PROGRAMME SPECIFICATION
Programme title: MA Early Years Education
Awarding body: University College London
Teaching institution: University College London Institute of Education
Name of the final award (and other exit awards):
Master of Arts (MA)
Postgraduate Diploma
Postgraduate Certificate
UCAS/application code:
TMAEDUSEYE01
Criteria for admission to the programme
Programme participants should have a good honours degree. Candidates who do
not meet this requirement may be able to qualify through special procedures. If your
first language is not English you may be required to provide evidence of your
proficiency in the English language.
The UCL Institute of Education is committed to admitting and supporting participants
with disabilities and welcomes such applications. Participants do not need to be
“registered disabled” to draw on these services. Disabilities Support can also support
people who have a temporary mobility / dexterity impairment / other difficulty as a
result of an accident, injury, illness or surgery. We aim to treat every person as an
individual, with needs which may differ from those of other people with a superficially
similar disability. We do not therefore have standard procedures for participants with
dyslexia, nor standard procedures for visually impaired participants: each person's
needs are considered individually.
The intended participants include:
 early years practitioners who wish to develop their knowledge and understanding
of theory and practice
 practitioners who wish to prepare for managerial roles in early childhood and
family services
 all those involved in, or interested in, the provision of services for young children
and their families
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Aims of the programme
The programme will (i) give students a research based critical understanding and
analysis of current international knowledge of early years policy and practice; (ii)
instil a critical analysis of research into early childhood practice and of research
methods and approaches relevant to the field of study. The programme is grounded
in the context of current initiatives in the UK and internationally.
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To critically engage early years educators with current understandings of
teaching and learning in the early years, and with the wide range of contexts
within which young children’s development takes place
to critically enable early years educators to gain an understanding of policy
development in early childhood services, at a local, national and international
level
to facilitate early years educators with a critical analysis of current debates and
issues concerning young children’s lives and development
to allow early years educators to develop a critical analysis for assessing the
quality of early years settings and services
to enable early years educators to conduct critically informed research into young
children’s lives and their development and learning
Relevant benchmark statements and other external and internal reference
points used to inform programme outcomes
The programme provides learners with knowledge and understanding of early years
education and develops critical research methodologies in the field. It introduces and
encourages a critical understanding of early childhood education in contemporary
and historical context, policies and practices.
Programme outcomes:
Students will have:
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Critically engaged with current debates and issues concerning early years
education and the wellbeing of young children and their families
developed a critical research based analysis for assessing the quality of early
years provision in schools and other settings
engaged with a critical understanding of effective teaching and learning in the
early years, including in home learning environments
gained a critical analysis of understanding of recent policy developments in early
years provision, and of policy formation within settings
acquired a critical analytical approach to conducting research into young
children’s lives and experiences in the context of early childhood services
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Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated
Learning in the group as a whole is participatory and uses a range of formats and
media. Typically, these will include regular lectures, tutor-led seminars, online
Moodle activities and discussion forums, workshops, films and presentation of
research publications. Taught sessions generally include an input by programme
tutor(s), who are specialists in early years education and is supported by online
Moodle activities. Students are able to raise points, ask questions and discuss key
issues in every session. We design learning activities to encourage critical
engagement with pedagogical materials, develop expertise and strengthen generic
skills. We offer tutorials and online support for assessment. Expert supervisors work
with students to support the extended writing in the form of a dissertation.
Programme structures and requirements, levels, modules, credits and awards
To complete the MA Early Years Education learners must gain 180 credits, of which:
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30 credits must be from the core module Early Childhood Education
30 credits must be from the core module Researching Early Years
and Primary Education.
60 credits may be from the recommended modules within the MA,
Contemporary Issues in the Early Years (30 credits) and
Leadership in Early Childhood Education (30 credits). (Students
may also choose from a wide range of optional Modules).
The remaining 60 credits must be from a dissertation in the field of
early childhood education.
In addition to attending taught modules, learners will be registered for two term's
supervision for a dissertation.
Information about assessment regulations
We offer a range of types of course work to support the module aims. They include
research proposal writing, critical evaluation of empirical and theoretical research,
discursive essay, empirical research and extended writing via the dissertation on a
topic negotiated and planned with the tutor. This is an opportunity to produce a piece
of sustained writing, constituting critical theoretical/conceptual analysis as well as (in
most cases) related empirical work, on a topic of direct interest.
Once an assignment has been handed in, two programme tutors will assess an
assignment and standards are cross-checked across the programme. Internal
moderation of written work is undertaken by programme tutors. The External
Examiner plays an important role in monitoring the quality of the programme and
evaluating the effectiveness of the teaching and support provided for the students
and the reliability of judgments in assessments.
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Support for learning
Support strategies for learners on the programme include:
• A programme handbook that gives detailed information about the
programme and advice on study skills and individual module packs with
detailed advice on assessment.
• An induction programme including introduction to the Institute library,
Moodle, IT and other facilities provided by the Institute.
• Pastoral support from the programme leader and module leaders
• Supervision by a programme tutor who has specialist knowledge and
experience in the learner’s chosen topic. The tutor meets with the learner in
regular 1:1 tutorials and offers guidance and support in assignment writing
and research skills.
• Peer support and networking is facilitated through Moodle.
• Access to the full range of welfare and union facilities afforded to all Institute
students.
Methods for evaluating and improving the programme
Mechanisms for review and evaluation of teaching, learning, assessment, the
curriculum and outcome standards include
• Module evaluation by students
• Termly meetings of the Programme Committee and Programme Team
• Annual programme review prepared by programme team and considered by
Teaching and Quality Committee
• Periodic programme review and revalidation
• Staff review and development
• Peer observation of teaching
• External examiner reports
Committees with responsibility for monitoring and evaluating quality and standards
• Programme Committee
• Board of Examiners
• Teaching and Quality Committee
• Validation and Partnership Panel
Mechanisms for gaining student feedback on the quality of teaching and the learning
experience
• Student module evaluation (sessional and programme)
• Student representation on programme committees
Indicators of quality and standards
The following are key indicators of quality and standards in this programme:
• The external examiners’ reports are consistently positive with respect to the
programme maintaining very high quality and standards
• Progression of participants onto the MPhil/PhD programme.
• Promotion of learners who have completed the programme.
• Programme participants delivering specialist knowledge to other practitioners
in their own institutions or on a regional or national basis.
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Former programme participants have become academics, researchers and
writers in the early years education, managers, teacher educators and
trainers.
Mode of study
Participants can attend on either a part-time (over two years) or full-time (one year)
basis. Attendance varies between modules, but usually involves a combination of
evening and online attendance.
Language of study
The UCL Institute of Education teaches and assesses students in English.
Competence in English language is required of all applicants. If your education has
not been conducted in the English language, you will be expected to demonstrate
evidence of an adequate level of English proficiency. (Only the IELTS or a pass to
the required standard in the Institute of Education's pre-sessional English (PASHE)
course are accepted. If taking IELTS, applicants must obtain an overall grade of 7.0
with a minimum of 6.5 in the reading subtest and 6.0 in the writing subtest).
Date at which the programme specification was written or revised. Initials of
author.
GRH, May 2016
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