MA in Education

www.crec.co.uk

(Early Years)

2014/15 COURSE INFORMATION

BROCHURE

Dear Colleagues,

Welcome to our MA in Education (Early Years) brochure for 2014/2015. This brochure contains an overview of the Post Graduate modules offered at CREC over the next 12 months. They are designed specif-ically for Early Years Practitioners and leaders in the Early Years and as such are offered as part time courses which can be fitted around a busy working life. Each course is delivered at our base within a children’s centre in central Birmingham, which is easily accessible via road or rail. Our MA modules have a deep impact and long lasting value for both the participant and the setting within which they work. Each course can be taken in isolation but we encourage Early Years Practitioners not to see them as stand alone elements but as com-plementary components which can provide a path-way to gaining a Master’s qualification in Early Years. We hope that you decide to study with us and shouldyou have any queries, please do not hesitate to get in touch. Best wishes, Prof Chris Pascal & Prof Tony Bertram

Overview: To be awarded an MA in Education (Early Years) you need to gain a total of 180 Post Graduate credits. Most students do this over three years by completing two 60 credit modules and then a dissertation. Module start date: October 2014 Module length: Between 5 to 8 ‘Face to Face days’ per academic year Entry requirements: You should normally have an undergraduate degree or relevant experience in the field you wish to study. For more information contact us. Assessment: Each 60 credit module is assessed by assignments of 10,000 words, usually broken into two 5,000 word sections. The dissertation is 15,000 words. Accreditation: 60 PG credits per module, accredited by Birming-ham City University How to apply: Please apply via our website www.crec.co.uk/ma-in-education

For more information please contact the CREC team on 0121 464 0020 or email enquiries@crec.co.uk

MA in Education (Early Years) CREC & BCU pathway

MODULES CURRENTLY OFFERED AT CREC

Learning Outdoors in Early Childhood

Physical Development

Early Years Music Education

Mentoring and Coaching

Integrated System Leadership

Double Research

Dissertation

MODULES CURRENTLY OFFERED AT CREC

LEARNING OUTDOORS IN EARLY CHILDHOOD

Who is the course aimed at? This module has been created for early childhood professionals who have a strong interest in learning outdoors, such as:

• Owners, managers and heads of Early Years settings;• Teachers working with children from birth-3, 3 - 5 and 5-7 years;• Early Years professionals supporting provision and practice from

birth to seven;• Advisers, trainers and consultants working in the field of early child-

hood education;• Consultants and trainers working in all aspects of outdoor educa-

tion, especially nature-based programmes. What are the main themes? • Child development and the foundational role of experience out-

doors;• Learning and well-being theories and their application in practice

outdoors in early childhood;• Pioneers and models of early childhood outdoor provision and

pedagogy;• Understandings of space and place through environment and land-

scape disciplines;• International perspectives and the provocations they pose for con-

testing practice in the UK; • Reflection, evaluation and action research on current provision and

practice.

COURSE DATES Day 1: 23rd October 2014Day 2: 17th November 2014

Day 3: 9th December 2014Day 4: 11th February 2015Day 5: 14th April 2015

What will you gain? Personal and practice aims: • A deep understanding of how being outdoors supports wellbeing,

child development, play and learning; • A strong belief and commitment to outdoor provision in Early Years

services and in young children’s lives; • A strong vision and value base for learning outdoors from birth to

seven;• Clarity about what and how to provide for learning outdoors;• Ability to articulate to and support the development of others;• Confidence and self-efficacy regarding learning outdoors. Academic outcomes: Students successfully completing this module will be able to:• Demonstrate their knowledge and understanding of a broad theo-

retical basis of being, developing and learning in the outdoors and how this translates into provision, practice and advocacy;

• Analyse and reflect upon key theoretical debates in the pedagogy of playing and learning outdoors;

• Reflect upon their own and their setting’s practice and envision or test change as a result of their study;

• Collate and organise appropriate documentary evidence in a log-ically structured, well presented and clearly written format using the Harvard referencing system.

