BA (Honours) Early Years Education
Full-time Programme Year 1
Level 4 Module Handbook EYT 1002 Child Development 2013-14
Contents
Page
Inclusive Learning Statement
2
Contacts
3
Welcome & Rationale
4
Aims
5
Module Learning Hours
5
Learning Outcomes
5
Assessment Strategy
5
Assessment Guidance
6
Assessment submission arrangements
6
Module Evaluation
7
Module Schedule
7
Essential reading
19
Recommended Reading
19
Journals and related publications
21
Websites
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1
Inclusive Learning It is Edge Hill’s aim to make our services and provision accessible to all our users. If you need us to present our training/resources/information in a different format (e.g. electronic copy, large print), or need any other modifications, please contact your Module Leader and we will do our best to accommodate your requirements.
Concerned about your studies? Every year we have students who have concerns about aspects of their study skills (for example: reading and writing) and worry about their ability to study at this level. If you have had difficulties in these areas at school, Edge Hill can offer informal guidance for you in relation to this. It may be that you have a Specific Learning Difficulty, in which case we can offer you appropriate assessments and guidance/support to help you achieve your potential. Please call into the Edge Ahead Centre for a confidential chat in relation to this.
Disabilities / Specific Learning Difficulties (eg: Dyslexia, Dyspraxia) If you have a disability or a Specific Learning Difficulty (such as Dyslexia or Dyspraxia), Edge Hill will be able to support you better, if you let us know about it. If you feel your ability to study, read, write or concentrate is affected by a disability, mental health need or a Specific Learning Difficulty, Edge Hill can offer learning support and guidance tailored to your individual requirements. You can arrange an appointment for a confidential chat to explore your learning requirements and help you make informed choices regarding support.
Disability (eg: physical, sensory or mental health) Inclusion Team, Student Information Centre Tel: 01695 584190 Email: inclusionteam@edgehill.ac.uk
For further advice and guidance you can contact the SpLD Support Team: In person (at the Ormskirk site): Ask Desk, 1st Floor, University Library Tel: 01695 584372 Tel: 01695 584018 (to make or change an appointment)
Email: inclusiveservices@edgehill.ac.uk
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Contacts Course Leader
Jacqui Basquill Jacqui.Basquill@edgehill.ac.uk Tel: 01695 657337
Placement Co-ordinator Karen Bloyce Tel: 01695 657625 Email: karen.bloyce@edgehill.ac.uk Programme Leader:
Linda France Linda.France@edgehill.ac.uk Tel: 01695 584206
Administration
Trish Byrne Faculty of Education Edge Hill University St Helens Road Ormskirk Lancashire L39 4QP Tel: 01695 58428 Trish.Byrne@edgehill.ac.uk
Inclusion Team
inclusionteam@edgehill.ac.uk
Specific Learning Difficulties
eac@edgehill.ac.uk
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Credit Rating 20
Level 4
Welcome & Rationale The BA (Hons) Early Years Education team welcomes you to the EYT1002 Module and hopes that you will find this module interesting, challenging, relevant to your early years practice as well as enjoyable and rewarding! This is a setting-based module that runs for the whole year and bridges your work experience placement and your academic studies. The module is designed to support your understanding of child development. The module aims are designed to equip students with essential knowledge and understanding of the key theories, principles, processes and concepts relating to the development of young children generally and in specific developmental domains. It contains essential information on the key aspects of child development that is vitally important for early years students at the beginning of their learning journey on this programme. This module will encourage students' initial critical engagement with theories and principles of development and their utilisation in critical interpretation of observed behaviour. Students will develop knowledge of the principles and processes of children's development. In addition, they will develop understanding of the application of these principles and processes of development in practice. The module will enable students to further develop key skills needed in order to develop and improve services. The active involvement of service users in this process is an important aspect of the endeavour towards continuous quality improvement in early years and children’s services. Taught sessions and setting based experiences will ensure that students reflect upon, and analyse theories of child development and link them too observations they have made of children in their placements.
