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Masters Degrees (Early Childhood Studies)

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The MA Early Childhood Studies provides an opportunity to engage critically with ideas, theory and research for those with an interest in supporting young children and their families. Read more
The MA Early Childhood Studies provides an opportunity to engage critically with ideas, theory and research for those with an interest in supporting young children and their families. This award encourages critical reflection on diverse social and professional settings that engage with children and families as well as the social structures that support them.

Early Childhood Studies questions the purpose and operation of the systems and structures that support the upbringing of young children. It also explores theories of identity and agency to consider how individuals sit within societies’ structures and expectations. In a time of significant shifts in education, health and welfare services for young children and their families; the ability to apply knowledge and understanding in reflective, responsive and responsible ways to promote values of social justice, are all part of being an engaged and active professional.

The MA in Early Childhood Studies challenges students to think deeply about their own professional contexts and settings as well as the social structures around them. The award draws widely on (inter)disciplinary perspectives that illuminate early childhood in order to think about, and take forward practice.

We encourage applications from practitioners, professionals and leaders who might be working (or volunteering) in a diverse range of roles in education, health, social welfare/care, community, and other settings, and in the public, private, and voluntary or social enterprise sectors. We aim for an inter- and multi-professional student group on the award for the cross-fertilisation of knowledge, experience and expertise that can be brought to bear, and as it reflects complex challenges in practice and collaborative imperatives.

This award is part of the Manchester Met Faculty of Education postgraduate Professional Development Programme.

About the Course

MA Early Childhood Studies is designed to inform a wide range of professionals in inter and multi-professional settings, in education and related health and social welfare/care. The course encourages students to explore and develop their thinking about the nature of young children, their social worlds as well as the social, political and professional structures that surround these.

Assessment details

Assessment is by coursework for each unit and a full assignment brief is available for each unit. Assessment tasks always allow you to pursue your own thinking and interests within the parameters of the unit and award. Formative feedback is available and built in for every unit.

For taught units (30 credits) the assessment is 5000 words equivalent. The final (60 credit) dissertation is 12-14,000 words.

Accreditation of Prior Experiential Learning (APEL) is possible for some credits on this award and with the agreement of the Award Lead on your route through the award. Award of a PGCE recently (within the previous five years) allows advanced standing on the programme up to 60 credits; waiver of some credits may also be possible (under the Manchester Met Accreditation of Prior Learning Policy) if you have a recent or relevant certificated award at Level 7.

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This programme enables you to develop an in-depth knowledge of early childhood studies and to engage critically with issues and developments in the field, in order to enhance your own learning. Read more
This programme enables you to develop an in-depth knowledge of early childhood studies and to engage critically with issues and developments in the field, in order to enhance your own learning. The programme facilitates advanced understanding of early childhood studies from national and international perspectives. Our flexible study timetable allows you to study full-time or part-time to suit your personal and professional circumstances.

Career opportunities are extensive and diverse. An MA Early Childhood Studies degree may lead to employment opportunities in the private, public and voluntary sectors. Potential career roles include manager of an early years setting or within children’s charities; childcare adviser; and other senior posts in the early childhood field. The award and work undertaken can contribute to academic progression towards a PhD or professional development and the opportunity of subject specialism in the field.

Students are supported through personal, individual and module tutorials. All students will also be assigned a personal tutor who will support them throughout their study. For the final dissertation, students will be supported by a supervisor with the relevant specialist knowledge. The programme permits students to study flexibly, full-time or part-time. Students can accumulate credits over a period to suit their personal and professional circumstance

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You follow this specialist route if you are a practitioner working or intending to work in the early years sector. You draw on your own personal and professional experience, practice and interests to explore an area of early childhood studies that is particularly relevant to you and your career development. Read more
You follow this specialist route if you are a practitioner working or intending to work in the early years sector. You draw on your own personal and professional experience, practice and interests to explore an area of early childhood studies that is particularly relevant to you and your career development. If you have previously studied this area at undergraduate level, you can build on the knowledge you have already gained.

Course details

This MA has a full-time and a part-time route. Both routes have taught sessions which are scheduled to enable working professionals to attend. You study 180 level 7 credits made up of four modules plus a final dissertation.

The core modules enable you to update your knowledge and skills and give you the opportunity to reflect on your professional practice whilst developing your understanding of theoretical models and current debates. There is a strong emphasis on the application of your studies to your professional context.

You study two modules; Using the Literature to Inform Educational Research and the Dissertation. You choose your topics which should be around current debates and issues in early childhood studies.

What you study

This MA has a full-time and a part-time route. Both routes have taught sessions which are scheduled to enable working professionals to attend. You study 180 level 7 credits made up of four modules plus a final dissertation. The core modules enable you to update your knowledge and skills and give you the opportunity to reflect on your professional practice whilst developing your understanding of theoretical models and current debates. There is a strong emphasis on the application of your studies to your professional context.
You study two modules; Using the Literature to Inform Educational Research and the Dissertation. You choose your topics which should be around current debates and issues in early childhood studies.

Core modules
-Combining Professional and Academic Practice
-Contextualising Education
-Dissertation
-Educational Research: Practice and Planning
-Using the Literature to Inform Educational Research

Modules offered may vary.

