Master of Early Childhood
EACH19MTV1
| Minimum number of credit points at 800 level or above | 48 |
| Minimum number of credit points at 800 level or above from units with an ECED, ECHE, EDCN, EDST or SPED prefix | 36 |
| Completion of other specific minimum requirements as set out below |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Specific minimum requirements:
Credit points
800 level
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
| AQF Level | Level 9 Masters by Coursework Degree |
| CRICOS Code | 083783K |
| Overview and Aims of the Program | Students expand their understandings, skills and specialist early childhood knowledge gained from previously completed cognate university degrees through engagement with children across the birth to eight years range in a variety of early childhood environments. As a postgraduate degree, this program aims to develop graduates who are ethical, autonomous and critically reflective master educators. Graduates can develop expertise at an advanced level by drawing on contemporary research-based knowledge in a range of areas including child development, curriculum and pedagogy, and leadership and management. The program incorporates flexible modes of delivery and is particularly suited for practising professionals wishing to study part-time. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: 1. critically review and analyse a specialist body of knowledge covering contemporary developments in the early childhood discipline across the birth to eight years age range (K, T) 2. engage in-depth with theory and practice in child development, curriculum, pedagogy, leadership and management at an advanced level (K, T) 3. synthesise information and explore ideas, issues and principles connected with professional decision-making as a master educator in early childhood settings or a teacher educator in tertiary institutions (K, T, P, J) 4. communicate effectively as reflective and informed educators when working with colleagues, children, families, adult learners and other early childhood stakeholders (K, C, E, J) 5. use a range of communication media and technologies effectively in designing, evaluating and implementing innovations in early childhood programs (K, C, J) 6. promote advocacy and support for children, families and the profession based on an advanced knowledge of early childhood policy, pedagogy and practice (C, E, J) 7. critically evaluate early childhood programs and policies utilising knowledge of educational research principles and methods (K, T, P, C) 8. investigate complex information, problems, concepts and theories when working in diverse early childhood contexts by applying high order analytical and integrative thinking skills (K, T, P, C, E, J) 9. apply early childhood expertise with a high level of personal autonomy, accountability and initiative in undertaking research, policy and program development in a wide variety of contexts (K, T, P, C, J) 10. apply ethical, professional and personal judgement and initiative in responding to unique social, physical, emotional and intellectual needs and abilities of children from Aboriginal and Torres Strait Islander and other families, inclusive of culturally, linguistically, and socioeconomically diverse backgrounds (E, J). |
| Learning and Teaching Methods | This program reflects a multidisciplinary approach to learning and teaching and activities are designed to support students in achieving each unit and program learning outcomes. Most units can be completed fully online. Day or evening face-to-face classes at the Ryde campus are also available in a number of units. A variety of methods are used to facilitate learning by actively engaging students with the unit content. These methods include: • lectures and seminars with video capture content • engagement through an online learning platform – iLearn • weekly readings based on local and international research • variety of assignments • small group learning activities, including online discussion forums • keeping a professional journal for the purposes of documentation and reflection • professional field visits to early childhood centres and guest lecturers from practitioners • attendance at conferences, public forums and professional workshops. |
| Assessment | Assessment tasks in this program foster critical engagement with current research, theory and policy debates in the early childhood sector. Assessment tasks are designed to align with the learning outcomes of the overall program as well as the specific units. Depending on your interests you can complete a diverse range of assessment tasks including: • essays and case studies analysing issues and trends in early childhood matters • individual and group presentations involving collaborative team work and peer assessments • online discussions, blogs, and social media engagement through individual postings aimed at creating learning communities • online quizzes comprising short answer and multiple choice questions to assess and monitor your understanding and progress in the units • professional or research conference attendance and written critique • reading journals to document thinking and learning both for the purposes of self reflection and engagement with peers. In learning about research inquiry and methods, all students complete a major assignment with mentoring support from an academic supervisor. Formative and/or summative feedback is provided on individual and group work. These assessment tasks have been designed to scaffold learning and support you in achieving a high standard of academic writing appropriate for an educational leader in the early childhood sector. |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Information can be found at: https://mq.edu.au/rpl |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability | The Master of Early Childhood degree is designed to enable graduates from education or allied professions to obtain advanced knowledge of contemporary early childhood research and practice. Graduates may be employed as master educators within early childhood centres, VET colleges, universities, as well as government and non-government organisations based within Australia or overseas. High performing graduates can also gain access to higher degree research training programs at Macquarie University through the Master of Research degree. |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| Accreditation | This is an Australian Qualifications Framework (AQF) accredited qualification. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements