“All the tutors are extremely supportive. The course enabled me to take part in a nursery-based placement and I enjoyed every minute of it.” Polly Aktar, BA Early Childhood Studies
Early Childhood Studies explores the needs and experiences of younger children. Our degree is taught by expert tutors with extensive experience in early years settings and investigates how education shapes child development.
Our extensive history of delivering courses in the Department of Education means you benefit from the guidance of passionate academics who bring a wealth of professional experience within the Early Years and related sectors to their teaching. As research leaders, our academics are widely published across areas of multilingualism, diversity, and childhood development. Our degree will extend your knowledge, skills and understanding of early childhood studies and blends theory with practice.
Throughout the course you will be encouraged to develop employability skills. Many of these are built into modules and include reflection, team work skills and professional development. Tutors and the university's Employability Service can provide support for finding suitable term-time and summer work experience. Students receive a Placement Pack which gives them a structure for planning to get the most from their work experience. A 'Practitioner-Based Dissertation' within a workplace in Year 3 requires reflection on workplace structures, roles, responsibilities and skills and provides Level 6 credits. Students are guided to build a digital portfolio which compiles and showcases their developing knowledge and skills applicable to their future employment.
Alongside studying key issues in education, the course draws from a range of disciplines, including history, psychology, philosophy, sociology, and law; which all impact upon early years services, policies and procedures. It is the ideal foundation for a broad range of careers in the expanding early years sector, which remains firmly at the forefront of the Government agenda.
In Year 1 you will examine both historical and contemporary approaches to education policy development in the UK and study an introduction to philosophy in relation to education. Alongside this, you will explore the psychological approaches to learning and also study an Early Childhood module (which includes the social construct of childhood and child development).
In Years 2 and 3 you will continue to broaden your knowledge of these key theoretical areas. You will also study the National Curriculum Foundation Stage and Key Stage 1, alongside: special needs and inclusion, comparative education, equality issues and research methods.
In Year 3 you will also conduct an independent research project, gain practical experience on placement and select from a choice of modules to complement your learning, including: leadership and management in early years settings, the social and emotional aspects of teaching and learning, children's rights, education and the law and children's literature.
Plus two of the following:
Plus three of the following:
To present an holistic approach to childhood and child development including an overview of the stages of development in the major skills areas To examine conceptual notions of childhood historically and socio-culturally and analyse the interaction of factors influencing child growth and development To gain a broad knowledge of some key theoretical perspectives in child development. Explore the methods, techniques and ethical considerations involved in using child observation as a research tool.
To achieve an acceptable level of competency appropriate to first year undergraduate studies in the following key skill areas: personal and career development, effective learning, communication, teamwork. Additionally the module will establish a transferable skill base to enable students to succeed in Education Studies. To introduce students to the main educational ideologies prevalent in the last 150 years. To examine a number of contemporary controversial issues in the field of education. To enable students to demonstrate awareness of the underlying principles relevant to Education Studies and to start developing a personal stance drawing on their own experiences. To develop an awareness of the societal and organisational structures of the educational system and possible implications for learners To identify and use relevant sources of information.
Provide students with an overview of the professional responsibilities of the Early Years practitioner To analyse some of the debates which inform national and local childcare policies and, in turn professional practice. To provide students with an overview of the professional responsibilities of the Early Years Practitioner including an understanding of children s behavioural variation, strategies for managing children s behaviour; policies and procedures for health and safety and safeguarding children. An opportunity to develop paediatric first aid skills. To analyse some of the debates which inform national and local childcare policies and, in turn professional practice.
To extend the students understanding of the development, learning processes and behaviour of children and young people in relation to their families, schools and other educational agencies To explore the influence of parenting and adolescence in relation to learning. To examine the relationship of language development to learning.
To widen student's understanding of alternative ideas in education such as the European context and initiatives in the EU. To allow students from a mix of European countries to exchange their experiences of education and to compare processes, policies, practices and philosophies. To explore issues from a variety of countries and to enable students to collaborate in research and presenting seminar papers. To increase students' ability to reflect critically on their own experiences of education.
To provide an overview of the curricular frameworks for Early Years and Key Stage 1 and their implementation. To enable students to understand the influences of their underpinning curriculum models. To enable students to evaluate Early Years curriculum plans and children's learning.
To provide students with an overview of the extent of race, class, sex and SEN inequalities in educational attainment To provide students with an understanding of the main theories that have been advanced such differential outcomes To enable students to come to a balanced evaluation of the efficacy of government policies on equality of opportunity in education.
To provide students with an understanding of the evolution of policy and practice relating to special educational needs. To provide students with an understanding of the legislative framework within which SEN provision is made. To enable students to consider the various theoretical perspectives and discourses within which the debate about SEN has taken place. To enable students to explore the learning implications of a particular special need for pupils parents and teachers.