This module handbook should be read in conjunction with the Programme Handbook. Please note the policies and procedures regarding attendance, authenticity of work ethics and submission.
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Aims To develop students’ 1. essential knowledge and understanding of the key theories, principles, processes and concepts relating to child development 2. application of their knowledge of children's development to observed behaviour through reflection and discussion. 3. understanding of the role of observation and interpretation in linking theory and practice
Module Learning Hours Guided learning activity Independent study
20 hours 180hours
Learning Outcomes On successful completion of this module students will be able to: 1. Discuss the key theories of child development 2. Create and evaluate a record of a child observation by making links between the observed behaviour and the relevant theoretical perspectives 3. Identify and discuss the principles of child development across all areas of developmental domains.
Assessment strategy The placement-based context will provide the basis for gathering relevant evidence and information to enable students to complete assessed work for this module. Learning outcomes will be assessed in this module by: A portfolio of tasks to include: A portfolio of tasks including: Part A: A narrative account of a child observation with a theoretical analysis of the observed child behaviour. Part B: A child profile showing child's developmental progress across all developmental domains supported by a rationale with links to the key theories of child development. Submission: W/B 2nd December 2013
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Assessment guidance Use the following as a checklist prior to submission of work: Completed and signed coversheet, appropriate to the module Level 4 performance descriptors Signed research ethics statement if necessary Text double-spaced and of an appropriate font size (Arial 12 point) Ample margins left at either side of each page All references (if required) made using Harvard Referencing as identified in ‘Edge Ahead Skills Guide on Harvard Referencing System’ Bibliography (if required) set out using Harvard Referencing System Assignments must be submitted in accordance with the requirements specified on Blackboard Assessment submission arrangements One copy of your assignment must be submitted in accordance with the requirements set out in your Academic Registry Handbook / Programme Handbook. Instructions for submitting assignments are located on Blackboard. These instructions must be fully complied with to ensure assignments are assessed in accordance with stated turnaround times. A completed cover sheet, level descriptors and a signed research ethics statement, where necessary, must accompany all work submitted. Please note that the word count is a guide only and there is a 10% leeway allowed. Work submitted after the date/time indicated will not be eligible for a mark. If you foresee a serious problem that is likely to prevent you from submitting work on the due date you must contact your Module Leader BEFORE the due date to request an extension. You must complete the Coursework Extension Approval Form. Copies of these forms can be found in your Programme Handbook and on Blackboard. Assessment feedback will reflect the moderation process and will be made available to students 3 working weeks after the date of submission Feedback will include a provisional grade which will be confirmed after the appropriate Assessment Board for the Programme has taken place.
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Module Evaluation The module will be evaluated by completion of an on-line student evaluation form. This will form the basis of a Module Evaluation Report written by the Module Leader. Where appropriate, a nominated student representative will be invited to a Student Consultative meeting each term where all modules will be reviewed and evaluated.
Module Schedule The week by week schedule is designed to support the assessment and reflection tasks required for this module together with the need to create and organise additional evidence for the PDP. Specific session content will be flexible and driven by student need and sector/curriculum requirements.
Session
Topic/content
1 2 3 4
What is Childhood? Theories of Child Development Practical Session Child Development - Birth to Three
5 6
Child Development - Three to Five Development Matters -Observation and Assessment Language Development Sustained Shared Thinking Differentiation Links to Teacher’s Standards (EY)
7 8 9 10
Assignments due
Return date
Independent Study
1002 Christmas Vacation Christmas Vacation
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This schedule was accurate at the time of writing. Where possible all materials for this module can be found on Blackboard. Session 1 Title: Introduction to the module Assessment overview and assessment writing support What is Childhood? Learning objectives
Students will: meet tutors and other trainees develop an understanding of all aspects of the module, including details of module delivery, rationale, learning outcomes, content, independent and directed study, links with work based learning and other modules, assessment requirements, tutor expectations. be introduced to the module assessment establish a concept of ‘Childhood’
Content
Students will gain an understanding of the module, including meeting tutors and other students details of module delivery rationale learning outcomes content independent and directed study links with work based learning and other modules assessment requirements and tutor expectations They will have the opportunity to have any queries and anxieties answered and explained. Aspects of ground rules for the sessions will also be discussed. 2. Students will examine different perspectives of childhood. 3. There will be opportunities to reflect on their own understanding of childhood
Key concepts
What does childhood mean?
