Education and Lifelong Learning MA Early Childhood Studies

Overview

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

Why Choose Us?

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.

The School is nationally and internationally recognised for its work in educational innovation and social change; literacy and development; and mathematics education. We have extensive links with overseas agencies and organisations and strong working relationships with practitioners, educators and policymakers in all sectors of the education system and other related professional fields. We are proud of both our local roots and our international reach and our partnerships with schools and colleges, with adult educational groups and with governments and universities are greatly valued.

We use a variety of teaching technologies, including lectures, seminars, practical work and IT e-learning resources. These are delivered by experienced members of academic staff, often in a relatively informal learning environment within small groups. Assessment is usually by written assignments and a dissertation. A continuous control process ensures that our teaching quality continues to develop, and students have access to a number of quality-control channels including student feedback forms, debriefing meetings, and the Student Liaison Committee to help us monitor, evaluate and develop current practice.

There are many external indicators which endorse the quality of our teaching and research. These include top ratings within the National Student Satisfaction survey, '+3' Economic and Social Research Council (ESRC) recognition, and "Outstanding" recognition by OfSTED for our programmes of Initial Teacher Education.

Career Opportunities

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.

The University of East Anglia provides a professional Careers Centre and, together with the School's Academic Careers Adviser, we will help students to pursue their chosen career path and develop their employability skills.

Come and Visit Us

Our Open Days will give you the opportunity to experience the University of East Anglia's unique campus atmosphere.

You will have the chance to attend subject-specific talks and presentations about student life and finance. You will also be able to talk directly to academics, admissions staff and current students giving you a first-hand impression of life at the University of East Anglia - check out the accommodation, learning resources, student support, and our sport and entertainment facilities.

If you are not able to visit us in person, check out our Virtual Open Day experience which we hope will help to provide you with an insight into life and study at the University of East Anglia.

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.

Entry Requirements

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).

Year 1
Year 2
Year 3

Year 1

Essential Study (60 credits)

Students will select 60 credits from the following module(s).

Name	Code	Credits	Period
Developing Reflective Practice in the Early Years An in-depth knowledge and understanding of the principles, practice and complexities of working in the early years sector in the 21st century. The vocational nature of this unit 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. more...	EDUEMY1Y	60	Year Period

Year 2

Essential Study (40 credits)

Students will select 40 credits from the following module(s).

Name	Code	Credits	Period
School-Based Enquiry - Research Methods in Education This school-based enquiry module aims to equip participants to design and conduct research that will enable them to develop their professional practice in ways that positively affect children's and young people's learning. It extends participants knowledge and understanding of the theory and practice of educational research (approaches and methods) and encourages participants to adopt a rigorous and ethical approach to their own independent research. It prepares participants to undertake a dissertation and is a pre-requisite to the dissertation module. more...	EDUTM14Y	40	Year Period

Option A Study (20 credits)

Students will select 20 credits from the following module(s).

Name	Code	Credits	Period
Contemporary Issues in the Early Years This unit 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. more...	EDUEMY2Y	20	Year Period
Creative and Expressive Arts in the Early Years 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. more...	EDUEMY3Y	20	Year Period
Leadership and Management in the Early Years This module 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 their work as team leader and 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. more...	EDUEMY5Y	20	Semester 2
Using Iclt in the Early Years Early years professionals need to be confident with the use of technology to support children's learning, with both the ability to personalise electronic learning resources, to support children's learning with assistive technology. Students will also be able to identify key research themes, recognising benefits and potential dangers of the use of technology in early years settings. more...	EDUEMY4Y	20	Year Period

Year 3

Compulsory Study (60 credits)

Students will select 60 credits from the following module(s).

Name	Code	Credits	Period
Early Childhood Studies Dissertation Students will complete a dissertation which will be carried out in a negotiated area and will normally entail practice-based or workplace-based research. more...	EDUEMY6X	60	Year Period

Disclaimer

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.

Fees And Funding

Fees for the academic year 2012/2013 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.

How To Apply

Applications for Postgraduate Taught programmes at the University of East Anglia should be made directly to the University.

You can apply online, or by downloading the hard copy application form, or by using the application form in the University’s Postgraduate Prospectus.

Further Information

To request further information & to be kept up to date with news & events please use our online enquiry form.

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

Postgraduate Admissions Office
Tel: +44 (0)1603 591515
Email: admissions@uea.ac.uk

International candidates are also encouraged to access the International Students section of our website.

Education and Lifelong Learning Courses