Master Degree in Early Childhood in Europe

Search Masters Programs in Early Childhood in Europe 2017

Early Childhood

Master-level studies involve specialized study in a field of research or an area of professional practice. Earning a master’s degree demonstrates a higher level of mastery of the subject. Earning a master’s degree can take anywhere from a year to three or four years. Before you can graduate, you usually must write and defend a thesis, a long paper that is the culmination of your specialized research.

Early childhood refers to the juvenile stages of development from infancy to about eight years old. During this stage, children learn and develop in many important ways, some of which have long-lasting effects on how children mature into adolescence and adulthood.

Europe, one of the world's seven continents, is usually known as the westernmost peninsula of Eurasia. Second smallest continent, with 10,180,000 (km2), the area regroups 50 countries.

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Master of Physical Education Education in Basic and Secondary Education

University of Minho - Institute of Education
Campus Full time October 2017 Portugal Braga

This Master of Physical Education Education in Basic and Secondary Education, created under the Bologna spirit and orientations, provides professional qualification for teaching in the area of Physical Education in Primary and Secondary Education, under the terms of the Juridical Regime of Vocational Qualification System for Teaching in Preschool Education and Elementary and Secondary Education (Decree-Law nr. 79/2014, may 14th and Declaration of Rectification nr. 32/2014). [+]

Masters in Early Childhood in Europe 2017. This Master of Physical Education Education in Basic and Secondary Education, created under the Bologna spirit and orientations, provides professional qualification for teaching in the area of Physical Education in Primary and Secondary Education, under the terms of the Juridical Regime of Vocational Qualification System for Teaching in Preschool Education and Elementary and Secondary Education (Decree-Law nr. 79/2014, may 14th and Declaration of Rectification nr. 32/2014). This Cycle of Studies aims at training teachers of Physical Education in Primary and Secondary Education, which can also act on the 1st cycle of Basic Education, as part of the Curriculum Enrichment Activities. Being structured over formations of a 1st cycle of studies in the area of Physical Education, it aims at ensuring the knowledge and core competencies for teachers in different educational levels for which it professionalizes, taking into account the specificities of each of them. [-]

Master's Degree In Early Childhood Education And Teaching Of The 1st Cycle Of Basic Education

University of Minho - Institute of Education
Campus Full time October 2017 Portugal Braga

The cycle of studies leading to the Master's Degree in Pre-School Education and Training of the 1st cycle of basic education, set up under the implementation of the Bologna process, provides professional qualification for teaching in Kindergarten and 1st cycle of basic education laid down by the Law of Vocational Qualification System for Teaching in Preschool Education and Elementary and Secondary Education (Decree-Law no 79/2014 of 14 May and declaration of rectification No. 32/2014). [+]

The cycle of studies leading to the Master's Degree in Pre-School Education and Training of the 1st cycle of basic education, set up under the implementation of the Bologna process, provides professional qualification for teaching in Kindergarten and 1st cycle of basic education laid down by the Law of Vocational Qualification System for Teaching in Preschool Education and Elementary and Secondary Education (Decree-Law no 79/2014 of 14 May and declaration of rectification No. 32/2014). This cycle of studies continues the training acquired in the Degree in Elementary Education and provides an approach and articulation between teaching practices in terms of the Childhood Education and the 1st cycle of basic education. In addition, to qualify for teaching these two levels, the Master takes advantage of the relevant specific training for each of them, fostering the development of an integrated professional profile, which is an added value to the education of children. [-]

Master in Special Education, Concentration in Early Childhood Special Education

University of Geneva
Campus Full time 3 semesters February 2017 Switzerland Geneva

The Master in Special Education, Concentration in Early Childhood Special Education is a joint programme between the University of Geneva and the Vaud Canton Teacher Training College. It offers basic training on how to provide preventative and educational support to children between the ages 0 to 6 whose development is jeopardised, altered or impaired and intervene accordingly in family or social settings. The programme offers solid theoretical and practical training through a range of core courses in special education as well as psychology, medicine, sociology and law components relevant to early childhood special education. [+]

