Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Childhood Studies at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).
This course aims to provide a multi-disciplinary approach to the study of children and childhood.
- strong links with a range of international networks and similar university departments in Europe and around the world
Teaching and Employability:
- excellent learning experience and cross cultural views because of international student cohorts
- opportunity to continue studies to pursue a PhD supervised by a well-qualified member of the team
- opportunity to take part in a local field trip
The course in Childhood Studies is designed for a wide range of professionals working with children.
A broad range of topics are covered and students are encouraged to critically reflect on their practice and address theory and research relevant to their own interests in Childhood Studies.
The Childhood Studies course will:
- reflect upon the nature of childhood as a concept and the way in which it comes to be construed as it is
- consider holistic child development in contemporary society
- reflect on childhood and family policy in a variety of contexts
- consider professional roles (one’s own and others) in relation to services for children and their families
- encourage critical analysis of research in relation to childhood
- encourage professional reflective practice.
Modules on the Childhood Studies course may include:
Understanding and Observing Child Development
Children's Rights and Safeguarding Children and Young People
Perspectives on Play
Advanced Practice with Children
Therapeutic Work with Children
Childhood Nutrition and Growth
Team members are active researchers and their work is well published in Childhood Studies.
Childhood Studies students are encouraged to publish their own research – thereby demonstrating the high quality of their work.
Team members include:
Amy Brown – an expert in child health
Jill John – an expert in safeguarding and children’s rights
Pete King – an expert in child development and children’s play across children’s services.
Justine Howard – an expert in child development and play across children’s services
Zac Maunder – an expert in children’s emotional health
The College of Human and Health Sciences has a vibrant postgraduate community with students drawn from a variety of backgrounds and nationalities. The College is known for its friendly, welcoming and supportive environment, which combined with its extensive facilities, state-of-the-art technology and superb beachside location, helps to ensure that students benefit from an exceptional student experience.
In addition, Childhood Studies students have access to a wide range of excellent facilities and equipment for realistic workplace experiences.
Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study International Development at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).
The Department of Political and Cultural Studies (PCS) boasts a dynamic research environment with a committed staff all of whom are research-active. Academic members of staff on the International Development programme have a very considerable range of research interests on which we offer supervision for research degrees.
An MA by Research in International Development offered in PCS gives you the chance to pursue a major research project based around your own passions and interests in International Development, leading to a qualification which can open the door to an academic career or boost employment prospects outside academia. It will give you the freedom to explore a topic of your choosing in International Development and develop a methodology under the close supervision of two experienced academics but without attending regular classes as required in taught programmes.
Typically, as a student of the International Development research programme, you will work closely with your supervisors, meeting them regularly, in many instances fortnightly, in the first term and at regular intervals thereafter. Meetings are logged and goals agreed each time.
Students enrolled in the MA by Research in International Development are required to attend skills and training courses at College and University level. You may also be expected to give presentations to other research students and staff at departmental seminars and attend the postgraduate conference of the College of Arts and Humanities which is held in October.
The MA by Research in International Development is ideal for those who want:
- an MA qualification in areas where taught programmes are not offered;
- the experience of a research degree without committing to a PhD at the outset.
Research proposals in International Development are invited on any topic for which staff in PCS can provide supervision. It is a good idea to enter into discussions about your research project with the Department's Director of Postgraduate Research, Professor Roland Axtmann ([email protected]), before drawing up an initial proposal and starting the application process.
In the area of International Relations and Development Studies, the department has expertise in:
International Security and Strategic Studies
The international politics of space
Gender, childhood and child soldiers
North- and South East Asia
Transitional justice and international crimes
Multi-nationals and corporate social responsibility
Governance and international development, including aid policy and practice
The role of civil society organisations in development contexts
Human rights and international development
History of military thought and military culture
European diplomatic history
Children at a young age need dedicated teachers to provide them positive experiences that foster a love of learning: their later performance in school is frequently inaugurated by early success.
The College of Community and Public Affairs at Binghamton University (CCPA) offers an innovative, initial certification program toward a Master of Science in Education (MSEd) in Childhood and Early Childhood Education. This program leads to multiple New York State teaching certifications, allowing graduates to work with children from birth through grade 6 in a variety of different roles. Two tracks are available:
-Childhood, Early Childhood and Literacy
-Childhood, Early Childhood and Special Education
Under the guidance of distinguished professors and top-tier teachers in partnership schools and early-childhood programs, students will become teachers with clearly defined commitments, as well as the ability to make a real difference in the lives of children and their families.
During this 2-year, full-time program, students will take a range of courses and work with children in several different fieldwork and student-teaching placements. These experiences will offer opportunities to make connections between theory and practice while developing the knowledge, skills and dispositions necessary to help all students be successful in school.
The curriculum includes intensive coursework and field experiences, boasting strong content speciality as well as diverse student and faculty backgrounds. Faculty advisors and office staff are eager to assist students in tailoring their course of study and field placements. Students are encouraged to take advantage of a well-established network of alumni and professional connections that will help with field visits and placement. There are urban, suburban and rural schools in close proximity for student teaching opportunities.