Teaching

You share experiences and perspectives on aspects of practice. You study with students from other programmes who are from a variety of educational settings and backgrounds – this sharing gives you the opportunity to develop a systematic and critical understanding of the breadth and depth of knowledge in educational research and practice. You can develop a sense of belonging to the programme while being able to discuss and explore your own area of interest.

Peer-led discussion on research and practice issues raised in sessions provides the opportunity for interprofessional discussion and debate, and the opportunity to consider relevant issues from the perspective of other professional educational groups which supports you to integrate and synthesise a diverse range of knowledge. You share taught sessions with the Education Doctorate, enhancing the range and type of discussions held within sessions as well as encouraging you to consider your progression after the programme.

Staff have a wide range of educational backgrounds and specialist interests to support for your cross-disciplinary interests and multi-agency working. Another important element is how we support your transition to studying at level 7. You are offered academic support to help you understand the requirements of master’s level study; to develop your skills in academic writing and referencing, critical thinking and critical writing; and in the key IT skills such as literature searching. The assessment allows you to reflect on your own practice and context, and produce assessed work that benefits your working context. Student feedback on the programme has consistently highlighted the level of support from the staff as a major contributor to their success.

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Early Childhood Studies at Roehampton is committed to babies and young children as people with agency and unique capacities, and to their overall wellbeing from the prenatal period. Read more

Summary

Early Childhood Studies at Roehampton is committed to babies and young children as people with agency and unique capacities, and to their overall wellbeing from the prenatal period.

The postgraduate programme draws on Froebel’s understanding of the transformative power of young children’s play on their thinking, and the crucial way that adults can either seek to assist or control young children’s intrinsic creativity. In adults’ interactions with children, however, Froebel recognised the profound influence of the community and social context.

The syllabus is underpinned by an awareness of the influence of these social, cultural and political contexts on young children’s lives, and of the roots and structures of inequality that arise from these issues. The programme will strengthen your awareness and understanding of these influences and explore how you take account of them in action. In these respects, the programme also draws inspiration from the work of Paulo Freire, the radical and pioneering educator.

The teaching is informed by active research and scholarship in early years policy and practice, as well as leading research into young children’s well-being, thinking and understanding. There is a deep commitment to working in partnership with families and communities and to the development of students’ professionalism, advocacy and leadership.

The programme is relevant, engaging and of professional and personal value for a variety of roles within the early years sector. For those working directly with young children, engagement with the course content will provide a platform for continuing professional development and career progression, while for those involved in early years policy or research, the course offers an opportunity to engage with up current thinking in a broad range of issues.

Content

Students will first look at babies' and children’s capacity for play, how they think, and how they communicate their ideas and emotions though a variety of ‘languages’ such as talk, mark-making, drawing, construction, movement, music and dance. This is studied from a variety of theoretical perspectives, critically looking at the values and assumptions underpinning these views.

There is special focus on Froebel’s legacy in early childhood practice and other key pioneers in the child-centred tradition, which embodies advocacy and respect for children and their families. You will gain an understanding of the political nature of this work, learn advocacy skills for the well-being of young children and their families and develop effective leadership and collaboration techniques across disciplines in the field of early childhood. Alongside modules going deeper into young children’s emotions and well-being, students will learn skills for undertaking their own social and educational research. These skills will be put into practice with an extended in-depth research-based project, critically enquiring into an identified social or educational problem.

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This distance-learning programme is designed for professionals working within the early childhood workforce, including those who may not be working directly with children but are involved in developing the early childhood workforce, such as further education lecturers and local authority advisors. Read more
This distance-learning programme is designed for professionals working within the early childhood workforce, including those who may not be working directly with children but are involved in developing the early childhood workforce, such as further education lecturers and local authority advisors.

More about this course

This course is a high quality, contemporary and coherent programme that has been designed to meet the needs of professionals working within the early childhood workforce.

The MA offers you an opportunity to advance your knowledge, understanding and professional practice through engagement with current research and thinking in early childhood. It also involves a reflection on and analysis of your own professional practice. A commitment to equality, diversity, social justice and advocacy are themes central to this programme.

The course is delivered by distance learning using an interactive online platform and individual academic support from tutors. As well as academic content the interactive online platform includes podcasts, video, online discussions and links to identified reading – either as scanned chapters or through access to our wide range of online books and academic journals.

The early childhood studies team has a long history of developing accessible study for the early childhood workforce. London Met was one of the first universities to offer an undergraduate programme designed for those working within the early childhood workforce – both as a face-to-face and distance learning programme.

The course is underpinned by the following aims to:
-Develop a detailed understanding of current research and thinking in the field of early childhood
-Continuously appraise research and theory and reflect on its impact on early childhood provision and practice with an emphasis on students’ own professional practice
-Develop a sophisticated understanding of the historical, economic, social, cultural and political contexts which impact on the lives of young children and their families
-Develop a comprehensive understanding of and commitment to issues of equality and diversity, social justice and advocacy in relation to the field of early childhood

You are assessed through coursework as well as a dissertation.

Modular structure

The modules listed below are for the academic year 2016/17 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.

