2015/16 COURSE
INFORMATION
MA in Education (Early Years)
Initial Teacher Training (QTS)
www.crec.co.uk
Dear Colleagues,
Welcome to our course brochure for 2015/2016. This brochure contains an overview of the Post
Graduate Masters in Education (Early Years) modules offered at CREC over the next 12 months, as
well as some information about our brand new School Centred Initial Teacher Training programme,
providing Qualified Teacher Status (QTS) with an Early Years focus, which launches in September
2015.
The Initial Teacher Training Course, provided by the CREC Early
Years Partnership (CEYP) will enable trainees to gain Qualified
Teacher Status through an intense, full-time one year course,
with a dedicated Early Years focus. CEYP’s course has been
developed in response to recent legislative changes relating to
Teacher Training and the current needs of the Early Years sector
and provides trainees with the opportunity to train in Good and
Outstanding schools across Birmingham, Coventry and Solihull.
Training will be delivered by a team of highly experienced teacher
educators, and a wider team of highly knowledgeable and
effective early years tutors and placement mentors, which we are
very excited to be part of.
As well as our exciting new opportunity to gain Qualified Teacher
Status, our MA in Education (Early Years) modules are still
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proving extremely popular; the number of students
taking our courses increases each year, and these
will continue to run in 2015/16. These modules are
designed specifically for Early Years Practitioners and
leaders in the Early Years and as such are offered as
part time courses which can be fitted around a busy
working life. Our MA modules have a deep impact
and long lasting value for both the participant and
the setting within which they work. Each course can
be taken in isolation but we encourage Early Years Practitioners not to see them as stand alone
elements but as complementary components which can provide a pathway to gaining a Master’s
qualification in Early Years.
Both courses are delivered at our base within a children’s centre in central Birmingham, which is
easily accessible via road or rail.
We hope that you decide to study with us and should you have any queries, please do not hesitate
to get in touch.
Best wishes,
Prof. Chris Pascal
Prof. Tony Bertram
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www.earlyyearsteachertraining.co.uk
The CREC Early Years Partnership (CEYP) SCITT programme offers a one-year, full-time, early
years, school based route to qualification as an Early Years or Primary Teacher with QTS.
• Early Years Focus (2-7 years)
• Placements in Birmingham, Solihull and Coventry schools
• Based in schools during the year with input from a team of industry experts led by CREC
• You will gain QTS and 60 Post-Graduate Credits with the possibility to go on and gain a full masters
The SCITT programme will benefit from the direct contributions of Professor Chris Pascal and
Professor Tony Bertram from CREC, both highly experienced teacher educators, and a wider team
of highly knowledgeable and effective early years tutors
and Placement Mentors.
The Early Years Partnership which will deliver the
programme currently consists of over forty ‘Good’ or
‘Outstanding’ nursery or primary schools across several
West Midlands local authorities and an exceptionally
skilled and competent team of professional educators.
Questions? Call us on 0121 464 0020
or visit our website
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The SCITT programme will prepare Trainees for teaching children aged from 2- 7 (including the
DfE designated age phases of Foundation Stage (3-5), and KS1 (5-7)). The course is rigorous and
carefully structured to combine:
• three extended periods of continuous, directed school experience which will include a ‘good’ or
‘outstanding’ Foundation Stage class and a KS1 class;
• high quality centre-based training;
• action research based assignments.
Trainees who successfully complete the course will:
• have met the requirements of the Teacher Standards (2012)
• have demonstrated their ability to teach and make a positive impact on children’s capacity to
learn and progress
• have successfully completed a 60 credit Masters Level Unit demonstrated their understanding
and application of reflective practice and practitioner research.
Successful Trainees are awarded Qualified Teacher Status (Early Years
QTS) by the CREC Early Years Partnership and a Postgraduate Certificate
in Education by Birmingham City University.
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SELECTION CRITERIA
We are looking for candidates who not only meet the minimum entry requirements, but who can
also demonstrate suitability for teaching. We are looking for applicants with the following skills,
qualities and experience:
• A commitment to teaching and learning, particularly with reference to the Early Years;
• Recent experience of working with children or young people in an early years setting;
• Ability to take responsibility for their own professional development;
• Understanding of the demands of this school based route into teaching;
• Understanding of children as learners;
• A clear educational philosophy;
•Ability to use ICT;
• Understanding of educational issues;
• A satisfactory standard of written and spoken English;
• Ability to establish effective working relationships;
• Resilience.
