Working with young children requires a great deal of knowledge and expertise from those in the sector. Our exciting MA Education (Early Childhood) aims to support you to develop an in-depth understanding of a wide range of topics related to education and Early Childhood.
DurationCourseSummary
Course overview
Working with young children requires a great deal of knowledge and expertise from those in the sector. Our exciting MA Education (Early Childhood) aims to support you to develop an in-depth understanding of a wide range of topics related to education and Early Childhood.
Why study this course with us?
Our MA in Education is designed to meet the interests of a wide range of participants from schools, nurseries, universities, colleges and local authorities, as well as professionals working with children and young people outside of education – for example in children's services and health and social care.
The common factor for all potential participants is the desire to develop their expertise in the field of education and to make a real difference in the lives of the children and young people with whom they work.
The blend of students from different professional backgrounds enables discussion, debate and the sharing of experiences in a supportive and welcoming environment, facilitated by staff who are experts in the field of education.
The degree has been developed drawing on the latest policy, research and practice in education, to offer a course that will equip students with skills in critical evaluation and practitioner research to be effective teachers and practitioners and to make informed contributions to development in policy and practice in schools and educational settings.
Students that do not wish to study the full MA programme, can choose to study to a PGDip level instead.
What you’ll Study
The MA in Education is highly relevant to practice and to the exploration and development of professional work in a range of educational settings. The course will enable you to research key issues of personal interest and relevance to your own professional context.
We offer a wide range of modules, which cover key contemporary topics in the field of education as well as pathway specific modules that will enable you to specialise in Early Childhood.
Enriching and Engaging Mathematics Education
Module content:
This module will focus on strategies to support enriching and engaging mathematics education. Topics covered may include
Synthesis of links between the cognitive and affective domain in mathematics pedagogy.
Analysis of resilience in mathematics learning.
Analysis of physical, practical, visual, contextual and symbolic learning models to promote engagement and enrichment.
Develop foci for interventions in mathematics teaching through an analysis of participants pedagogical and subject knowledge needs.
Link education theory to practice through enquiry.
Module aims:
This module aims to address issues arising from mathematics anxiety, mathematical difficulties and an absence of mathematical resilience by predominantly focussing on the emotional aspects of learning mathematics in participants' professional learning and practice, by understanding and developing enriching and engaging mathematical learning opportunities for all pupils.
How Children Learn Mathematics
Module content:
This module is designed to support those working with children and young people to understand how they learn mathematics and how they can creatively support the teaching of mathematics. Topics covered may include
Misconceptions and effective learning models- concrete learning models that scaffold and build effective cognition, exemplified through mental mathematics
The language of mathematics learning
Problem solving in mathematics and variation theory
Research informed mathematics teaching and learning
Representations of mathematics understanding
Re-engagement in mathematical debate
Module aims:
This module aims to enhance the professional learning and practice of participants in relation to the cognitive aspects of learning mathematics so that they may better understand how children and young people develop mathematical understanding and to discuss, debate and implement effective approaches to supporting mathematical learning.
Pupil Identity and Agency
Module content:
This module considers holistic development throughout childhood and adolescence. Students will examine all aspects of development, including physical, cognitive, social and emotional and how these impact on pupils behaviour and learning. The module will encourage students to reflect on how pupils develop identity and can be given a voice in education.
Module aims:
This module aims to
Offer an understanding of the way in which aspects of pupil’s holistic development impact throughout childhood and adolescence.
Enable students to develop a critical perspective of the impact of developmental aspects on behaviour and learning.
Enable students to critically explore the interrelationship between pupils identity, agency, development and their participation in learning.
Give students the skills and knowledge to analyse and challenge current practice and to critically justify diverse approaches that enable them to meet the needs of children and adolescents within contemporary society.
About the University
Get to know the University of Chester of today and learn about our long and fascinating history.
Our History
The college which would become the University of Chester was founded in 1839 by such pioneers as the 19th-century prime ministers William Gladstone and the Earl of Derby, and a future Archbishop of Canterbury.
The institution's original buildings were the first in the country to be purpose-built for the professional training of teachers. The first cohort of 10 male student teachers had been taught in temporary premises in Nicholas Street from February 1840, until increasing student numbers led to a move to further temporary accommodation in Bridge Street later that year.
The need for a permanent site led the Dean and Chapter of Chester Cathedral to donate land adjacent to Parkgate Road and the new facilities were opened in 1842 for the 50 student teachers and their school pupils.