Directed activities
Reflective Diary: What is your experience of working with babies and young children? Discussion Board: Excellent provision for babies and young children- what does this look like?
Recommended
Crandell, T., Crandell, C. and Vander Zanden, J.(2012) 10th Edition. Human Development. London: McGraw Hill. 8
reading Lindon, J. (2010) Understanding Child Development: Linking theory and practice. London: Hodder Arnold. Mathieson, K. (2012) Understanding Behaviour in the Early Years. London: Practical Pre-School Books. Papatheodorou, T., Luff, P. and Gill, J. (2011) Child Observation for Learning and Research. London: Longman. Smith, P.K.; Cowie, H. & Blades, M. (2011) 4th Edition. Understanding Children's Development. Oxford, England: Blackwell. Reflection points
Do I understand what I can expect to gain from studying this module? Do I understand what will be expected of me? Do I understand what I can expect from Edge Hill? Have I got some understanding of the assessment requirements? Have I identified key texts and readings?
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Session 2 Learning objectives
Title: Theories of Child Development Students will:
begin to understand significant theories of child development begin to understand key theories of learning know and understand some of the influences on development and learning
Content
In this session students will be introduced to theories of child development, including behaviourist and constructivist approaches. Students will begin to consider influences on children’s learning, the nature/nurture debate and the importance of learning styles and the concept of multiple intelligences. Students will begin to consider how children’s learning can be affected by their physical, intellectual, linguistic, social, cultural and emotional development and to examine the contextual influences upon children’s learning both in and out of the educational environment.
Key concepts
Behaviourist, Constructivist, Social constructivist, Visual learner, Auditory learner, Kinaesthetic learner, Multiple intelligences, Physical, intellectual, linguistic, social, cultural and emotional development, Nature/nurture; Skinner, Piaget, Bruner, Vygotsky, Donaldson, Gardner
Directed activities
Recommended reading
Reflective Diaries: Can I begin to view differing theories of development and learning critically? Can I relate theories of development and learning to observations within my own practice? Discussion Board: Nature or Nurture?
Lindon, J. (2010) Understanding Child Development: Linking theory and practice. London: Hodder Arnold. Smith, P.K.; Cowie, H. & Blades, M. (2011) 4th Edition. Understanding Children's Development. Oxford, England: Blackwell.
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Session 3 Learning objectives Content
Title: Practical Experience Students will: Have a better understanding of the context of early years education and the role of an early years practitioner
This session will involve either a visit to an early years setting or a visiting speaker to share their experiences of working as a professional in an early years setting. There will be follow up activities to support students as they begin their placement experience
Key concepts Directed activities
Beginning to put theory into practice Reflective Diary:
What is your most important target when you begin your placement?
Discussion Board:
Recommended reading
What experience do you have of working with babies?
What are you looking forwards to most and what are you concerned about?
Call, N. (2010). The Thinking Child, Brain Based Learning for the Early Years Foundation Stage. 2nd ed. London New York: Continuum. Lindon, J. (2010) Understanding Child Development: Linking theory and practice. London: Hodder Arnold.
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Session 4 Learning objectives
Content
Title: Child Development - Birth to Three Mid-Module Reflection Students will: Develop further their understanding of the work of significant early educators particularly in relation to the birth to three years age range begin to see the influence of the work of early and later educators on current early years provision continue to identify the aspects of quality in early years provision particularly in relation to the birth to three years age range
In this session students will further develop their understanding of the work of early educators whose work has been instrumental in the development of early years education as is today in UK and internationally. They will focus particularly on theories relating to babies and toddlers They will examine the work of the early educators more closely, consider evidence of their legacy in early years provision. They will begin to consider attachment theory and the role of the key worker Through this work they will continue to identify aspects of quality in early years practice.