Masters in Early Childhood in Europe 2017. Master in Special Education, Concentration in Early Childhood Special Education The Master in Special Education, Concentration in Early Childhood Special Education is a joint programme between the University of Geneva and the Vaud Canton Teacher Training College. It offers basic training on how to provide preventative and educational support to children between the ages 0 to 6 whose development is jeopardised, altered or impaired and intervene accordingly in family or social settings. The programme offers solid theoretical and practical training through a range of core courses in special education as well as psychology, medicine, sociology and law components relevant to early childhood special education. The curriculum is designed to address the challenges of early childhood special education, primarily through the earliest possible intervention with children and their families as a means of prevention and social inclusion; comprehensive analysis of the context of each individual situation; an interdisciplinary approach; a network system primarily focused on working with families; and a solid theoretical background that allows students to assess institutional and individual projects, the methods employed and the criteria for evaluating implemented measures. Curriculum Theory (18Credits) : Inclusive education Parent-professional cooperation Early childhood education and atypical development Practice (18Credits) : Internship focused on the child and its family Internship focused on “child and community” Application and use of approved assessment and intervention methods Integration seminar (18Credits) : Networks and resources Awareness of specific education contexts and situations Reflexive practice and decentring Research preparation (18Credits) Dissertation (18Credits) Mobility Students may go on exchange regardless of how many credits they have completed at the Faculty but may earn no more than 30 credits at another university. www.unige.ch/exchange Opportunities Upon completion of the programme, students obtain a Master in Special Education with a Concentration in Early Childhood Special Education and a Diploma in Special Education with a Concentration in Early Childhood Special Education. This programme teaches future graduates to: Support children within at home or in early childhood care facilities; Work with parents or other people involved in the education of these children to assess their development and to define and achieve a number of support and education goals; Detect the factors that limit or jeopardise children’s development early on. The diploma is a protected professional degree that will enable graduates to practise in Switzerland*. *Subject to recognition by the CDIP (in process) Admission Criteria This programme is open to applicants who meet the general admission criteria of both the University of Geneva and the Vaud Canton Teacher Training College. They must have a Bachelor of Preschool or Primary Education. Applicants with a Bachelor of Science in Speech and Language Therapy or in Pyschomotor Therapy or a Bachelor’s degree in a related field, particularly education, social education, special education, psychology and occupational therapy, may also be admitted upon the completion of additional courses. Prospective students may apply to the Vaud Canton Teacher Training College. Applications Deadline: 30 March 2017 www.hepl.ch [-]

Master in Pre-Primary Education

Palacky University
Campus Full time 2 years September 2017 Czech Republic Olomouc

The follow-up Master's degree programme is intended for the graduates of Teaching at kindergartens (Bachelor) and Preschool Special Needs Education Teaching – Nursery School Teacher Training (Bachelor). [+]