To identify core personal competences related to a student s own learning and change To examine the impact of change in organisations. To prepare students for an optional placement. To introduce undergraduates to a range of research techniques. To enable a student to read and critically evaluate examples of educational research encountered in his/her undergraduate studies. To enable students to undertake small-scale research activities by way of practice. To prepare students for their dissertation
To define children's literature, examine its categories, and acquaint students with an historical and international range of works. To critically review, consolidate and extend practical working knowledge of a wide range of literature for children and children's literature criticism. To examine texts closely, testing the value of diverse genres such as picture book arts and theoretical reading strategies. To develop enthusiasm and informed experience. To explore the use of literature in the classroom/library.
Have knowledge of a range of conceptual frameworks of childhood and children's rights. Evaluate the relative balance of powers, duties and accountabilities between the key players in education as with a multi-agency approach. Know and be able to discuss critically the key principles of the UN Convention on the Rights of the Child. Be able to evaluate the congruence between selected legislation, policy and practice and conceptualisations of childhood, child development and children's rights Have developed knowledge and analytical perspectives on particular areas of legislation, policy and practice that affect children.
To enable students to evaluate leadership and management theories and explore functions of management in childcare and early years education settings To critically examine the roles of early years professionals in a variety of organisations To critically review quality childcare and early years education as delivered in a wide range of settings
To carry out detailed study of an existing field of interest in education or early childhood, principally by means of a literature review and primary research; organise and manage a small scale research study with insight and responsibility; and display critical judgment in relating these to the wider educational and social context.
To extend students understanding of the development of the child as influenced by his/her unique social, cultural, educational and familial contexts. Through examination of recent theories and research on issues relating to aspects of children s development and through cross cultural analysis, students will develop an appreciation of the ways in which children s identities and behaviours are socially and culturally negotiated.
To examine and critically evaluate the significance of human relationships and interpersonal strategies in childcare / education To explore social and emotional influences on children and adolescents educational experiences To evaluate the effectiveness of programmes and strategies used to support children and adolescent s personal and social development To critically evaluate a range of counselling models and related theories, and their application within educational settings
1. To plan, negotiate and experience work in an organisational setting; analyse the organisational setting and identify the skills and competences involved in delivering the student s negotiated contribution; analyse and critically reflect on the student s own learning and development through her/his work experiences; and demonstrate insight in developing personal competences identified and explored by the student in EDU2301 or equivalent. 2. To carry out a small piece of detailed critical in-depth research of an existing field principally by means of a literature survey and review, organise and manage a small scale empirical investigation within an organisation with insight and responsibility and display critical judgement in relating these to the wider educational and social context.
We normally make offers on a minimum 240 UCAS tariff points and a minimum GCSE Grade C in English Language and Mathematics.
For a comprehensive list of qualifications accepted by Middlesex, see further information under entry requirements.
We accept the equivalent of the above from a recognised overseas qualification. To find out more about the requirements from your country, see further information under support in your country. For details of other equivalent requirements that Middlesex accepts see entry requirements.
You must have competence in English language and we normally require Grade C GCSE or an equivalent qualification. The most common English Language requirements for international students are IELTS 6.0 (with minimum 5.5 in all four components).
Middlesex also offers an Intensive Academic English course (Pre-Sessional) that ranges from 5-17 weeks depending on your level of English. Successful completion of this course would meet English language entry requirements.
Early Childhood Studies can lead to a range of careers in early years education across management, administration and research within a wide range of educational settings, as well as training organisations, charities, parents' advisory-support groups, local authorities, health authorities, charities, housing associations and day nurseries. It is also the ideal foundation to becoming an early years teacher through completing a postgraduate qualification.
Our graduates find employment as teaching assistants, teachers, childhood development officers and children's centre managers as well as leadership and management roles.
As part of your third year you are encouraged to carry out a short placement of a minimum of 30 hours, which will be credited towards your degree. This will provide you with hands on experience of working in a classroom. We have a placement office which will support you through the placement process.
"I always knew I wanted to work with children. I've found that this course has provided me with a good background to ideas and practices that are taken from various disciplines such as psychology, history, law and management. The course also enabled me to take part in a nursery-based placement and I enjoyed every minute of it!
"I am eager to pursue a career as a primary school teacher. I've applied to do the PGCE (Primary Education) with Middlesex and have received a conditional offer. All the tutors are extremely supportive and have been helping me to pass the Skills test which is a requirement for the PGCE. The Early Childhood Studies course has made my desire to become a teacher even stronger and I've already been recommending Middlesex University to other people."