childhood studies and examine how data shapes understandings of childhood problems. It will also introduce students to different approaches (e.g. quantitative, qualitative), research design and sampling, methods of data collection (e.g. interviews, surveys), methods of analysis (e.g. statistical analyses, thematic analysis), and the particular ethical issues relevant to their discipline. Specifically, the unit will:

• Support students in their transition from school/college to university through the development of key study skills
• Provide students with introductory knowledge and skills relating to research with children and young people

Intended Learning Outcomes

1. Demonstrate the critical thinking, reading, writing, presentation and learning skills required for higher education.
2. Understand the development of childhood studies and the political and theoretical debates informing childhood studies research.
3. Reflect on the range of approaches, methods, forms of analysis ethical issues and uses of research in childhood studies and how it can shape understandings of childhood research.

Teaching Information

Teaching will be delivered through blended learning involving a combination of synchronous and asynchronous sessions, including weekly lectures, practical activities supported by study-group sessions and self-directed exercises.

Assessment Information

Summative assessment:

Portfolio Part 1 (1000 words) (40%)

Portfolio Part 2 (2000 words) (60%)

Learning outcomes 1 and 2 are assessed through Portfolio Part 1; Learning outcomes 1, 2 and 3 are assessed through Portfolio Part 2.

Reading and References

• Cottrell, S. (2013) The Study Skills Handbook, London: Palgrave
• Kellett, M. (2010) Rethinking Children and Research: Attitudes in contemporary society, London: Continuum.
• Matthew, D. and Sutton, C. (2011, 2nd ed.) Social research: an introduction, London: Sage
• Matt. H., Weinstein, M. and Nick Foard (2009, 2nd ed.) A critical introduction to social research, London: Sage
• Punch, K. (2014, 3rd ed.) Introduction to social research: quantitative and qualitative approaches, London: Sage