MA Early Childhood Studies (Part time)

The MA Early Childhood Studies degree has been developed to meet the needs of a diverse group including early years practitioners, teachers, local authority advisors and Children’s Services advisors.

Responding to significant developments and key debates in Early Childhood Studies this course addresses the challenges of an expanding programme of Children’s Services requiring new ways of working with children and their families. It will also focus on policy initiatives relating to children’s rights, learning, development and care. The course aims to address key questions and debates relating to the social, economic, cultural, technological and global context of contemporary childhood.

The course consists of three taught modules and a dissertation and is offered over 2-4 years, part-time.

Aims

The course is intended:

• to develop pedagogical knowledge and understanding within a context of a range of models of early years practice
• to enable early years professionals to reflect on examples of best practice which they will be able to use to inform the development of local needs within their own particular contexts
• to provide opportunities for students to develop knowledge and understanding of the international perspective and the research base relevant to: curriculum development, educational reform, issues of educational policy and implementation
• provide a diverse, flexible, part-time programme of study which suits individual needs and the constraints imposed by professional work commitments
• to provide opportunities for students to further their professional development and enable them to increase their understanding of management roles and policy development in the early years
• to raise awareness of recent debates and issues in early years
• to develop understanding and experience of a range of research methodologies, techniques and skills, so that research processes and products are seen as integral to professional development
• to develop analytical and critically reflective skills.

Assessment

For assessment purposes, students are required to submit an assignment of 10,000 words or equivalent each year and a dissertation of 20,000 words submitted at the end of the course. Please see the module descriptions for further information.

Period of Study

Year 1: The first module runs over two semesters and starts in October each year.

Year 2: The second module runs over two semesters and starts in November each year. The third module runs in parallel with the second, running either in the first or second semester, depending on the student’s choice. Please see the module descriptions for further information.

Year 3: The final, dissertation module, runs over two semesters and starts in October each year. The dissertation should be submitted by the last working day of the following August.

Programme of Study

Year 1
Compulsory Module: Being a Reflective Early Years Practitioner
Credit Rating 60 credits at Masters Level

Well-qualified early years practitioners are key to raising quality in early years. The module will provide students from a range of early years’ backgrounds with an in-depth knowledge and understanding of principles, practice and the complexities of working in the early years sector in the 21st century. The vocational nature of this module will enable students to lead and support practitioners in implementing the Early Years Foundation Stage (2008) in a range of provision including multi-professional settings.

Specialist input will be provided from professionals in the field to broaden and deepen students’ knowledge and understanding. Students will be encouraged to undertake independent field trips, for example to centres of excellence and early years’ resource bases to ensure experience for broader analysis and reflection.

By the end of the module students will have been expected to demonstrate that they can:

• demonstrate underpinning knowledge and understanding of early years
• practise and model the behaviours they promote to others with children in the Early Years Foundation Stage
• synthesise key elements of effective practice
• lead and support others in practice
• take a creative and constructively critical approach towards innovation
• relate to, and communicate effectively with others
• write analytically and reflect on their own practice.

Students will be required to develop a Professional Development portfolio of evidence, 2,500 words in length, which may incorporate, for example, students’ reflections on research papers, field trips and visiting speakers.

Plus

An assignment of 7,500 words based on an analysis of Key Elements of Effective Practice (KEEP 2005), linked to their own professional practice.

Year 2
Compulsory Module School-based Enquiry - Research Methods in Education
Credit Rating 40 credits at Masters Level

This module will provide sufficient grounding in research methods to enable participants to start researching their own specialist professional practice. Study will be supported by a specialist tutor through the various data collection strategies.

Research Method Programme includes:

• The nature of research - questions, methods and claims
• Data collection methods - observation, interviewing, life histories and questionnaires
• Action research
• The ethics of research and sensitive issues
• Using research literature to inform your study
• Analysing data including basic statistical methods and data-grounded theory
• Writing about research.

Students will submit two assignments. The first 3,000 word assignment which will involve collecting data on a specific aspect of the student’s professional practice is to be submitted in January. For the second 3,000 word assignment students will be asked to review literature on key methodological approaches. This assignment will be submitted in April.

Year 2
Module Two

Optional Modules (students to choose one of the following)
Credit Rating 20 credits at Masters Level

• Creative and Expressive Arts in the Early Years
This module will run in the autumn semester.

The creative arts - including music, movement, dance, dramatic and imaginative play, puppetry, painting, sculpture, modelling and drawing - are a crucial part of early childhood. They allow children to express their ideas and feelings, to make sense of the world in a very practical way, to experience making choices and decisions, promoting dispositions of independence and perseverance. Not only do the arts allow children to express themselves through broadening their imagination, curiosity and exploration, but creative activities can enhance development of children's skills across the Early Years Foundation Stage.

Students will undertake a project with a group of young children taking a holistic approach to music, art, dance and drama. This will be presented to the group for peer review. There will be a 2,000 word written assignment linking theory and practice through reflection and analysis.

