MA Leadership in Early Years

How can we measure the effectiveness of education in an early years setting? What are suitable services to improve education in young people? Can we empower children and their communities by engagement with education?

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Overview

Critique theories of leadership and management and learn how they relate to your working environment. Explore services and multi-agency working for young children and families. And, through critical reflection, develop skills to pursue a leadership role in an early years setting.

On our part-time master’s course, you’ll explore leadership and management in early years education and consider how you can improve services for children and families.

This course is designed for professionals working, or volunteering, across the education, health, social care and community sectors. Whether you’re a teacher or volunteer for a social enterprise, we’ll help you to develop your leadership and management skills.

You’ll have the opportunity to engage in professionally stimulating and challenging dialogue with fellow students and explore ways of leading and visioning, such as using the power of pictures to create your shared goal. You’ll also critique the role that a leader plays in the early years environment, including nurseries, preschools, and childminders.

You’ll study theories of leadership and management, such as the different ways of understanding leadership, and instrumental theory. You’ll also analyse current models relating to leading change, and consider methods of managing people and resources.

Some of the topics you’ll consider include the growth mind-set, the contribution of educational leadership to global equality, ethical leadership, and the impact of leadership on organisational effectiveness.

Your final assessment is typically a dissertation on a topic of your choice, related to the field of education. You’ll usually conduct a small research project, which involves planning, conducting and evaluating practical research.

Past topics have included power relationships between adults and children, exploring the importance of play in education and leading learning with two year olds. 

Features and Benefits

Career Prospects

Through this course, you’ll develop a clear understanding of the role a leader plays across educational settings, and develop your vision of leadership.

You’ll gain the knowledge to help you pursue a career in a leadership position across multi-agency support services and communities that support young children.

You may choose to use this knowledge to support your current management or leadership role, or to move into a more senior role.

You could also continue with further study and begin a PhD or EdD, which is often the first step to a career in academia. Previous graduates have gone onto study a PhD while working in a leadership position.

Learn more about graduate careers

Entry requirements

Manchester Met standard entry requirements for taught postgraduate programmes apply:

http://www2.mmu.ac.uk/study/postgraduate/apply/entry-requirements/

You also need to have experience relevant to the award area (or taking up employment or similar related to the award area)

Overseas applicants will require IELTS with an overall score of 6.5 with no less than 5.5 in any category, or an equivalent accepted English qualification. Accepted English qualifications can be viewed here.

For Further Information

Tutor Contact Dr Patricia Giardiello P.Giardiello@mmu.ac.uk

Course details

Our part-time masters course helps you to develop the leadership and management skills to become an educational leader in an early years setting.

Perhaps you work in the police force supporting early intervention or you volunteer for a local community organisation. Whichever early childhood area you work in, you’ll gain theoretical knowledge about leadership and management. You’ll also learn how to apply this knowledge to your practice.

Through this course, you’ll evaluate theories and apply them to your own practice, disrupting your assumptions about leadership and early years provision. You’ll critique your position in your workplace, considering ways you could be more influential and work across agencies.

For students starting in September 2018, unit conference dates are: (please note these down as it’s important that students can attend):

Accreditation of Prior Learning

Students with recent (within five years) PGCE or similar normally enter the MA Leadership in Early Years with advanced standing, that is, with 60 credits. This means you will complete two taught units (including Research and Practice) before progressing to Dissertation.

Other relevant and certificated level 7 (recent) qualifications may also allow advanced standing via accreditation of prior learning procedures and you should indicate on your application form if this might apply to you.

In addition, it is possible with the agreement of your Award Tutor to incorporate recognition of prior experiential learning, that is, via relevant work experience that you may have. Further advice and guidance on this will be given by your Award Tutor after enrolment. 

Mapping the Territory: Critical Concepts and Issues  

This unit enables a critical exploration of theory and practice and the ways these inter-relate and extend each other, for practice. There is an emphasis on participants exploring the contexts in which they work and locating themselves within these contexts.  Workshops, discussions and wider academic reading provide conceptual and theoretical lenses through which to reflect on practice and to develop, and critically evaluate, relevant skills and approaches. Typical content might include: current practice in coaching and mentoring and policy developments at local and national level; coaching and mentoring frameworks and skills; coaching and mentoring relationships and diversity; critical evaluation of theoretical models and approaches in practice; progression in coaching and mentoring and impact on practitioners and organisations. However, content will also be shaped by participants’ own interests, practice and contexts. 

Specialist Supported Project

This unit supports students to undertake an project that has particular relevance to their professional practice. Students identify and explore significant themes, issues or challenges, select a relevant focus for their project, and appropriate approach/tools/methods. Projects might be desk, practice, or enquiry-based, but in all cases enable students to develop and demonstrate specialist knowledge through the use of evidence, analysis, reflection and evaluation, as appropriate to their project. The unit provides an introduction to the nature of knowledge, knowledge generation for practice and enquiry/investigation approaches and underpinning inter/disciplinary footprint. 

