MA in Education Early Years
CREC offers a flexible way to gain a Master's Degree in Education with Early Years focus.
Our part time programme is designed specifically for practitioners working in the early years sector and can be studied alongside and in support of your day-to-day role. Each module builds upon the experience and knowledge that you bring from your professional outlook. The diverse, multi-disciplinary nature of the sector which encompasses education, childcare, family support, social work, and health is acknowledged through the construction and arrangement of modules that allow flexibility to explore theory related to specific, real-life examples from your practice.
The course is designed to support and develop you into a highly reflective early years practitioner researcher who can improve outcomes for children and families through their practice.
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We’ll contact you with information about the programme and any upcoming information sessions.
Course Information
Programme Overview 2024-2025
Year One
The first year of our MA Education (Early Years) is structured to balance the support of sector experts Prof. Chris Pascal and Prof. Tony Bertram with the guidance of specialist tutors as students embark upon a reflective year. The focus of the year is professional practice and, through two academic assignments, students reflect upon their own specialism within early years and seek to consider how they might influence change. Students are invited to specialise in areas such as Leadership, Music, Creativity and the Arts, Mentoring, and Nurturing Childhoods. Specialist tutors work alongside Chris and Tony to introduce students to the nuanced debate and specific considerations of these areas and support them in reflecting upon their own practice.
Expand sections below for an outline of each of the 5 face-to-face taught sessions.
Dates for the next academic year have been set and are also listed below. All taught sessions held at CREC are 10am - 4pm.
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A welcome and introduction to the course and community of practice, before exploring reflective practice and child development with Prof. C. Pascal and Prof. T Bertram. Dr H. Lyndon will provide academic skills support in accessing Birmingham City University platforms. A first reflective assignment will be set and students will be invited to reflect upon their own experiences.
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The day will begin with an overview of the library database, before moving onto the consideration of pedagogy; students will be asked to reflect upon their own pedagogical values and beliefs. During the second half of this session students will refine the focus of their studies with support from specialist tutors and begin to develop as a distinct group within our wider community of practice.
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Initially the whole community of practice will explore international policy perspectives and reflect upon their professional role within the broadest context. There will be the opportunity to undertake further academic skills support before splitting into smaller groups for more support from the specialist tutors.
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Provides significant time in small groups working within specialisms to enable students to begin to unpick the challenges and dilemmas within the given specialism and to set the scene for the second assignment.
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For the final taught day of the year we ensure all students are ready to tackle their second assignment and provide significant time with specialist tutors to ensure the focus remains relevant to students professional context and pertinent within current research and policy.
2025-26 face-to-face taught days (CREC side room, 10am - 4pm):
Day 1: Tue, 14th October 2025; Day 2: Tue, 9th December 2025; Day 3: Tue, 27th January 2026; Day 4: Tue, 10th March 2026; Day 5: Tue, 21st April 2026.
Year Two
As students progress from year one and into year two, the focus of the MA shifts and students are trained in CREC’s specialism, Early Years research. These sessions are all led by Prof. Chris Pascal and Prof. Tony Bertram but again provide the added benefit of a range of specialist tutors. Through the taught sessions students will consider paradigm and methodology choices, systematic approaches to literature, specific methods, ethics and data analysis. In addition to these sessions students are guided by tutors in conducting case study and action research within their own professional practice.
2024-25 face-to-face taught days (CREC side room, 10am - 4pm):
Day 1: 7th October 2024; Day 2: 25th November 2024; Day 3: 20th January 2025; Day 4: 7th April 2025; Day 5: 12th May 2025.
2025-26 face-to-face taught days (CREC side room, 10am - 4pm):
Day 1: Thu 9th October 2025; Day 2: Thu, 4th December 2025; Day 3: Thu, 29th January 2026; Day 4: Thu, 5th March 2026; Day 5: Thu, 30th April 2026.
Year Three
As with any MA Education, the final year is one in which a full dissertation is required. CREC provides taught support sessions to extend students research repertoire and supports the design of an extended piece of research. Again CREC’s wider networks and specialist tutors are on hand to support students in this exploration and we encourage wider sector engagement through CREC learning circle and conference attendance and dissemination.
2024-25 face-to-face taught days (CREC room 4, 10am - 4pm):
Day 1: 7th October 2024; Day 2: 25th November 2024; Day 3: 20th January 2025; Day 4: 7th April 2025; Day 5: 12th May 2025.
2025-26 face-to-face taught days (CREC room 4, 10am - 4pm):
Day 1: Thu 9th October 2025; Day 2: Thu, 4th December 2025; Day 3: Thu, 29th January 2026; Day 4: Thu, 5th March 2026; Day 5: Thu, 30th April 2026.
Why Study at CREC?
The course is delivered by the internationally recognised Centre for Research in Early Childhood led by Prof. Chris Pascal & Prof. Tony Bertram.
Improving outcomes for children, particularly the most disadvantaged, is at the heart of what CREC does and this course is designed to develop high-quality, reflective, impactful professionals who can bring about positive change in early childhood.
You will have the dual benefit of being a BCU student with access to all university services and resources as well as being part of the CREC learning community and the networks and resources it has to offer.
Through an approach that advocates reflective practice and professional enquiry, the curriculum is designed to develop the individual and their practice. This in turn will lead to longer-term benefits for the settings, schools, or services they work for.
We have various optional early years specialisms available each year delivered by nationally recognised figures such as Leadership, Music, Creativity and the Arts, Mentoring, and Nurturing Childhoods.
“It’s such a privilege and pleasure to learn at CREC.
For someone like me who doesn’t get paid if I don’t work and is all over the country all the time, the CREC MA is a brilliant opportunity to learn without having to give up work.”
Ruth Swailes, MA 2018-present
Interested in completing a PgCert (1 year) or PgDip (2 years) instead of a full MA?
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What Our Students Have Said
“I have learnt so much, met so many like-minded people and actually got more work from the opportunities that have arisen, having done this course. A fantastic place to study, I whole-heartedly recommend it."
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Student Paper Archive
CREC firmly believes in the importance of practitioner research as a way of generating new knowledge and providing an alternative narrative to more objective, distanced methods of research.
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Student Finance Available
We are pleased to say that arrangements are now in place for new students to be able to access Student Finance. This is available to students enrolling on full MA only (180 PG credits). Click below for more information.
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MA Tutors
Get to know the programme leads and specialist tutors who will guide you and support you in reflecting upon and researching your practice.
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FAQs
Find answers to the most Frequently Asked Questions about our Master’s Programme. Can’t find what you’re looking for? Get in touch!
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MA Expression of Interest
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