PGDip in Early Childhood Education
Designed for education professionals working with young children in national and international settings, the PGDip in Early Childhood Education (ECE) is a mainly online, part-time course. It grounds students in research evidence on child development and early childhood education, to help inform practice and policy.
Part time
- Upcoming application deadline for 2027-28 entry:
- 12:00 midday UK time on Thursday 7 January 2027
- Expected length
- 12 months
- Expected start date
- August 2027
- English language level
- Standard level required
Application deadlines
Final application deadline for Oxford scholarships
Expected to be the final application deadline
After the final application deadline has passed, this course may remain open or reopen if places are available.
About the course
Delivery of this course is mainly online. The flexible asynchronous format is designed to support busy professionals to learn when it suits them, around other work commitments.
A one-week residential induction in August provides a foundation for the year and allows strong connections to be formed between staff and students, and amongst the cohort.
Over the year, you will receive a grounding in core knowledge and skills across three key domains of child development and pedagogy, and be supported in using this knowledge to implement evidence-based early childhood practice:
- play-based, child-centred approaches and environments;
- supporting social-emotional development and wellbeing; and
- supporting cognitive development (eg language, literacy, reasoning, executive function).
The core aims of the course are to promote:
- understanding of theory and research relating to child development and effective early childhood pedagogy across the cognitive, social and emotional domains, including analysis of their robustness and the information they provide for informing practice
- a practical understanding of how to engage in research-informed practice, including seeking and critically engaging with available evidence and designing and conducting ones’ own practice/classroom-based research
- an understanding of cross-cutting themes relevant to research-informed ECE practice (see below for themes)
- the application of research and theory to practice through reflection on ones’ own professional practice, to enhance professional performance
- the skills of independent critical thought, rational inquiry, and self-directed learning
- critical engagement with, and reflection on, current issues and debates in the field of ECE research and practice through the lens of research and theory.
On completing your studies, you should feel confident to implement evidence-based practice in the domains covered, and to extend your learning about the process of becoming research-informed to other domains.
Threaded throughout the course are central cross-cutting themes such as:
• individual differences (including providing for children with special educational needs and/or disabilities)
• cultural sensitivity
• inclusion and diversity
• working with families
• pedagogical leadership
• developing communities of practice.
Course structure
The PGDip begins with an Oxford-based residential induction week in August, designed to orient you to the course, provide foundational skills and build relationships. It provides a foundation for the year.
You will then complete three modules. and a one-week residential which will be formatively assessed. In the first two terms you will undertake one module per term:
• Michaelmas (Autumn) term – Module 1: Building the foundations of research-informed practice
• Hilary (Spring) term – Module 2: Supporting children’s cognitive development through research informed practice
The taught modules are delivered online through the University’s online learning platform. Sessions are pre-recorded and posted weekly, so you can engage at your own pace over the week. Typically, each session consists of a pre-recorded lecture, accompanied by a mix of pre- and post-lecture readings, forum discussions, quizzes and activities. You should expect to spend about ten hours per week engaging directly with the module materials. Module leads will convene a live Q&A session on Microsoft Teams at least once per term.
Module 3 is your Independent Study. This is an opportunity to conduct a supported research study on a topic of your choice, relevant to your professional context. You will begin discussions with your supervisor at the start of the course and plan your study during the first two terms. Your research will then be your sole focus during the third term (Trinity term) and the long vacation. A typical study will involve engaging in background reading, collecting data (usually in your school, setting/context) and writing up your findings.
You will need to be employed, or have regular and practical access as a volunteer, consultant, etc, to an appropriate professional context (eg early years setting, school). Many of the activities will ask you to reflect on the relationship between your learning and a relevant context. Your independent study may focus on your professional context and/or the learners in them.
All three modules are summatively assessed. You will also complete two formative assessments to support your academic writing (one during induction week, one during the first term). An optional research skills module will be available for the duration of the course and can be studied independently at your own pace.
You will be entitled to attend the department’s regular child development and learning seminars and weekly public lectures (the latter are streamed live and recorded for viewing later).
Core components
You will attend a residential week and take three core modules.
Option modules
You will have the opportunity to take a non-assessed module on research skills.
Course details
Entry requirements
For entry in 2027-28