Selecting and using the literature
In this chapter, the study skills we are focusing on to develop your learning involve the selection and use of the literature. When we select reading, we should try to get a comprehensive understanding of the areas and choose a balance among policy documents, professional texts, research articles and online information. The balance is important, as over-reliance on one type of text will weaken any argument you are trying to make. For example, over-reliance on policy documents merely reiterates government policy and does not show an understanding of the tensions that exist among policy, practice and research. Likewise, over-reliance on web-based texts does not take into consideration the validity of the text and you may be reiterating the subjective view of the author. Overreliance on research will not help you to consider the implications of the findings on practice and provision and future policymaking.
Effective reading involves understanding the issue you are researching and looking at the objectivity of the author, the argument he or she is making and how that fits in with your thinking and experience. This is critical reading – the first step toward the critical use of ideas from reading. Critical reading involves reading for understanding and reflection on what that reading means in terms of your own practice, your ideas and the current policies in early years education and care. In order to fully understand what you are reading, it needs to be read and re-read, making notes as you go and recording the full bibliographical reference.
In this book we use the Harvard system of referencing, which involves putting the name(s) of the author(s) and the date of publication in the main text, along with page numbers in cases where you use a direct quotation. Full references should be provided at the end of the piece of writing, as follows (note that the punctuation varies slightly from publisher to publisher):
Book: Name, Initial (Year). Title of Book. Place of publication: publisher.
Journal article: Name, Initial (Year). Title of article. Title of Journal, volume (number), page range.
Chapter in a book: Name, Initial (Year). Title of chapter. In: Name of Editor, Initial., eds. Title of Book. Place of publication: Publisher, page range.
At the end of each chapter, you will find references that illustrate how this works in practice.
When reading and referencing reading, you should always use original sources and they should always be read and referenced, rather than citing references that have been used in the book you are reading. This is necessary, not only for scholarly purposes and because it aids understanding, but also because you need to check that the original author and reference are correct.
The notes you make on your reading can be used to support arguments you are making. Effective use of reading involves making persuasive arguments and using reading to support it, rather than merely citing reading, as this shows an understanding of the issues through analysis of the ideas expressed in the text rather than description. This is discussed further in the following chapters. As one’s skill of using reading develops, so will the ability to develop critical arguments using the literature.
Study skills tasks
Consult early years policy documents, professional documents and research papers and find references to early years skills in general and scientific skills in part...