Exton Park has subsequently been developed to accommodate the needs of students and the University still provides higher education in this location and at other sites in the city and beyond.
Education qualifications remain significant and are now a fraction of the 350 course combinations on offer. In the 20th Century, the institution steadily expanded its student numbers and the variety and nature of its courses, which range from Accounting and Finance to Zoology.
The University of Chester now has over 1,800 staff and some 14,000 students, drawn from the United Kingdom, Europe and further afield, particularly from the United States, India, China, Nigeria, Turkey, Uganda, Pakistan, Ghana, Bangladesh, Qatar, Indonesia, Vietnam, Japan, Sri Lanka and Malaysia.
As well as undergraduate and postgraduate degrees, a new range of foundation degrees and apprenticeship degrees combines conventional university study with learning at work.
MPhil and PhD qualifications are an established and growing area of activity, with the University gaining the powers to award its own research degrees in 2007. The emphasis is very much on research that has practical benefits both economically and culturally, and the University provides consultancy support across a variety of areas of expertise.
Recent projects have included helping to develop England’s first ‘carbon neutral’ village, discovering a vitamin compound which reduces the risk of heart disease and dementia, translating the Bible into British Sign Language, and research into understanding the psychological impact of cancer to improve wellbeing and quality of life for patients and their families.
Development of well-respected courses in Health and Social Care, Business and Management, Arts, Humanities and Social Sciences, Science and Engineering, Medicine and Life Sciences, and Education and Children’s Services has further extended the University’s work and connections with industry, commerce and the professions.
Many millions of pounds are continually invested in the accommodation and resources to enhance the student experience and there is a strong focus on making students feel supported and at home.
Recent developments include the addition of two large accommodation blocks (Grosvenor and Sumner Houses) and a significant expansion of the learning resource centre at Exton Park.
The Handbridge former Western Command Army HQ, in which Winston Churchill held wartime meetings with international politicians, is now the Queen’s Park and opened for the academic year 2015/16 as a base for the Faculty of Business and Management, educating the leaders of tomorrow.
Mission
Founded in Faith - Creating Community - Serving Society
Founded by the Church of England in 1839, we continue to be guided by Christian values and are justifiably proud of the open, inclusive and supportive environment that characterises the institution. Today, as the University of Chester, we welcome students and staff of all faiths or none.
We seek to provide all our students and staff with the education, skills, support and motivation to enable them to develop as confident world citizens and successfully to serve and improve the global communities within which they live and work.
This Mission, which has helped shape our development and diversification, actively continues to inform our future planning and enrichment as a University.
Vision
At the heart of the University’s vision is an unwavering commitment to ensuring an outstanding student learning experience, developing the expertise of staff, providing teaching excellence, and actively growing research and scholarship.
Through these actions, the University hopes to make a positive impact on the lives of students, staff, and the communities that it serves, enabling the institution to make a significant and growing contribution to the region, nationally and internationally.
In valuing and celebrating its long history and traditions, the University is committed to engendering a sense of pride and shared ownership in all that it does. It is dynamic and enterprising in its approach to developing new opportunities.
This qualification provides an ideal taster for learners who may be new to the sector or new to the world of work. It is accessible to learners who may want to understand more about working in health and social care. It aims to introduce some basic concepts of caring and preparation for employment ...
The Level 3 Certificate in Assessing Vocational Achievement (CAVA), formerly known as the A1 certificate is a recognised qualification
Business is fundamental to many aspects of our lives and although not all 14 – 19-year-olds will go on to work in business, all require a deep understanding of business knowledge and skills to navigate the world we live in.
If you are interested in teaching a diverse range of students in the post-16 sector, this full time, pre-service PGCE programme equips you with the knowledge and practical skills you need to teach your subject specialism in the following education settings:
The primary aim of the teaching assistant apprenticeship is to help you to gain the skills, knowledge and confidence to effectively support the class teacher in enhancing children and young people’s learning.
About Coursetakers.com
Coursetakers.com is more than a decade old course aggregator and Online course platform that helps students find courses and compare course prices from Training providers in the UK, by just submitting their inquiry through the website. Coursetakers also helps Institutes, Universities and Online Instructors market their courses, gain leads and get more students to enroll into their courses.
© 2024 coursetakers.com All Rights Reserved. Terms and Conditions of use | Privacy Policy
Online
USA
UK
India
UAE
South Africa
Canada
New Zealand
Australia
Malaysia
Singapore
Saudi Arabia
Egypt
Jordan