Careers and Training
Autumn 2011: Go to the top
Level 7 Qualifications in Early Years Education and Childcare
The creation in the early years sector of a culture of continuing learning and professional development means that once practitioners have climbed to graduate level,they start reaching for new challenges.
Universities such as the University of Sheffield and University College London offer distance learning for their Masters courses, which span early childhood education and early childhood studies. Both Leeds Metropolitan University and the University of Gloucestershire offer Masters degrees in playwork, the former a Masters by research with the potential to specialise in playwork, and the latter a Masters in play and playwork by distance learning.
Course content, duration and entry requirements for post-graduate admissions will be specified by the individual institutions, but generally speaking candidates would be expected to be of EYP status to have the necessary depth of knowledge to cope with the level of study.
The New Leaders in Early Years scheme is a three-year joint project being delivered by Canterbury Christ Church University (Kent), backed by the Children's Workforce Development Council. It aims to develop a new generation of early years graduate leaders in the sector by attracting top graduates and putting them through an intensive two-year programme involving academic study, practical experience and the opportunity to develop leadership and management skills. Candidates need to have a minimum of a 2.1 honours degree. On successful completion of the course they gain:
- an MA Early Years
- Early Years Professional Status (EYPS)
- leadership and management skills and experience.
Another route is via the National Professional Qualification in Integrated Centre Leadership, a programme for leaders within multi-agency, early years settings, run by the National College for School Leadership. The course content is currently under review as the college is examining how it can further develop the qualification with a modular approach to appeal more to aspiring leaders and give more options for those already in post.
NATIONAL PROFESSIONAL QUALIFICATION IN INTEGRATED CENTRE LEADERSHIP (NPQICL)
The NPQICL is a national programme for leaders within multi-agency, early years settings. Its content is currently under review.
The qualification seeks to provide leaders/managers and emerging leaders/managers of integrated centres with an opportunity to create an ethos of community partnership working by co-ordinating coherent and seamless high-quality services for children and families.
The programme is delivered by the National College of School Leadership, delivered through regional providers and lasts for one year.
Entry qualifications: It is anticipated that applicants will hold a UK honours degree (2.2 or above) or an acceptable equivalent. It is also expected that applicants can provide evidence of academic capability and demonstrate they are able to manage the course demands. In particular circumstances, a lower-level qualification with appropriate experience may be considered, subject to the applicant being able to demonstrate 'graduateness'.
It is designed to build on participants' experiences and take account of the situation and circumstances in which they work. It is through exploring these experiences that learning about leadership will be achieved, and participants will have the opportunity to relate theories about leadership to their own practice.
Course content: Participants have a choice of two routes through the NPQICL qualification: a study programme or research project. On the study route there are eight strands, four in each module, including: Clarifying Values, Principles and Visions; Developing an Effective Learning Environment; Exploring Leadership Styles and Approaches; Making Things Happen; Developing Professional Practice and Leading Learning; Managing Change, Innovation and Development; Building Community and Partnership; and Creating the Future.
MASTERS DEGREES
Universities such as the University of Sheffield and University College London offer distance learning for their Masters courses, which span early childhood education and early childhood studies.
Both Leeds Metropolitan University and the University of Gloucestershire offer masters degrees in playwork, the former a masters by research with the potential to specialise in playwork, and the latter a masters in play and playwork by distance learning.
MA IN DEVELOPMENTAL AND THERAPEUTIC PLAY
Course provider: University of Swansea
Course duration: 2-3 years part-time
A minimum 2.1 degree in a related discipline such as childhood studies, education, psychology, sociology or mental health is required. Those without an undergraduate degree must have relevant work experience which will be assessed for suitability. Applicants may also be asked to interview.
Course content: Includes modules on developmental and therapeutic play, creative play practice, therapeutic work with children and international perspectives on play.
An opportunity to take part in a field trip to Scandinavia, where students are able to experience indoor and outdoor curricula first hand, is also offered.
MA IN EARLY CHILDHOOD STUDIES
Course providers: Roehampton University, University of East London, University of East Anglia, University of Plymouth, Sheffield Hallam University, Stranmillis University College, University of Huddersfield, University of Strathclyde (MSc), University of Hull
Course duration, content and entry qualifications as specified by individual providers.
MA IN EARLY YEARS EDUCATION
Course providers: Edge Hill University, University of London, Kingston University, Trinity University College, University College Birmingham
Course duration, content and entry qualifications as specified by individual providers.