Year 1 modules include:
-Contemporary Issues in Early Childhood (core, 30 credits)
-Distinctive Approaches in Early Childhood Education and Care (core, 30 credits)
-Research Methods and the Dissertation (core, 60 credits)
-Creativity in Early Childhood (option, 30 credits)
-Equality and Inclusion in Early Childhood (option, 30 credits)
-Foundations of Being (option, 30 credits)

After the course

Career opportunities and potential continuing professional development include:
-Advisers to local and national government
-Further and higher education tutors
-Leadership roles within early childhood
-Doctoral research

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

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If you're looking to develop your career within the specialist field of early childhood education, then this course could be for you.You'll have the opportunity to focus on current issues faced by early year professionals and you'll study early years education in international contexts. Read more
If you're looking to develop your career within the specialist field of early childhood education, then this course could be for you.You'll have the opportunity to focus on current issues faced by early year professionals and you'll study early years education in international contexts. Themes include children's rights, sociology of childhood, psychological perspectives on childhood and international approaches to early years education. The course can be tailored to suit you to help ensure your knowledge and academic skills progress throughout the course.

The course combines knowledge about practical aspects of the early years curriculum with the opportunity to bring a theoretical understanding to help to deepen and challenge your thinking.

You'll be taught by an outstanding team of teachers; in fact we've been ranked in the top five in the Guardian Guide for Education for the sixth year running. You'll also have access to our extensive professional and academic network which feeds directly into course design and delivery and to excellent facilities and specialist equipment.

Titles of work undertaken by students on this course have included:

• Understanding Nigerian Educators' Perceptions of Child Voice and its impact on practice

• Early Childhood Care and Education: the future for sustainable development in sub-Saharan Africa

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The PGCE Early Childhood Education with recommendation for Early Years Teacher Status is funded by the National College for Teaching and Leadership (NCTL) for the Initial Teacher Training for specialist early years teachers (birth to five years). Read more
The PGCE Early Childhood Education with recommendation for Early Years Teacher Status is funded by the National College for Teaching and Leadership (NCTL) for the Initial Teacher Training for specialist early years teachers (birth to five years).

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/early-childhood-education-with-early-years-teacher-status.aspx

Course detail

There are two routes for this course. The Graduate Entry (Mainstream) and the Graduate Entry (Employment Based).

The Graduate Entry (Mainstream) is a twelve month, full-time course suitable for high calibre graduates who have limited experience of working with children from birth to five, but who are looking to pursue a career working in early years.

On this pathway you will work for some periods of the week in a minimum of two placements, undertake a number of PGCE modules and attend Early Years Teacher Status professional study days.

The Graduate Entry (Employment Based) pathway is suitable for graduates working in an early years setting or who require training and further experience to demonstrate the Teachers’ Standards (Early Years), or for newly recruited graduates in an early years setting who need to undertake early years ITT through an employment based route.

Suitability

This postgraduate route into teaching is a credible career choice for students wishing to pursue specialisation and expertise as a teacher with children from birth to five years.

Content

All PGCE pathways cover three main areas: Curriculum Studies, Professional Studies and Enhanced Studies. The Early Childhood Education pathway is designed to complement professional practice and the academic study should be informed by and inform practice.

In Curriculum Studies modules and taught days, you will develop your understanding and knowledge of the Early Years Foundation Stage curriculum, pedagogy and resources to support the teaching.

As you progress through your studies and can apply your learning to practical teaching situations, you will be introduced to a wider range of critical perspectives on teaching and learning in the early years. You will be expected to apply that critical reflection to your own teaching.

In Professional Studies modules and taught days, you will learn about broader aspects of education and the early years, its role in society and communities and how education policy and practice has an impact on schools. Key principles and values in early years education will be explored as you develop your own theories of education and reflect critically on others.

In the Enhanced Studies module and taught days, you will have the opportunity to choose a particular aspect of early years education and to study that in greater depth. Your learning in this context will enable you to reflect more strongly and critically on your own emerging identity as an early years teacher.

On completion of the course you will be awarded your Early Years Teacher Status from the National College of Teaching and Leadership. The Early Years Teacher Status is subject to the relevant standards and requirements set out by the Department for Education which are subject to change.

Format

You can expect to receive 50 hours academic direction for each module in a university taught session. The range of learning and teaching strategies is a central component of the design and planning of the PGCE Early Childhood Education pathway on the ITE course.

There is an expectation of 150 hours practice learning and independent study to support your individual and collaborative learning. We will use of a range of ways of engaging you in critical debate and discussion during taught sessions, including talk partners, small group discussion and micro-teaching, while enhancing the experience with practical, creative and active learning.

The Graduate Entry (Mainstream) students on this course are required to be in placement for 120 days. These placements are linked to two credit bearing modules and will contain the assessment process for the recommendation of the award of Early Years Teacher Status. The placements will be in settings for children from birth to five years and will be sourced by the Partnership Team in line with the University placement procedures and processes.

Students studying on the employment pathway (Graduate Entry Employment Based) will be able to use their current employment as their base location in addition to contrasting placements to meet the requirements of the course. On commencing the course they will complete a needs analysis with tutors so that gaps in their knowledge, skills and experience can be highlighted; in this way additional placements will be arranged to ensure these students can cover the breadth of the 0-5 years subject area.

Assessment

Early Childhood Education PGCE pathway students who opt for the PGCE modules (either as a whole or for separate Masters level modules) will be assessed in two main ways – via academic assignments and via assessment of your teaching.

