Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study leading to an award from
The University of Sheffield
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Programme Title
Early Childhood Education
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Programme Code
EDUT081 & EDUT082
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JACS Code
X300
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Level of Study
Postgraduate
5a
Final Qualification
Master of Arts (MA)
5b
QAA FHEQ Level
Masters
6
Intermediate Qualification(s)
Postgraduate Diploma (PGDip), Postgraduate Certificate
(PGCert)
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Teaching Institution (if not Sheffield)
Not applicable
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Faculty
Social Sciences
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Department
Educational Studies
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Other Department(s) involved in
teaching the programme
None
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Mode(s) of Attendance
Part-time, Distance Learning
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Duration of the Programme
2 to 3 years
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Accrediting Professional or Statutory
Body
None
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Date of production/revision
June 2003
15. Background to the programme and subject area
Early Childhood Education is a growing discipline both nationally and internationally. In recent years, there has
been intense policy development and growing attention paid to the way in which research can inform these
developments.
The MA Early Childhood Education is designed to meet the needs of a range of professionals engaged in early
childhood education who wish to research and further develop their practice. The programme examines a range
of issues in early childhood education and builds upon an established research programme in the School of
Education which contributes to the style and content of the programme. Research in: literacy; parental
involvement; assessment; children’s rights; inclusive education, and popular culture informs the content and
ethos of the programme. The programme is structured around four themes: history and policy; development,
learning and curriculum; contemporary issues, and research methods. Early Childhood Education (from birth to
8) is broadly defined and international in its perspective.
Because of the diverse nature of the programme, it appeals to a wide range of early childhood professionals,
teachers and other appropriately qualified early childhood educators. The programme is taught by distance
learning. The Department of Educational Studies is renowned for the excellence of its teaching and the high
quality of its research and the MA Early Childhood Studies has been successful in attracting a large number of
high quality national and international students since its introduction in 1999. Students are invited to all
Departmental research seminars and are seen as an important part of the School’s research community.
16. Programme aims
The programme aims to:
1. Provide high quality research-led postgraduate study opportunity for high calibre students from a diverse
range of professional and personal backgrounds.
2. Support students in extending their own professional knowledge through increasing awareness of research
and the conduct of their own research in their own professional and policy contexts.
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17. Programme learning outcomes
Knowledge and understanding:
On completion of the PGCert, students will be able to demonstrate:
K1
An understanding of the history of childhood and early childhood education.
K2
An awareness of international and European perspectives in early childhood education.
K3
Knowledge of child development, young children’s learning and the development of curriculum in early
childhood education.
K4
An understanding of the relationships between child development, children’s learning and the early years
curriculum.
K5
An awareness of the impact of research on the early years curriculum.
On completion of the PGDip, in addition to the above, students will be able to demonstrate:
K6
A critical understanding of an extended range of educational issues relevant to their professional
contexts, needs and interests.
K7
A critical understanding of current problems and/or new insights relevant to their chosen area of study
within the subject field.
K8
An understanding of the ethical issues in early childhood education.
On completion of the Masters, in addition to the above, students will be able to demonstrate:
K9
Advanced knowledge and understanding in the field of early childhood education.
Skills and other attributes:
On completion of the PGCert, students will be able to demonstrate:
S1
An ability to demonstrate critical awareness of issues relevant to children’s development, their learning or
the curriculum in early childhood education.
S2
Acquired and enhanced library skills and ability to carry out literature searches.
On completion of the PGDip, in addition to the above, students will be able to demonstrate:
S3
An ability to conduct a small-scale research study (including ability to devise a research plan,
demonstrate in writing their knowledge and critique of the main methods of educational enquiry and
analyse data effectively).
On completion of the Masters, in addition to the above, students will be able to demonstrate:
S4
Originality in the application of knowledge.
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning
methods:
There are five intensive study schools over two years (one for each unit of assessment). Face to face teaching
methods include: workshops, lectures, seminars, student presentations, individual and group tutorials, and
library study sessions. Distance teaching methods include: study materials, postal communication, telephone
tutorials, on-line discussion, email tutorials.
Distance Learning Study Materials: Material written for distance-learning programmes embodies questions
and activities to promote critical reflection in the context of students’ professional experience. Materials include
multi-media resources. Materials also used to develop key transferable skills.
The following teaching and learning methods are used at study-school weekends:
Lectures: Used to develop students’ engagement with key information, develop subject-specific knowledge and
understanding, cognitive and analytical skills and stimulate critical reflection.
Seminars (Staff- and student-led): Used to develop students’ subject-specific knowledge and understanding,
cognitive and analytical skills and a range of key transferable skills. Generally contain activities which promote
discussion and reflection.