“Through a carefully co-constructed programme, Trainees will
understand and be prepared for the wider role of the professional teacher
including understanding the relationship between children’s educational
achievement and well-being, and the support available to children, some of
whom have barriers to their learning.”
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ENTRY REQUIREMENTS
APPLICATION PROCESS
All applicants should hold a grade C (or
equivalent) in English, Mathematics and
a science subject. You should also hold
an Undergraduate degree of a UK Higher
Education Institution or equivalent.
Prospective students will need to apply
initially through the UCAS system. Once you
have submitted your UCAS Application there
are a number of stages to the process which
are outlined below.
Applicants will be required to present
original copies of any award certificates
demonstrating the above at the Interview
Stage.
Once submitted through the UCAS system,
your application will be reviewed by the
CREC Early Years Partnership (CEYP). Your
suitability to teach will then be assessed by
the following methods:
If you do not hold the above qualifications,
but hold an equivalent qualification, please
contact us to check whether you are eligible
for Initial Teacher Training through the CREC
Early Years Partnership.
CREC EA
PARTNER
• Interview
• Criminal Records Check (DBS)
• Physical Health Check
• Professional Skills Test
• References
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MA in Education (Early Years)
CREC & BCU pathway
Overview: To be awarded an MA in Education (Early Years) you need to gain a total of 180 Post
Graduate credits. Most students do this over three years by completing two 60 credit modules and
then a dissertation.
Course Type: Post Graduate combined (taught and research)
Accreditation: 60 Post Graduate credits from Birmingham City Univeristy per module
Module start date: October 2015 (specific date depends which module)
Course Duration: Each module takes 1 academic year to complete
Attendance required: Between 5 to 8 ‘Face to Face days’ per academic year (number of days
depends on which module)
Entry requirements: You should normally have an undergraduate degree or relevant experience in
the field you wish to study. For more information please contact us.
Assessment: Each 60 credit module is assessed by assignments of 10,000 words, usually (although
not always) broken into two 5,000 word sections. The dissertation is 15,000 words.
How to apply:
Please apply via our website www.crec.co.uk/ma-in-education
For more information please contact the CREC team on 0121 464 0020
or email enquiries@crec.co.uk
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MODULES CURRENTLY OFFERED AT CREC
Learning Outdoors in
Early Childhood (Page 10)
Physical
Development (Page 12)
Early Years Music
Education (Page 15)
Mentoring and
Coaching (Page 18)
Integrated System
(Page 20)
Leadership
(Page 22)
Double Research Dissertation (Page 23)
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Learning Outdoors in Early Childhood
Who is this course aimed at?
This module has been created for professionals working in the early childhood field who have a
strong interest in learning outdoors, such as:
•Owners, managers and heads of early years settings;
•Teachers working with children from birth to 3, 3 -5 and 5-7 years;
•Early years professionals supporting provision and practice from birth to seven;
•Advisers, trainers and consultants working in the field of early childhood education, Consultants
and trainers working in all aspects of outdoor education, especially nature-based programmes.
What are the main themes?
•Child development and the foundational role of experience outdoors;
•Learning and well-being theories and their application in practice
outdoors in early childhood;
•Pioneers and models of early childhood outdoor provision and
pedagogy;
•Understanding of space and place through environments and landscape
disciplines;
•International perspectives and the provocations they pose for contesting
practice in the UK;
•Reflection, evaluation and action research on current provision and
practice.
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COURSE INFORMATION
& DATES:
Tutor: Jan White
Study Options: Face-to-face (5
Days) & Distance Learning
Dates: Tuesday 13th October 2015
Wednesday 18th November 2015
Thursday 10th December 2015
Tuesday 9th February 2016
Wednesday 2nd March 2016
How will it help my practice?