You will submit academic assignments for 20 credits in curriculum, professional and enhanced studies. Each submission will include a written element, but you may also be assessed via presentation or practical performance as relevant to your subject or chosen options. You can achieve up to 60 Masters (Level 7) credits (except in the PGCE Modular pathway which offers up to 40 Masters (Level 7) credits.)

What can I do next?

On successful completion students will be awarded a Postgraduate Certificate in Education with Early Years Teacher Status. Students may have already achieved 60 Masters level credits and may wish to continue studies by applying for the MA Early Childhood Education.

How to apply

For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx

Funding

-Masters Loans-

From 2016/17 government loans of up to £10,000 are available for postgraduate Masters study. The loans will be paid directly to students by the Student Loans Company and will be subject to both personal and course eligibility criteria.

For more information available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/funding-your-postgraduate-degree.aspx

-2017/18 Entry Financial Support-

Information on alternative funding sources is available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/2017-18-entry-financial-support.aspx

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The University of Northampton has a long standing reputation for high quality teaching and research, and is passionate about transforming the lives of children and young people in the UK and internationally. Read more
The University of Northampton has a long standing reputation for high quality teaching and research, and is passionate about transforming the lives of children and young people in the UK and internationally.

With its thriving community of practice, Early Years at the University of Northampton has established a well-earned national and international reputation. Our tutors have all worked in health, education or social care practice and are experts in their respective disciplines within the early years’ field: the combination of our expertise is the strength of our teaching team which offers our students far more than the sum of our parts.

Our MA Education Early Years Pathway offers opportunities for graduates who work in early years to extend their knowledge, understanding and skills in ways that are ‘…inspiring and eye opening: it will change the way you think’ (MA Education Early Years Pathway student). ‘Challenge, inspiration, professional and personal growth are guaranteed through critical engagement with contemporary inter-disciplinary issues in early childhood education and care’ – Dr. Eunice Lumsden, Head of Early Years.

Course content

The MA Education Early Years Pathway offers Level 7 study to professionals working in the early years field to:
-Critically evaluate the impact of recent legislation and policy on Early Years provision.
-Enhance their knowledge and understanding of children’s development in its widest sense.
-Investigate and critique theoretical perspectives in early childhood and their applications to practice.
-Engage with multi-disciplinary research and literature influencing developments in Early Years policy and practice.
-Critically explore cutting-edge developments in the Early Years field, in the UK and internationally.

Throughout the Early Years MA Pathway, opportunities to engage in deep-level critical reflection with other like-minded professionals and specialist tutors enable our students to gain secure understanding of complex issues in the dynamic and exciting field of Early Years to inform their professional practice.

The MA Education (Early Years) offers a flexible approach through standard or blended approaches. You can either chose to study a full MA degree, or may exit the programme earlier to attain other qualifications:
-Stage one: two M level modules, exit with a Certificate in Postgraduate Studies in Education (Early Years).
-Stage two: two M level modules, exit with a Postgraduate Diploma in Education (Early Years).
-Stage three: Dissertation or Research Thesis, leading to the full MA degree.

Course modules (16/17)

-Research Thesis
-Supporting Parents and Developing Communities
-Promoting Inclusive Practice
-Autism in the Early Years
-Young Children’s Rights and Participation
-Contemporary and international Issues in the Early Years
-Young Children’s Literature, Media and Culture
-Documenting Young Children’s Learning
-Organisational Based Project
-Advanced Practice in Early Childhood Education
-Perspectives on Leadership and Management
-Dissertation
-Research Methods

Methods of Learning

The entire MA involves 140 hours of taught sessions, all of which are taught as interactive sessions involving activities and discussions. This means students will typically attend classes for 6 hours per week if studying full time, although this may vary depending on the modules taken. In addition full-time students will be expected to undertake a further 24 hours per week of private study and research. Part-time students taking the course over 3 years will be expected to do a third of this. You should however be aware that this is not consistently spread across the year and that at some points you may be working considerably more hours in a week. There will also be the chance to attend additional optional sessions and presentations connected to the research undertaken at Faculty of Education and Humanities.

Assessments

The course assessment involves essays, portfolios, presentations, practical projects and small scale studies. Students will complete their final Dissertation or Research Thesis on a topic negotiated with a tutor.

Careers

Typical career opportunities for MA graduates in the Early Years field include:
-Leadership roles in early years and schools.
-Lecturing in further and higher education.
-Research in the field of early years.
-Policy development in the field of early years.

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Early Years Teachers who meet the Teachers’ Standards (Early Years) will be specialists in early childhood development, trained to work with babies and young children from birth to five. Read more
Early Years Teachers who meet the Teachers’ Standards (Early Years) will be specialists in early childhood development, trained to work with babies and young children from birth to five. They will be graduate leaders responsible for organising and leading high quality practice in early years settings.

The University of Northampton is one of the main providers of Early Years Teacher Training (0-5) in the East Midlands. We have over forty years of experience in teacher training, education and research and are committed to inspiring change which transforms the lives of children and young people.

All aspects of The Early Years Teacher Status programmes have been commended by the Quality Assurance Agency for Higher Education in its recent monitoring assessment (November 2014). The University was additionally praised for developing a “post-qualification programme for newly qualified trainees who make a substantial contribution to the trainees’ professional formation”.

Course content

The programme consists of two routes for graduates (GEB and GEM) – both with fees for tuition and assessment covered by government funding.