MA IN EARLY YEARS PROFESSIONAL PRACTICE
Course provider: Anglia Ruskin University
Entry qualifications: Appropriate first degree at 2.2 or above and professional experience equivalent to EYPS criteria.
Course content: The overall aim of this three-year course is to develop individual practitioners' practice and, by collaboration, establish a sustainable community of practice.
The course provides a range of opportunities to develop a full raft of professional skills, including assessing, and being assessed by, peers.
MA IN INTEGRATED PROVISION FOR CHILDREN AND FAMILIES
The course is designed to attract participants from a wide range of early years disciplines, who work in - or with - children's centres, with the aim of creating a 'learning community' and promoting reflective practice.
Offered at the Pen Green Centre and accredited by the University of Leicester.
A degree or qualification in teaching, social work, health work or equivalent experience is required. Alternative qualifications or experience considered.
The course lasts for two years, nine months on a part-time basis.
Course content: Based on a practitioner research approach, with elements of the study carried out in the learner's workplace.
MA IN LEADING INTEGRATED CHILDREN'S SERVICES
Course provider: University of Cumbria
Candidates for this course must have an honours degree at 2:2 or above, and must be currently working in children's services.
Course content: The three-year course is aimed at those who need to understand leadership in and across professional boundaries, at all levels.
Work is assessed by presentations with critical commentaries, portfolios, assignments, studies, reports and a dissertation.
MA IN PRACTICE-BASED PLAY THERAPY
This programme is run in collaborative partnership between The Academy of Play and Child Psychotherapy (APAC) and the Department of Health, Wellbeing and the Family in the Faculty of Health and Social Care.
It is provided by Canterbury Christ Church University, and is three years part-time.
In addition, the course can be accessed at accredited venues across the United Kingdom (Bristol, Cambridge, Barnsley, Manchester, Edinburgh, Dublin, Isle of Wight), with start dates throughout the year.
Applicants must hold an honours degree or professional qualification in a related field, be currently working with children or have arranged to do so before the start of the course, attend and be successful at interview with APAC and receive an Enhanced Criminal Records Bureau Clearance.
Course content: As well as looking at areas such as expressive arts as an intervention, the use of symbolic play, art therapy for groups and developing the use of theatre and story-telling, students must develop a research proposal and complete a dissertation.
MSC IN CHILD DEVELOPMENT: EARLY YEARS RESEARCH AND PRACTICE
Provided by: University of Stirling
Candidates with a firstor second-class single or joint Honours degree in Psychology (or closely allied subject).
Course content: Areas covered include attachment and disorders of attachment in infancy, the health psychology of infant feeding practices, representation and social learning in infancy, language and communication development, social cognition development in pre-school children, the social and cognitive characteristics of Autistic Spectrum Disorders and working memory in typical development and ADHD.
PLAYWORK
GRADUATE DIPLOMA IN PLAYWORK
Validated by the University of Gloucestershire and sector-endorsed by SkillsActive, this shorter, higher-education course is aimed at people working in playwork who may already have gained a higher education qualification but wish to more fully understand children's play and the supporting role of playwork. This programme is delivered through blended/distance learning.
POSTGRADUATE CERTIFICATE IN PLAYWORK
Course provider: University of Gloucestershire
This programme is delivered by blended/distance learning and is Playwork sector-endorsed.
The course covers Play and Playwork Principles: Managing and Supporting Playwork Practice, Play, Playwork and Social Policy, Play Development in the Community and independent study.
Applicants will normally have a good honours degree or can show capacity to study at this level.
UNDERSTANDING QUALIFICATIONS CHANGE
The Statutory Framework for the EYFS sets out the requirements for staff:child ratios and the qualification levels that practitioners must hold. CWDC defines 'full and relevant' qualifications that practitioners included in the specified ratios must hold.
The Early Years Qualifications List is a searchable tool designed to help those delivering the EYFS to identify which qualifications are considered full and relevant. It also lists qualifications that, together with accredited additional learning, could enable a practitioner's package of accredited learning to be viewed as 'full and relevant'.
Since 2010, early years qualifications have been migrating from the National Qualifications Framework (NQF) to the new Qualifications and Credit Framework (QCF). According to regulator Ofqual, the QCF is a new way of recognising skills and qualifications, by awarding credit for qualifications and units (small steps of learning).
QCF qualifications fall into three categories:
Award - 1-12 credits
Certificate - 13-36 credits
Diploma - 37+ credits
Registration on some NQF qualifications has been extended and for up-to-date information it is important to refer to CWDC's Qualifications List.
Go to http://qualificationslist.cwdcouncil.org.ukor call the helpline on 0300 123 1033.