This module provides an extensive opportunity to investigate the main theories and pedagogies relevant to
contemporary educational practice outdoors and introduces the relevant issues and debates, encouraging
critical and independent appraisal. Both content and assignments present opportunities to acquire the
theory base and knowledge that will enable participants to develop their practice as follows:
• A deep understanding of how being outdoors supports wellbeing, child development, play and learning;
• A strong belief and commitment to outdoor provision in Early Years services and in young children’s lives;
• A strong vision and value base for learning outdoors from birth to seven;
• Clarity about what and how to provide for learning outdoors;
• Ability to articulate to and support the development of others;
• Confidence and self-efficacy regarding learning outdoors.
What will you gain?
Students successfully completing this module will be able to:
• Demonstrate their knowledge and understanding of a broad theoretical basis of being, developing and
learning in the outdoors and how this translates into provision, practice and advocacy;
• Analyse and reflect upon key theoretical debates in the pedagogy of playing and learning outdoors;
• Reflect upon their own and their setting’s practice and envision or test change as a result of their study;
• Collate and organise appropriate documentary evidence in a logically structured, well presented and
clearly written format using the Harvard referencing system.
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Physical Development
COURSE INFORMATION &
DATES:
Tutor: Jan White
Study Options: Face-to-face (5
Days) & Distance Learning
Dates: Monday 12th October 2015
Tuesday 17th November 2015
Wednesday 9th December 2015
Monday 8th February 2016
Tuesday 1st March 2016
Who is this course aimed at?
This module has been designed to suit early years practitioners who
are interested in the physical development of young children as a vital
aspect of health, wellbeing, learning and development. This might
include:
•Owners, managers and heads of early years settings;
•Teachers working with children from birth to 3, 3 -5 and 5-7 years;
•Early years professionals supporting provision and practice from birth
to seven;
•Advisers, trainers and consultants working in the field of early
childhood education, Consultants and trainers working in all aspects of
outdoor education, especially nature-based programmes.
What are the main themes?
•The impact and role of movement and physicality for all aspects of
health, wellbeing, development and learning from birth to seven years;
•Neurological development through movement - core sensory system
development and integration processes for balance, body awareness,
postural control, coordination and vision;
•Processes of whole body physical development and of hand and tool
use;
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•The position of children's movement and physicality in our society - constraints and restraints on children's
lives;
•Close examination of young children's natural movement behaviours and the significance of these;
•Developing a movement rich culture and environments indoors and outdoors in early years settings;
•Reflection, evaluation and action research on current provision and
practice.
How will it help my practice?
Physical development is now positioned as a prime area of learning and
development in the revised early years framework and 2-year-old health
assessments in England, and children’s activity levels are key components of
national health initiatives and obesity/fitness and healthy-eating strategies.
This module provides an extensive opportunity to understand the biological
and social processes involved in early childhood physical development,
investigate the critical and foundational role of movement and physicality,
and become much more aware of the significance of children's natural play
behaviours.
It will introduce the relevant issues and debates, encouraging critical
and independent appraisal. Both content and assignments present
opportunities to acquire the theory base and knowledge that will enable
participants to develop their practice with greater understanding,
awareness and critical insight.
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MEET THE TUTOR
(Learning Outdoors in Early Childhood & Physical Development)
Jan White works nationally and internationally to advocate and support high
quality outdoor provision for services for children from birth to five. With
twenty-eight years experience of working in education, including key roles in
developing Learning through Landscape’s support for the early years sector
and Early Excellence’s Stepped Approach to Quality Outdoors, she is currently
an associate consultant with Early Education and Playwise, pedagogical
adviser for several landscape and equipment companies, mentor to Sandfield
Natural Play Centre, representative for the World Forum Foundation,
co-founder of the Landscapes for Early Childhood UK network, and teaches on
the Masters programme at CREC (Birmingham City University).
“I cannot recommend the module, course, team or experience highly
enough; I understand so much more and at much greater depth about
children’s physical development and my observations, assessments and
planning for the children in my care has been irrevocably changed and
improved as a result.”
Christine Mountford, Physical Development module 2013-14
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Early Years Music Education
Who is this course aimed at?
The programme is for anyone who is already working in early years music or who plans to in the future - in
a range of professional capacities: independent workshop leaders, early years educators, music therapists,
advisors, community musicians and instrumental teachers.
What are the main themes?
The programme aims to cover all aspects ​of music in early childhood and to provide an introduction to
research methods.
