MA in Education: Early Childhood Education
The MA in Education: Early Childhood is a one-year full-time course at the University of Newcastle, one of the leading Universities.
The course covers a broad range of issues, encourages students to reflect on their experiences of ECE, current policy, and addresses theory and research relevant to their interests. The content of the course follows that of the internationally renowned, part time mixed mode, distance-learning course, which has been running successfully since 1998.
Students from all over the world have successfully completed the distance-learning course. The MA in Education: Early Childhood Education welcomes applications from all over the world.
The course begins with a one week induction to the University, to the School of Education, and to study at Masters level. This is followed by six months of taught modules and six months supervised research study for the award of the MA.
Students can exit with a Postgraduate Certificate or Diploma if they do not wish to complete the Masters course.
The dissertation is a major part of the MA in Early Childhood. The dissertation topic can develop a theme raised during the taught part of the course, or an issue which relates to the specialised research areas covered by the students´own interests.
The Course Team provides guidance on the choice of a suitable topic for investigation and advice and support throughout the study period (April to August). A wide variety of study is possible, including empirical studies, theoretical reviews, historical or philosophical investigations. The dissertation is 15,000-20,000 words in length.
Each student is allocated a supervisor who will support the them in their area of study. Students and supervisors work together over the six months of the dissertation period before submission of the dissertation.
Former students on the full time MA programme have helped to create a web resource, Navigating the MA, containing information and advice to guide new students and smooth the transition into postgraduate life.
Potential applicants should note that this course is not primarily focused on teaching methods nor is it a teaching qualification per se. It is aimed at students wishing to study education more broadly, at a theoretical, philosophical, psychological and sociological level. It will not generally include teaching methods or classroom practice. Neither is it a suitable course for those seeking to develop further their TEFL or TESOL teaching expertise. On the other hand, many serving teachers do come onto the course in order to reflect on their own practice and enhance their existing teaching qualifications. Equally, some of our students subsequently go on to pursue a teaching qualification once they have completed the MA.
There are four core modules in the course that aim to give a comprehensive knowledge of the subject area.
In addition to the taught module sessions, the course provides a comprehensive Support Programme with weekly taught support sessions. These sessions are informed by an inquiry-based learning approach and cover issues relating to research study at Master´s level, e.g. academic reading and writing, students as developing researchers, study skills and critical thinking.
Critical Issues in Education and Educational Research
This module introduces students to key issues in education and educational research that will underpin their studies as they work through the full-time masters programme. It outlines historical approaches to educational research and introduces the key paradigms of educational research. The module moves on to consider critical issues in education and educational research, drawing on the research strengths of the module team. The module thus offers students an opportunity to develop a critical stance towards some of the most pressing issues in education and educational research in contemporary societies.
Early Childhood Development, Learning and Curriculum
This module introduces students to critical discussion of key areas of early childhood development, learning and curriculum. These include areas such as:
• key figures in the history of ECE,
• child development and learning,
• curriculum and pedagogy,
• comparative perspectives on curriculum and pedagogy,
• literacy and multimodal practices
• early intervention studies
• inclusion, equality and diversity.
Contemporary Issues in Early Childhood Education
This module introduces students to key contemporary issues in early childhood education. These include areas such as:
• children’s rights,
• quality in early childhood education and care,
• the arts,
• popular culture,
• digital literacies,
• family literacy
• traditional and digital play
• including children in research.
EARN A QUALIFICATION FROM AN ACCREDITED UNIVERSITY
When you earn your degree from University of Newcastle, you're backed by a school with over 16 years of experience in providing technology- and business-based higher education, and you can enter a competitive job market by earning a degree from an accredited university. University of Newcastle's hands-on degree programs and flexible distance learning options provide the skills and convenience you want. Our reputation and accredited university status provide the recognition and credentials you need. It's all at University of Newcastle is accredited by The Distance Education and Training Council (DETC)
The Practice of Research
This module introduces students to the processes involved in designing a research project, conducting the study and completing the research report. The module focuses on research design, on identifying issues, formulating research questions and choosing appropriate methods to use in particular instances and settings. It explores various approaches to data analysis and outlines issues to be considered in the writing up process. It aims to provide students with the skills and knowledge required to complete a dissertation.
Potential applicants should note that this course is not primarily focused on teaching methods nor is it a teaching qualification per se. It is aimed at students wishing to study education more broadly, at a theoretical, philosophical, psychological and sociological level. It will not generally include teaching methods or classroom practice.
Neither is it a suitable course for those seeking to develop further their TEFL or TESOL teaching expertise. On the other hand, many serving teachers do come onto the course in order to reflect on their own practice and enhance their existing teaching qualifications. Equally, some of our students subsequently go on to pursue a teaching qualification once they have completed the MA. However in some countries TEFL or TESOL is not required.