Course Overview
The Masters of Arts (Early Childhood Studies) reflects evolving understandings of early education, childhood, family life, play and pedagogical philosophies as they inform practice and policy development in the Early Childhood Education and Care field. Students will engage with contemporary, post-structural and critical theories, as they explore evolving policy, social research and integrated working as well as professional leadership and practice. Cutting across all modules and underpinning the ethos of the course is a children’s rights perspective, facilitated through a strong reflective element. Students are supported to analyse, critique and challenge dominant discourses within the practice and policy environment. Reflection will facilitate an interrogation of the knowledge(s), skills and values the student brings to their studies, and later practice, as well as support analysis of on-going developments in ECEC, in Ireland and internationally. This programme will draw from leading theory, research, policy and practice, at advanced levels in the early childhood education and care field.
Areas of study include:
- Historical examination of childhood and family life
- Contemporary understandings of play, pedagogy and early learning
- Working in trans and inter-disciplinary contexts and styles
- Developing knowledge, values and skills related to leadership, mentorship and family support through ECEC
- Developing critical research skills, including the involvement of key stakeholders, such as young children and families, in empirical research studies
- Bringing a child’s rights and child safeguarding lens to all areas of the course.
The aim of this course is to provide an opportunity for professionals working in the early years sector, in complimentary professions, or those with an interest in early childhood education and care, to extend their knowledge, skills and abilities through post graduate study at an established University, delivered in flexible and accessible manner.
Early Childhood Education and Care is a dynamic, progressive, well-developed field of academic study and professional practice, with a rich scholarly and research tradition. Graduates of this Level 9 Masters’ Degree are well positioned to take up leadership roles, associated with the rapidly evolving support, development, mentoring, inspecting and research elements of the field. These roles are realized through increasing state investment to enhance the quality of early educational provision, through the establishment of underpinning supports and services.
Applications and Selections
- Official qualifications and exam results (transcripts) to date: required for all non-University of Galway applicants and for University of Galway graduates who did not receive their undergraduate degrees from University of Galway. Applicants who have still to graduate must upload final transcripts on receipt.
- English language competency: if necessary, evidence of English language competency.
- Personal statement: all applicants must enclose a typed personal statement of approximately 600 words explaining why you wish to undertake the programme, outlining how it fits into your career objectives.
- Passport or Birth certificate—a copy of your passport or birth certificate must also be submitted.
- Two written references.
Who Teaches this Course
Dr Sheila Garrity is the Academic Director of this course and convenes several modules, in years 1 and 2 of the degree. Staff members across the School of Education contribute as module conveners and as research dissertation supervisors.
Key Facts
Entry Requirements
Applicants will require a NQF Level 8 degree, Second Class Honours (2:1) in early childhood education and care, in early childhood studies, in children’s studies, child, youth and family studies, social care, psychology or a cognate discipline.
Applicants should have a minimum of 2 years of professional/voluntary (or a combination) of experience in a child-related work setting. This may include, but is not limited to, regulated early years settings, after-school services, community services, voluntary groups (i.e. clubs/sports/arts groups) etc.
Where applicants do not meet the formal academic requirements for entry, they can apply for entry through the University’s Recognition for Prior Learning Policy.
Recognition of Prior Learning (RPL)
Where applicants do not meet the formal academic requirements, but hold significant practice experience, in early childhood education and care, or related fields, they can apply for entry through the University’s Recognition for Prior Learning Policy.
Next start date
September 2025
Mode of study
Part time study
Course Outline
The Masters of Arts (Early Childhood Studies) responds to the needs of professionals working in or supporting the early childhood education and care field, and may also be attractive to individuals with a particular interest in the area. The course design complements and supports continued employment, however, it is not restricted to those employed in early years practice settings. This part-time, blended, distance-learning course focuses on the evolving policy, practice and research environment in early childhood education and care in Ireland, contextualized within the Europe Union, and with influences from International actors.
The course content reflects contemporary approaches to, and understandings of family life, childhood, play and pedagogical philosophies as they inform the early childhood education and care field. Students will engage with advanced and critical theories, exploring evolving policy, social research, child safeguarding, integrated inter-disciplinary practices, as well as professional leadership and practice. Cutting across all modules and underpinning the ethos of the course will be an inclusive, children’s rights perspective, facilitated through a strong reflective element. This supports students to analyse, critique and challenge dominant discourses, perceived values as well as the on-going developments across the practice and policy landscapes.
This course provides opportunities for professionals working in the early childhood education and care field, in complimentary professions or those with an interest in early childhood contexts, to extend their knowledge, skills and abilities through post-graduate study at an established University, delivered in a flexible and accessible manner.
On successful completion of this course, graduates will demonstrate the following programme learning outcomes:
- An in-depth knowledge and understanding of contemporary theories in relation to the early childhood period.
- An ability to analyse and critique iterations of play, learning and pedagogical approaches in early childhood settings from varied theoretical perspectives.
- The ability to effectively engage with other professionals and awareness of the value of integrated working across a variety of services and agencies.
- An in-depth knowledge of the evolution of family life and childhood from a historical perspective to present-day understandings.
- The ability to take a children’s rights perspective across all content, in particular, on the issues of child protection, risk and vulnerability, safeguarding children and promoting wellbeing through early childhood practice, policy and research.
- The theoretical and research informed knowledge and skills to adapt a strengths-based approach to working with families and children.
- The knowledge and skills to hold leadership positions within the emerging and varied professions in the practice, policy, teaching and research areas of the early childhood education and care sector.