Key concepts
Directed activities
Recommended reading
Early educators, Steiner, Montessori, Isaacs, McMillan, Froebel, Bruce, attachment, Key Person, early years policy, early years practice, quality. Reflective Diary: How might I use what I have learnt about attachment and the Key Person approach to support me in my placement? Discussion Board: To what extent are principles developed by early years educators evident in early years practice? Nutbrown, C. and Page, J. (2008) Working with Babies and Children. London: Sage. Elfer, P., Goldschmied, E. and Selleck, D.Y. (2012) Key Persons in the Early Years:Building Relationships for Quality Provision in Early Years Settings and Primary Schools London: Routledge.
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Session 5 Learning objectives
Content
Title: Child Development - Three to Five Students will: Develop further their understanding of the work of significant early educators particularly in relation to the three to five years age range begin to see the influence of the work of early and later educators on current early years provision continue to identify the aspects of quality in early years provision particularly in relation to the three to five years age range
In this session students will further develop their understanding of the work of early educators whose work has been instrumental in the development of early years education as is today in UK and internationally. They will focus particularly on theories relating to young children. They will examine the work of the early educators more closely, consider evidence of their legacy in early years provision. They will begin to consider the importance of active learning. Through this work they will continue to identify aspects of quality in early years practice.
Key concepts
Early educators, Steiner, Montessori, Isaacs, McMillan, Froebel, Bruce, active learning, early years policy, early years practice, quality
Directed activities
Reflective Diary: How might I use what I have learnt about active learning approach to support me in my placement? Discussion Board: To what extent are principles developed by early years educators evident in early years practice?
Recommended reading
Elfer, P., Goldschmied, E. and Selleck, D.Y. (2012) Key Persons in the Early Years:Building Relationships for Quality Provision in Early Years Settings and Primary Schools London: Routledge. Crandell, T., Crandell, C. and Vander Zanden, J.(2012) 10th Edition. Human Development. London: McGraw Hill.
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Session 6 Learning objectives
Content
Title: Development Matters -Observation and Assessment Students will: Begin to understand child observation and recording of children’s learning and development in the Foundation Years Develop an understanding of formative and summative assessment of learning The principles and practice of observation and assessment will be examined and the students will have opportunity to practice observations through examples of children in settings as well as bringing their own observations from their placement and analysing them in order to plan next steps. There will be an emphasis on the observation, assessment and planning cycle and using ‘Development Matters’ to support this
Key concepts
Observation, assessment, planning, formative assessment and summative assessment
Directed activities
Reflective Diary: How well did I write my observations? Were they useful in helping me assess the child’s level of development using Development Matters? Discussion Board: Working with babies isn’t very interesting, they don’t do anything!
Recommended reading Fisher, J. (2008) Starting from the Child: teaching and learning in the Foundation Stage. Maidenhead: OUP. Lindon, J. (2012) What does it mean to be one? : A practical guide to child development in the Early Years Foundation Stage. Rev ed. London: Step Forward. Lindon, J. (2012) What Does it Mean to be Two? : A practical guide to child development in the Early Years Foundation Stage. Rev ed. London: Step Forward.
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Session 7 Learning objectives
Content
Title: Language Development Students will:  Develop an understanding of early language development  Begin to understand approaches to supporting and developing this in babies and young children In this session students will investigate language development in babies and young children. They will investigate theories and link these to Development Matters. They will analyse their own observations for a particular child
Key concepts
Language, communication, Development Matters
Directed activities
Reflective Diary: What differences are there in similar aged children in my placement and what may be the reasons for them? Discussion Board: How do babies communicate?
Recommended reading
Friederici, A.D., Thierry,G. (eds) (2008) Early Language Development: bridging brain and behaviour Philadelphia : John Benjamins Publishing.
Levey, S., Polirstok, S. (eds) (2011) Language development : understanding language diversity in the classroom. Thousand Oaks : SAGE. Miller, L., Cable, C. and Goodliff, G. (2010) Supporting Children's Learning in the Early Years. 2nd ed. Oxon: Routledge.
