Child Development and Education

Program Title: Child Development and Education

Description: The Child Development and Education programme at the University of Oxford provides an in-depth exploration of the psychological, social, and educational aspects of childhood and adolescence. Designed for students interested in understanding how children grow, learn, and develop within diverse environments, this course combines theoretical frameworks with practical insights derived from latest research in the field. Throughout the programme, students examine key developmental stages from infancy through adolescence, gaining a comprehensive understanding of cognitive, emotional, and social development. The curriculum covers foundational topics such as developmental psychology, learning theories, language acquisition, and social interactions, alongside applied areas including childhood education, special educational needs, and child welfare. Emphasis is placed on critical thinking, research skills, and evidence-based approaches to supporting children's development in educational settings, homes, and communities. The programme also explores contemporary challenges faced by children and practitioners, such as digital technology influences, diversity, inclusion, and mental health issues. Students engage in seminars, workshops, and fieldwork opportunities, fostering practical skills and experiential learning. Graduates of this programme are equipped to pursue careers in education, social work, child psychology, policy development, or further academic research. The programme is delivered by experts with extensive experience in child development, education, and related social sciences, ensuring students receive a rigorous and comprehensive education. Through a combination of lectures, tutorials, independent research, and collaboration with practitioners, students develop a nuanced understanding of the complexities involved in supporting healthy child development and effective educational practices. The University of Oxford's distinguished academic environment, state-of-the-art resources, and vibrant community provide an ideal setting for students committed to making a positive impact on the lives of children and young people worldwide.

The course is structured in three papers, two that focus on the disciplinary basis (Child Development, Interventions and Policies to Promote Children’s Development) and one that aims to develop the students’ research skills (Foundations of Educational Research 1 [compulsory] plus Foundations of Educational Research 2 and Intermediate Quantitative Methods [one assessed and one non-assessed]) plus a Masters dissertation. A special feature of the MSc Education (Child Development and Education) is that students have the option to participate in a practicum about literacy in early years and primary school that offers them the opportunity to have practical knowledge of literacy assessments and interventions to improve literacy.

Child Development is taught over two terms and discusses child development theories, considering cognitive, linguistic, and social-emotional aspects of development from infancy to late childhood. Normative and non-normative development is considered. The study of cognitive development includes a critical analysis of theories of cognitive development, current issues in the development of pre-school children, the role of working memory in children’s school learning, the connections between theory, research and practice in the teaching of literacy, numeracy and science in school. The study of language development covers a range of issues in first and second language development and childhood bilingualism. The study of children’s social-emotional development includes a critical analysis of attachment theory, studies of mother-child interaction, children’s understanding of the other, moral development, the impact of social and family environments on children, peer relationships and the development of self-concept.

Interventions and Policies to Promote Children’s Development covers programmes designed for school as well as pre-school children. Original reports of the assessment of intervention programmes and systematic reviews form the core readings in this module. The module places emphasis on the critical analysis of the theoretical background for interventions and of the empirical basis provided in their assessment. It promotes discussion of the relationships between theory and practice. The first term focuses on interventions and policies related to primary school and the second on pre-school programmes.

Foundations of Educational Research is part of the common core of all the MSc Education strands. It offers students an overview of quantitative and qualitative methods of research, practical experience with a sample of these methods, and an opportunity to discuss their own ideas as they work towards their dissertation. Ethical aspects of educational research are discussed in depth.

Intermediate Quantitative Methods builds on previous statistical knowledge. The aims of the intermediate course are to enhance students’ ability to select variables, build statistical models, carry out and interpret the results of multivariate statistical tests for answering a range of research questions as well as to enhance their ability to create informative graphical representations and tables. It builds on Introductory Quantitative Methods, a required non-assessed course for students with no previous training in statistics.

You are encouraged to explore the Department’s website and find out about the research carried out by the course team in the research groups Child Learning and FELL.

A sample of dissertation titles from previous years is presented below.

• A comparison of different Place Value teaching strategies with five- and six-year-olds
• Assessing a working memory intervention based on metacognitive processes
• Awareness of the Structure of Compound Words in Korean and English
• Children’s, parents’ and teachers’ experiences of primary school transition and children’s social behaviour after Year 1
• Chinese children’s morphological awareness in English and Chinese
• Family Income and Child Developmental Outcomes – A Relationship Mediated by the Quality of the Home Environment?
• Primary school students’ self-regulation and motivation during well- and ill-structured tasks
• Quality in Early Childhood Settings: A comparison of the views of parents and professionals within Minnesota’s Twin Cities Metro Area, USA
• The relationship between maternal vocalisations with 10-month old infants and child language scores at 36 months
• Improving Spanish-English bilingual children’s awareness of morphemes
• Investigating the effects of the Singapore Model Method in solving mathematical word problems
• The connection between morphological awareness in Greek and English in Cypriot children
• The effectiveness of arrow diagrams in children’s mathematical problem solving
• Use of schematic representations to improve children’s understanding of functional reasoning in proportions
• What Year 1 children think about fractions

Applicants are normally expected to be predicted or have achieved a first-class or strong upper second-class undergraduate degree with honours (or equivalent international qualifications), as a minimum, in a relevant subject, preferably in the social sciences.

For applicants with a degree from the USA, the minimum GPA sought is 3.6 out of 4.0.

If you hold non-UK qualifications and wish to check how your qualifications match these requirements, you can contact the National Recognition Information Centre for the United Kingdom (UK NARIC).

No Graduate Record Examination (GRE) or GMAT scores are sought.

• Official transcript(s)
• CV/résumé
• Personal statement:One to two pages
• Written work:Two essays of 2,000 words each
• References/letters of recommendation:Three overall, generally academic

ENGLISH LANGUAGE REQUIREMENTS

Higher level

• Global Education
• Hill Foundation Scholarships
• A number of Research Council awards are available each year from the Economic and Social Research Council (ESRC), the Natural Environment Research Council (NERC), and Arts and Humanities Research Council (AHRC).

The Bachelor of Studies (BSt) in Child Development and Education at the University of Oxford is a comprehensive undergraduate program designed to explore the various aspects of childhood development and educational practices. This program provides students with a deep understanding of psychological, social, and educational principles that influence children’s growth from early childhood through adolescence. The curriculum covers a broad spectrum of topics, including cognitive and language development, socialization processes, learning theories, and educational policies. Students gain practical insights into different pedagogical approaches, assessment methods, and classroom management strategies, preparing them for careers in education, child psychology, or related fields.

The course emphasizes both theoretical knowledge and practical application. Students have opportunities to engage in research projects, observe educational settings, and participate in placements to gain firsthand experience. The program fosters critical thinking and analytical skills, encouraging students to evaluate existing educational practices and consider innovative approaches to supporting children’s development. Collaboration and communication are also core components, as students work on group projects and presentations that simulate real-world educational environments.

Ultimately, graduates of this program are well-equipped to pursue postgraduate studies or careers in educational policy, childhood development consultancy, teaching, or child psychology. With a focus on ethical considerations and inclusive education, the course aims to produce professionals who are sensitive to the diverse needs of children and committed to fostering equitable and supportive learning environments. The flexible structure allows students to tailor their studies according to their interests, with options to specialise in areas such as early childhood education, special educational needs, or educational research. This program is ideal for individuals passionate about making a positive impact on children's lives through education and developmental support.