COURSE DATAType of course: Post Graduate combined (taught and research)Accreditation: 60 PG credits from Birmingham City UniversityAssessment: A 10,000 word assignment ( split into 2 units of 5,000)Study options: Face to face (5 days) + distance learningDuration: 1 yearTutor: Jan WhiteLocation: The Centre for Research in Early Childhood, Birmingham

PHYSICAL DEVELOPMENT

Who is the course aimed at? This module has been designed to suit Early years practitioners who are interested in physical development of young children as a vital aspect of health, wellbeing, learning and development. This might include: • Owners, managers and heads of early years settings; • Teachers working with children from birth-3, 3 - 5 and 5-7 years; • Early Years professionals supporting provision and practice from

birth to seven;• Advisers, trainers and consultants working in the field of early child-

hood education and family support; What are the main themes? • The impact and role of movement and physicality for all aspects of

health, wellbeing, development and learning from birth to seven years;

• Neurological development through movement – core sensory system development and integration processes for balance, body awareness, postural control, coordination and vision;

• Processes of whole body physical development and of hand and tool use;

• The position of children’s movement and physicality in our society – constraints and restraints on children’s lives;

• Close examination of young children’s natural movement be-haviours and the significance of these;

• Developing a movement-rich culture and environments indoors and outdoors in early years settings.

• Reflection, evaluation and action research on current provision and practice.

PHYSICAL DEVELOPMENT

What will you gain? This module provides an extensive opportunity to understand the biological and social processes involved in early childhood physical development, to investigate the critical and foundational role of movement and physicality, and become much more aware of the significance of children’s natural play behaviours. It will introduce the relevant issues and debates, encouraging critical and independent appraisal. Both course content and assignments present opportunities to acquire the theory base and knowledge that will enable participants to develop their practice with greater understanding, awareness and critical insight. Physical development is now positioned as a Prime Area of learning and development in the revised early years framework and 2-year-old health assessments in England, and children’s activity levels are key components of national health initiatives and obesity/fitness and healthy-eating strategies.

COURSE DATAType of course: Post Graduate combined (taught and research)

Accreditation: 60 PG credits from Birmingham City UniversityStudy options: Face to face (5 days) + distance learningDuration: 1 yearTutor: Jan WhiteLocation: The Centre for Research in Early Childhood

COURSE DATES Day 1: 24th October 2014 Day 2: 19 November 2014

Day 3: 10th December 2014Day 4: 12th February 2015Day 5: 15th April 2015

“I cannot recommend the module, course, team or experience highly enough; I understand so much more and at much great-er depth about children’s physical development and my observations, assessments and planning for the children in my care has been irrevocably changed and improved as a result.”

Christine Mountford, Physical Development module 2013-14

MEET THE TUTOR(Learning Outdoors in Early Childhood & Physical Development)

Jan White works nationally and internationally to advocate and sup-port high quality outdoor provision for services for children from birth to five. With twenty-eight years experience of working in education, including key roles in developing Learning through Landscape’s support for the early years sector and Early Excellence’s Stepped Approach to Quality Outdoors, she is currently an associate con-sultant with Early Education and Playwise, pedagogical adviser for several landscape and equipment companies, mentor to Sandfield Natural Play Centre, representative for the World Forum Foundation, cofounder of the Landscapes for Early Childhood UK network, and teaches on the Masters programme at CREC (Birmingham City Univer-sity).

MEET THE TUTOR(Learning Outdoors in Early Childhood & Physical Development)

Jan White works nationally and internationally to advocate and sup-port high quality outdoor provision for services for children from birth to five. With twenty-eight years experience of working in education, including key roles in developing Learning through Landscape’s support for the early years sector and Early Excellence’s Stepped Approach to Quality Outdoors, she is currently an associate con-sultant with Early Education and Playwise, pedagogical adviser for several landscape and equipment companies, mentor to Sandfield Natural Play Centre, representative for the World Forum Foundation, cofounder of the Landscapes for Early Childhood UK network, and teaches on the Masters programme at CREC (Birmingham City Univer-sity).

EARLY YEARS MUSIC EDUCATIONWho is the course aimed at? The programme, designed by Dr Susan Young of Exeter University, is suitable for anyone who is already working in Early Years music or who plans to in the future – in a range of professional capacities: independent workshop leaders, early years educators, music therapists, advisors, community musicians , instrumental teachers. What are the main themes? The course will focus is on the theoretical foundations of early childhood music such as: • Children’s musical development from babyhood through to the

start of school; • How children learn in music; the main methods of early childhood

music education and their principles; • Contemporary music experiences for children, including new tech-

nologies and their impact; • The principles and methods of research. What will you gain? You will gain an academic qualification which provides a firm foundation for your own practice based on understanding and knowledge. This will provide you with professional credentials for future employment opportunities. There is a growing recognition of the need to raise the professional profile of early childhood music educators and several organisations are proposing to introduce some form of professional licensing in the near future. You will also learn how to carry out research in early childhood music education practice. This enables you to research a topic that is of particular interest and relevance to your own practice.