1. Graduate Employment based (GEB) – part time 9-12 months.

Suitable for experienced early years practitioners who are graduates in paid employment in an early years setting who require training and further experience to demonstrate the Teachers’ Standards (Early Years). They should have either a relevant degree and at least a year’s full time experience of working across most of the age range 0-5 or a non-relevant degree and at least 2 year’s full time experience of working across most of the age range 0-5.

On successful completion, you will be recommended for and awarded Early Years Teacher Status (EYTS). The programme will build on and develop your knowledge and experience gained as an early years practitioner such that you can demonstrate the standards for early years teachers required by the Department for Education and exceed the minimum expectations for each Standard.

The programme covers a range of topics including:
-Child development.
-Safeguarding.
-Diversity.
-Pedagogy.
-Language and literacy.
-Maths and phonics.
-Working with parents.
-Professional development.
-Leading and supporting others.

Assessment

Assessment against the Teachers’ Standards Early Years is continuous. Your teaching, including planning and assessment, is assessed against the Teachers’ Standards (Early Years); there are no formal academic assignments. Employer and partner settings and schools share the responsibility for assessment during the practical teaching.

2. Graduate Entry Mainstream (GEM), PGCE Early Years (EYTS) 0-5 – full time 12 months.

Suitable for graduates from any discipline with little or no experience of working in early years. At least two weeks of experience in an Early Years setting is required.

On successful completion, you will have achieved 60 credits at Masters’ Level (PGCE) and be recommended for and awarded Early Years Teacher Status (EYTS). The programme will build on and develop your knowledge and experience gained as an early years practitioner such that you can demonstrate the professional standards for early years teachers required by the Department for Education and exceed the minimum expectations for each Standard.

You will spend a substantial part of the programme in setting or school-based placements in our partnership settings and schools, which will enable you to develop high levels of competence in practical teaching in a range of educational contexts. There are three assessed setting/school-based placements where you will be assessed against the Professional Standards for Early Years Teachers and submit a Record of Professional Evidence. You will have a trained mentor in each placement and a Personal Academic Tutor at the University to support your professional development.

There are two compulsory modules at Level 7 which are worth 60 credits and can be used to contribute to a full MA in the future. The modules are Teaching, Learning and Assessment and Professional Studies.

Course modules (16/17)

-Professional Studies
-Teaching, Learning and Assessment
-Setting Experience 1, 2 and 3 Early Years (0-5)

Facilities and Special Features

We have a strong reputation for training teachers and our academics are experts in their field. With fully funded places available, you can study free of charge.

All aspects of the Early Years Teacher Status programmes have been commended by the Quality Assurance Agency for Higher Education in its recent monitoring assessment (November 2014). The University was additionally praised for developing a “post-qualification programme for newly qualified trainees who make a substantial contribution to the trainees’ professional formation”.

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Recognise and champion the uniqueness of every child as you take a 'whole child' holistic approach to children, from birth to 18, and their families. Read more
Recognise and champion the uniqueness of every child as you take a 'whole child' holistic approach to children, from birth to 18, and their families. You will have the opportunity to study the theory and practice through two distinct routes Early Years or Children and Young People.

Our interdisciplinary and global approach to study and research reflects a commitment to children's rights, social justice for children, child-centred learning and developing awareness of social divisions in childhood.

The Early Years route explores young children's learning, education and care across multiple settings. The Children and Young People route focuses more closely on critically examining concepts, contexts and intervention across different spheres of childhood. Both routes emphasise children and young people as social actors with rights and entitlements, according to their particular cultural and social differences.

We're committed to children's rights, social justice for children, child-centred learning and developing awareness of social divisions in childhood, and these themes are at the heart of this course, forming the basis of your study and research.

- Research Excellence Framework 2014: twice as many of our staff - 220 - were entered into the research assessment for 2014 compared to the number entered in 2008

Visit the website http://courses.leedsbeckett.ac.uk/childhoodearlyyears_ma

Mature Applicants

Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu.

If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website (http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning.htm).

Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements.

Careers

This course is ideal if you work - or you aspire to work - in early years settings, therapeutic services, youth work, criminal justice service, play-work, child health, teaching, social work or related children's services. The education graduate job market is competitive and a postgraduate qualification in childhood studies and early years is designed to give you an edge.

- Early Years Advisor
- Nursery Co-ordinator
- Children's Charity Worker
- Social Worker

Careers advice:
The dedicated Jobs and Careers team offers expert advice and a host of resources to help you choose and gain employment. Whether you're in your first or final year, you can speak to members of staff from our Careers Office who can offer you advice from writing a CV to searching for jobs.

Visit the careers site - https://www.leedsbeckett.ac.uk/employability/jobs-careers-support.htm

Course Benefits

You can study this course over one, two or three years. It's delivered through day, evening and Saturday sessions or via distance learning to fit around your working pattern.

This course is valuable if you want to explore contemporary issues about children's and young people's social, political, cultural and educational lives in a global context. We have students from a variety of professional backgrounds on the course which encourages a significant number of valid and relevant perspectives in class discussions. We also draw ideas from a great variety of academic disciplines including history, geography philosophy, psychology, sociology and anthropology. All of these things mean that you will come away from your course with a broader and more developed view of the sector and what children and young people need today.