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Title: Sustained Shared Thinking Session 8 Learning objectives
Content
Students will: Begin to understand the concept of Sustained Shared Thinking Have an understanding of the underpinning theory regarding Sustained Shared Thinking Begin to develop ideas of how to support this in babies and young children. Students will research the origins of Sustained Shared Thinking and observe examples of this taking place. They will consider their own experiences of this and will create activities and opportunities to develop this with babies and young children in their placement Sustained Shared Thinking, language, communication, reflection
Key concepts
Directed activities
Reflective Diary: I have seen practitioners in my placement engage children in sustained shared thinking by…. What happened when I tried it… Discussion Board: Why is sustained shared thinking important? What benefit is there to the children?
Recommended reading
Chilvers, D. (2013) Creating and Thinking Critically. London: Practical Pre School Dowling, M. (no date) Supporting young children's sustained shared thinking: an exploration. London: British Association for Early Childhood Education (Training Materials) Robson, S. (2006) Developing Thinking and Understanding in Young Children New York: Routledge. Sargant, M. (2011) Using Projects to Promote Sustained Shared Thinking (pdf). London: Practical Pre School.
Chilvers, D. (2013) Creating and Thinking Critically. London: Practical Pre School
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Session 9 Learning objectives
Content
Title: Differentiation Students will: Develop an understanding of assessment for learning Understand the varied methods of differentiation Plan differentiated activities for a small group of children
Students will examine the underpinning theory for assessment for learning, they will consider methods of differentiation and how this can be put into practice.
Key concepts
Assessment for Learning, differentiation, unique child
Directed activities
Reflective Diary: How have I differentiated for different children in the past and how might I improve on that? Discussion Board: What is Assessment for Learning (AfL)?
Recommended reading
Kryza, K., Duncan, A., Stephens, S.J. (2010) Differentiation for real classrooms : making it simple, making it work. Thousand Oaks, Calif : Corwin. Glazzard, J., Chadwick, D., Webster, A., Percival, J. (2010) Assessment for Learning in the Early Years Foundation Stage. London: Sage. Sargant, M. (2011) Assessment for Learning in the Foundation Stage. London: Featherstone.
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Session 10
Title: Links to Teacher’s Standards (EY)
Learning objectives
Students will: Consider the content of the module and link their learning to the appropriate scopes They will consider the practical tasks from the module and identify any that they could use to evidence the standards
Content
Students will deconstruct the relevant standards and scopes. They will identify any that have been addressed in this module and will work in groups to create a short presentation on the evidence they have created towards these standards and ideas of other activities that may help them strengthen this in the future. The module will also be evaluated.
Key concepts
Teacher’s Standards (EY), evidence, scopes
Directed activities
Reflective Diary: What scopes have I found evidence for? Discussion Board: What does a good piece of evidence look like?
Recommended reading
NCTL (2013) Teacher’s Standards (Early Years) London: DfE.
