Early Childhood Education and Care BA (Hons)

Course length: 3 years full-time, 4.5 years flexible learning (for further information on flexible learning courses click here)

Overview

Why study Early Childhood Education and Care?

Early childhood, the quality of education, provision and care, and the roles and responsibilities of all those involved with young children, parents and families, all have a significant influence on children’s achievement and life chances. The last decade has seen the wider development of early years provision, changes and challenges in aspects of education and care, and the recognition that early childhood and children’s experiences must be supported by a highly qualified workforce. Government legislation, policy and research have raised the profile of early childhood, education and care and established the requirement for recognised professional qualifications for all those working in the field of early years in public, voluntary and private sectors.

What does the course cover?

The programme is specifically designed for students interested in working with young children. It offers a course that provides breadth and depth in key aspects relating to childhood, child development, education and care but also integrates a wider thematic approach which includes families, communities, multi-agency working, social policy, inclusion and diversity, research and health. It will develop your knowledge, skills, understanding of these, and your generic transferable skills through course content, learning and teaching strategies, assessment, research, and experiences of early years settings and organisations.

The first year of the programme introduces aspects of child development, social policy, equality, rights and diversity, constructs of childhood, families and learning. During the second year there is a research based placement which enables you to explore a specific area of interest, and gain valuable experience working in a different setting/organisation. These could include young children, families, communities, educational settings, multi-agency teams and experienced professionals. The placement experience has proved significant for students’ future career choices. There are also opportunities for international placements for example in Italy, Germany, Spain, Romania, and The Gambia.

The course has optional modules at Intermediate and Honours level that enables students to undertake a particular theme, for example, Creativity, Education, Leadership and Management and Health. In the final year of studies you will carry out a small scale research study for your dissertation.

How will I be assessed?

Student achievement is assessed through a wide range of methods. These include essays, research reports, case studies, group and individual presentations, exhibitions, seminars, and e-learning. Teaching and learning strategies include lectures, seminars, discussion and debate, presentations, guest speakers, workshops, an e-learning environment, visits and directed activities.

What careers could I consider?

Early years is a developing area of the economy, therefore there are a wide range of career opportunities for qualified professionals in the field of early years. This includes working in Children’s Centres, SureStart settings, schools, nurseries, Social Services, Local Authority support teams, and charitable organisations. Previous students have gone on to work as nursery managers and deputy managers, inclusion workers, early years advisory workers, Foundation Stage practitioners, charity workers, and with specific organisations working with parents, families and communities. Others have pursued a teaching career through a PGCE.


Newman University would like to draw your attention to our Academic Regulations. These regulations are your Terms of Reference and should be considered when making a decision to study with our institution.

Entry requirements

September 2017 Entry Requirements

Please visit the Clearing Entry Requirements page for full up-to-date tariff details.

 

September 2018 Entry Requirements

You must achieve either at least 96 UCAS points including a minimum of CC at A level or equivalent (e.g.MM at BTEC Diploma), or a total of 88 points from a maximum of 3 A levels. 

Access Students can achieve the requirements with the following combination of Distinction, Merit and/ or Pass grades at level 3 achieved from a completed Access course. 96 UCAS Points: D21-M3-P21; D18-M9-P18; D15-M15-P15; D12-M21-P12; D9 M27-P9; D6-M33-P6; D3-M39-P3; D0-M45-P0.

5 GCSEs at grade 4/C or above including English or a recognised equivalent are also required. In addition, Disclosure and Barring Service (DBS) clearance is required.

Fees

Fees per academic year: 2017/18 

Full-time Home/EU students:  £9,250 * 
Part-time Home/EU students: £4,950 * 

* Please note for 2018/19 the University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

Finance and Scholarship information

Each year you will study a total of 120 credits gained from the compulsory modules and some of the optional modules. All modules are listed below, you will not complete all these modules. Most modules are 20 credits and dissertations are 60 credits. Please note that not all optional modules run every year.

Year 1 modules


CONSTRUCTS OF CHILDHOOD


MODULE TITLE : CONSTRUCTS OF CHILDHOOD

MODULE CODE : ECU401


MODULE SUMMARY :

Childhood is defined largely through the attitudes, beliefs and values of particular societies at particular times. Using a multi-disciplinary approach, this module will promote an understanding of how childhood has changed or is different and continues to be socially constructed. This leads to a number of contested discourses for example: Romantic, Puritan, and Utilitarian which continue to influence policy and practice in the Early Childhood context. This module will also make reference to students own experiences of childhood and will explore how this, alongside other constructs, are influenced and represented through a variety of means such as media imagery, children’s literature and artefacts from a range of sources. Students will be encouraged to consider the potential implications for their practice in Early Childhood in respect of dominant discourses around childhood.

CONTACT HOURS :

Scheduled : 36.00
Independent : 158.00
Placement : 6.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Introduce students to a range of childhood discourses using a variety of disciplines.

  • Encourage students to understand the social context in which ideas about childhood emerge.

  • Explore factors that influence dominant childhood discourses.

  • Discuss how dominant childhood discourses can affect practice.

  • Explore these ideas using children’s literature as a vehicle.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Locate historical and contemporary childhood discourses, drawing on a variety of relevant disciplines.

  • Identify the influence of social context in terms of discourses of childhood.

  • Discuss the relationship between childhood discourses and the beliefs, attitudes and values of particular societies.