Programme description The follow-up Master's degree programme is intended for the graduates of Teaching at kindergartens (Bachelor) and Preschool Special Needs Education Teaching – Nursery School Teacher Training (Bachelor). The study specialisation is drafted for pre-primary teachers qualified preparation with emphasis on pre-school curriculum development with respect to the specific conditions of the pre-primary institution taking into consideration the specialities and needs of pre-primary children in the pedagogic-psychological context and with emphasis on pedagogical diagnostics and special-pedagogical with applying the inclusive education principles and preprimary institution management in accord with the current trends in the pre-education field. Graduate profile The graduate is trained to: do the profession of a teacher at ordinary kindergartens and in kindergartens for children with special education needs. All this with emphasis on the process of managing and methodology in the concept of current pre-primary curriculum, to draft school curriculum in accord with the conditions and need of an individual preprimary institution, to cooperate on creating the conditions for development of own kindergarten education path, to work in accord with the current trends in education; In accord with pre-primary curriculum, the graduate is ready: to create, manage and implement the process of education activities and conditions progress evaluation implemented within a pre-primary education institution, to implement acquired knowledge as a part of a feedback not only considering himself (self-reflection) but also considering the other kinder garden teachers, to manage the pedagogical process implemented within the whole kinder garden on purpose, to process and evaluate the necessary data for kindergarten management and development; Graduate: acquired expertise necessary for providing the advisory service for parents, is able to mediate the current enlightenment activities in the area of pre-primary education; In cooperation with specialists, the graduate is able: to eruditely mediate the special services for both children and parents, on the basis of his expertise to create the corresponding conditions for education and development of children with special educational needs. All this in accord with the requirements of special and integrated pre-primary children education. The graduate disposes of knowledge and skills necessary for: managing, guiding and support of professional growth and school working team professionalization. The jobs and institutions characteristics where the graduate may use acquired education: an ordinary kindergarten, children clubs, a kindergarten for children with special educational needs. Admission requirements The applicant must prove his/her fitness for study in a motivation letter (in English) and a profile essay 15 000 – 20 000 symbols long, focused on the area of the study programme. Language competence: The standard English language requirement is at a level B2 in accordance to the Common European Framework of Reference for languages (CEFR). Minimum language requirements in the Test of English as a Foreign Language (TOEFL): Internet based Test (IbT): 61, Computer based Test (CbT): 173, Paper based Test (PbT): 500 or an International English Language Testing System (IELTS) overall band score of at least 6.0. The applicants are required to send: application (online application form); proof of recognition of their previous education (i.e. foreign certificate as equivalent to a certificate of education issued in the Czech Republic); motivation letter; profile essay; CV; certificate of language competence to the address dagmar.zdrahalova@upol.cz by 31 May 2016. Admission exams The entrance examination of the candidates a test, which demonstrates its assumptions for the study of: Pre-school education (at the level of completed Bc. Study) Special education (at the level of completed Bc. Study) Psychology (at the level of completed Bc. Study). [-]

PGCE

University of Winchester
Campus Full time 1 - 2  September 2017 United Kingdom Winchester

Established in 1840 as a teacher training college, the University of Winchester has built on this history with high quality and innovative teacher education programmes. This PGCE Primary programme trains students to teach in the 5-11 age range. The programme experience is intensive yet intellectually stimulating - it involves high levels of active participation and personal and professional commitment, enabling the development of thoughtful and high quality entrants to the teaching profession. The PGCE Primary is a postgraduate professional programme of Initial Teacher Training (ITT) leading to the award of either Postgraduate Certificate in Education (with Masters level credits) or Professional Graduate Certificate in Education, both including the recommendation of the award of Qualified Teacher Status (QTS). The programme is organised around six modules and includes school experience placements. [+]

Masters in Early Childhood in Europe 2017. The PGCE Primary prepares students to teach across the age ranges of 5-11 (full-time or part-time route). Students undertake studies in all elements of primary education; they extend their knowledge of learning and teaching, of the breadth and scope of the curriculum and the professional skills associated with high quality teaching. These areas of understanding and skill are then applied to classroom practice during two school experience placements. Full-time study is arranged to be consistent with the primary school year and starts with a pre-programme 15 days in school/s arranged by the student. Students are provided with a handbook to guide these pre-programme observations and activities. The part-time route involves a substantial amount of blended/e-learning, for which access to a home computer and the Internet is essential. Students arrange an additional 22 self-directed days in school during their programme. Please note, although part-time students undertake the taught elements on a part-time basis, school placements are usually undertaken on a full-time basis. Teaching placements are predominantly in Hampshire primary schools, but this geographical area often extends to Dorset, Wiltshire, Berkshire and Surrey. Students also have the opportunity to take one of their placements in East London or the Isle of Wight. Students with suitable pre-programme experience may take one placement in a Special Educational Needs (SEN) setting. All students are allocated a personal tutor to support them in their progress through the programme. Progress is tracked both academically and in terms of the Teachers' Standards (Department for Education 2012), which are a required part of professional training. [-]