• Using ICLT in the Early Years
This module will run in the autumn semester and will encourage students to be confident with the use of technology to support children’s learning, with both the ability to personalise electronic learning resources and to support children’s learning with assistive technology. Students will be encouraged to identify key research themes, recognising benefits and potential dangers of the use of technology in early years settings.

Students will be required to:

• Analyse and synthesise current research gathered from a variety of sources regarding the impact of new technologies on children’s learning and professional practice in early years settings
• Use appropriate technologies to develop personalised learning resources
• Develop and show a critical appreciation of theoretical perspectives that inform the use of technologies evaluated in the light of professional practice.

Students will create an individual resource, personalised to support a need in an early years setting. A presentation to a small group of peers will form part of the final assessment. This will be supported by a report, synthesising research themes, and discussing whether the use of technologies are appropriate in their particular setting, highlighting benefits and potential dangers of the use of technology.

• Leadership and Management in the Early Years
This module will run in the spring semester and is concerned with enhancing the learners’ ability to understand and evaluate processes and techniques for leading and managing people within the early years sector. Effective individuals and teams are essential to the planning, organising, evaluating and monitoring of work with young children, their families and other professionals. This module aims to develop a high level of personal communication skills as a basis for good leadership and management in relation to the student's work as team leader and as a team member to ensure appropriate and effective provision for young children.

Students will be able to discuss leadership styles, and their appropriateness and effectiveness in the early years sector. There will be an underlying theme of self-analysis and positive self-criticism within the work based context.

Students will submit a critical analysis of how an aspect of change could be planned for, implemented and managed in the early years environment. Reflection on the impact of this change on themselves and other staff members will be included, evidencing an understanding of their own interpersonal communication skills.

• Contemporary Issues in the Early Years
This module will run in the spring semester each year and will explore a range of issues that are relevant to practitioners working in the early years sector. It will provide an opportunity to focus on an issue of interest to an individual and may inform the focus of their dissertation.

Students will select an issue of interest to them and will be asked to:

• present to a small group of peers on the topic of their choosing
• write a paper to accompany the presentation

Year 3
The Dissertation
Credit Rating 60 credits at Masters Level

The dissertation of 20,000 words will be undertaken during semesters one and two. Students will receive individual tutorial support from a supervisor during the planning and writing of the dissertation.

Course Organiser:Mrs. Gillian Preece

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Entry Requirements Entry Requirement

Applications are invited from those involved in early years education or who have substantial practical experience in education. A first degree is normally required for entry to the programme although application for concessional entry based on other qualifications and/or experience may be considered.

Applicants will need to have undertaken academic study of education or to have substantial practical experience in education.

Students for whom English is a Foreign language

We welcome applications from students whose first language is not English. To ensure such students benefit from postgraduate study, we require evidence of proficiency in English. Our usual entry requirements are as follows:

• IELTS: 6.5 (minimum 6.0 in all components)
• TOEFL: Internet-based score of 92 (minimum 19 listening, 21 speaking, 19 writing and 20 reading)
• PTE (Pearson): 62 (minimum 55 in all components)

Test dates should be within two years of the course start date.

Other tests such as TOEIC and the Cambridge Certificate of Advanced English are also accepted by the university. Please check with the Admissions Office for further details including the scores or grades required.

INTO UEA and INTO UEA London run pre-sessional courses which can be taken prior to the start of your course. For further information and to see if you qualify please contact intopre-sessional@uea.ac.uk (INTO UEA Norwich) or pseuealondon@into.uk.com (INTO UEA London).

The School of Education and Lifelong Learning is one of the UK's leading centres for research and teaching in education, offering a distinctively broad range of programmes at Postgraduate level.

We are a diverse community of practitioners, scholars and academics who teach, research, and provide professional development. We seek to equip educationalists and other professionals with the skills and insights they need as part of their continued professional development at a time of rapid educational and organisational change.

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Our graduates enjoy excellent employment prospects. A high proportion of our Masters graduates occupy senior posts in schools, universities and ministries all over the world.

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Further Information

If you would like to discuss your individual circumstances with the Admissions Office prior to applying
please do contact us:

Admissions Office (Education and Lifelong Learning)
Tel: +44 (0)1603 593252
Email: pgedu.admiss@uea.ac.uk

Please click here to download the School of Education and Lifelong Learning Postgraduate Prospectus or register your details via our Online Enquiry Form.

International candidates are also actively encouraged to access the University's International section of our website.

Fees and Funding

Fees for the academic year 2013/2014 will be:

• UK/EU Students: £1,665 per full 60 credits

Scholarships and Funding

A variety of Scholarships may be offered to UK students. Please click here for more detailed information about funding for UK students.

The University offers around £1 million of Scholarships each year to support International students in their studies. Scholarships are normally awarded to students on the basis of academic merit and are usually for the duration of the period of study. Please click here for further information about fees and funding for International students.