Who is the course aimed at? The programme, designed by Dr Susan Young of Exeter University, is suitable for anyone who is already working in Early Years music or who plans to in the future – in a range of professional capacities: independent workshop leaders, early years educators, music therapists, advisors, community musicians , instrumental teachers. What are the main themes? The course will focus is on the theoretical foundations of early childhood music such as: • Children’s musical development from babyhood through to the

start of school; • How children learn in music; the main methods of early childhood

music education and their principles; • Contemporary music experiences for children, including new tech-

nologies and their impact; • The principles and methods of research. What will you gain? You will gain an academic qualification which provides a firm foundation for your own practice based on understanding and knowledge. This will provide you with professional credentials for future employment opportunities. There is a growing recognition of the need to raise the professional profile of early childhood music educators and several organisations are proposing to introduce some form of professional licensing in the near future. You will also learn how to carry out research in early childhood music education practice. This enables you to research a topic that is of particular interest and relevance to your own practice.

COURSE DATAType of course: Post Graduate combined (taught and research)

Accreditation: 60 PG credits from Birmingham City UniversityAssessment: A 10,000 word assignment ( split into 2 units of 6,000and 4,000 words)

Study options: face to face (7 days) + distance learningDuration: 1 yearTutors: Dr. Jessica Pitt & Dr. Alison StreetLocation: The Centre for Research in Early Childhood, Birmingham.

COURSE DATESDay 1: 10th October 2014Day 2: 11th October 2014Day 3: 7th November 2014Day 4: 5th December 2014Day 5: 16th January 2015Day 6: 6th February 2015Day 7: 6th March 2015

‘During my three years attending CREC the exceptional teaching, support and guidance from leading experts in the field of Early Child-hood Music was unsurpassed. The beauty of the course is that with guidance from the tutors, you have the ability to design research projects to suit your own particular interests. I have gained a great deal from the course and have enjoyed every minute of it. As a result of completing the course my knowledge and career in Early Years has been greatly en-hanced.’ Nicola Burke, MA in Ed (EY) Graduate

MEET THE TUTORS The music content will be led by Dr Alison Street and Dr Jessica Pitt. Alison Street is Associate Lecturer in Early Childhood Studies at Oxford Brookes Uni-versity. She has developed her practice in community settings, using a range of approaches over thirty years, supporting parents with their children’s learning. She is a member of the review panel for Music Educators and Researchers of Young Children (MERYC) Eunet.

Jessica Pitt has over 20 years experience as an early childhood music educator, trainer and mentor. She has been a regular contributor to local authority training programmes for early years practitioners and

library staff. Since 2004 she has taken an active interest in research in early childhood music. She is now involved in doctoral research at Roehampton University and is interested in the effects of group musical activities on participants in a Children’s Centre. Her research is funded by The Froeb-el Institute. She has been a trustee of PRESMA (Pre-School Music Asso-ciation) and is President of MERYC-UK. She believes in the tremendous positive professional development

that can take place when practitioners and academics meet together.

Who is the course aimed at? This course is aimed at those in leadership roles, or aspiring leaders. It is relevant to those working in care and education, including Children’s Centres and multi-professional teams. What are the main themes? There is a growing awareness of the importance and value of mentor-ing and coaching in early years leadership. This experiential module will include theory and practical activity in facilitated sessions aimed at in-troducing participants to the main theories and principles of leadership mentoring in practice. Critical reflection will be a key part of the pro-cess in the sessions themselves and in participants’ day to day practice. The module aims to explore the nature and value of mentoring in the context of leadership, the theory of mentoring and to develop practical mentoring skills for developing leaders. Given the current climate of change and uncertainty, mentoring has a key part to play in developing leadership practice to promote greater understanding, awareness and critical insight into the needs of staff and leaders themselves and into meeting the needs of communities, families and children. Key areas to be covered include:• Historical background to mentoring;• Mentoring theories, including comparisons between mentoring and

coaching;• Learning theories and their relationship to mentoring;• Practical mentoring skills ;• Ethical issues and boundaries.

MENTORING AND COACHING

COURSE DATES Day 1: 8th October 2014 Day 2: 5th November 2014

Day 3: 3rd December 2014Day 4: 14th January 2015Day 5: 25th February 2015

What will you gain? The programme will deepen awareness of the value and importance of providing and receiving mentoring support. While introducing theory this will be grounded in, and directly relevant to, practice. The pro-gramme will also promote and utilise dialogue with colleagues from differing backgrounds and contexts providing insights into other points of view and professional perspectives. It will provide opportunities to develop practical skills and encourage their use in improving prac-tice. This in turn will progress towards a research project to explore strengths and needs leading towards a developmental action plan to shift reflection on action towards reflection in action.

COURSE DATA

Type of course: Post Graduate combined (taught and research)Accreditation: 60 PG credits from Birmingham City UniversityAssessment: A 10,000 word assignment ( split into 2 units of 5,000)Study options: Face to Face (5 days) + distance learningDuration: 1 yearTutor: Mike Gasper & Paul WatlingLocation: The Centre for Research in Early Childhood, Birmingham

“Excellent. The course has given me a much greater sense of how mentoring can work and be effective”.

“It has given me a much deeper understand-ing of the potential of mentoring to help lead-ers and other individuals in an organisation”.

“Discussions with other students; bouncing ideas, receiving constructive advice and feedback, was really beneficial”.

“Excellent. The course has given me a much greater sense of how mentoring can work and be effective”.

“It has given me a much deeper understand-ing of the potential of mentoring to help lead-ers and other individuals in an organisation”.

“Discussions with other students; bouncing ideas, receiving constructive advice and feedback, was really beneficial”.

MEET THE TUTORS Michael Gasper is currently an Early Years con-sultant providing leadership mentoring, facili-tation, training, and research. He is a mentor, tutor and assessor on the NPQICL professional development programme for cohorts delivered by several providers. A former Headteacher and an Early Years Researcher for CREC, Michael is the author of ‘Multi-Agency Working in the Early Years: Challenges and Opportunities’ pub-lished in January 2010 by Sage.

Paul Watling is a freelance trainer and facili-tator in children’s services nationally, mainly with Children’s Centre teams. He has worked in the field of community development and children’s services for over 25 years initially as a Youth and Community Development Worker in local government and also in the voluntary sector. He has managed multi-dis-ciplinary teams in Birmingham and the West Midlands and led a phase 2 Sure Start Local Programme from delivery plan to designation as a Children’s Centre.

Who is the course aimed at?

This new training and development programme has been developed for early years leaders who will benefit from, and can contribute to, a programme addressing the needs of leaders within multi-agency early years services.

It will be suitable for :• Early years and foundation stage leaders and teachers• Nursery heads and day care managers• Locality leads and LA officers• Family support managers

What are the main themes?

Unit 1 Developing as a Reflective Leader:• The skills and competencies of effective leadership• Reflecting on the leadership in a climate of change

Unit 2 Developing Integrated Service Leadership:

• Team development and shared organisational values• Leading collaborative working with children, families and multi –

agency partners

INTEGRATED SYSTEM LEADERSHIP

COURSE DATESDay 1: 15th October 2014

Day 2:16th October 2014Day 3:10th November 2014

Day 4: 11th November 2014

Day 5: 9th February 2015Day 6: 10th February 2015 Day 7: 9th March 2015Day 8: 10th March 2015

What will you gain?

The opportunity to :• Examine some of the characteristics of leadership within the early

years sector and the challenges faced in developing effective multi disciplinary teams;

• Explore the differences between leadership and management;• Collaborate in the development of a learning community with a cul-

ture that will support you to become successful, enthusiastic and independent adult learners, capable of shifting your own practice and that of others;

• Set an agenda of reading, reflection and actions for further devel-opment within a learning community of system leaders;

• Identify and understand the nature of organisational change and explore a range of strategies and tools that can support positive change management within a turbulent and resource limited cli-mate;

• Discuss the concept and implications of Social Entrepreneurship ;• Discuss ethical considerations and an appropriate code of conduct

for research

COURSE DATA

Type of course: Post Graduate combined (taught and research)Accreditation: 60 PG credits from Birmingham City UniversityAssessment: Two 5,000 words assignmentsStudy options: Face to face (8 days) + distance learningDuration: 1 yearTutor: Prof Chris Pascal & Prof Tony BertramLocation: The Centre for Research in Early Childhood, Birmingham

Please note that the Integrated System Leadership course is not suitable for those who have already completed NPQICL

DOUBLE RESEARCHWho is the course aimed at? This module is designed for Early Years practitioners to become practitioner researchers in their own settings. What are the main themes? This module introduces students to the key elements of a research project including reviewing literature, choosing appropriate method-ologies, conducting fieldwork, analysing data and drawing intelligent conclusions, in relation to an identified research interest. What will you gain? The Research module is designed to give you the opportunity to devel-op the building blocks of rigorous academic research by supporting you through a small research project on a preferred aspect of your own practice. Not only should completing the module provide you with transferable research skills which will be invaluable when you come to begin your dissertation but your piece of practitioner research should offer a critical insight of your chosen focus.

