Masters Degrees in Childcare, Ireland

There is a separate entry on admission to the P.Grad.Dip. in Child Protection and Welfare.

Students interested in registering for the M.Sc. programme must initially register for the Postgraduate Diploma (see separate entry under Postgraduate Diplomas). Admission to the second year of this two-year part-time in-service M.Sc. programme is confined to candidates who achieve an upper second-class grade in the Postgraduate Diploma and whose research proposal for their M.Sc. dissertation is accepted. The second year comprises a series of lectures/seminars on organisational change and development, evaluation research methodology and related issues, entailing attendance at College approximately two days per month over the academic year. There is also regular contact with the student's assigned academic supervisor.

Please note there is no online application. Applicants must submit a M.Sc. Dissertation Research Proposal to Laura Cusack [email protected]

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There is a separate entry on admission to the M.Sc. in Child Protection and Welfare.

The programme is run on an in-service basis over one academic year, entailing attendance at an induction course and nine block weeks in Trinity College as well as the completion of course-related assignments in the workplace. The multidisciplinary in-take comprises experienced and senior personnel from a range of relevant disciplines, for example, social work, public health nursing, education, community based and residential child care, psychology, An Garda Siochana, youth and project work. The course is designed to strengthen the capacity of the health, social service, education and criminal justice systems to identify and respond to the needs of vulnerable and abused children and their families. It is organised in close collaboration with the Department of Health and Children and the Health Services Executive. Candidates who successfully complete the Diploma course and meet the eligibility criteria for the M.Sc. in Child Protection and Welfare (see earlier entry under Taught Masters Programmes) may proceed to a second year to complete the Masters course.

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• To identify and critique how positive relationships with children in the EY are supported and nurtured
• To identify good practice and make recommendations arising out of the project findings.

Methodology proposed

• Identify & critique relevant literature
• Survey
• Interviews with pedagogical leaders, managers, key workers and parents
• Focus groups
• Observation of key worker interactions (with relevant ethical approval)

Expected outcomes: (e.g. deliverables & strategic impacts)

Custom and practice in early years’ settings has tended to place the practitioner as educational manager or carer of a small group of children. The key person approach seeks to create a triangle of trust that the educator and parents build to support the child in the EY setting. (Elfer, 2007)

In line with our Strategic Plan (2014-18) this project has the potential of serving the local Early Years community by identifying good local practice. Dissemination of the recommendations and the outcomes could for the basis for critical reflective engagement CPD opportunities to be hosted by the Department.

This research project will also increase the research profile of the Dept. and contribute to the newly validated Master of Arts in Leadership in Early Childhood Education and Care.

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