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Essential Reading Crandell, T., Crandell, C. and Vander Zanden, J.(2012) 10th Edition. Human Development. London: McGraw Hill. Lindon, J. (2010) Understanding Child Development: Linking theory and practice. London: Hodder Arnold. Mathieson, K. (2012) Understanding Behaviour in the Early Years. London: Practical Pre-School Books. Papatheodorou, T., Luff, P. and Gill, J. (2011) Child Observation for Learning and Research. London: Longman. Smith, P.K.; Cowie, H. & Blades, M. (2011) 4th Edition. Understanding Children's Development. Oxford, England: Blackwell. Recommended reading Bee, H., & Boyd, D., (2007) 11th Edition. The Developing Child. Pearson Education: Allyn and Bacon. Beckley, P., Elvidge, K. and Hendry, H. (2009) Implementing The Early Years Foundation Stage: A Handbook. London: OUP. Bruce, T. & Meggitt, C. (2012) 5th edition Child Care and Education. London: Hodder Stoughton. Call, N. (2010). The Thinking Child, Brain Based Learning for the Early Years Foundation Stage. 2nd ed. London New York: Continuum Chilvers, D. (2013) Creating and Thinking Critically. London: Practical Pre School Davis, D. (2011) Child Development: A practitioner's guide. New York, NY: The Guilford Press. Dowling, M. (2010) 3rd edition.Young Children's Personal, Social and Emotional Development. London: Sage. Dowling, M. (no date) Supporting young children's sustained shared thinking: an exploration. London: British Association for Early Childhood Education (Training Materials) Elfer, P., Goldschmied, E. and Selleck, D.Y. (2012) Key Persons in the Early Years:Building Relationships for Quality Provision in Early Years Settings and Primary Schools London: Routledge. Evangelou, M., Sylva, K., Kyriacou, M., Wild, M. and Glenny, G. (2009) Early Years Learning and Development: Literature review. Annesley: DCSF Publications. Fisher, J. (2008) Starting from the Child: teaching and learning in the Foundation Stage. Maidenhead: OUP. Friederici, A.D., Thierry,G. (eds) (2008) Early Language Development: bridging brain and behaviour Philadelphia : John Benjamins Publishing.
Glazzard, J., Chadwick, D., Webster, A., Percival, J. (2010) Assessment for Learning in the Early Years Foundation Stage. London: Sage. Gordon, A. and Browne, K. (2011) Beginnings and Beyond. Foundations in Early Childhood Education.Wadsworth: Cengage Learning. Goswami, U. and Bryant, P. (2007) Children's Cognitive Development and Learning. London: Esmee Fairbairn Foundation / University of Cambridge. Hedegaard, M., & Fleer, M. (2008). Studying children: A cultural historical approach.Maidenhead: Mc Graw Hill. Kryza, K., Duncan, A., Stephens, S.J. (2010) Differentiation for real classrooms : making it simple, making it work. Thousand Oaks, Calif: Corwin. Lindon, J. (2012) What does it mean to be one? : A practical guide to child development in the Early Years Foundation Stage. Rev ed. London: Step Forward. Lindon, J. (2012) What Does it Mean to be Two? : A practical guide to child development in the Early Years Foundation Stage. Rev ed. London: Step Forward. Miller, L., Cable, C. and Goodliff, G. (2010) Supporting Children's Learning in the Early Years. 2nd ed. Oxon: Routledge. Nutbrown, C. and Page, J. (2008) Working with Babies and Children. London: Sage. Papatheodorou, T. and Moyles, J. (2009) Learning Together in the Early Years: Exploring Relational Pedagogy. Oxon: Routledge. Pound, L. (2008) How Children Learn: From Montessori to Vygotsky - educational theories and approaches made easy. London: Step Forward Publishing Robson, S. (2006) Developing Thinking and Understanding in Young Children New York: Routledge. Sargant, M. (2011) Assessment for Learning in the Foundation Stage. London: Featherstone. Sargant, M. (2011) Using Projects to Promote Sustained Shared Thinking (pdf). London: Practical Pre School. Smith, P.K.; Cowie, H. & Blades, M. (2011) 4th Edition. Understanding Children's Development. Oxford, England: Blackwell. The Communication Trust (2011) Let's Talk About It. London.
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Journals & related publications Early Years Educator Early Years: An International Journal of Research and Development European Early Childhood Education Research Journal Journal of Early Childhood Teacher Education Publications from Early Years Associations: Early Education World Organisation for Early Childhood Education (OMEP) The Professional Association for Early Childhood Educators (TACTYC)
Websites https://www.education.gov.uk/publications http://www.foundationyears.org.uk/early-years-foundation-stage-2012/ www.surestart.gov.uk www.tes.co.uk www.ofsted.gov.uk
All material suggested in these lists has been published within the last seven years, the only exceptions to this are texts considered to be seminal texts that are fundamental to the programme/course and have not been updated.These lists are a starting point and you are expected to read widely from other sources to support your work and to further your own research.
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