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Profile of Programme

The development of Early Childhood Education as an independent program is a response to a scientific, pedagogic and societal need. The field of early childhood education, as the basis to children’s educational future, needs to be supported with contemporary research and theories about children, learning and development and support practitioners, researchers and policy makers to implement contemporary pedagogies. With the provision of a diverse range of courses the graduates will develop a well-rounded understanding of the field and children’s needs.
There is a need for teachers in early childhood education and all those involved in the education and development of young children in other contexts, to acquire up-to-date knowledge concerning the contemporary trends of early year’s education and to acquire research skills. The program aspires to foster the development of teachers-researchers- program developers specialized in early years who will be well equipped with the knowledge of early years pedagogies (education, sociology, anthropology, psychology), and research methodology. With their profound understanding of the early childhood education field and research skills the graduates will employ the evidence that will support a continuous qualitative improvement of early years education.

The general aim of the program is to offer comprehensive education for teachers- researchers concerning early year’s epistemology. Program participants will acquire skills in basic and applied research, designing and developing early year’s curricula, evaluating and reforming educational policy, and acquiring skills for critically analyzing recent trends and findings related to early childhood education.

Key Learning Outcomes

After successful completion of the program, it is expected that students:

Will be acquainted with the basic literature in early childhood education, contemporary curricular approaches and pedagogies.

Will develop an understanding of the importance of early years for preparing the active citizens
Will develop skills for designing and running research in early childhood education.
Will formulate research questions and choose the appropriate methodology for their study.
Will be acquainted with a range of quantitative and qualitative research methods, and will acquire experience in applying these methods to the collection and analysis of data and in promoting the study of basic and applied questions in early years pedagogy.
Will be able to utilise available research evidence and develop detailed suggestions for educational policy changes taking into consideration existing needs and constraints of the educational system in an attempt to continuously optimise the effectiveness of the teaching-learning process during the early years.
Will be able to apply research-based knowledge to start new or enhance existing early childhood education programmes

Key Information

Department: Department of Education

Faculty: Faculty of Social Sciences and Education

Programme Name: Pedagogical Sciences - Preschool Education

Direction: Pedagogical Sciences - Preschool Education

Level of Qualification: 2nd Cycle (Master's Degree) [4 Semesters]

Mode of Study: Full time and Part time are both possible

Language of Instruction: Greek

Coordinator: Eleni Loizou (

Elia Iliada(

Curriculum Structure

Course Type ECTS
Compulsory 42
Restricted Elective 48

Courses per Semester


Compulsory (4): EDU561, EDU 562, EDU 563, EDU 683 ή EDU 682
Restricted Elective (3): EDU 550,637,603,693,529,571,689
Seminars: EDU 691

Postgraduate Students can register to Master Thesis I and II (EDU 798 and EDU 799) and be exempted from two elective area courses. 

Conditions of Study

The number of places available are announced by the Graduate School with the eligibility criteria for candidates, as well as other required documents that must be attached to the application such as:
Bachelor’s degree from a recognised University.
Previous University education in a suitable subject (academic background) and grades of relevant degrees.
Letters of recommendation.
Personal interview and/or written examination (if provided by the Department’s internal rules).
Submission of preliminary research proposal for admission to a doctoral course (if provided by the Department’s internal rules).
The Department may also set additional criteria and quality indicators such as: (a) number of students’ publications in scientific journals, (b) students’ participation in seminars, symposia, research programmes, (c) presentations by students at conferences, (d) knowledge of foreign languages, and (e) professional experience, etc.

Students must always advise the University's' Postgraduate Study Rules

Successful completion of the requirements of the Program

The grading system is numerical, from 0 to 10 with increments of ½. The minimum passing grade is 5. The final grade of a graduate student is calculated as the grade point average of all courses passed by the student. 

In a postgraduate programme of study, courses can be graded as Success/Failure. These courses do not count towards the student’s GPA, and may not exceed 25% of the programme’s ECTS, with the exception of the dissertation units. All courses are presented in the Postgraduate Studies Prospectus.
The diploma dissertation, thesis, research and writing stages are graded with Success / Failure. The final grade of the dissertation is registered in the last semester of its elaboration. Master level dissertations are calculated qualitatively as Excellent, Very Good, Good, and Failure.

Further Information

Occupational Profiles of Graduates with Examples

The graduates of the program " Early Childhood Education” are expected firstly to develop a stance on early year’s pedagogy and theoretical framework. Moreover, they will develop research skills, their knowledge of strategies for evaluating, critically analysing and reforming early year’s educational policy. It is also expected, that they will acquire skills related to educational research, the development of educational material and the utilization of innovative methodologies relevant to early years development and learning.

By providing such a training to unemployed teachers through our program, the potential of their employment in the private sector is rapidly increased. Many of our graduates have been already employed by most private schools in Cyprus. Regarding the employment of a graduate in the public sector, it is noted that although the employment procedure is through a priority list or exams, our graduates precede other teachers with no master degrees and they are thus employed earlier. In the case of in-service teachers, this master degree offers them a lead for promotions.

Access to Further Studies

Graduates can be admitted to Doctoral Programs