BA Honours Early Childhood Studies Degree

Overview & facilities

Our BA Early Childhood Studies Degree with Honours is for those interested in the development, care and education of young children. It is concerned with ideas and practices that are drawn from a range of disciplines history, psychology, philosophy, sociology, law and management all of which contribute to the field of early years.

During the BA Early Childhood Studies degree you are introduced to the study of each of these distinctive disciplines within the context of examining early year's services, policies and procedures.

Content & modules

Modules

• Year 1

  An Introduction To Early Childhood Studies And Child Development (30 Credits) - Compulsory

  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.

  Education Policy:Historical and Contemporary Perspectives (30 Credits) - Compulsory

  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.

  Professional Studies (30 Credits) - Compulsory

  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.

  Psychological Approaches to Learning (30 Credits) - Compulsory

  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.

• Year 2

  Comparative Education and Related Issues (30 Credits) - Optional

  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.

  Curriculum Studies Foundation Stage Key Stage 1 (30 Credits) - Optional

  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

  Education and Equality (30 Credits) - Compulsory

  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.

  Special Needs, Disability and Inclusion (30 Credits) - Optional

  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.

  Working and Researching in Organisations 1 (30 Credits) - Compulsory

  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

• Year 3

  Children s Literature (30 Credits) - Optional

  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

  Children s Rights: Law, Policy and Practice (30 Credits) - Optional

  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

  Leadership, Management and Multidisciplinary Roles in Early years Settings (30 Credits) - Optional

  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

  Proposition module (30 Credits) - Optional

  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.

  The Child in Context (30 Credits) - Optional

  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.

  The Social and Emotional Aspects of Teaching and Learning (30 Credits) - Optional

  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

  Working and Researching in Organisations 2 (30 Credits) - Optional

  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

Programme specification

Entry & applying

We normally make offers on a minimum 220 UCAS tariff points or overseas equivalent.

Apply now

Qualifications accepted

For a comprehensive list of qualifications accepted by Middlesex, see further information under entry requirements

English language 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) or TOEFL internet based 72 (with at least 17 in listening & writing, 20 in speaking and 18 in reading).

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. For more information on applying for the pre-sessional please email english@mdx.ac.uk.

Entry into year two or three (transfer students)

If you have achieved a qualification such as a foundation degree or HND, or have gained credit at another university, you may be able to enter a Middlesex course in year two or three. For full details of how this works see transfer students

UK/EU applicants with existing higher education qualifications

If you have already been awarded a qualification at the same level as the course you are applying for, you may not be eligible for a tuition fee loan, see fees and funding for more information.

Applying

Applications for UK and EU students should be made to UCAS – the Universities and Colleges Admissions Service. The institution code for Middlesex is M80, and the code name is MIDDX. You also need the code for the course you wish to apply for – this is found in the 'at a glance' box above.

International students from outside the EU can make a direct application.  We have a network of regional offices across the world to assist you with your application.  They have worked with people from your region coming to Middlesex before and can help. Read more on international applications

Fees & funding

The tuition fee for the 2012/2013 academic year for UK/EU students is £9,000.
The tuition fee for the 2012/2013 academic year for International students is £10,400.

Click here to find out more about fees, funding and our scholarships in 2012.

Careers & placements

BA Honours managing early years establishments in the sector (if you already have experience-other qualifications in childcare). A degree in early childhood studies can also lead to career opportunities in early years education administration, research, training organisations, charities, parents' advisory-support groups. Alternatively, you could become an early years teacher, after completing the necessary postgraduate qualification.

Our Careers Service offers you a range of support both while you’re studying with us – and after you’ve graduated.

Placements

Work placements are proven to increase your success in the job market – as well as being a fantastic experience. We encourage as many students as possible to grasp this opportunity.

We have a dedicated Placements Service which helps you find and plan for a placement.