Master of Philosophy in Early Childhood Education and Child Development (ECD)

1.  Explain concepts and ideas pertaining to quality early childhood education.
2.  Draw connections amongst theories of child development, curriculum and teaching, and quality evaluation of early childhood programmes.
3.  Apply theories and actual teaching.
4.  Conduct educational research in early childhood settings.
5.  Produce new and original ideas to promote cognitively enriching curricula.

Applicants must follow the general admission rules and requirements of the University. Other admission requirements include:

1. Obtained a competitive bachelor’s degree GPA.

2. Obtained a relevant bachelor’s degree (e.g., Early Childhood Education, Pre-primary Education, Developmental Psychology)

3. Applicants that have obtained a bachelor degree from a nationally or internationally recognized (teacher training) university are preferred

4. Applicants that have research experiences, and advanced English language proficiency are preferred

Master of Philosophy in Early Childhood Education and Child Development (ECD) Programme of Study

Study plan for Intakes in and after Academic Year of 2019/2020

Course Code 科目名稱 Course Title Credit Flag
第一學年1st Academic Year
EDUC7301 兒童發展理論與研究 Theories and Studies of Child Development 3 Compulsory
EDUC7302 嬰幼兒認知與學習 Cognition and Learning in the Early Years 3 Compulsory
EDUC7303 幼兒遊戲研究 Child Play Studies 3 Compulsory
EDUC7304 學前教育品質評價 Early Childhood Program Quality Evaluation 3 Compulsory
EDUC7001 教育研究法 Research Methods in Education    
三門共同選修課中選取一門1 out of 3 from the following common electives
EDUC7051  質性教育研究 Qualitative Research in Education 3 Required Elective
EDUC7052  量化教育研究 Quantitative Research in Education 3 Required Elective
EDUC7053  行動研究 Action Research 3 Required Elective
學分Credits 18
Course Code 科目名稱 Course Title Credit Flag
第二學年2nd Academic Year
EDUC7290  論文 Thesis 12 Compulsory
學分Credits 30

畢業要求: 完成課程所需的學分為30學分。獲得碩士學位還取決於撰寫及提交一篇專為該目的且屬科研性質的原創書面論文,以進行公開答辯且獲通過。

Graduation Requirement: Students must complete 30 credits including the passing of Thesis oral defence.

Master of Philosophy in Early Childhood Education and Child Development

Course description for Intakes in and after Academic Year of 2019/2020

Consolidates knowledge on human development and its ecological contexts by highlighting the developmental stages of human beings at different stages of the life-span. Introduces the recent theories on human development that extend the classic theories on human development, social movements and their effects on human development. Emphasizes special features during the transitional periods from one stage to the next and the critical role that childhood plays in the later developmental stages. Discussions will also examine the ways in which different societies view human development and the issues pertaining to the culture and cognition of human development.
Pre-requisite: None

Provides students with an understanding of children’s cognitive development and its implication on learning. Discusses theories on children’s cognition such as those on children’s memory system, what constitutes to children’s conceptual changes, children’s problem solving strategies and their sensory and perceptual system development. Overviews selected contemporary approaches such as topics on neuro-psychology, namely brain anatomy, brain development, the social brain and the effects of gender, culture, disorders, and life experiences on shaping a brain will be covered. Examines parents’ influence and the roles of adult and child interactions on children’s learning. This course will also link theory and practice by examining how young children learn and the role that early education plays in it.
Pre-requisite: None

The benefits of play have been associated with improvements in, for example, exploration and creativity, parent child bonds and healthy child development. This course will cover a range of international perspectives of play including the diverse interpretations of play, philosophical rationales underpinning play, and practices of play. In particular, the contemporary approaches and research methods to understanding children’s play, the arguments for and against play as curriculum and/or approach, the issues concerning play advocacy and policy-making, as well as the possibility of promoting context appropriate play practice cross-culturally will be provided.
Pre-requisite: None

This course is focused on theories, techniques, trends, and issues related to program quality evaluation in early childhood education and care (ECEC). Students will gain a deep understanding about what constitutes a high quality ECEC program and implications for children’s development and learning. How to examine the effectiveness of instruments and methods used in ECEC program quality rating and or improvement systems will be highlighted. Also, students will practice how to (1) conduct quality assessment in local ECEC programs, (2) report evaluation results, and (3) provide constructive feedback to the classroom teachers for quality improvement.
Pre-requisite: None

This course aims at developing in students an understanding of quantitative and qualitative methods of collecting, analyzing, and interpreting data in educational research. Quantitative topics include application of statistical concepts / procedures, graphs, numerical summaries; normal distribution, correlation/regression analyses, probability, statistical inferences for one or two samples, hypothesis tests, chi-square tests, and factor analysis. Qualitative topics include data analyses in case studies, observations, and ethnography studies.
Pre-requisite: None

This is the intermediate master’s level course on qualitative method. Students will learn two central issues in qualitative research: 1) design and implement a scientifically valid qualitative study; 2) Analyzing qualitative data. This course will expose students to different paradigms in qualitative research including but not limited to: ethnography, grounded theory, participatory action research, and case study. The purpose of this course is to provide working knowledge to students to conduct qualitative study using various qualitative methods, as well as helping students to understand their limitation.
Pre-requisite: Research Methods in Education

This is the intermediate master’s level course on quantitative method. Students will have the opportunity to learn a variety of statistical methods. The primary methods to be introduced will include: multiple regression, factor analysis, principal component analysis, analysis of variance and covariance. Other advanced statistical technic such as multilevel models, structural equation models, and causal inference models will be introduced. The purpose of this course is to lay the foundation for quantitative analysis of education issues. Practical issues such as analyzing quantitate data with statistical tools will be covered to provide hands-on experience to students.
Pre-requisite: Research Method s in Education

This course aims to help learners understand the fundamental concepts and ideas of action research, and the method of constructing action research design. Main topics include the overview of action research, the portraits and methods of action research, and the analysis of examples of action research papers. By studying the evidence-based strategies and methods, learners could cultivate a positive attitude toward doing action research to enhance professional development.
Pre-requisite: None

This course provides an opportunity for students to do research work in relevant fields with the aim of strengthening their abilities of conducting empirical research under supervision. Academic norms should be abided by and creative scholarship and originally are required.

Chinese and English

Tuition Fee Scheme of Postgraduate Programmes