This is a basic social research methodology course aimed at developing acquaintance with key tenets of quantitative (i.e. positivistic), qualitative (i.e. interpretive and beyond), and mixed research designs. The course begins with introducing positivistic research traditions, thereby creating a space for interpretive and other traditions in social research; and thus, celebrating both “old” and "new” paradigms of research. In this, the insufficiency of conventionally defined efficiency paradigm shall be discussed as a way of conceiving the primacy of context-based, cultural, and humanistic dimensions in broadening the scope of social research. This discourse shall further be enriched by articulating methods of systematic and narrative literature review together with a host of metaphors for mapping the field of inquiry. Taking survey (and other quantitative research methods), ethnographic, phenomenological, and narrative inquiry methods at disposal learners will chart the journey of scholarship about different research designs. Finally, there will be an opportunity for students to familiarize themselves with different sets of quality and ethical standards needed by qualitative researchers.

The course will cover the important aspects of the leaderdship, holistic child development, developmentally appropriate practices, age appropriate practices and the management of professional organizations/ institutions. Students will be equipped with cognitive resources which aims to explore existing early childhood development practices and support children under the age of 8 for their holistic development (simultaneous and cumulative ways) of every aspects like: physical, cognitive, socio-emotional, language, spiritual, creative, and analytical development. Thus this course will focus on the understanding of leadership theories and skills and developing effective leadership approach for the children’s quality education and holistic development in their early years.