MA in Education (Early Years) - Centre for Research in Early ...

MA in Education (Early Years)

Dear Colleagues, 

Welcome to our MA in Education (Early Years) brochure 

for 2013/2014. 

This brochure contains an overview of the Post Graduate 

modules offered at CREC over the next 12 months. They 

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. Each course is delivered at our base within 

a children’s centre in central Birmingham, which is easily 

acessible via road or rail. 

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. 

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

MA in Education (Early Years) 

CREC & BCU pathway 

FACT SHEET: 

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. 

Module start date: October 2013 

Module length: 5 face to face days per academic year 

Entry requirements: You should normally have an undergraduate degree 

or relevant experience in the field you wish to study. For more information 

contact us. 

Assessment: Each 60 credit module is assessed by assignments of 10 thousand 

words (although some modules break this into sub sections). The dissertation 

is 15 thousand words. 

Accreditation: 60 PG per module accredited by BCU 

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 4640020 or by 

email enquiries@crec.co.uk

Learning Outdoors in Early Childhood 

Who is the course aimed at? 

This module has been created for professionals working 

in the early childhood field who have a strong interest in 

playing and learning outdoors, such as: 

Owners, managers and heads of Early Years settings; 

Teachers working with children from birth-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? 

Themes include: 

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; 

Understandings of space and place through environment 

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. 

What will you gain? 

Personal and practice aims: 

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. 

Academic outcomes: 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. 

COURSE DATA 

Type of course: Post Graduate combined (taught and research) 

Accreditation: 60 PG credits from Birmingham City University 

Study options: Face to face (5 days) + distance learning 

Duration: 1 year 

Fees: £1300 

Tutor: Jan White 

Dates: 14th October, 12th November, 25th February, 18th March 

& 1st April 

Location: The Centre for Research in Early Childhood, 

Birmingham

Early Years Music 


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 , instrumental teachers. 


The course will focus is 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 of early childhood music education and their 

principles; contemporary music experiences for children, 

including new technologies and their impact; and the 

principles and methods of research. 


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. 

‘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 

COURSE DATA 





Fees: £1300 

Tutors: Susan Young & Alison Street 

Dates: 4th, 5th October & 22nd October, 19th November, 10th 

December, 14th January & 11th February 

Location: The Centre for Research in Early Childhood, 

Birmingham. 

MEET THE TUTORS 

The music content will be led by Dr Susan Young and Dr Alison 

Street. 

Susan Young is Associate Senior Researcher of CREC and Senior 

Lecturer at Exeter University. She is a leading international 

expert in early years music education and author of several 

well-known books and many articles on early childhood music. 

In her early career she taught music to children of all ages in all 

kinds of settings and then moved to university lecturing and 

research twenty years ago. 

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.

New for 2013/2014 

System Leadership 

COURSE DATA 


This system leadership programme has been developed to 

support and challenge senior leaders working in children’s 

services with responsibility for promoting, supporting 

and modelling best multi-agency practice whilst always 

ensuring that the child remains the central focus. 

This course is aimed at: 

Senior and middle leaders of children’s services; 

Locality Leaders of Children’s Centre/ Nursery clusters; 

Leaders of multiple PVI settings. 


Day one: Introduction to system leadership and building 

a learning culture 

Day two: Reflecting on the leadership of learning in a 

climate of change 

Day three: Understanding child development and learning: 

pre-birth to three 

Day four: Leading the development of child centred, multiagency 

partnerships 

Day five: Building a Learning Organisation 


Intelligent system leadership is essential to implementing 

and sustaining structural, systemic and cultural change at 

a time of diminishing resources and this programme aims 

to provide participants with a variety of tools, theories, 

knowledge, skills and confidence to support the overall 

aims and objectives of the Directorate. The facilitated 

approach will encourage participant involvement and will 

aim to embed new ideas through promoting experiential 

and reflective learning. 

Although leadership of practice excellence is central 

to the course, there will also be a strong focus on child 

development and learning, to ensure that participants 

possess a keen understanding of the Early Years field and 

its vital role in shaping the future lives of children. This 

focus will also explore the complexities and nuances that 

frontline practitioners will be faced with as Children’s 

Services adapt and change in response to broader 

economic and policy pressures. 

What is System Leadership? 

‘System leadership involves a shift in mindset for school 

leaders, emphasising what they share with others over 

how they differ. Where they can, system leaders eschew 

‘us and them’ relationships – with their community, 

with other schools and professionals and with the DCSF 

– and model a commitment to the learning of every 

child. System leadership maximises the influence and 

effect of leadership across a system. It represents both a 

shift in the practice of leaders to ensure wider influence 

and in the system itself to make this possible.’ 

