How do children learn to reason in increasingly abstract ways? How do they learn language with such remarkable speed and fluidity? How do children use their reasoning and language skills to help them explain and understand people’s behaviour and emotions? Why does the amount of information that we can hold in mind at once increase from early childhood to adulthood? Why does children’s ability to control their own thinking, attention and behaviour improve as they get older? How does the development of children’s brains affect their behaviour, memory and ability to learn?
In this taught programme on Developmental Cognitive Science, you will learn how questions like these can be addressed using research techniques from several inter-related disciplines (e.g., Developmental Psychology, Cognitive Psychology, Computational Science, Neuroscience, Linguistics).
This programme aims to enhance your understanding of key theoretical and practical issues about typical and atypical development in children and young people, from a cognitive science perspective. It also aims to equip you with the skills required to conduct independent scientific research that addresses key issues in developmental cognitive science.
The University of Edinburgh has a long tradition of research expertise in developmental psychology and in cognitive science. This programme brings these two strands together focusing on a developmental cognitive science approach to both typical and atypical development in children and young people.
You will benefit from the breadth and strength of the interdisciplinary academic community at Edinburgh, for example by having the opportunity to select option courses and attend research seminars across different disciplines.
You will undertake the following:
Core courses (worth 100 credits in total):
2 option courses worth 20 credits in total:
And a Dissertation in Developmental Cognitive Science (60 credits)
The overall aim of the proposed programme is to advance students’ understanding of how questions about developmental changes in children’s cognitive abilities can be addressed using scientific methods drawn from a range of fields, including developmental psychology, cognitive psychology, computational modelling, neuroscience and linguistics. More specifically, the programme aims to:
Students who successfully complete the programme will be able to:
Career opportunities for graduates from this programme include:
Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Developmental and Therapeutic Play at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).
The Developmental and Therapeutic Play course aims to consider the developmental, educational and therapeutic potential of play at an advanced academic level through the combination of demanding intellectual work and sophisticated practical reflection.
Teaching and Employability:
- taught by well published academics and specialist practitioners
- access to a multi-disciplinary team with strong links to similar university departments in Europe and around the world
- hands on practical workshops as well as lectures and seminars
- good record of graduate employment
- employability supported by the university-wide careers service as well as the teaching team
- numerous links with local businesses to increase prospects for work experience
- fieldwork experience included as part of the programme
- excellent teaching and learning experiences and cross-cultural insights developed through an international cohort
- opportunity to pursue a PhD supervised by a well-qualified member of the team
The Developmental and Therapeutic Play course is a modular postgraduate programme consisting of 180 credits at level M.
The course is offered on a part-time basis with completion typically within three years.
Developmental and Therapeutic Play examines how children’s play develops and how children develop as they play. It explores evidence based play practice across a range of professional contexts. Play is an important element of provision across all Children’s Services in the UK and beyond. Graduate employment prospects are wide ranging and past students have secured a range of interesting posts.
The Developmental and Therapeutic Play course offers the perfect opportunity to study children’s play at an advanced academic level, combining theoretical work with fieldwork experience and high-level reflection. It is taught by internationally recognised and well published academics in the field.
The Developmental and Therapeutic Play course aims to deepen students’ understanding of the developmental and therapeutic potential of play. This includes how the environment and social interactions support children’s growing repertoire of play skills, with a particular emphasis on the inherent value of children’s self-directed play experiences.
The developmental, educational and therapeutic potential of play across multiple contexts are also considered i.e. inclusive play practice, observation, assessment and being able to identify when further professional assistance may be required.
Modules on the Developmental and Therapeutic Play may include:
Play Theory and Practice
Perspectives on Play
Understanding and Observing Child Development
Therapeutic Work with Children
The Developmental and Therapeutic Play course is highly regarded resulting in specialist positions in education, international aid, counselling and pastoral care, social work, hospital/healthcare and playwork.
Graduates have secured posts in domestic violence teams, the prison service, hospitals and schools. Some have also set up their own businesses or have gone on to pursue further training in play therapy, counselling, psychotherapy or clinical psychology.
The College also offers supervision for Developmental and Therapeutic Play students who wish to continue their studies in this field at PhD level.
Voluntary work throughout the course is encouraged.
The College also provides career information and relevant job advertisements as well as career tutorials. Past Developmental and Therapeutic Play graduates are involved in future teaching and publication of student research is encouraged.
The College of Human and Health Sciences has links with a number of local children’s services who may be prepared to offer volunteering or work experience opportunities.
Gaining experience is vital to building a strong CV and increasing employability on graduation.
Team members are active researchers and their work is well published.
Many past Developmental and Therapeutic Play students have published their research or presented their findings at seminars and conferences. This is encouraged and supported by the academic team and demonstrates the high quality of work being produced.
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, students have access to a wide range of excellent facilities and equipment for realistic workplace experiences.
The aim of the research master’s programme Developmental Psychopathology in Education and Child Studies is to promote the scientific development of young academics on the path to becoming independent researchers within education and child studies and related disciplines.