Howard Stones

Senior Lecturer in the School of Education

"Our course provides you with the theories, concepts, knowledge and skills to explore children's lives in a global context. This academic course will appeal to anyone who is interested in studying, or working with, children from birth to eighteen."

Howard taught secondary school physics and mathematics for ten years. Subsequently, he has worked on photographic and drama projects with young people before moving to higher education to lecture in community studies, managing change in community, applied criminal justice and childhood.

Facilities

- Online library
Global access to Leeds Beckett's extensive online library, with over 100,000 electronic journals, books and databases to supercharge your study.

- Dedicated Support Team
A highly-skilled and dedicated support team whose job is to work with you through every step of your online learning.

- Virtual Learning Environment
A Virtual Learning Environment that?s easy to use and available whenever and wherever you are.

Find out how to apply here - http://www.leedsbeckett.ac.uk/postgraduate/how-to-apply/

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Humber’s Early Childhood Education – Advanced Studies in Special Needs graduate certificate program offers a unique opportunity to pursue an exciting and challenging career working with children with special needs and their families. Read more
Humber’s Early Childhood Education – Advanced Studies in Special Needs graduate certificate program offers a unique opportunity to pursue an exciting and challenging career working with children with special needs and their families. Through our practical, skill-based curriculum, you will develop many valuable skills, including how to:

• consult and collaborate interprofessionally with a team of early childhood educators, professionals and families to facilitate inclusion
• advocate and facilitate community outreach for children and their families
• observe, assess and implement using a variety of tools and techniques that support children’s development
• conduct independent research in a chosen area of interest
• plan and deliver professional development activities
• cultivate reflective practice skills for the purpose of self and professional development.

Course detail

Upon successful completion of the program, a graduate will:

• Apply the principle of normalization and critically evaluate its implications to the field of special needs.
• Develop and implement individualized program plans, which include long and short term goal setting, methodology, data collection, and evaluation.
• Plan and implement developmentally appropriate activities to enhance large motor, fine motor, speech-language, social, emotional, cognitive, and self-help abilities from infancy to adulthood.
• Demonstrate the ability to transfer the knowledge gained from theory in order to plan, implement and evaluate individualized program plans for home visits, classroom placements, and other field related practicum.
• Demonstrate effective written and oral communication skills in the daily interaction with families and allied professionals.
• Outline the responsibilities a teacher has when working with a family with a child with special needs.
• Demonstrate a professional and supportive role for parents of a child with special needs through assisting them to complete administrative tasks, communicate with professionals and by facilitating their involvement in special needs programs.
• Research the legislation and possible funding sources available to people with special needs and their families and make appropriate suggestions.
• Advocate and facilitate community outreach for children with special needs and their families.
• Develop his or her own personal philosophical approach for teaching children with special needs utilizing a theoretical and practical foundation in assessment, program planning, implementation and evaluation.
• Fulfil the role of the teacher in direct and indirect service delivery by assessing special needs, making referrals, analyzing assessment reports, planning individualized program plans and acting as a liaison between home, school and various agencies.
• Develop a self-directed learning contract and independently conduct research on a chosen area of focus.

Modules

Semester 1
• ECAS 5001: Effective Resource Teamwork
• ECAS 5002: Adapting Curriculum 1
• ECAS 5003: Field Practice 1
• ECAS 5004: Family Centred Practices
• ECAS 5005: Programming: Consultation and Collaboration
• ECAS 5006: Field Seminar 1
• ECAS 5016: Perspectives in Special Needs

Semester 2
• ECAS 5500: Advocacy and Community Resource
• ECAS 5501: Consultation and Case Management
• ECAS 5502: Independent Research Study
• ECAS 5503: Adapting Curriculum 2
• ECAS 5504: Resource Strategies for Special Needs
• ECAS 5506: Field Seminar 2
• ECAS 5509: Field Practice 2

Work Placement

You will be required to complete approximately 400 field placement hours within the two semesters. Placements are assigned by faculty. During that time, you may be assigned a placement in community based/government services and agencies such as a treatment centre, hospital, mental health agency, child-care centre or community association. You may have a full year placement, which allows you to become fully immersed in the agency or a different placement each semester, which ensures a variety of experiences. Each semester offers a block week for an intensive opportunity at your placement site.

International applicants are encouraged to also visit international.humber.ca to review additional requirements. Upon enrolment, international students are also required to obtain a co-op work permit in order to attend placement.

Your Career

Early learning experiences help shape children’s development and set the stage for them to be healthy, happy, productive adults. Some economists estimate that for every $1 spent on programs for children, there is a $2 social and economic benefit to Canada. Children with physical, intellectual, social and emotional challenges benefit significantly from early intervention and inclusive programming. Graduates enter employment ready to collaboratively support children with special needs and their families, applying the extensive knowledge and skills gained in the program.

Our graduates work with children with special needs and their families in both community based and government services and agencies, and have secured employment as:

• resource consultants
• early interventionists
• early childhood resource teachers
• teacher therapists
• community consultants
• resource support professionals
• educational assistants
• home support/respite workers
• early years’ specialists
• outreach workers
• intensive behaviour interventionists
• communicative assistants and infant development workers.