You will have the opportunity to make a music pathway through the complete MA programme (3 modules
over 3 years; year one: this module; year two: double research module; year three: dissertation module),
although this is not required and you can build your own MA course by combining this module with any of the
other modules CREC offers, and finishing with a Dissertation.
“During my three years attending CREC the exceptional teaching, support and guidance
from leading experts in the field of Early Childhood Music was unsurpassed. The beauty of
the course is that with guidance from the tutors, you have the ability to design research
projects to suit your own particular interests. I have gained a great deal from the course
and have enjoyed every minute of it. As a result of completing the course my knowledge
and career in Early Years has been greatly enhanced.”
Nicola Burke, MA in Ed (EY) Graduate
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The course will focus on the theoretical foundations of early childhood
music such as:
•Children’s musical development from babyhood through to the start
of school;
•How children learn in music;
•The main methods and principles of early childhood music education;
•Contemporary music experiences for children, including new
technologies and their impact.
It will also provide insight into the principles and methods of research.
Most of the input on the face to face days is as informal/lecture
presentations with much student-led discussion. While you will expand
your practical ideas through video viewing, brief demonstrations
to illustrate a point or hearing ideas from others in the group, the
programme is not primarily designed to give you practice-based
activities and materials in workshop type sessions.
COURSE INFORMATION &
DATES:
Tutor: Dr. Jessia Pitt & Dr. Alison
Street
Study Options: Face-to-face (7
Days) & Distance Learning
Dates: Monday 28th September 2015
Tuesday 29th September 2015
Wednesday 7th October 2015
Thursday 5th November 2015
Tuesday 1st December 2015
Tuesday 19th January 2016
Monday 22nd February 2016
How will it help my practice?
By understanding the principles and theories that underpin practice, you will be able to develop your
practice so that it is much more effective. You will have the confidence and competence that comes from
having a wider knowledge and deeper understanding of your practice.
You will join a small group of like minded and enthusiastic early childhood music practitioners who meet
during the sessions and in online groups. Through participation in discussions and the lively exchange of
opinions and ideas, you can reflect on your own practice and learn from others.
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What will you gain?
You will gain an academic qualification which provides a firm foundation for your own practice based on
understanding and knowledge. This will provide you with professional credentials for future employment
opportunities. There is a growing recognition of the need to raise the professional profile of early childhood
music educators and several organisations are proposing to introduce some form of professional licensing in
the near future. You will also learn how to carry out research in early childhood music education practice. This
enables you to research a topic that is of particular interest and relevance to your own practice.
MEET THE TUTORS
Jessica Pitt trained to teach early childhood music in The Netherlands and has worked in the field for over
25 years teaching in a variety of contexts including as a full-time music practitioner in a Children’s Centre.
She is chair of MERYC-UK (Music Educators and Researchers of Young Children) and sits
on the European board of MERYC. Jessica is also Research Associate for the Froebel
Fellowship Research project and is a visiting lecturer at the University of Roehampton. Her
research interests are early childhood music education in informal contexts, thinking and
understanding in relation to music in early childhood, parent - child musical interactions,
and socio-cultural theoretical frameworks.
Alison Street is Associate Lecturer in Early Childhood Studies at Oxford Brookes University.
She has developed her practice in community settings, using a range of approaches over
thirty years, supporting parents with their children’s learning. She is a member of the
review panel for Music Educators and Researchers of Young Children (MERYC) Eunet.
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Mentoring and Coaching
Who is this course aimed at?
The module is aimed at those in leadership roles or aspiring to achieve them. It is relevant for those working in
all areas of care and education, including children’s centres and multi professional teams as well as schools and
nurseries.
What are the main themes?