Graduates are able to design, conduct and evaluate applied scientific research, and in doing this can make the link between (clinical) practice and science.
The programme Developmental Psychopathology in Education and Child Studies is designed in such a way that it can explicitly serve as preparatory training for a PhD position. The programme also offers the opportunity to specialise in the field of social work and youth care, which meets society’s need for academics who are trained in evidence based clinical assessment and treatment for children and families with psychological problems
The research master is a small scale programme, with an average of fifteen students each year. This guarantees intensive interaction between students and staff.
At the beginning of the programme, you are allocated a supervisor – one of the professors – and a day-to-day mentor. While writing your thesis, you make a contribution to one of our research programmes, working closely with your supervisor and mentor within that research. This gives you the opportunity to both observe how the work is done and to ‘learn by doing’. You also receive immediate and intensive feedback on your research performance and academic progress.
The research master’s students have a room of their own: the Rommert Casimir Studio, equipped with PC workstations. This room is used intensively, not only for working individually on assignments, but also for working together with other students and engaging in discussions.
The Faculty of Social and Behavioural Sciences is the location of the Ambulatorium, which offers families assistance with all kinds of problems relating to parenting and child development. Research master’s students who do their research internship in the Ambulatorium can, if they wish, obtain the NVO Registratie Basis-Orthopedagoog and the NVO Registratie Basisaantekening Diagnostiek and also conduct research in clinical practice.
If you work with children with developmental disorders in education, health, psychology or social services or even if you’re a parent with appropriate qualifications, this programme will give you an insight into these complex disorders and how to support the children who have them.
You’ll focus on four major development disorders in children: Dyslexia, Developmental Coordination Disorder (often known as Dyspraxia), Attention Deficit Disorder and Autistic Spectrum Disorder. You’ll consider the evidence regarding the nature, diagnosis, assessment and intervention of each disorder – including the controversies that surround them – guided by leading researchers in the field.
We don’t promote any particular method of assessment or management. Instead, we look at the available evidence in education, health or the home, and allow you to focus on the models that relate to your own context.
You’ll be taught by members of the Childhood and Youth Academic Group, which has a long-established, international reputation for research in developmental disorders. The course distils the expertise within the team and draws on research that we have conducted, funded by agencies such as the ESRC, Action Medical Research, and private and charitable UK organisations that work with children with these disorders.
We offer students a vibrant intellectual and academic experience. Not only will you benefit from weekly research-led teaching, but you’ll have the chance to attend seminars with leading academics, hosted by the School of Education or other departments.
You can use the credits gained from this programme towards MA Special Educational Needs, meaning you’ll need to take fewer modules to achieve that qualification.
You’ll take a single module in each semester, allowing you to focus on individual developmental disorders in depth.
You’ll consider the concept, nature and characteristics of Dyslexia, Developmental Coordination Disorder, Attention Deficit Disorder and Autistic Spectrum Disorder.
In addition, you’ll take a critical approach to understanding how each disorder is assessed and identified. In addition, you’ll consider how they’re managed in different contexts, allowing you to focus on the environments that are most relevant to your professional or personal interests.
Your study two compulsory modules:
This programme is taught in evening sessions. Each module will include twelve lectures lasting two hours each. Weekly taught sessions will include lectures, discussions and group tasks so you can share knowledge and experiences with your fellow students and tutor. If you need to discuss aspects of your studies individually, the course tutor is available for one-to-one tutorials.
There are no exams on this programme, and modules are assessed by coursework only. You’ll complete a 6,000 word essay for each module to demonstrate your understanding of the topics under study.
This PGCert progamme enables people within a range of professions such as health, education and social services to progress within their chosen professional field. This programme could improve your career prospects if you intend to work with children with Special Educational Needs in any context.
Many of our students choose to build on the knowledge and skills gained through the PGCert by progressing to the MA Special Educational Needs, which may be even more beneficial to your career. You can carry the credits you’ve gained on the PGCert forward to the MA programme.
We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.
The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more at the Careers website.
On this course you study
This course is accredited as conferring eligibility for the Graduate Basis for Chartered Membership. This is the first step towards becoming a Chartered Psychologist.
The course is ideal if you are a
During your studies you
You improve key skills such as • critical thinking • group working • report writing • data analysis • IT ability.
We also offer you the opportunity to gain experience of teaching students on our undergraduate programmes.
International students are most welcome on this course. At Sheffield Hallam University we provide international students with a wealth of support, from pre-arrival right up to, and including, study support while you are studying here. Please see the International Experience Team webpage for more information.
This course is accredited by the British Psychological Society (BPS) and confers eligibility for the Graduate Basis for Chartered Membership (GBC), provided you achieve an overall mark of at least 50 per cent and pass your dissertation. This is the first step towards becoming a Chartered Psychologist.
Full-time – one day per week for one year
Part-time – typically one day per week for two years
To make sure you graduate with the degree you want, you also choose an option module from one of the following
This is one of the few developmental psychology postgraduate courses to study human development through the lifespan and confer eligibility for the Graduate Basis for Chartered Membership.
