Developmental Psychology & Early Childhood (MA) Study Liverpool Hope University,Study,Postgraduate Taught,Postgraduate Courses

Developmental Psychology & Early Childhood (MA)

Duration: 12 months (full-time); 27 months (part-time)

Overview

* This course qualifies for the New £10,000 Postgraduate Loan Scheme (PGL)

The MA Developmental Psychology & Early Childhood programme is designed for practising teachers, educators and others with a personal or professional interest in the field of education. The programme aims to provide opportunities for engagement with the key theories, concepts and ideas in education.

This programme is part of the ‘Interdisciplinary Studies in Education’ suite of research-informed Masters provision. It offers each student a choice of awards that means they can tailor the available provision to their own research interests.

By studying at Liverpool Hope University, you will be joining an academic community with a strong record in educational research. You will study in a supportive learning environment and be encouraged to develop your own research profile.

Curriculum

The full Masters award requires you to gain 180 credits, including a dissertation. The curriculum is constructed from 60-credit ‘Blocks’ of provision, from which students will choose two of the combinations permitted. Each 60-credit Block comprises either two 30-credit or four 15-credit modules.

Developmental Psychology block
Term 1

Cognitive Development (30 credits)

This module will elaborate on diverse aspects of the development of human cognition. It will tackle both theoretical and methodological implications that lie within the field of cognitive psychology, by critically analysing cognitive mechanisms/processes that develop from birth into early and middle childhood. The module will be research-driven, providing space and opportunities for a deep understanding of theory and research that underpin major areas of cognitive development, such as perception, memory, attention, reasoning, executive functions and make key conceptual links with other sub-fields, such as neurocognition. 

Term 2

Developmental Psychology (Childhood) - (15 credits)

The module will explore contemporary theoretical approaches within developmental psychology. It will be covering biological, cognitive, social cognitive, neuro-cognitive, social and emotional areas development. The module will also be both research informed with a specific focus on the inter-relationships with classic and contemporary research paradigms within early and mid-childhood development and current theorising. A range of research outcomes relating to deep critical awareness of current theoretical and methodological advances in developmental psychology and how these impact on current views of child development will be central to this module.

Developmental Psychology (Infancy) - (15 credits)

This module is similar to the one above but focuses on infant development.  Central to the module will be a range of research outcomes relating to deep critical awareness of current theoretical and methodological advances in developmental psychology and how these impact on current views of infant development.   

Early Childhood block

Term 1

The Development of Young Children’s Thinking and Learning in Socio-Cultural Context (30 credits)

This module studies a range of theories relating to young children’s learning. It briefly visits traditional learning theories of Vygotsky, Bruner, and modern theorists. The majority of the module expands on the traditional aspects by examining attitudes and practices which provide for optimal learning. This examination includes social, cultural, historical and political influences on learning in national and international contexts. There are opportunities for students to engage with international literature and to benefit from the breadth of experiences brought to the debate by students from a variety of backgrounds.

Term 2

Children’s Rights and Participation (30 credits)

This module will develop an understanding of children’s rights, starting with the UNCRC. It will examine the implications of the convention in national and international contexts, both politically and practically. This course will examine the contemporary meanings of children’s rights and participation. It will analyse the concept of participation in relation to listening and consultation.  Through Shier’s (2001) model of participation, it will consider how participation is facilitated in practice. It will enable to students to examine their own ability to facilitate participation through critical reflection. It will also examine the wider implications of facilitation in the context of the children, welfare and the state.

After completion of the taught phase (when both Blocks are completed and 120 credits has been successfully gained) then students will begin the research phase, whereby they will study a Research Methods module and then embark on a Dissertation that synthesises the two Blocks that they have studied. 

 

Entry Requirements

Normally a First Class or Upper Second Class Honours Degree.

Applications from students who do not hold a 1st or 2:1 Honours Degree (or equivalent) will be asked to demonstrate potential to achieve a Masters award via a sample of academic writing and interview before an offer is made.

You will also need adequate experience within the children’s workforce. It is expected that applicants can demonstrate engagement in CPD and provide a reference confirming their suitability to work at MA level.

Please note that a satisfactory Enhanced Disclosure from the Disclosure and Barring Service (formally the Criminal Records Bureau – CRB) is required for students where they are required to visit settings other than their own workplace and involves access to children.

For students whose first language is not English there is a language requirement of IELTS 6.5 overall (reading 6, writing 6), TOEFL ibt 87, or other equivalent recognised English language qualification.

Teaching & Research

Research in the Faculty of Education is organised around two centres and research fora/groups: 
Students taking a Masters in the Education Faculty may find their work aligns with any or several of these groups, as the award is designed to allow individuals to study areas of education and teaching and learning in a wide variety of settings and contexts.

Employability

An MA Developmental Psychology & Early Childhood will allow you to enhance your personal interests, career specific opportunities and show potential for promotion to senior leadership. For practising teachers it can be a good way to enhance your opportunities to move beyond threshold, or simply become an ‘outstanding’ practitioner.

Students completing the MA will also be well placed to go on to a doctorate (EdD or PhD) at Liverpool Hope.