There is a growing awareness of the importance and value of mentoring and coaching in early years
leadership. This experiential module will include theory and practical activity in five facilitated sessions aimed
at introducing participants to the main theories and principles of leadership mentoring in practice. Critical
reflection will be a key part of the process in the sessions themselves
and in participants’ day-to-day practice. The module aims to explore: the
COURSE INFORMATION &
nature and value of mentoring in the context of leadership, the theory of
DATES:
mentoring and to develop practical mentoring skills for developing leaders. Tutor: Mike Gasper
Given the current climate of change and uncertainty, mentoring has a
key part to play in developing leadership practice to promote greater
understanding, awareness and critical insight into the needs of staff and
leaders themselves and into meeting the needs of communities, families
and children. Key areas to be covered include:
- Historical background to mentoring;
- Mentoring theories, including comparisons between mentoring and
coaching;
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Study Options: Face-to-face (5
Days) & Distance Learning
Dates: Monday 5th October 2015
Thursday 12th November 2015
Monday 7th December 2015
Monday 11th January 2016
Wednesday 24th February 2016
- Learning theories and their relationship to mentoring;
- Practical mentoring skills;
- Ethical issues and boundaries
“Discussions with other students, bouncing ideas, receiving
constructive advice and feedback was really beneficial”.
How will it help my practice?
The programme will deepen awareness of the value and importance of providing and receiving mentoring
support. While introducing theory this will be grounded in, and directly relevant to, practice. The programme will
also promote and utilise dialogue with colleagues from different backgrounds and contexts providing insights
into other points of view and professional perspectives. It will provide opportunities to develop practical skills
and encourage their use in improving practice. Two assignments will focus on an exploration of participants’
knowledge and understanding of mentoring theory and its relation to practice within their work context, and a
research project to explore its practical application.
MEET THE TUTOR
Michael Gasper is currently an Early Years consultant providing leadership mentoring,
facilitation, training, and research. He has been a mentor, tutor and assessor on the NPQICL
professional development programme for cohorts delivered by several providers. A former
Headteacher and an Early Years Researcher for CREC, Michael is the author of
‘Multi-Agency Working in the Early Years: Challenges and Opportunities’ published in
January 2010 by Sage.
“The course has given me a much greater sense of how mentoring can work and be effective”.
“It has given me a much deeper understanding of the potential of mentoring to help leaders and other
individuals in an organisation”.
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Integrated System Leadership
Who is this course aimed at?
This new training and development programme has been developed for early years leaders who will benefit
from, and can contribute to, a programme addressing the needs of leaders within multi-agency early years
services.
It will be suitable for :
•Early years and foundation stage leaders and teachers
•Nursery heads and day care managers
•Locality leads and LA officers
•Family support managers
What are the main themes?
Unit 1 Developing as a Reflective Leader:
- The skills and competencies of effective leadership
- Reflecting on the leadership in a climate of change
COURSE INFORMATION & DATES:
Tutors: Chris Pascal & Tony Bertram
Study Options: Face-to-face (8 Days) &
Distance Learning
Dates: Monday 19th & Tuesday 20th October 2015
Monday 9th & Tuesday 10th November 2015
Wednesday 10th & Thursday 11th February 2016
Tuesday 8th & Wednesday 9th March 2016
Unit 2 Developing Integrated Service Leadership:
- Team development and shared organisational values
- Leading collaborative working with children, families and multi –agency partners
Please note that the Integrated System Leadership course is not suitable for those who have already completed NPQICL
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How will it help my practice?
You will have the opportunity to :
- Examine some of the characteristics of leadership within the early years sector and the challenges faced in
developing effective multi disciplinary teams;
- Explore the differences between leadership and management;
- Collaborate in the development of a learning community with a culture that will support you to become
successful, enthusiastic and independent adult learners, capable of shifting your own practice and that of
others;
- Set an agenda of reading, reflection and actions for further development within a learning community of
system leaders;
- Identify and understand the nature of organisational change and explore a range of strategies and tools
that can support positive change management within a turbulent and resource limited climate;
- Discuss the concept and implications of Social Entrepreneurship;
- Discuss ethical considerations and an appropriate code of conduct for research
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Double Research
Who is this course aimed at?
This module is designed for Early Years practitioners to become practitioner researchers in their own settings.
What are the main themes?
It covers all aspects of how to undertake an extended piece of research including how to:
•Select and define a suitable topic for research;
•Undertake and write a critical literature review relevant to the research topic;
•Compile a research report or portfolio and prepare a presentation;
•Select and justify an appropriate methodological approach. This will include consideration of your
epistemology, theoretical state, methodology and methods;
•Analyse data and report findings in an appropriate format.
How will it help my practice?