COURSE DATA

Type of course: Post Graduate combined (taught and research) Accreditation: 60 PG credits from Birmingham City UniversityAssessment: A 10,000 word assignment ( split into 2 units of 5,000)Study options: Face to face (5 days) + distance learningDuration: 1 year Tutor: Prof Chris Pascal & Prof Tony Bertram Location: The Centre for Research in Early Childhood, Birmingham

COURSE DATESDay 1: 9th October 2014Day 2: 6th November 2014Day 3: 4th December 2014Day 4: 15th January 2015Day 5: 5th February 2015

Who is the course aimed at? The dissertation is the culmination a student’s work on the MA in Education (Early Years) with CREC. It is designed to give you the opportunity to make use of the research-related knowledge and skill which you have developed during your earlier modules, together with your professional experience, to carry out a substantial advanced study of an issue which you have chosen. In this module all students are required to undertake an in depth study in an area of personal and professional interest. This module builds on previous study during the course by providing an opportunity to ex-plore in detail particular methodologies in relation to an identified research interest. The module requires students to implement a piece of research appropriate to Master’s level work and to write up the findings in the form of a dissertation of up to 15,000 words. What are the main themes?

• Developing a theoretical framework of research: considering the nature of research, underpinning philosophies and stances taken by researchers.

• Identifying and formulating research problems; examining the ways in which theoretical issues permeate research investigations and

• understanding how to use a critical review of literature to inform research findings and practice;

• Identifying and justifying the choice of research methodologies: designing and planning a piece of research; writing a research pro-posal

DISSERTATION

COURSE DATESDay 1: 9th October 2014Day 2: 6th November 2014

Day 3: 4th December 2014Day 4: 15th January 2015Day 5: 5th February 2015

• Determining and defending the methodological perspective adopt-ed which will necessitate presenting a critique of different method-ologies;

• Examining issues of validity, reliability and triangu-lation;

• Considering and accessing information; • Identifying an appropriate research strategy: un-

dertaking a critical survey of published research; • Conducting experiments, quasi-experiments and

single-case research, surveys including longitudinal and cross-sectional, case studies, ethnographic research.

• Identifying and adopting appropriate research methods: collecting and analysing data from a range of research methods;

• The use of observation; recording techniques, questioning, inter-views, questionnaires, gathering documentary evidence, applying qualitative and/or quantitative data analysis;

• Formulating proposals and disseminating results: presenting data in a suitable format, structuring and writing a dissertation report, using a bibliography and referencing, discussing results and formu-lating conclusions, disseminating results.

What will you gain?

Upon successful completion of your dissertation, you will be awarded an MA in Education (Early Years) by Birmingham City University.

COURSE DATA

Type of course: Post Graduate combined (taught and research)Accreditation: 60 PG credits from Birmingham City UniversityAssessment: A 10,000 word assignment ( split into 2 units of 5,000)Study options: Face to face (5 days) + distance learningDuration: 1 yearTutor: Prof Chris Pascal & Prof Tony Bertram

Location: The Centre for Research in Early Childhood, Birmingham

SOME EXAMPLES OF RECENT RESEARCH WITH US:

A case study of one child’s

outdoor experiences informed and analysed

by a theoretical perspective

A study of how

leadership mentoring and

coaching influence practice and positively

improve outcomes for children and

families.

An exploration

of the reasons why Children’s

Centres do or do not employ music practitioners.

The

development and evaluation of an

observation tool to assess gender differences

in touch interactions in early childhood

settings

MEET THE TUTORS(Integrated System Leadership, Double Research & Dissertation)

Professors Tony Bertram and Chris Pascal, the Directors of CREC, both hold honorary academic posts at 3 major Midlands universities: Bir-mingham, Wolverhampton and Birmingham City University. They are co-founders of the European Early Childhood Education Research As-sociation (EECERA) and the British Early Childhood Education Research Association (BECERA), a new independent organisation which offers a space for early childhood practitioners and researchers to meet, enquire and discuss issues relevant to their work with young children and families. Both have worked at national government level and have delivered many conference keynotes at a series of local, national and international conferences and meetings.