Tom Bentley and John Craig, National College for Training 

& Leadership 





Fees: £1300 

Tutors: Prof Chris Pascal & Prof Tony Bertram 

Dates: 14th October, 11th November, 9th December, 13th January, 

10th February 

Location: The Centre for Research in Early Childhood, Birmingham 

APPLY ONLINE 

If you are thinking of applying to any of our modules, you can do 

so by visiting our website and completing our booking form. 

If you’ve got any queries about any of the modules, contact the 

MA in Education (Early Years) Programme Manager Carol Nelson 

on 0121 4640024 or by email c.nelson@crec.co.uk



This course is aimed at those in leadership roles, or aspiring 

leaders. It is relevant to those working in care and education, 

including Children’s Centres and multi-professional teams. 


The importance and value of mentoring in Leadership in Early 

Childhood is a developing field. This experiential module will 

include theory and practical activity in 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 nature and value of mentoring 

in the context of leadership, the theory of mentoring and to 

develop practical mentoring skills for developing leaders. 

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; 

Learning theories and their relationship to mentoring; 

Practical mentoring skills ; 

Ethical issues and boundaries. 


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 differing 

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. This in turn will progress towards 

a research project to explore strengths and needs leading 

towards a developmental action plan to shift reflection on 

action towards reflection in action. 

Paul Watling & Mike Gasper 

COURSE DATA 



Study options: face to face (5 days) + distance learning 


Fees: £1300 

Tutor: Mike Gasper & Paul Watling 

Dates: 9th October, 5th November, 4th December, 5th February, 

26th February 



Michael Gasper is currently an Early Years consultant providing 

leadership mentoring, facilitation, training, and research. He 

is 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. 

Paul Watling is a freelance trainer and facilitator in children’s 

services nationally, mainly with Children’s Centre teams. He has 

worked in the field of community development and children’s 

services for over 25 years initially as a Youth and Community 

Development Worker in local government and also in the 

voluntary sector. He has managed multi-disciplinary teams in 

Birmingham and the West Midlands and led a phase 2 Sure Start 

Local Programme from delivery plan to designation as a Children’s 

Centre.

Leadership & Management 

COURSE DATA 

Who is it aimed at? 

This programme is aimed at managers and leaders of early 

years settings , including nursery schools, PVI settings and 

Children Centres. 


Day 1: The Skills and Competencies of Effective Leadership 

Day 2: Leading Organisational Change Intelligently 

Day 3: Team Development and Shared Organisational 

Values 

Day 4: Leading collaborative working with children, Families 

and Multi-Agency Partners 

Day 5: The Entrepreneurial Leader 


The programme aims to provide participants with: 

An understanding of the personal and professional 

leadership skills required to lead an Early Years setting; 

An understanding of the factors which nurture the 

development of successful early childhood services in the 

local community, including examples of good practice; 

An understanding of the features of quality Early 

Years settings and the capacity to implement a quality 

improvement process; 

Enhanced understanding of equality and diversity in the 

delivery of early years services; 

Strategies to understand and manage organisational 

change effectively within their settings; 

Techniques to lead and support effective multi-professional 

team working; 

Support in the development of collaborative working with 

children and families; 

The opportunity to explore new ways of working and to 

deliver a high quality Early Years service. 

‘Following completion of the 

NPQICL, I was keen to return 

to CREC to continue my 

leadership and management 

journey in an environment 

influenced by andragogic 

theory. Through reflection, 

dialogue and theory I have 

discovered alternative ways 

to understand how I can develop and strengthen my leadership 

together with an opportunity to network with my peers. The 

leadership and management course has enhanced my skills and 

abilities to lead in a climate of profound change’. 

Joy Baldwin 

MA in Ed (EY) 3rd year student 





Fees: £1300 

Tutor: Prof Chris Pascal & Prof Tony Bertram 

Dates: 16th October, 14th November, 11th December, 15th January, 

12th February 


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Physical Development 

COURSE DATA 


Created for professionals working in the early childhood 

field who have a strong interest in supporting young 

children’s physical development, especially through play 

indoors and outdoors. This might include: 

Owners, managers and heads of early years settings; 

Teachers working with children from birth-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 and family support; 

Consultants and trainers working in early childhood 

outdoor education, including nature-based programmes. 


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; 

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. 


This module provides an extensive opportunity to 

understand the biological and social processes involved in 

early childhood physical development, to 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. 





Fees: £1300 

Tutor: Jan White 

Dates: 16th October, 13th November, 26th February, 19th March, 

2nd April 


MEET THE TUTOR 

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, cofounder 

of the Landscapes for Early Childhood UK network, and 

teaches on the Masters programme at CREC (Birmingham City 

University).

Double Research 

COURSE DATA 


This module is designed for Early Years practitioners to 

become practitioner researchers in their own settings. 