The research module is designed to give you the opportunity to develop the building blocks of rigorous academic
research by supporting you through a small research project on a preferred aspect of your own practice. Not
only should completing the module provide you with transferable research skills which will be invaluable when
you come to begin your dissertation but your piece of practitioner research should offer a critical insight of your
chosen focus.
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Dissertation
Who is the course aimed at?
The dissertation is the culmination of a student’s work on the MA in Education (Early Years) with CREC. It
is designed to give you the opportunity to make use of the research-related knowledge and skill which you
have developed during your earlier modules, together with your professional experience, to carry out a
substantial advanced study of an issue which you have chosen.
In this module all students are required to undertake an in depth study in an area of personal and
professional interest. This module builds on previous study during the course by providing an opportunity
to explore in detail particular methodologies in relation to an identified research interest.
The module requires students to implement a piece of research appropriate to Master’s level work and to
write up the findings in the form of a dissertation of up to 15,000 words.
Examples of research topics undertaken at CREC:
A study of how leadership mentoring and coaching influence practice and postitively improve
outcomes for children and families.
An exploration of the reasons why Children’s Centres do or do not employ music practitioners.
A case study of one child’s outdoor experiences informed and analysed by a theoretical
perspective.
The development and evaluation of an observation tool to assess gender differences in touch
interactions in early childhood settings.
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What are the main themes?
• Developing a theoretical framework of research: considering the nature of research, underpinning
philosophies and stances taken by researchers;
• Identifying and formulating research problems; examining the ways in which theoretical issues permeate
research investigations and understanding how to use a critical review of literature to inform research
findings and practice;
• Identifying and justifying the choice of research methodologies: designing and planning a piece of research;
writing a research proposal;
• Determining and defending the methodological perspective adopted which will necessitate presenting a
critique of different methodologies;
• Examining issues of validity, reliability and triangulation;
• Considering and accessing information;
• Identifying an appropriate research strategy: undertaking a critical survey of published research;
• Conducting experiments, quasi-experiments and single-case research, surveys including longitudinal and
cross-sectional, case studies, ethnographic research;
• Identifying and adopting appropriate research methods: collecting and analysing data from a range of
research methods;
• The use of observation; recording techniques, questioning, interviews, questionnaires, gathering
documentary evidence, applying qualitative and/or quantitative data analysis;
• Formulating proposals and disseminating results: presenting data in a suitable format, structuring and
writing a dissertation report, using a bibliography and referencing, discussing results and formulating
conclusions, disseminating results.
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What will you gain?
Upon successful completion of your dissertation, provided that you have completed 120 Postgraduate
Credits prior to this, you will be awarded an MA in Education (Early Years) by Birmingham City University.
COURSE INFORMATION & DATES
(Double Research and Dissertation):
Tutors: Chris Pascal & Tony Bertram
Study Options: Face-to-face (5 Days) &
Distance Learning
Dates: Tuesday 6th October 2015
Friday 6th November 2015
Wednesday 2nd December 2015
Monday 18th January 2016
Tuesday 23rd February 2016
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MEET THE TUTORS
(Integrated System Leadership, Double Research & Dissertation)
Professors Tony Bertram and Chris Pascal, the Directors of CREC, both hold honorary academic posts at 3 major
Midlands universities: Birmingham, Wolverhampton and Birmingham City University. They are co-founders
of the European Early Childhood Education Research Association (EECERA) and the British Early Childhood
Education Research Association (BECERA), a new independent organisation which offers a space for early
childhood practitioners and researchers to meet, enquire and discuss issues relevant to their work with young
children and families. Both have worked at national government level and have delivered many conference
keynotes at a series of local, national and international conferences and meetings.
Chris Pascal OBE has done extensive work at government level to support the development
of early years policy, sitting on a number of national committees, has served as a ministerial
advisor, and as an Early Years Specialist Adviser to the House of Commons Select Committee
on Education. She has written extensively on early childhood development and the quality of
early education services and sat on the Expert Panel of the Dame Tickell EYFS Review. Chris
is patron of the London Early Years Foundation, whom she is supporting in developing their
research strategy and continues to be an active Vice President of BAECE/Early Education.
