Master of Education in Early Childhood Education

Purpose

The Master of Education in Early Childhood Education is for learners who wish to aspire and explore issues in early childhood research, theory and practice. With this qualification, learners will have the opportunity to shape and develop the lives of learners as they undergo a lot of developmental changes. This qualification also provides the knowledge of how to handle the critical early years of learning which determine the learners' life development. It also provides research in early childhood that involves the education of children in Early Childhood Education. Since this is an important stage in a child's life in terms of developing logical proficiency, learning and social skills. Thus, it is important to have highly skilled people that measure up to the task. It will give learners the important skills and abilities necessary for leadership and excellence in the field of early childhood, including curriculum development, supervision and management. Learners will learn the concepts and information they need to understand the theoretical foundations of the early childhood profession. They will also gain solid practical and personal skills necessary for work with children. It will give learners both the broad and specific skills to be a leader in early childhood.

This qualification will prepare learners to research early childhood development and education, in understanding children's development and learning and supporting them. This qualification will give learners an understanding of the early learning process. They will also research about the particular topics that help young children to love learning, something that will benefit them the rest of their lives. It will help learners to exercise their critical thinking skills to research child development and early interventions for the early grades (Grade R -3).

Rationale

In the 21st century, the socio-economic problems faced by communities are increasing, particularly in the developing world such as South Africa. A Master of Education in Early Childhood Education offers postgraduate learners who hold an Honours qualification in Early Childhood education an opportunity to obtain the necessary skills and knowledge in Education.

It is critical to have a Master of Education in Early Childhood Education qualification as it provides them with a broader scope of the profession and specialised knowledge. This qualification will address the need for more postgraduate learners to do research. This issue is currently a challenge in South Africa, to teach with confidence in primary and secondary schools and serve as education specialists within the Department of Education. It will also increase the research output of the University.

The qualification paves a way to a Doctoral qualification in Early Childhood Education. The qualification is research-based, and it is only obtainable through an approved full dissertation. The research outcome will assist the Provincial and the National Office of Education to plan strategically, to meet the needs of the people and communities.

This qualification will target Early Childhood Education teachers, specialists as well as researchers in the early childhood field. Upon completion, the learners will be ready to teach from 0-9 years in diverse educational settings public and private schools; curriculum advisors and to apply educational research to the field of early childhood studies.

Recognition of Prior Learning (RPL)

In line with the institutions' policy, admission through prior learning will be for to deserving, experienced learners. These learners need to demonstrate evidence in the form of a compiled portfolio that they can cope with the qualification expectations if enrolled. However, the institution will enrol learners into the qualification through RPL if they have an accredited qualification which is at the same NQF Level and the minimum weighting as the qualification requires for admission. The institution will verify the evidence of prior learning provided by the learners.

Status may be granted with or without conditions. Learners who are not in possession of a qualification which is at the same NQF level as the qualification required for admission may be considered for admission based on advanced standing. Advanced standing may be granted with or without conditions. For the purposes of RPL, relevant knowledge, skills and competencies that have been acquired through formal, non-formal and informal learning shall be recognised. RPL is applied to learning that occurred through informal and/or non-formal learning routes. Learning resulting from formal routes will normally be dealt with via Credit Accumulation and Transfer (CAT), but in cases where CAT is not applicable, the RPL route may be explored. Credits may be obtained through RPL. In line with RPL Policy, credit/s shall be granted for learning that occurred and not for experience. Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor Education Honours in Early Childhood Education, NQF Level 8.

Or

• Bachelor of Education Honours, NQF Level 8.

This qualification consists of a compulsory module at NQF Level 9 totalling 180 Credits.

• Dissertation, 180 Credits.

1. Ability to demonstrate specialist knowledge to enable engagement with and critique of current research in this area.
2. Ability to evaluate current processes of knowledge production and to choose an appropriate process of research enquiry in this area.
3. Ability to use a wide range of specialised research skills in identifying, conceptualising, designing and implementing methods of enquiry to address challenging problems and provide relevant solutions in the area.

Associated Assessment Criteria for Exit Level Outcome 1

• Define concisely topic of the research project.
• Address contextual problem or a gap in the field innovatively and creatively.
• Clearly define the research problem and knowledge gap and significant or important enough to warrant the research.
• Describe the rationale, the relevance of issues, effects on policy and practice and significance.
• Correctly interpret Cited literature relevant, up-to-date. Cite all key publications.
• Explicate major debates in the field and research niche.
• Coherence between the elements of the proposal problem statement, aim objectives, hypothesis (if any), conceptual framework and methodology.
• Feasibility of the research project.
• Plan and budget realistically.

Associated Assessment Criteria for Exit Level Outcome 2

• Plan and execute a research project.
• Manage research project.
• Gathering and analyse data.
• Measure to ensure scientific accountability such as objectivity, validity and reliability.
• Deal with contingencies.
• Present and interpret results.
• Design, select and apply appropriate and creative research methods, techniques and processes to practical and theoretical problems in the area of early childhood education.

Associated Assessment Criteria for Exit Level Outcome 3

• Interpret results in the context of existing knowledge.
• Clarify reasoning.
• Present exceptional qualities in- orally, visually and in terms of text (written report).
• Validate of conclusions.
• Publish articles accepted by scientific journals.
• Write, design and implement relevant scientific strategies for the processing and managing information.
• Conduct a comprehensive review of current research in early childhood education.
• Communicate and defend substantial ideas on research and use a range of specialised skills, discourses and appropriate language to communicate with a range of audiences such as examiners
• Make autonomous ethical decisions which affect knowledge production.
• Critically contribute to the development of ethical standards in a specific context for research.

Integrated Assessment

Formative assessment is through the following stages: writing of a proposal, submission of a proposal, standardised research chapters, followed by a verbal and written presentation of the dissertation.

Summative assessment method will apply: The supervisor(s) and two external examiners form a committee that will assess the dissertation. The basis of the assessment is on the completion of a dissertation. Each of the examiners shall comment on the work in writing and give a clear breakdown of how they arrived on the final grading of the dissertation. The qualification is subject for assessment and evaluation.