 

Overview

* This course qualifies for the New £10,000 Postgraduate Loan Scheme (PGL)

The MA Developmental Psychology & Early Childhood programme is designed for practising teachers, educators and others with a personal or professional interest in the field of education. The programme aims to provide opportunities for engagement with the key theories, concepts and ideas in education.

This programme is part of the ‘Interdisciplinary Studies in Education’ suite of research-informed Masters provision. It offers each student a choice of awards that means they can tailor the available provision to their own research interests.

By studying at Liverpool Hope University, you will be joining an academic community with a strong record in educational research. You will study in a supportive learning environment and be encouraged to develop your own research profile.

Curriculum

The full Masters award requires you to gain 180 credits, including a dissertation. The curriculum is constructed from 60-credit ‘Blocks’ of provision, from which students will choose two of the combinations permitted. Each 60-credit Block comprises either two 30-credit or four 15-credit modules.

Developmental Psychology block
Term 1

Cognitive Development (30 credits)

This module will elaborate on diverse aspects of the development of human cognition. It will tackle both theoretical and methodological implications that lie within the field of cognitive psychology, by critically analysing cognitive mechanisms/processes that develop from birth into early and middle childhood. The module will be research-driven, providing space and opportunities for a deep understanding of theory and research that underpin major areas of cognitive development, such as perception, memory, attention, reasoning, executive functions and make key conceptual links with other sub-fields, such as neurocognition. 

Term 2

Developmental Psychology (Childhood) - (15 credits)

The module will explore contemporary theoretical approaches within developmental psychology. It will be covering biological, cognitive, social cognitive, neuro-cognitive, social and emotional areas development. The module will also be both research informed with a specific focus on the inter-relationships with classic and contemporary research paradigms within early and mid-childhood development and current theorising. A range of research outcomes relating to deep critical awareness of current theoretical and methodological advances in developmental psychology and how these impact on current views of child development will be central to this module.

Developmental Psychology (Infancy) - (15 credits)

This module is similar to the one above but focuses on infant development.  Central to the module will be a range of research outcomes relating to deep critical awareness of current theoretical and methodological advances in developmental psychology and how these impact on current views of infant development.   

Early Childhood block

Term 1

The Development of Young Children’s Thinking and Learning in Socio-Cultural Context (30 credits)

This module studies a range of theories relating to young children’s learning. It briefly visits traditional learning theories of Vygotsky, Bruner, and modern theorists. The majority of the module expands on the traditional aspects by examining attitudes and practices which provide for optimal learning. This examination includes social, cultural, historical and political influences on learning in national and international contexts. There are opportunities for students to engage with international literature and to benefit from the breadth of experiences brought to the debate by students from a variety of backgrounds.

Term 2

Children’s Rights and Participation (30 credits)

This module will develop an understanding of children’s rights, starting with the UNCRC. It will examine the implications of the convention in national and international contexts, both politically and practically. This course will examine the contemporary meanings of children’s rights and participation. It will analyse the concept of participation in relation to listening and consultation.  Through Shier’s (2001) model of participation, it will consider how participation is facilitated in practice. It will enable to students to examine their own ability to facilitate participation through critical reflection. It will also examine the wider implications of facilitation in the context of the children, welfare and the state.

After completion of the taught phase (when both Blocks are completed and 120 credits has been successfully gained) then students will begin the research phase, whereby they will study a Research Methods module and then embark on a Dissertation that synthesises the two Blocks that they have studied. 

 

Entry Requirements

Normally a First Class or Upper Second Class Honours Degree.

Applications from students who do not hold a 1st or 2:1 Honours Degree (or equivalent) will be asked to demonstrate potential to achieve a Masters award via a sample of academic writing and interview before an offer is made.

You will also need adequate experience within the children’s workforce. It is expected that applicants can demonstrate engagement in CPD and provide a reference confirming their suitability to work at MA level.

Please note that a satisfactory Enhanced Disclosure from the Disclosure and Barring Service (formally the Criminal Records Bureau – CRB) is required for students where they are required to visit settings other than their own workplace and involves access to children.

For students whose first language is not English there is a language requirement of IELTS 6.5 overall (reading 6, writing 6), TOEFL ibt 87, or other equivalent recognised English language qualification.

Teaching & Research

Research in the Faculty of Education is organised around two centres and research fora/groups: 
Students taking a Masters in the Education Faculty may find their work aligns with any or several of these groups, as the award is designed to allow individuals to study areas of education and teaching and learning in a wide variety of settings and contexts.

Employability

An MA Developmental Psychology & Early Childhood will allow you to enhance your personal interests, career specific opportunities and show potential for promotion to senior leadership. For practising teachers it can be a good way to enhance your opportunities to move beyond threshold, or simply become an ‘outstanding’ practitioner.

Students completing the MA will also be well placed to go on to a doctorate (EdD or PhD) at Liverpool Hope.

 

Course Contact Details

Student Recruitment Team

t: +44 (0) 151 291 3111

e: enquiry@hope.ac.uk

Faculty: Education

t: +44 (0) 151 291 3410

e: educationpgt@hope.ac.uk

Start date: September & January

How to Apply