Tony Bertram has been a member of the Ministerial Early Education Advisory Group (EEAG),
which advised the government on the development of the Foundation Stage curriculum and
was a member of the QCA working party on qualifications in the early years. Currently he is
a member of the Ofsted national Advisory Committee. He has a particular interest in cross
national, European early childhood projects and has worked extensively abroad for the British
Council and the Organisation for Economic Cooperation & Development (OECD). He is the
current President of Early Education.
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APPLY ONLINE
Applications for MA Modules should be completed through the CREC website.
Applications for Initial Teacher Training should be completed through the UCAS website.
For more information on MA in Education (Early Years) visit:
www.crec.co.uk/ma-in-education
For more information on Initial Teacher Training visit:
www.earlyyearsteachertraining.co.uk
If you have any queries about either of the courses,
contact the Programme Manager Carol Nelson:
0121 464 0025
c.nelson@crec.co.uk
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OTHER WORK UNDERTAKEN AT CREC
Consultancy
CREC works in an advisory capacity with a number of government bodies and providers of early childhood
services, internationally, nationally, regionally and at a local authority level.
Some examples of recent consultancy work undertaken by CREC:
•Early Years service strategic visioning days
•Foundation phase strategic reviews
•Observation and assessment practice
•2 year old offer - business planning and consultation
•Implementation of pedagogical mediation for setting improvement
•Early Years system leadership training
For more information visit our website www.crec.co.uk/consultancy or if you have a specific enquiry, contact
CREC’s Assistant Director Sean Delaney on s.delaney@crec.co.uk
Research
CREC is an international player in the early years research arena. Some of the current and recent projects
include the ECES - a cross national study that examines the range of early education approaches and their
relationship to child learning & development; Starting Well - a report which looked at benchmarking early
education across the world; and ‘The impact of early education as a strategy for counteracting
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socio-economic disadvantage’ for Ofsted (2013). These reports and others can be downloaded on our website
(www.crec.co.uk/research).
CREC was recently awarded £97,000 by the Department for Education to undertake a national 12 month
project to identify how the achievement levels of white working class boys can be improved.
At the end of the project a range of practical, free online resources for parents and teachers will accompany the
research paper.
PhD Supervision
In collaboration with three prestigious West Midlands universities (University of Birmingham, Birmingham
City University and Wolverhampton University), CREC undertakes tutorial support for MPhil and PhD students,
either full time or part time. Research students will usually have a good first degree and have a focus in the field
of early childhood studies.
Learning Circle
Every month, CREC hosts the Learning Circle, an open, free and
supportive learning group for those interested in the early years.
This ‘community of practice’ is the ideal forum for research
students to disseminate their work and exchange ideas with
colleagues. It runs once a month from 16:30 - 18:00.
Visit www.crec.co.uk/learning-circle for more information, to see
dates for this year, and to join the Learning Circle Facebook group.
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Conferences
BECERA
With the organisation of a major international research conference under its belt (EECERA 2010), CREC
created and annually organises BECERA, a conference for UK based Early Years Practitioners and
Researchers wanting to present their research and share knowledge with a wider audience. We hosted our
5th Conference in February 2015, with the theme “Documentation for Assessment and Evaluation: Testing
the Current Agenda”. For the first time in 2015, we incorporated a debate into the conference programme,
with a variety of experts on the topic of the Baseline Assessment bringing their views to the table.
Information regarding the 2016 Conference
will be released later this year. For more
information and to get involved visit
www.becera.org.uk
EECERA
CREC is also organising, in conjunction with the Universitat Autònoma de Barcelona, the Annual EECERA
conference. This year’s conference will focus on Innovation, Experimentation and Adventure in Early
Childhood. The conference theme looks to the future and embraces, explores and initiates discourse on
childhood in a world which is becoming increasingly standardised, universalised and risk-averse, yet which
has increasing opportunities, is technologically competent and where the rights and voice of children are
being acknowledged.
EECERA 2015 will be the 25th Annual Conference and we have received a record number of submissions for
presentation at the conference this year.
30
EECERA 25th
Conference
Universitat Autònoma de Barcelona, Spain
7th-10th September 2015
To book conference tickets visit
www.eecera2015.org
31
CREC
St Thomas Children’s Centre,
Bell Barn Road, Birmingham
B15 2AF
0121 464 0020
enquiries@crec.co.uk
www.crec.co.uk
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