Students completing this course have gone on to apply for both educational and clinical psychology training posts, and have also used the course to assist in career change to working with children or for progression in their current positions.
Our careers central website contains useful careers information for students studying psychology.
The MA in Research Methods (Developmental Psychology) is designed for students who plan to continue their graduate studies at PhD level in an area of developmental psychology, cognitive psychology, or social psychology. It is recognised by the Economic and Social Research Council (ESRC) as providing suitable training for this purpose, and the course is one of the named routes on the MA in Research Methods. It is a Social Sciences faculty degree that involves other departments within the University.
Students intending to have a career as a research psychologist need to acquire a high level of research skills at postgraduate level. Research methods training therefore forms a central part of the MA programme, including both quantitative and qualitative research methods. One third of the course is also devoted to the dissertation which may be carried out in any area of psychology related to development. The taught course modules include both generic and subject level components, providing an introduction to broad issues and methodological approaches in developmental psychology and the social sciences.
Teaching is generally organised into a number of 10 week course units involving 2 to 3 hours of lectures, seminars and workshops. Each 10 week unit is assessed by means of formative and summative assessments. The summative assessments count towards the final degree outcome. For the programme as a whole, the assessments include examinations, written assignments, oral presentations and the dissertation.
The programme is delivered through a mixture of lectures, seminars and practical classes. Lectures provide key information on a particular topic, such as social and emotional development. Seminars are held in order that smaller group teaching can take place, with focused discussion on specific topics. Finally, practical and workshop classes allow students to gain direct experience, particularly in Applied Statistics and in how to use statistical tools.
The balance of this type of activity varies as a function of the module. This is a one year course, with students having the summer term to work on dissertation related activities. Students typically attend approximately 12 hours a week comprising lectures, tutorials and seminars. Outside timetabled contact hours, students are also expected to undertake their own independent study to prepare for their classes and broaden their subject knowledge, as well as conduct their dissertation. Independent study is a key element to the course, with complex factors raised in lectures that do assume some prior knowledge of the topic area.
The programme is divided into three parts. One third, comprising three modules, is of subject specific topics related to developmental psychology and developmental psychopathology, including issues relevant to clinical work throughout development. Across these modules the material is delivered via a combination of lectures, seminars, practical workshops and discussions. A further three modules focus on placing psychology in the larger framework of social science research and providing generic research skills. For example, skills such as qualitative and quantitative methodologies. The final third of the programme is the dissertation module, which reflects the culmination of learning and practical endeavours from throughout the course via the production of an independent and original body of research material. This is performed under supervision with a member of staff, with meetings varying in duration and frequency throughout the year as a function of the needs of the research project and student.
This is an advanced professional development programme involving the following: coursework, modules, study workshops, dissertation and a placement in forensic ID services.
The programme aims to provide graduates with detailed knowledge of intellectual and developmental disabilities and forensic issues. You will develop an evidence-based critical understanding of intellectual and developmental disabilities and forensic issues. The programme encourages values-based, ethically stringent practice and/or research in the subject area.
Graduates will be able to take leading roles in public services for children and adults with intellectual and developmental disabilities and issues.
The Tizard Centre is part of the School of Social Policy, Sociology and Social Research (SSPSSR) and has excellent links with health and social care organisations, and other relevant establishments.
The Centre is at the forefront of learning and research in autism, intellectual disability and community care, and in 2013 received a Queen’s Anniversary Prize in recognition of its outstanding work in these areas.
The Centre has excellent links with health and social care organisations, and other relevant establishments. Our primary aims, through research, teaching and consultancy, are:
The Tizard Centre is recognised as leading the field in deinstitutionalisation and community living, challenging behaviour, quality of staff support, sexuality and autism, and has had a significant impact on national policies in these areas. We are committed to addressing issues arising from social inequality.
Teaching includes lectures, guided study using Moodle, with seminars and group exercises to enhance understanding of the underlying concepts. The MSc is awarded for the achievement of 180 credits from taught modules and the successful completion of the dissertation and practical placement.
The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation:
Over 98% of Kent's postgraduate students who graduated in 2016 were in work or further study within six months. Our postgraduate courses provide detailed knowledge of intellectual and developmental disabilities. Graduates will have gained a very good understanding of the matters arising within this population and will be able to analyse and conduct relevant research.
Our postgraduate courses improve employability prospects for both those with established careers and new entrants to the field. Many of our students already work with people with intellectual and developmental disabilities in professional, management or supporting capacities. Our programmes support their continuing professional development and enhance their opportunities for career advancement.
How to apply: https://www.kent.ac.uk/courses/postgraduate/apply/
We offer inspirational teaching and supervision alongside first-class library and IT facilities. You also benefit from our high-impact research in all subjects. Whatever you are looking to study, Kent provides a dynamic and challenging environment for your postgraduate studies.
* of 122 universities, not including specialist institutions