EUB402: Research Project Plan, including a Literature Review Assessment 1

Overview

Task description

In EUB402, you will plan, conduct and write up a small research project with a topic that has relevance to early childhood education and care and early years settings.

Assessment 1 is the research project plan for your chosen topic. In this assessment you will include:

1. A literature review of existing research evidence related to your topic. This literature review will inform your research question(s) and project plan. It should include a brief introduction to the context and topic of research, followed by multiple sub-sections covering 2 empirical research findings in your topic area that are used to identify the importance/relevance of your research topic and specific research question(s).
2. A project plan to address your research question(s). This will include introducing the Australian Early Development Census (AEDC) and a summary of data collection, chosen AEDC participants and a statement about ethical considerations.

This is an authentic assessment because teachers are required to find, analyse, evaluate, and synthesis research findings to support their evidence-based practice.

Length

1200 words +/-10% (Literature Review and Project Plan sections)

(word length includes in-text referencing and excludes your reference list and appendices)

Learning outcomes measured

1. Select appropriate research methods and strategies to plan for research and evaluation in early childhood settings. (CLO 1, 2, 9; APST 3.6, 7.1)
2. Retrieve, critically evaluate, and synthesise a range of published empirical research. (CLO 1, 2, 9; APST 3.6, 7.1)

What you need to do

Throughout the teaching period you have been introduced to a range of research methods, as well as the Australian Early Development Census (AEDC) dataset. Using the AEDC dataset, you will:

1. Identify a topic area of interest that aligns with the AEDC.
2. Develop appropriate search terms and conduct searches in scholarly databases to obtain recent and relevant empirical literature in your topic area.
3. Develop a well-structured and highly relevant literature review that provides a rationale for your research questions. This requires a focus on 2 empirical articles.
4. Present a detailed research plan that includes: 
   • A statement of research questions.
   • An overview of AEDC data collection.
   • Identified AEDC participants for your chosen area.
   • Ethical considerations.
5. List references in APA style (approximately 15 sources).
6. Include the following appendices:

1. Domain-specific items used in data collection
2. Participant summary table.

Resources available to complete the task

Below are detailed instructions and resources to help you to submit this task.

• The AEDC websiteLinks to an external site.
• Assessment 1 Support Documents and Templates
• Workshop Materials Weeks 1-4.
• QUT CiteWrite – APA Guide

The Criterion Reference Assessment (CRA) Rubric that markers use to grade the assessment task is included and you should use is as a guide when working on the assessment task. Click here Download Click herefor the CRA in pdf

Submission requirements

One Microsoft Word document that contains the following items:

1. A filename with format: EUB402_Assessment1_SURNAME_FirstName.
2. Assignment coversheet - Unit code, unit name, semester and year, assessment title, student name, student number, word count.
3. A descriptive title for your research plan.
4. Literature Review including introduction and multiple sub-headings focused on 2 empirical articles.
5. Statement of research questions.
6. Research plan including overview of AEDC data collection, participants, and ethical considerations.
7. A reference list with approximately 15 sources.
8. An appendix of domain-specific items used in data collection.
9. An appendix with a participant summary table.

Assessment Requirements Summary

Assessment 1 in EUB402 requires students to design a research project plan that aligns with the Australian Early Development Census (AEDC) framework and addresses a topic relevant to early childhood education and care.

Students must produce a 1200-word literature review and project plan including the following key components:

1. Literature Review

• A brief introduction outlining the context and significance of the chosen topic.

• Two focused sub-sections, each examining a different empirical research article.

• Critical evaluation and synthesis of research evidence demonstrating the importance of the topic.

• A clear connection between the reviewed literature and the proposed research question(s).

2. Research Project Plan

• A clear statement of research question(s).

• Overview of the AEDC dataset and how data is collected.

• Identification of AEDC participants relevant to the research topic.

• Ethical considerations relating to data use and research with children.

3. Additional Requirements

• Approximately 15 APA-style references.

• Two appendices:

  • Domain-specific AEDC items used for data collection

  • Participant summary table

• Submission as a single Microsoft Word document with a descriptive title and assignment cover sheet.

This assessment evaluates students’ ability to:

• Retrieve and review empirical research (CLO 1, 2, 9).

• Select appropriate research methods for early childhood contexts (APST 3.6, 7.1).

• Understand and apply AEDC data in research planning.

How the Academic Mentor Guided the Student 

The Academic Mentor supported the student through each stage of the assessment by breaking down complex components into manageable steps, ensuring clarity, academic rigour, and adherence to all criteria.

Understanding the Task and Selecting a Topic

The mentor began by unpacking the assessment brief, highlighting the need for alignment with AEDC domains (physical health, social competence, emotional maturity, language and cognitive skills, communication, and general knowledge).
The mentor encouraged the student to choose a topic grounded in that dataset, such as:

• School readiness

• Early literacy

• Socio-emotional development

• Communication difficulties

This ensured relevance and availability of AEDC indicators.

Developing Search Terms and Locating Empirical Literature

The mentor demonstrated how to build strong database search strings using Boolean operators with keywords such as:

• “early childhood development” AND “literacy outcomes”

• “AEDC” AND “school readiness”

• “early learning” AND “socio-emotional development”

The mentor also modelled how to filter for peer-reviewed empirical studies published within the last 10 years.

Students were instructed to shortlist two empirical articles that directly supported their chosen research focus.

Constructing the Literature Review

The mentor outlined a clear structure:

a. Introduction

• Define the topic.

• Show relevance to early childhood education.

• Establish connection to AEDC indicators.

b. Sub-section 1 – Empirical Article 1

• Summarise study aim, method, key findings.

• Critically evaluate strengths and limitations.

• Explain how this supports the research question.

c. Sub-section 2 – Empirical Article 2

• Provide a parallel analysis.

• Highlight contrasts or complementary evidence.

• Link findings to gaps the student’s research could address.

d. Synthesis

The mentor emphasised avoiding description-only writing.
Students were taught to synthesise by explaining how both articles collectively justify:

• The importance of the topic

• The need for further investigation

• The direction of their research question(s)

Formulating the Research Questions

Using the literature review, the mentor guided the student to craft specific, researchable, AEDC-aligned questions, for example:

• “How do communication skills differ between AEDC communities in low-SES and high-SES areas?”

• “What AEDC indicators best predict early literacy readiness?”

Questions had to be measurable using AEDC domain-specific indicators.

Writing the Research Project Plan

The mentor explained how to create a structured plan covering:

a. AEDC Data Collection Overview

• National census every three years

• Teacher-completed checklists

• Domains measured

• Population-level reporting, not individual data

The student learned to summarise how the dataset supports early childhood research.

b. Identified Participants

The mentor helped the student construct:

• A clear participant description (e.g., children aged 4–5 in a selected postcode)

• A participant table for the appendix

• Justification for selecting these participants (e.g., interest in community vulnerability levels)

c. Ethical Considerations

The mentor reinforced core principles:

• Confidentiality of AEDC population-level data

• No direct child contact in this study

• Responsible reporting

• Use of existing public datasets to minimise harm

Students were guided to clearly explain how ethical standards would be upheld.

Step 6: APA Referencing and Appendices

The mentor provided:

• Examples of APA 7 citations

• A template for the participant summary table

• A structure for listing AEDC domain items used in the research

This ensured the student met formatting requirements.

Step 7: Reviewing and Finalising the Assessment

Finally, the mentor helped the student:

• Check alignment with the marking rubric

• Ensure word count accuracy

• Strengthen academic tone and coherence

• Verify integration of research evidence

This review process prepared the student for high-quality submission.

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