How to apply

Click here to apply: http://humber.ca/admissions/how-apply.html

Funding

For information on funding, please use the following link: http://humber.ca/admissions/financial-aid.html

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This course is designed for graduates with limited experience of working with children aged 0-5 years. Your studies are based around extended placements in at least two different early years settings to give you the confidence, skills and experience to work across the 0-5 age range. Read more

This course is designed for graduates with limited experience of working with children aged 0-5 years. Your studies are based around extended placements in at least two different early years settings to give you the confidence, skills and experience to work across the 0-5 age range.

Alongside this practical experience you attend taught sessions which provide you with theoretical knowledge of child development, pedagogy and the key areas of early years foundation stage (EYFS). You also gain knowledge and understanding of transition issues, including children's progress through Key Stages 1 and 2.

Supported by experienced workplace mentors during your placement, you develop your knowledge and professional skills in key areas including

  • the observation and assessment of young children's development
  • children's development and learning through play
  • children's participation and inclusion
  • collaborative working with parents and carers
  • the leadership of staff teams

During your training you also gain skills in teaching early literacy, including reading, and mathematics, including numeracy.

Throughout the course you are supported to develop a range of relevant academic and professional skills at graduate and postgraduate level. This enhances your career potential and opens up future opportunities for higher level posts within early years services.

Professional recognition

By meeting the standards for Early Years Teacher Status, you are recognised as an Early Years Teacher (0-5) with EYTS by the http://www.nationalcollege.org.uk/index" target="_blank">National College of Teaching and Leadership.

Course content

Key areas include

  • child development for babies, toddlers and young children
  • the Early Years Foundation Stage
  • play in early childhood
  • working with families
  • leadership
  • working across professional boundaries.

During the course you complete two assessed teaching practice placements in different early years settings.

Assessment

  • coursework
  • assessed practice
  • professional development portfolio

Employability

This course prepares you for roles including • early years teacher • senior early years practitioner • children's centre teacher • nursery manager.

Previous students have gained employment as early years teachers in private nurseries, preschools and children's centres, working with children and their families.

Early career roles are often practice based but involve some form of leadership such as a room leader, EYT leading practice across a setting or SENCO co-ordinating provision for children with special education needs. Students have also gained practitioner roles in schools, working with young children aged 2 - 5.

There are developing opportunities as schools extend provision to two-year-olds. Early career salaries on graduation vary across the early years sector, starting at around £16,000 going up to £24,000.

Some graduates take up teaching roles in further education, with salaries starting at £25,000. Others continue their academic and professional development at masters level.



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This is a new postgraduate qualification designed for those supporting young children’s literacy. It provides ideal training and staff development to improve delivery of the Literacy Framework, up skill practitioners and raise children’s literacy standards. Read more
This is a new postgraduate qualification designed for those supporting young children’s literacy. It provides ideal training and staff development to improve delivery of the Literacy Framework, up skill practitioners and raise children’s literacy standards. The awards of Postgraduate Diploma and MA are both available.

Course Overview

The degree is delivered so that students can integrate work commitments and study. The course combines face to face delivery at the University with independent study by the student from home. Lectures/ workshops are delivered as twilight / evening sessions or on the weekend. The course also uses blended learning where students use online resources provided by the tutors to complement and extend classroom learning.

Themes explored during the degree ensure that the content is multidisciplinary and cross-curricular and include:
-Emergent literacy
-The role of the environment and adults to enhance literacy
-Technology and early literacy
-Literacy and inclusion

The modules studied provide opportunities to develop high level research skills as well as to reflect on, analyse and evaluate current practice and theory within the field of early literacy.

The course also reflects the principles of the United Nations Convention on the Rights of the Child with a strong emphasis on children’s wellbeing, equity, inclusion, respect, the right to make decisions and the right to have access to play. These principles also have close links to the aims of the Foundations Phase Framework.

The programme provides a detailed overview of early literacy and students will be encouraged to take a critical approach to research and theories within this field. The role of adults and the environment in early literacy will be debated and explored, and students are encouraged to share and reflect on their own experience and practice.

The course is designed to allow students to gain the confidence to explore alternative theories and methodologies to support their own work with children. Students on the course are also encouraged to focus on young children as powerful and competent learners and to recognise that lifelong literacy is significantly influenced by literacy experiences during very early childhood.

Modules

During the Postgraduate Diploma students will study modules linked to:
-Research in a Changing World
-Alternative Literacies
-Early Literacy History, Research and Policy
-Literate Environments

Students completing the MA will also be required to complete a research based dissertation within the field of early childhood literacy.

Key Features

This is an ideal qualification for teachers, LSAs, nursery personnel, child-minders, lecturers and course providers, Flying Start personnel and anyone interested in supporting children’s early literacy.

The course has been designed by the School of Early Childhood to support professionals develop and raise literacy standards and to deliver the Literacy Framework effectively. However the multidisciplinary and cross-curricular nature of the course as well as the strong emphasis on reflection, evaluation, analysis and research provide students with important transferable skills.

The degree’s focus on undertaking research, academic writing skills and oral presentation skills also allow students to develop skills which are sought by employers and are transferable to several different career situations

The course is delivered by tutors who have extensive experience of working with young children in a range of early childhood settings and who also have delivered postgraduate training and qualifications successfully for several years.

Assessment

The assignments are varied and designed to assess a range of different skills including critical reflection, evaluation and analysis. Assessments are designed to develop students’ practical and independent research skills where students feel confident to link issues relevant to young children’s learning within a theoretical academic context.