This module introduces students to the key elements of a 

research project including reviewing literature, choosing 

appropriate methodologies, conducting fieldwork, 

analysing data and drawing intelligent conclusions, in 

relation to an identified research interest. 


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. 

Some examples of research conducted with us: 

‘Adult-child touch behaviours’; 

‘The effect of volunteering within Children Centres in 

raising aspirations and ambitions for individuals to 

provide a better future for their families’; 

‘How to support parents and staff to understand aims 

of Forest School, improve their participation and 

attendance’; 

‘Exploring a Children’s Centre Team’s values and beliefs’. 

Have you got a specific topic you would like to research? 

Some of our students already know which topic they 

want to research. If this is your case, please contact us 

and we will help you turning your idea into a structured , 

professional and academic research project. 

We give Practitioner Researchers the tools to conduct 

research in their own setting and provide a framework 

for this to happen. 

Interested? Then contact us now either by email at 

enquiries@crec.co.uk or by phone 0121 4640020. 





Fees: £1300 


Dates: 10th October, 21st November, 12th December, 23rd January, 

13th February 



Professor Chris Pascal 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 most recently sat on the Expert Panel of the Dame Tickell EYFS 

Review. 

Professor Tony Bertram holds honorary academic posts at three major 

Midland’s universities: Birmingham University awarded him the title of 

Senior Research Fellow; Birmingham City University has made him a 

Visiting Professor; and Wolverhampton University has also honoured 

him with the status of Visiting Professor. He 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.


The dissertation is the culmination 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 indepth 

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. 


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; ethical considerations 

and access to information; 

Dissertation 

Identification of an appropriate research strategy: 

undertaking a critical survey of published research; 

experiments, quasi-experiments and single-case research; 

surveys including longitudinal and cross-sectional; casestudies; 

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 

quantative data analysis; 

Formulating proposal 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. 


Upon successful completion of your dissertation, you will 

be awarded an MA in Education (Early Years) by Birmingham 

City University. 

COURSE DATA 





Fees: £1300 


Dates: 10th October, 21st November, 12th December, 23rdJanuary, 

13th February 


‘Studying with CREC has changed 

my life. As a result of NPQICL 

I found myself to be a more 

purposeful and reflective 

practitioner, better able to prepare 

staff for the uncertainty ahead. 

To enhance my own professional 

development I continued to 

study and achieved a Masters in 

Education; this had been a lifelong 

goal and completely rekindled my 

thirst for knowledge. This has lead 

me to embark upon a full time 

PhD; an opportunity I never thought I would have. The support the 

CREC team offers is second to none and instils a confidence in me 

that I can succeed. ‘ 

Helen Lyndon 

MA in Ed (EY) graduate

Other work we do: 

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. 

Dates for 2013/2014: 10th October, 21st November, 12th December, 23rd January, 13th February. 

Conferences 

With the organisation of a major international research conference under its belt (EECERA 2010), CREC created and annually organises BECERA, an annual conference 

for UK based Early Years Practitioners Researchers wanting to present their research and share knowledge with a wider audience. 

For more information and to get involved visit www.becera.org.uk 

Research 

CREC is an international player in the early years research arena. Some of the current projects include the ECES - a cross national study that examines the range 

of early education approaches and their relationship to child learning & development; the Starting Well - a report who looked at benchmarking early education 

across the world; the Ofsted Report and The School Food Trust Qualitative Evaluation of Impact of School FEAST Network and other ones which can be 

downloaded on our website. 

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. 

For more information visit our website www.crec.co.uk

About us 

CREC is located within St Thomas Children’s Centre in Central 

Birmingham. Being based in a children’s centre gives us the 

opportunity to work alongside and learn from the experiences 

of leaders and practitioners from a variety of different agencies 

working with children, parents and families in the area. It also 

allows to us do what we do best: empower practitioners working 

in Early Years to thrive professionally in their work place. 

Connect with us 

If you want to talk to us, you can do so by emailing us, calling 

us, coming into the office or simply by following us on twitter or 

facebook, where we regularly update our latest news! 

The Team 

Professor Chris Pascal & Professor Tony Bertram - Directors 

Sean Delaney - Assistant Director 

Carol Nelson - MA in Education (Early Years) Programme Manager 

Sarina Razzak - EECERA Journal and EEL/BEEL Coordinator 

Selma Manjee - Marketing Manager

‘Education is the most powerful weapon which you can use 

to change the world’ 

Nelson Mandela

www.crec.co.uk

CREC, St Thomas Children’s Centre, 

Bell Barn Road, Birmingham, B15 2AF 

+44 121 4640020 enquiries@crec.co.uk 

www.crec.co.uk 

@_CREC

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