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Student presentations: Used to develop a range of key transferable skills. To develop other students’
engagement with key information and subject-specific knowledge and understanding.
Workshops: Used to develop subject-specific knowledge and understanding, cognitive and analytical skills and
a range of key transferable skills. Generally contain active group work.
Tutorials: Used to respond to students’ enquiries and provide feedback on coursework. To promote further
reflection and analysis through discussion and questioning. To develop students’ ability to reason effectively and
communicate arguments and points of view clearly. Students may also arrange to come to Sheffield for tutorials
when necessary. Students have one-to-one supervision throughout the course through the use of face-to-face
tutorials, email, telephone and fax contact.
Library study session – students have a number of sessions in which they are introduced to the library
services for distance learners and explore electronic journals and databases.
The following table demonstrates how these methods relate to the learning outcomes:
K1
K2
K3
K4
K5
K6
K7
K8
K9
S1
S2
S3
S4
Distancelearning
study
materials
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Lectures
Seminars
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Student
Workshops
presentations
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Tutorials
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Library
study
sessions
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Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
Assessment is carried out through written assessed course work and a dissertation.
Additionally, students have the following opportunities to demonstrate their achievements throughout the
programme: student presentations of work in progress; seminar contributions; poster sessions; group tutorial
contributions. However, these are not formally assessed.
The learning outcomes are assessed in the following way:
Assignments
K1
K2
K3
K4
K5
K6
K7
K8
K9
S1
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S2
S3
S4
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Dissertation
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
Subject Benchmark Statements
http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmarkstatements.aspx
Framework for Higher Education Qualifications (2008)
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-educationqualifications-in-England-Wales-and-Northern-Ireland.aspx
University Strategic Plan
http://www.sheffield.ac.uk/strategicplan
Learning and Teaching Strategy (2011-16)
http://www.shef.ac.uk/lets/strategy/lts11_16
Department of Educational Studies’ Learning and Teaching Strategy
Quality Assurance Agency (QAA) Guidelines on Distance Learning (March, 1999)
Curriculum Guidance for the Foundation Stage (Department for Education and Skills, DfES, 2000).
20. Programme structure and regulations
In the first year, students undertake three modules. The first two are core modules for all students and focus on
the history and policy of early childhood education and curriculum and learning issues. After completion of two
modules, students can exit with a PG Certificate if they so wish. For the third module, students can either
choose to focus on contemporary issues in early childhood, or choose a module from another Continuing
Professional Development (CPD) programme in the Department of Educational Studies which relates to their
professional interests e.g. inclusive education, literacy and language education.
In the second year, the focus shifts to the planning, execution and analysis of a research project. Students
undertake a module which focuses upon research methods and then, in the final semester, complete a
dissertation. Students can exit with a PG Diploma after completion of four modules.
Detailed information about the structure of programmes, regulations concerning assessment and progression
and descriptions of individual modules are published in the University Calendar available on-line at
http://www.shef.ac.uk/govern/calendar/regs.html.
21. Student development over the course of study
The students are supported in the development of skills, knowledge and understanding through carefully staged
tasks which promote independent learning. In the first year, students are introduced to key theoretical issues
and research related to history and policy of early childhood education and development and learning in early
childhood. At the end of the first year, students can choose an education module outside of the MA Early
Childhood Education programme if they so wish, in order to broaden their field of study.
In the second year, students are introduced to the research process and focus upon research methodologies
and methods, in preparation for the dissertation study. This work is embedded within the field of early childhood
educational research. In addition to the development of discipline-based knowledge and understanding, the
programme is also designed to develop a range of intellectual and transferable skills. The progression built in to
the programme with regard to the development of critical awareness, ability to synthesise research and write
research reports is reflected in the range and level of tasks set at weekend study schools and reflected in the
written programme materials. The development of key skills is targeted in the first year and students are taught
critical reading and writing skills, how to conduct a literature search and how to write assignments. In the final
year, these skills are extended to include research skills and a focus on writing dissertations.
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22. Criteria for admission to the programme
General requirements for the MA normally require candidates to possess a first degree. Applicants without a first
degree may register for a Diploma in the first instance, provided they have qualifications and experience
deemed acceptable by the Board, with transfer to the Master’s programme on completion of satisfactory
coursework.
Detailed information regarding admission to the programme is available at http://www.shef.ac.uk/prospective/
23. Additional information
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University. In
addition to programme specific information, further information about studying at The University of Sheffield can
be accessed via our Student Services web site at http://www.shef.ac.uk/ssid.
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