- Specialist knowledge accrued through the development of a social research project.
- An ability to facilitate children as active researchers and to ensure the voice of the child is privileged through the research process.
- The ability to critically reflect and evaluate professional practice, early childhood policy, and dominant discourses in academic literature and research
The programme will be conducted on a part-time modular basis over 2 years through a combination of blended learning methods. The programme places a strong emphasis on experiential knowledge and skills, the capacity to study independently and as such places significant weighting on reflective engagement with assigned content, readings and self-directed participation in learning activities. This facilitates adult learners, with work and family commitments, to flexibly study at times that suit their needs and availability. Blended learning combines traditional learning approaches with distance and online learning and includes:
- Self-study learning materials
- Scholarly readings which are typically available online, through the university library
- A limited number of textbooks (to be purchased or accessed through the library)
- Workshop or classroom sessions (typically on Saturdays)
- On-line learning (on-line sessions, discussion boards, online collaboration, e-mail etc.)
The programme is innovative in its approach to outreach and distance education in the material covered, format and style of learning methods of teaching, student support and assessment.
Year 1 Programme Level Outcomes:
Reflecting the full set of overall programme learning outcomes, PLOs specifically related to Year 1 modules include:
- An in-depth knowledge and understanding of contemporary theories in relation to the early years period.
- An ability to analyse and critique iterations of play, learning and pedagogical approaches in early childhood settings from a theoretical perspective.
- The ability to effectively engage with other professionals and awareness of the value of integrated working across a variety of services and agencies.
- An in-depth knowledge of the evolution of family life and childhood from a historical perspective to present-day understandings.
- The ability to take a children’s rights perspective across all content, in particular, on the issues of child protection, risk and vulnerability, safeguarding children and promoting wellbeing through early years practice, policy and research.
- An ability to facilitate children as active researchers and to ensure the voice of the child is privileged through the research process.
Year 1 Modules:
The first year of this course is delivered through six modules. All are core. Other than the pre-requisites to apply for the full course, none of the modules listed have pre-requisites/co-requisites.
- Historical perspectives of childhood and family life (5ects).
- Contemporary Perspectives on play, learning and pedagogy (10ects)
- Integrated community-based work practices (5ects).
- Children’s rights and well-being: current issues (10ects).
- Research in the Social Sciences (10ects)
- Engaging children in the research process (5ects)
Year 2 Programme Level Outcomes:
Reflecting the full set of overall programme learning outcomes, PLOs specifically related to Year 2 modules include:
- The theoretical and research informed knowledge and skills to adapt a strengths-based approach to working with families and children.
- The knowledge and skills to hold leadership positions within the emerging and varied professions in the practice, policy, teaching and research areas of the early years care and education sector.
- Specialist knowledge accrued through the development of a social research project.
- An ability to facilitate children as active researchers and to ensure the voice of the child is privileged through the research process.
- The ability to critically reflect and evaluate professional practice, early years policy, and dominant discourses in academic literature and research.
Year 2 Modules:
The second year of this course is delivered through three modules. All are core. Other than the pre-requisites to apply for the full course, none of the modules listed have pre-requisites/co-requisites.
- Supporting Families through Early Years Provision (5ects)
- Leadership, Mentorship and Emerging Professions (10ects)
- Dissertation (30ects)
Exit Awards are offered (Level 9 Certificate in Early Childhood Studies, on completion of 30ects; Level 9 Diploma in Early Childhood Studies, on completion of 60ects) may be provided to those unable to complete the full 90ects Master’s Degree.
Why Choose This Course?
Career Opportunities
Past graduates of this MA course are well-positioned to undertake leadership roles across the early childhood education and care field in Ireland and abroad. The Department of Children (DCEDIY) recognises graduates of this MA Early Childhood Studies as meeting Qualification Requirements for Role of Graduate Lead Educator in regulated early years services, for all related funding and inspection criteria. Graduates of this course are similarly recognised for management positions in regulated early years services.
This course prepares graduates to undertake many of the emerging roles in the Irish ECEC field, as follows:
- Graduates are ideally suited to roles as mentors and development officers, with agencies such as Pobal – Better Start and local County Childcare Committees.
- Educational roles such as tutoring at ETBs, SOLAS, or technological universities are also popular
- Department of Education Inspectors, and Tusla Early Years Inspector positions, are well suited to graduates of this course.
- Graduates of this MA have taken on family support and community development roles, with a variety of state and semi-state agencies, underpinned by their child-rights and strength-based perspectives.
- The opportunity to delve into the area of social research in this course, developing research knowledge and skills, creates graduates with the expertise to contribute to the research arena, in researcher positions, and/or as policy analysts.
Transferable Skills Employers Value
Alongside the specific programme level outcomes, students in this course will also be supported in developing the following range of knowledge, skills and dispositions, creating a comprehensive set of graduate attributes, reflective of the University’s official graduate attributes:
Knowledge
- Academic achievement and expertise
- Ability to solve new challenges and problems
Skills
- Able to make sense of complex information from a variety of sources
- Communication skills in a variety of contexts, styles and media
- Teamwork, collaboration and effective leadership
- Creative, enterprising and resourceful
Disposition
- Personal responsibility and a commitment to lifelong learning
- Valuing of ethical and professional standards, integrity, responsibility and good citizenship
- Appreciation of the importance of place, identity and culture in a global context
Course Fees
Fees: EU
€
Fees: Tuition
€
Fees: Student levy
€
Fees: Non EU
€
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