Alumni of our program teach in schools around the region and around the country. Other graduates have found roles working with children in other capacities, such as in literacy programs or as speech therapists. Employment opportunities for teachers have improved significantly over the last few years, particularly for teachers who are willing to relocate. Due to strict licensure rules, a New York State teaching license is well respected across the nation, and it is easy for graduates of the program to find employment as teachers in other states.
- Online graduate degree application and application fee
- Transcripts from each college/university which you have attended
- Two letters of recommendation (the CCPA will accept additional letters of recommendation)
- Personal statement (Please see the CCPA Admissions website for additional information about the personal statement)
- Resume or Curriculum Vitae (max. 2 pages)
- Official GRE scores
- Any program-specific materials (please see the CCPA Admissions website for details)
And, for international applicants:
- International Student Financial Statement form
- Official bank statement/proof of support
- Official TOEFL, IELTS, or PTE Academic scores
We have recently developed our innovative Masters in Person-Centred Practice (PcP) Framework with a suite of course routes which place the values of person-centredness at their core. These routes offer practitioners the opportunity to build upon their experience and develop an understanding of the knowledge and evidence that positively contributes to the health and wellbeing of persons, groups and populations. You can opt to study the route which best meets your professional background and future aspirations.
Nursing and Midwifery Council (NMC) Registered Nurses already working in, or wishing to work in, the community can undertake a specified group of modules that allows them to achieve a community qualification or registration recognised by the NMC in District Nursing, Health Visiting or School Nursing.
There are three core modules that enable you to obtain a PgCert. You will then study modules appropriate to your desired route.
The routes in the Person-Centred Practice Framework seek to influence and enable the transformative processes of personal and professional development through engagement, facilitation and evaluation of person-centred teaching and learning approaches. It is designed to meet the professional needs of practitioners from all disciplines working in a variety of different health and social care settings.
The Framework is innovative and interactive, emphasising application of theory to your practice context. It will enable you to critically engage with, evaluate and synthesise the evidence and research to promote the development and enhancement of person centred culture and practice. This develops a pro-active, transformative and reflective approach to meeting the public health and social needs of individuals, families, groups and populations.
You can personalise your learning to your own situation eg mental health, social care, infection control, acute care and community health. International students are particularly welcome as they offer a varied and different perspective to the context in which the learning occurs.
Our teaching, learning and assessment strategy is framed by our core philosophical concepts of personhood, person-centredness, human valuing, healthful relations, human potential and development, supportive and enabling environments. Central to this strategy is the need for learners to engage in the learning experiences, a readiness to listen and explore, preparedness to be open to
experiences and a resolve to keep going. This environment will generate an ethos of engagement and criticality where students can explore and challenge theories, practices and different sources of knowledge creatively in an atmosphere of high challenge and high support. We will achieve this learning environment through a focus on three pillars of learning activity namely:
- Student-centred experiential and collaborative learning;
- Reflexivity and critical discourse;
- Sustainable and ethical evidence-based teaching.
Students will be supported to challenge their thinking, values and beliefs; through the posing of complex activities and questions, and develop resilient and sustainable approaches to their learning and practice in response to these. Critical to this process is the use of diverse knowledge, scholarly inquiry processes and evidence informed materials to engage and enliven the processes of learning.
Assessment strategies will encourage application to practice. In line with the framework’s philosophy, a wide range of sustainable strategies are used to ensure assessment diversity. This will be achieved through the use of varied strategies which draw on the student’s own areas of practice such as portfolio development, practice proposals, annotated bibliographies, simulation events, games, seminar presentations and self-determined contextual assignment topics. Tutor, peer and self-assessment, including within virtual environments (eg [email protected], Values Exchange), will be an important component of approaches to formative and summative assessment.
For students undertaking NMC recognised specialist qualification and registration (District Nursing, Health Visiting, School Nursing), the course is 50% practice-based and requires placement in an approved practice with a Practice Teacher or Sign-off Mentor or Health Visitor Mentor. Placement will be negotiated with your supporting NHS area.
Your attendance requirements at QMU will depend on which module you are studying and whether you are studying full or part-time.
The routes allow you to gain the higher level knowledge and skills required for advanced practice. It does not gain accreditation with the NMC unless students are undertaking the Specialist Practitioner Qualification in District Nursing or registration as a Specialist Community Public Health Nurse (SCPHN)
Core modules: Theory and Practice of Child and Family Centred Health and Social Care (30 credits)/ Leading Professional Practice (15 credits)/ Making Judgements and Decisions in Practice (15 credits)
Route specific modules: Childhood Development 1 (15 credits)/ Childhood Development 2 (15 credits)/ Child Protection and Safeguarding (30 credits)/ Practice Placements: Health Visiting Context
International: Where your degree has not been studied in English, you will be required to take an IELTS test receiving an overall score of 6.5 and no individual component score below 6.0.
Criminal records check: For students undertaking NMC approved qualifications a satisfactory criminal records check will be required. Compliance with the terms of the Rehabilitation of Offenders Act (1974) and mental health legislation for clinical placement and employability in statutory services, for work with children and in other sensitive areas of employment.