Understand how education shapes the development of younger children with our BA in Early Childhood Studies.
Early education and care employers are increasingly expecting students to graduate not only with a degree qualification, but also a broad understanding of social issues in the real world; well-developed personal transferable skills (communication, problem-solving, reflection, teamwork); assessed professional competencies; and a sense of personal values to which they are committed.
BA Early Childhood Studies has been specifically designed to make young children the focus, and how an increasingly global world impacts early childhood development and education. A team of highly motivated professionals support students in their learning and assessment, as reflected in student feedback from the NSS: “Lecturers go out of their way to help and ensure that we are feeling okay with assignments and that makes me feel respected and worthy.” Our course has achieved 80-90% satisfaction in the last two years in the National Student Survey.
We’re proud to be in the top 250 in the world for Education (Times Higher Education World University Rankings 2019).
Students complete assessed work placements in a range of early years settings, schools, or health and social care settings, across the 0-8 age range. Students are encouraged to work towards sector recognised early childhood graduate practitioner competencies, and qualify as a Level 6 Early Childhood Practitioner. Individualised support is provided in securing suitable work placements, and gathering required evidence to demonstrate professional competencies.
We ensure every student has adequate support throughout their time with us. That’s why you’ll get matched with a Personal Tutor as well as a Student Learning Assistant and a Graduate Academic Assistant. They’ll have experience in your subject area and will be able to help whenever you need.
We also help you to identify the ideal career route or postgraduate programme and support you to plan a successful future
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In Year 2, students explore the role of play in learning and wellbeing; and review the political and cultural background of policies that aim to address inequality, promote children’s rights, and support educational achievement. A second placement encourages students to develop their professional knowledge and skills.
In Year 3, the third placement encourages students to develop a strong leadership identity, and deepen their knowledge and understanding of professionalism. Students develop their knowledge in a choice of two specialist areas from SEND, creativity, SEAL, and digital media; and engage in a small scale, detailed study of any chosen aspect of early childhood.
This module enables students to observe young children, using different observational techniques, and recognise key milestones achieved in the developing child. Ethical considerations involved with observing young children are examined and key learning and child development theories applied and evaluated.
This module builds on EDU2201 to develop students’ research skills by engaging in a small scale, detailed study of an existing field within early childhood. Students organise and manage a research investigation with insight, demonstrating skilful use of research tools and responsibility and display critical judgement in relating these to the wider educational and social context.
This module looks at special educational needs, disability and inclusion in education and concentrates on the definitions of learning difficulty and disability and the extent to which parents, pupils and students with Special Needs and Disabilities have access to the same educational opportunities as others.
This module is concerned with the psychological and sociological approaches to creativity, and looks at what creativity is and how creativity is linked to the learning and wellbeing of individuals. The module examines the role of the arts in early childhood and how they are differentiated through education and developmental processes.
This module considers the many social and emotional influences on the child and how these affect their learning and educational experience. Students are asked to reflect on, and evaluate their own emotions and interpersonal skills, with a view to using this to help them to explore the social and emotional aspects of teaching and learning.
This module examines the media landscape and children’s relationship and response to it. Issues, such as, screen time and social media consumption in relation to childhood stress and brain development; violence and video games; advertising and positive media interactivity are explored within the context of safeguarding procedures, policy regulation and commercial initiatives.
More information about this course
See the course specification for more information:
Optional modules are usually available at levels 5 and 6, although optional modules are not offered on every course. Where optional modules are available, you will be asked to make your choice during the previous academic year. If we have insufficient numbers of students interested in an optional module, or there are staffing changes which affect the teaching, it may not be offered. If an optional module will not run, we will advise you after the module selection period when numbers are confirmed, or at the earliest time that the programme team make the decision not to run the module, and help you choose an alternative module.
Alternatively, graduates may seek careers in Special Educational Needs support services, unqualified teaching positions in independent and free schools, teaching assistant roles in Primary and Higher Education, Local Authority Education administration, Parenting Support or other Social Work programmes.
Others seeking a more academic or research route may continue to develop their careers studying for Masters programmes, including our own MA in ‘Education and Childhood in Diverse Societies’, or take up work as research assistants.
Lynette Morris is a Programme Leader and Senior Lecturer and Researcher in Education and Early Childhood. Lynette is a Qualified Primary Teacher with extensive practice experience with 2-8 years. She is a contributor and reviewer for leading international peer-reviewed journals.
Angela Scollan is a Senior Lecturer and Researcher in Education and Early Childhood. Angela had a long career within the early years sector in practice, Ofsted Inspection, and consultancy. She is a leading advocate, speaker, and author on children’s rights and self-determination.
Jaqueline Harding is a Senior Lecturer and Researcher in Education and Early Childhood. Jacqueline is an author of best-selling books for children and adults, and is internationally known as a leading child development expert and media presenter.
Early Childhood Studies BA graduate
We’ll carefully manage any future changes to courses, or the support and other services available to you, if these are necessary because of things like changes to government health and safety advice, or any changes to the law.
Any decisions will be taken in line with both external advice and the University’s Regulations which include information on this.
Our priority will always be to maintain academic standards and quality so that your learning outcomes are not affected by any adjustments that we may have to make.
At all times we’ll aim to keep you well informed of how we may need to respond to changing circumstances, and about support that we’ll provide to you.