Master in Interventions in Childhood

Jönköping University
Campus Full time 1 - 2 years September 2017 Sweden Jönköping

The Master’s programme Interventions in Childhood is an interdisciplinary education focusing on effective interventions for children in need of support — beyond what is normally provided to all children. [+]

The Master’s programme Interventions in Childhood is an interdisciplinary education focusing on effective interventions for children in need of support — beyond what is normally provided to all children. The Master’s programme Interventions in Childhood offers an interdisciplinary education to provide effective interventions for children in need of support for their development, learning and functioning in everyday lifebeyond what is provided to all children. The programme is based on an ecological perspective on child development, learning, and functioning. A critical perspective focusing on the individual, the environment, and their interrelationship, is emphasized. The programme addresses everyday life situations of children in various settings, including family, preschool/school, hospital, and community, and the connection between research and practical everyday work is stressed. The programme is open for international and domestic students. It is closely connected to the CHILD (Children-Health-Intervention-Learning- Development) research programme at the Schools of Education and Communication and Health and Welfare at Jönköping University and associated with the Swedish Institute for Disability Research SIDR). The programme is designed to provide students with a good background for doctoral education, and for leadership roles in early childhood education and care, school-systems, early intervention/habilitation, special education, child healthcare, social services or other child related organizations. Interventions in Childhood is offered as a 1-year (60 credits) and a 2-year (120 credits) programme. Degree 1 year, 60 credits or 2 year 120 credits. Master of Science with a major in Child Studies and specialization in Disability Sciences, Health and Caring Sciences, Special Education, or Welfare and Social Sciences Career prospects The program is designed to prepare students for further education in research and leadership roles in child care and preschool, school, early intervention/habilitation, special education, child healthcare, social services and the equivalent. Courses NB Preliminary list of courses 1 year Introduction to Interventions in Childhood 15 credits Theory of Science and Scientific Methods 15 credits Developmental Sciences and Intervention Processes 15 credits Thesis (Systematic Literature Review) 15 credits 2 year Research Strategies and Design Problems 7.5 credits Children and Research Methods 7,5 credits Team Collaboration and Child Participation 7.5 credits Reading Course – Thesis Plan 7.5 credits Elective Courses 15 credits Thesis Work (Empirical Study) 15 credits Facts Credits: 60 / 120 credits Level: Master's Rate of study: Full-time Place of study: Campus-based Language: English Start date: Autumn 2016 Requirements: The applicant must hold the minimum of a bachelor's degree (ie. the equivalent of 180 ECTS credits at an accredited university) within health and caring sciences, behavioural science, social work, or educational sciences, including independent, theoretical based work- i.e. a thesis or equivalent. Proof of English proficiency is required. [-]

Master in Early Language Education for Intercultural Communication

University of Eastern Finland Philosophical Faculty
Campus Full time 2 years August 2017 Finland Joensuu

The two-year Master's Degree Programme in Early Language Education for Intercultural Communication (120 ECTS) is offered jointly by the University... [+]

Master in Early Language Education for Intercultural Communication

 

The two-year International Master's Degree Programme in Early Language Education for Intercultural Communication (120 ECTS) prepares students to teach foreign languages to children. Special emphasis is laid on early age intercultural communication competence. The overall number of available study places is 10.