Shaping the Future

This unit asks students to address critical challenges, tensions or contradictions, and professional dilemmas within their own practice, to think forward and develop possible ways of re-framing, re-imagining, or innovating for future practice. This provides opportunities to work at the leading edge (of thinking/practice) to rethink services or approaches/interventions, to plan forward and/or to consider specific changes and new innovations. 

Research and Practice

The unit aims to develop a greater understanding of the relevance of research to professional practice. Students examine different approaches to conducting research, and their limitations and possibilities for generating knowledge in their own practice area. The unit also explores the ethical tensions and dilemma inherent in the research process, especially those particular to practitioner research. As part of the assessment of the unit, students produce a research proposal (that can be taken forward to final dissertation) to demonstrate understanding and capacity to carry out a coherent and credible small research project. 

Dissertation

This unit is designed to support and facilitate students in planning, conducting and evaluating a significant, practical and coherent (practitioner) research project which explores an aspect of leading or managing provision for young children or those supporting them. Participants finalise a research proposal for approval and for ethical clearance, and will then undertake the research project. Whilst undertaking the project students are offered tutorial support, this constitutes a blend of group tutorials as well as individual supervision. The entire process is supported by a suite of online resources as well as on-site activities that are aimed at enriching the students’ experience and improving the quality of the final dissertation. 

Assessment weightings and contact hours

10 credits equates to 100 hours of study, which is a combination of lectures, seminars and practical sessions, and independent study. A Masters qualification typically comprises of 180 credits, a PGDip 120 credits, a PGCert 60 credits and an MFA 300 credits. The exact composition of your study time and assessments for the course will vary according to your option choices and style of learning, but it could be:

Study
Assessment

School of Childhood, Youth and Education Studies

Our School of Childhood, Youth and Education Studies specialises in teaching and research around education disciplines focused on children, young people, families and communities.

The department works collaboratively with communities, partners, local authorities and arts organisations on social enterprise projects, and has been at the forefront of developments in its field for over 20 years.

More about the department

Taught by experts

Your studies are supported by a team of committed and enthusiastic teachers and researchers, experts in their chosen field. We also work with external professionals, many of whom are Manchester Met alumni, to enhance your learning and appreciation of the wider subject.

Meet our expert staff

Fees

UK and EU students

UK and EU students: Part-time fee: £1084 per 30 credits studied per year. Tuition fees will remain the same for each year of your course providing you complete it in the normal timeframe (no repeat years or breaks in study).

Non-EU and Channel Island students

Non-EU international and Channel Island students: Part-time fee: £2417 per 30 credits studied per year. Tuition fees will remain the same for each year of your course providing you complete it in the normal timeframe (no repeat years or breaks in study).

Additional Information

A Masters qualification typically comprises 180 credits, a PGDip 120 credits, a PGCert 60 credits, and an MFA 300 credits. Tuition fees will remain the same for each year of study provided the course is completed in the normal timeframe (no repeat years or breaks in study).

Part-time students may take a maximum of 90 credits each academic year.

Additional costs

All of the books required for the course are available from the library. The University also has PC labs and a laptop loan service. However, many students choose to buy some of the core textbooks for the course and/or a laptop. Students may also need to print their assignments and other documents. Campus printing costs start from 5p per page. Estimated costs are £300 for a laptop up to £100 for books and printing. Total optional cost: £400

Postgraduate Loan Scheme

Loans of up to £10,906 for many Postgraduate Courses

Find out more

Alumni Loyalty Discount

Rewarding our graduates

Learn more

Want to know more?

How to apply

The quickest and most efficient way to apply for this course is to apply online. This way, you can also track your application at each stage of the process.

Apply online now

Download our course application form. There are instructions on what to do next and who to send the form to in the Word document.

If you are unable to apply online, you can apply for postgraduate taught courses by completing the postgraduate application form. There are exceptions for some professional courses – the course information on our on-line prospectus will give you more information in these cases.

Please note: to apply for this course, you only need to provide one reference.

You can review our current Terms and Conditions before you make your application. If you are successful with your application, we will send you up to date information alongside your offer letter.

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Programme Review
Our programmes undergo an annual review and major review (normally at 6 year intervals) to ensure an up-to-date curriculum supported by the latest online learning technology. For further information on when we may make changes to our programmes, please see the changes section of our Terms and Conditions.

Important Notice
This online prospectus provides an overview of our programmes of study and the University. We regularly update our online prospectus so that our published course information is accurate. Please check back to the online prospectus before making an application to us to access the most up to date information for your chosen course of study.

Confirmation of Regulator
The Manchester Metropolitan University is regulated by the Office for Students (OfS). The OfS is the independent regulator of higher education in England. More information on the role of the OfS and its regulatory framework can be found at officeforstudents.org.uk.

All higher education providers registered with the OfS must have a student protection plan in place. The student protection plan sets out what students can expect to happen should a course, campus, or institution close. Access our current Student Protection Plan.

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