Child Study and Education MA

Master of Arts

Program Description

The Master of Arts in Child Study and Education Program is offered at the Dr. Eric Jackman Institute of Child Study, a centre of professional teacher training and research in childhood and education, which includes a Nursery through Grade 6 Laboratory School.

The philosophy of this program is based on the belief that successful teaching requires an understanding of how children’s capacities, concerns, and behaviour change with age, how individual differences reflect developmental changes, and how social and physical environments influence children’s development.

The program introduces students to educational and developmental theory and research relevant to educational settings, showing how this research can inform classroom practice. Students also learn how to objectively study children, using both practical assessment and formal methods of inquiry. These areas of knowledge combined with knowledge of effective teaching methods (such as an inquiry-based approach) and learning environments result in educational practices that build on children’s current levels of development.

The non-thesis program requires two years of full-time study leading to a Master of Arts degree. Graduates are recommended to the Ontario College of Teachers for a Certificate of Qualification, which qualifies the holder to teach in the primary and junior divisions (junior kindergarten to grade 6) of Ontario schools. Research is embedded throughout the courses and the program.

This program offers two fields:

  • Practice-Based Inquiry (PBI) in Psychology and Educational Practice

  • Research-Intensive Training (RIT) in Psychology and Education (admissions have been administratively suspended)

 

Field: Practice-Based Inquiry (PBI) in Psychology and Educational Practice

The Practice-Based Inquiry (PBI) in Psychology and Educational Practice field of study is for those who wish to become classroom teachers and acquire the skills to continuously grow, improve, and lead. The field is based on the use of collaborative inquiry and data-based decision making to enhance teachers’ practice and student learning and success (working cooperatively with colleagues and using data and research findings to meet student needs). This field will provide a foundation in the use of a broad range of information sources to address questions of practice using an inquiry cycle.

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Applied Psychology and Human Development's additional admission requirements stated below.

  • An appropriate bachelor's degree (usually a four-year degree) with the equivalent of a University of Toronto mid-B or better in the final year.

  • Applicants are also expected to have experience working with groups of children, preferably in responsible positions.

  • Normally, an interview is required prior to admission.

  • A satisfactory vulnerable sector screening (VSS) police check is required prior to having direct contact with students. Without proof of a satisfactory VSS, schools will not allow teacher education candidates to participate in practice teaching.

Program Requirements

  • Coursework. Students must complete 11.0 full-course equivalents (FCEs) including practicum placements and an internship as follows:

    • Year 1 — 7.0 FCEs as follows:

      • APD2200Y Child Study: ‪Observation, Evaluation, Reporting, and Research‬ (1.0 FCE).

      • APD2201Y Childhood Education Seminar I (1.0 FCE).

      • APD2210Y Introduction to Curriculum I: Core Areas (1.0 FCE).

      • APD2220Y Teaching Practicum (1.0 FCE): three eight-week, half-day placements in kindergarten, grades 1 to 3, and grades 4 to 6.

      • APD2270Y Introduction to Special Education and Adaptive Instruction (1.0 FCE.

      • APD1226H Foundations in Inquiry and Data-Based Decision Making (0.5 FCE).

      • 1.5 elective FCEs (equivalent to three half courses) chosen from among master's-level courses in the Department of Applied Psychology and Human Development and, in some cases, other departments; to be completed during the Spring (May/June) and Summer (July/August) sessions.

      • Students without an undergraduate course in child development must take APD1201H Child and Adolescent Development (0.5 FCE) as an elective.

      • Registration in Year 2 of the program is contingent upon successful completion of all Year 1 work.

    • Year 2 — 4.0 FCEs as follows:

      • APD2211H Theory and Curriculum I: Language and Literacy (0.5 FCE).

      • APD2212H Theory and Curriculum II: Mathematics (0.5 FCE).

      • APD2214H Curriculum and Pedagogies for Cross-Curricular Teaching (0.5 FCE).

      • APD2221Y Advanced Teaching Practicum (1.0 FCE), a 12-week full-time internship to be taken in one session.

      • APD2222H Professional Practice Project: Role A (0.5 FCE). Taken during the internship session of Year 2.

      • APD2223H Professional Practice Project: Role B (0.5 FCE). Taken during the academic session of Year 2.

      • APD2202H Childhood Education Seminar II: Advanced Teaching (0.5 FCE), taken during the internship session of Year 2.

Program Length

5 sessions full-time (typical registration sequence: F/W/S/F/W)

Time Limit

3 years full-time

 

Field: Research-Intensive Training (RIT) in Psychology and Education

Admissions to this field have been administratively suspended.

The field provides concurrent training in research methods and educational practice for elementary teacher certification, including extensive practicum in classrooms. It supports the development of expertise in scientific examination of educational and psychological issues and highlights the integration between science and classroom practice. RIT students must complete a Major Research Paper (MRP) by April of Year 2 in order to graduate.

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Applied Psychology and Human Development's additional admission requirements stated below.

  • An appropriate bachelor's degree (usually a four-year degree) with the equivalent of a University of Toronto mid-B or better in the final year.

  • Applicants are also expected to have strong research experience and experience working with groups of children, preferably in responsible positions.

  • Normally, an interview is required prior to admission.

  • A satisfactory vulnerable sector screening (VSS) police check is required prior to having direct contact with students. Without proof of a satisfactory VSS, schools will not allow teacher education candidates to participate in practice teaching.

Program Requirements

  • Coursework. Students must complete 11.0 full-course equivalents (FCEs) including practicum placements and an internship as follows (although a thesis paper is not required, students must complete a Major Research Paper):

    • Year 1 — 7.0 FCEs as follows:

      • APD2200Y Child Study: ‪Observation, Evaluation, Reporting, and Research‬ (1.0 FCE).

      • APD2201Y Childhood Education Seminar I (1.0 FCE).

      • APD2210Y Introduction to Curriculum I: Core Areas (1.0 FCE).

      • APD2220Y Teaching Practicum (1.0 FCE): three eight-week, half-day placements in kindergarten, grades 1 to 3, and grades 4 to 6.

      • APD2270Y Introduction to Special Education and Adaptive Instruction (1.0 FCE).

      • APD1209H Research Methods and Thesis Preparation in AP&HD (0.5 FCE).

      • 1.5 elective FCEs (equivalent to three half courses) chosen from among master's-level courses in the Department of Applied Psychology and Human Development and, in some cases, other departments; to be completed during the Spring (May/June) and Summer (July/August) sessions.

      • Students without an undergraduate course in child development must take APD1201H Child and Adolescent Development (0.5 FCE) as an elective.

      • Registration in Year 2 of the program is contingent upon successful completion of all Year 1 work.

    • Year 2 — 4.0 FCEs as follows:

      • APD2211H Theory and Curriculum I: Language and Literacy (0.5 FCE).

      • APD2212H Theory and Curriculum II: Mathematics (0.5 FCE).

      • APD2214H Curriculum and Pedagogies for Cross-Curricular Teaching (0.5 FCE).

      • APD2221Y Advanced Teaching Practicum (1.0 FCE), a 12-week full-time internship to be taken in one session.

      • APD2001Y0 Major Research Paper (1.0 FCE).

      • APD2202H Childhood Education Seminar II: Advanced Teaching (0.5 FCE), taken during the internship session of Year 2.

Program Length

5 sessions full-time (typical registration sequence: F/W/S/F/W)

Time Limit

3 years full-time