 

The general strength of the programme is generated by its didactics and methodology relying upon a balanced combination of theory and practice to be used in a future work as a teacher or educator. The programme facilitates gaining a multicultural view on educational issues and sharing personal/collective experience in intercultural settings. The programme prepares its students to effectively tackle challenges and possibilities arising from the globalisation, as well as cultural and linguistic diversity. The curriculum is composed of the following three study modules: ORIENTATION STUDIES (5 ECTS) This section includes introductory courses that provide students with skills needed for starting his/her studies in the University of Eastern Finland and this particular programme. MAJOR STUDIES (95 ECTS) Major Studies include methodological studies, as well as research planning seminars. This module includes as well courses focusing on international professional communication. The content studies are oriented towards theory and practice of teaching foreign languages to young learners, current pedagogical and educational issues, innovative pedagogical solutions, as well as teaching and professional practice. OTHER STUDIES (20 ECTS) Elective Studies vary and may include any university-level courses that serve to deepen students' expertise in the field of education and intercultural competence . ... [-]

Master's Degree In Prevention And Treatment Of School Harassment (bullying)

Formedia
Online Full time Part time 1 year Open Enrollment Portugal Lisbon + 1 more

GO TO LEARN: To provide a scientific and professional training to ensure adequate capacity to participate and to prepare the development of programs and actions for conflict resolution [+]

WILL LEARN TO: Provide a scientific and professional training to ensure adequate capacity to participate and to prepare the development of programs and actions for conflict resolution in the educational field which, in turn, serve to help the educational community in the improvement and innovation of the conditions and processes of non-university education. Understanding the phenomenon of school violence from a new social vision. Being able to differentiate what is School Bullying (Bullying) than not. Being able to distinguish the different types of violence. Solve cases for practical application. Recognize the stages of evolution of the violence. Knowing the characteristics of the School Bullying (Bullying) in different stages of growth. Know the strategies for prevention, intervention and follow-up needed to stem the violence in classes and their different evolutionary stages. Develop coordination strategies of school. Put in place strategies of educational and social leadership. Understand and promote the presence of significant adults in schools to enhance the capacity in students to deal with problems, overcome obstacles and resist the pressure of adverse situations. Understanding the School Bullying (Bullying) from a multi-causal and dynamic perspective, in order to differentiate it from other forms of violence in the classroom. Being able to prevent and detect situations of school harassment (bullying). Understanding the need to include social work in full learning each subject from strategies that place school student in an active position. Value the importance of the school environment coordinator and strategies based on educational and social leadership of teachers. To become a trainer of trainers in order to incorporate new strategies for academic and social learning in the classroom, promoting teacher training teams. Being able to build coexistence projects suitable for various school settings. Promote application of intelligence and emotional control in intrapersonal and interpersonal relationships with the key objective to improve our socio-emotional resources. Aware of the importance of self-control and self-regulation of the emotional sphere (emotions, affections and feelings). Assimilate the knowledge offered from a comprehensive analysis of the socio-affective and emotional sphere as optimization via interpersonal relationships. Apply the knowledge provided about basic emotions and emotional archetypes (love, joy, sadness, etc.) in peer relationships and interpersonal bonds. REQUIREMENTS FOR ACCESS: Must have University Title university degree for the license. Duration: Minimum of 8 months and a maximum of 16 months from the date of registration. Mode: Material available in printed book format or PDF + Rating and tutorials through the Virtual Campus Formación Alcalá. The Master in Prevention and Treatment of School Harassment (Bullying) has permanently open enrollment. The student can enroll at any time and start the program after formalize their registration. Diploma: Diploma Master certified by Universidad San Jorge. Language Study and Work: All study material is in Spanish. But the Portuguese-speaking students can submit their work and questions in Portuguese teachers, tutors and colleagues. Examinations and Thesis are also elaborated and defended in Portuguese. Number of hours: 1,500 Credits: 60 ECTS METHODOLOGY: Virtual Campus Professor-Tutor keeps the updated documentation, answers questions, guide learning and assessment. Personal Learning: The knowledge of each student contrasts with the rest of the students, performing a collaborative learning through the Virtual Campus Case Studies: It is based on case study method. Physical Media: The student receives 7 bibliographic volumes edited by Formación Alcalá. [-]