Chris Pascal OBE has done extensive work at govern-ment level to support the development of early years policy, sitting on a number of national committees, has served as a ministerial advisor, and as an Early Years Specialist Adviser to the House of Commons Select Committee on Education. She has written extensively on early childhood development and the quality of early education services and sat on the Expert Panel of the Dame Tickell EYFS Review. Chris is patron of the London Early Years Foundation, whom she is sup-porting in developing their research strategy and continues to be an active Vice President of BAECE/Early Education.

Tony Bertram has been a member of the Ministerial Early Education Advisory Group (EEAG), which advised the government on the devel-

opment of the Foundation Stage curriculum and was a member of the QCA working party on qualifications in the early years. Currently he is a member of the Ofsted national Advisory Committee. He has a particular interest in cross national, European early childhood projects and has worked extensively abroad for the British Council and the Organisation for Economic Cooperation & Develop-ment (OECD).

APPLY ONLINE

If you are thinking of applying to any of our modules, you can do so by visiting our website and completing our booking form. If you have any queries about any of the modules, contact the MA in Education (Early Years) Programme Manager Carol Nelson: Phone: 0121 464 0025 Email: c.nelson@crec.co.uk

OTHER WORK UNDERTAKEN AT CRECPhD Supervision In collaboration with three prestigious West Midlands universities (Uni-versity of Birmingham, Birmingham City University and Wolverhamp-ton University), CREC undertakes tutorial support for MPhil and PhD students, either full time or part time. Research students will usually have a good first degree and have a focus in the field of early childhood studies. Learning Circle Every month, CREC hosts the Learning Circle, an open, free and supportive learning group for those interested in the early years. This ‘community of practice’ is the ideal forum for re-search students to disseminate their work and exchange ideas with colleagues. It runs once a month from 16:30 - 18:00. Visit www.crec.co.uk/learning-circle for more information, to see dates for this year, and to join the Learning Circle Facebook group.

Research CREC is an international player in the early years research arena. Some of the current and recent projects include the ECES - a cross national study that examines the range of early education approaches and their relationship to child learning & development; Starting Well - a report which looked at benchmarking early education across the world; and ‘The impact of early education as a strategy for counteracting socio-economic disadvantage’ for Ofsted (2013). These reports and others can be downloaded on our website (www.crec.co.uk/research). Consultancy CREC works in an advisory capacity with a number of government bodies and providers of early childhood services, internationally, nationally, regionally and at a local authority level. For more information visit our website www.crec.co.uk Conferences With the organisation of a major international research conference under its belt (EECERA 2010), CREC created and annually organises BECERA, an annual conference for UK based Early Years Practitioners Researchers wanting to present their research and share knowledge with a wider audience.For more information and to get involved visit www.becera.org.uk

CREC is also organising, in conjunction with the University of Crete, the Annual EECERA conference.

EECERA 24th Conference

Creta Maris Conference CentreCrete, Greece

7th-10th September 2014

To book conference tickets visit www.eecera2014.org

Research CREC is an international player in the early years research arena. Some of the current and recent projects include the ECES - a cross national study that examines the range of early education approaches and their relationship to child learning & development; Starting Well - a report which looked at benchmarking early education across the world; and ‘The impact of early education as a strategy for counteracting socio-economic disadvantage’ for Ofsted (2013). These reports and others can be downloaded on our website (www.crec.co.uk/research). Consultancy CREC works in an advisory capacity with a number of government bodies and providers of early childhood services, internationally, nationally, regionally and at a local authority level. For more information visit our website www.crec.co.uk Conferences With the organisation of a major international research conference under its belt (EECERA 2010), CREC created and annually organises BECERA, an annual conference for UK based Early Years Practitioners Researchers wanting to present their research and share knowledge with a wider audience.For more information and to get involved visit www.becera.org.uk

CREC is also organising, in conjunction with the University of Crete, the Annual EECERA conference.

EECERA 24th Conference

Creta Maris Conference CentreCrete, Greece

7th-10th September 2014

To book conference tickets visit www.eecera2014.org

CRECSt Thomas Children’s Centre,

Bell Barn Road, BirminghamB15 2AF

+44 121 464 0020

enquiries@crec.co.uk

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