Assessment includes both written tasks as well as opportunities to develop oral skills during seminar presentations.

Those who wish to pursue the MA in Early Literacy will complete as research dissertation during the second part of their studies which provides an opportunity to undertake a significant piece of research in an area related to early literacy. Students will be supported during the process with individual supervision from an experienced member of academic staff.

Career Opportunities

The early literacy focus of this course allows students to demonstrate to employers and expertise in an area currently the focus of government education initiatives. It can also help people who wish to specialise further within the early year’s sector. Developing an expertise within literacy can support students to take advantage of promotion opportunities or new responsibilities within their current employment.

The degree also focuses on developing students’ research skills, written and oral communication skills as well providing students with excellent time management and organisation skills. These are all skills which are highly sought after by a variety of diverse employers, and thus skills gained during the degree are transferable to different career pathways.

The School of Early Childhood works closely with employers and has developed an employer forum with local employers. The forum meets regularly and helps the lecturing team ensure that the content of the degree supports the types of skills and experiences required of graduates when applying for work.

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The PGCE Early Years Teacher Status part-time programme is for you if you are currently working in the early years sector, have an undergraduate degree in a related subject, and wish to gain Early Years Teacher Status. Read more
The PGCE Early Years Teacher Status part-time programme is for you if you are currently working in the early years sector, have an undergraduate degree in a related subject, and wish to gain Early Years Teacher Status.

You will need permission from your employer to be released for study, and to attend placements as necessary.

As an early years teacher, you can play an essential role in children's development, providing high-quality early education. This Early Years Teacher Status programme will teach you how to use your knowledge and skills to ensure all children have access to high standards of learning. It is awarded to graduates who have been judged to have met all of the Teachers' Standards (Early Years) in practice from birth to five years old.

The Teachers' Standards (Early Years) support the training, assessment and award of EYTS. Funding is available from the National College for Teaching and Leadership (NCTL). Your course fees will be covered by an NCTL grant and your employer will receive up to £7,000 to cover your release.

The Department of Education & Community Studies has strong partnerships with education providers and other early years settings and we will support you in finding suitable local placements.

The aims of the programme are:

- To develop your professional practice with children from birth - five years
- To develop your leadership skills in the early years
- To support and lead reflective practice and quality provision in early years.

Visit the website http://www2.gre.ac.uk/study/courses/pg/eduge/eyts

Education - General

Our programmes in education benefit post graduate professionals and researchers from a wide range of backgrounds. Focus on independent research. Or combine taught coursework with a supervised thesis. You can tailor your programme to suit your own interests and ambitions.

What you'll study

Part time
- Year 1:
Students are required to study the following compulsory courses.

The Child's Lived Experience: Developing Confident Learners (30 credits)
Leadership and Management in Early Years: Working in a Multi Professional Context (30 credits)
Early Years Teacher Status Portfolio of Practice (30 credits)

Fees and finance

Your time at university should be enjoyable and rewarding, and it is important that it is not spoilt by unnecessary financial worries. We recommend that you spend time planning your finances, both before coming to university and while you are here. We can offer advice on living costs and budgeting, as well as on awards, allowances and loans.

Assessment

The programme is assessed in a variety of ways, including reports, essays, presentations and practical performance.

Professional recognition

This programme is accredited through the National College for Teaching and Leadership (NCTL). Early Years Teacher Status is awarded when all the early years teaching standards have been judged to be met. This award does not lead to Qualified Teacher Status.

Career options

Early years specialists with Early Years Teacher Status can aspire to become leaders of practice in early years settings.

Find out how to apply here - http://www2.gre.ac.uk/study/apply

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The course aims to be a forum for sharing experience and developing knowledge of child development, the early years curriculum and the particular challenges of leadership in an early years context. Read more
The course aims to be a forum for sharing experience and developing knowledge of child development, the early years curriculum and the particular challenges of leadership in an early years context. It is designed for early years professionals and managers.

See the website http://www.brookes.ac.uk/courses/postgraduate/pgcert-education-early-childhood/

Why choose this course?

- The course is designed, in conjunction with Oxfordshire Local Authority, to provide an opportunity for practitioners to update themselves on the latest research on child development, early years policy and practice.

- It provides a forum for discussion and the sharing of practice in relation to key areas of development and change.

- We work in close partnership with schools, nurseries, children's centres and other early years settings across Oxfordshire and Buckinghamshire.

- The School of Education at Oxford Brookes is a focal point for lively, informed debate on education through its seminar and lecture programmes.

Teaching and learning

The teaching and learning methods used on the programme are designed to promote constructive and critical reflection on practice and a range of theoretical and research issues.

Lectures, seminars and workshops provide the format for the timetabled sessions but the modules are structured to ensure students have the opportunities to draw on the knowledge and experience of each other.

Approach to assessment

Each module has an assignment of approximately 4,000 words.

An example of an indicative assessment is a report on an observational study of children working on a particular activity / experience, focusing on a selected child-development theme.

How this course helps you develop

The course will develop your knowledge of the main areas of early years practice. You will also learn from working with other students who have a wide range of experience in different types of early years settings.

Careers

This course is designed to support you in applying for roles in early years settings and can also be used as credit to build towards a full MA Childhood and Youth Studies or Education. Completion of the course shows a commitment to professional development in the early years sector and can lead to improved promotion prospects.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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