  • Recognise the impact of dominant childhood discourses on practice.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (3000 Words)

AN INTRODUCTION TO PLAY


MODULE TITLE : AN INTRODUCTION TO PLAY

MODULE CODE : ECU402


MODULE SUMMARY :

This module provides an introduction to thinking about play. Play is a contested concept for which there is no one agreed definition. Many theorists are able to discuss what some of the features of play are or are not. In this module we will look to consider what constitutes play and why it is key to early learning. We will investigate what constitutes a play environment both indoors and out as well as considering Forest School. It will provide an introduction to some of the key theorists and look at play within the EYFS. We will also investigate the role of the adult in play.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Support students to understand what constitutes play.

  • Consider why play is key to early learning.

  • Investigate the properties of learning environments both indoors and out.

  • Introduce significant theorists and play pioneers including: Vygotsky, Piaget, Bruner, Froebel, Montessori and Rousseau.

  • Consider play in the EYFS (2012/14).

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Demonstrate what they consider constitutes play and some of the challenges to play.

  • Explain why play is key to early learning and the opportunities for play within the EYFS (2102/14).          

  • Consider what different play environments look like both inside and out.

  • Discuss some of the key theorists and play pioneers demonstrating how their work remains relevant today.

METHOD OF ASSESSMENT :

Component 1 - 100% Creation of a Resource Inc Rationale (3000 word equivalent)

CHILD DEVELOPMENT: THEORY AND PRACTICE


MODULE TITLE : CHILD DEVELOPMENT: THEORY AND PRACTICE

MODULE CODE : ECU403


MODULE SUMMARY :

This module will develop student’s knowledge and understanding of babies and children’s development and learning. The module will focus on language, cognition, physical and social and emotional aspects of development from conception to 8. It will provide students with theories of development and learning, and relate these to aspects of learning and teaching. Theorists considered will include, among others; Piaget, Bruner, Skinner, Vygotsky and Chomsky. It will also explore theories which focus on the impact of biological and maturational processes on human development. Students will also consider the impact of families and communities on development, with reference to Bronfenbrenner and holistic approaches.

The role of the EY practitioner will be discussed in relation to supporting child development and learning. We will also consider individual factors that impact on child development and learning such as health, environment, personality and self-esteem.

CONTACT HOURS :

Scheduled :
Independent :
Placement :
Total :  0.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Develop an understanding of how children develop from pre- birth to 8

  • Build their understanding of theories of child development and learning

  • Identify stages of child development and relate these to theory

  • Understand how individuals differ and how this affects learning and development

  • Articulate how practitioners can support child development and learning

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate their knowledge of how children develop from pre-birth to 8
  • Demonstrate how individuals differ and how this affects learning and development
  • Demonstrate their understanding and application of theories of child development and learning
  • Demonstrate how adults can support child development and learning.

METHOD OF ASSESSMENT :

Component 1 - 50% Portfolio (1500 Words)

Component 2 - 50% Case Study (1500 Words)

EARLY CHILDHOOD CURRICULUM AND ASSESSMENT


MODULE TITLE : EARLY CHILDHOOD CURRICULUM AND ASSESSMENT

MODULE CODE : ECU404


MODULE SUMMARY :

This first year mandatory module aims to enhance students understanding of the historical and theoretical development of early childhood education and care in England.  The work of key pioneers will be examined and their influence on practice explored.  Underpinning principles of early years education from a range of perspectives both national and international will be examined alongside current policy and documentation e.g. the Early Years Foundation Stage Framework within England. This module will also introduce students to elements of early year’s assessment babies and young children.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Develop students’ knowledge and understanding of the historical and theoretical developments of early years education and care

  • Develop an understanding of national and international principles, policy, assessment and documentation of early years education and care and how this impacts upon practice

  • Consider how play underpins an appropriate early childhood curricula.

  • Consider the holistic nature of early learning

  • Develop their knowledge and understanding of the importance of the role of the adult in providing an enabling environment in early years and providing positive and appropriate learning experiences.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Develop their knowledge and understanding of  importance of play in children’s learning

  • Identify and explain the principles of Early Years education and care

  • Demonstrate their understanding of key philosophies and approaches to early years education and care

  • Demonstrate understanding of the holistic nature of children’s learning

  • Reflect upon their own experience and observations of young children and begin to make links between theory and practice.

     

METHOD OF ASSESSMENT :

Component 1 - 50% Essay (1500 Words)

Component 2 - 50% Portfolio (1500 Word Equivalent)

HUMAN RIGHTS AND SOCIAL JUSTICE


MODULE TITLE : HUMAN RIGHTS AND SOCIAL JUSTICE

MODULE CODE : ECU405


MODULE SUMMARY :

Children, parents and educators have the right to good quality in early childhood education services, free from any form of - overt and covert, individual and structural - discrimination due to their race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status( Article 2). This module will cover all the above elements because early years are logically and practically a good place to start to foster and strengthen children’s identities and to raise positive awareness of diversities. This module aims to challenge thinking, promoting all children and adults right to evolve and to develop in a context where there is equality and respect for diversity. Core element of the module will explore human rights and children’s rights (UNCRC) through key principles like dignity, fairness, equality, respect, power and autonomy. Identity and difference will be explored and examined in the broadest sense, highlighting the basic rights and freedoms that belong to every person in the world. The module will also move beyond essentialist approaches of multiculturalism, which in the past have all too often ignored socio-economic power relations.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Explore principles, theories, concepts of Human Rights and Social justice
  • Build and articulate an understanding of human rights and societal inequalities
  • Evaluate the relationship between power and inclusion
  • Encourage critical thinking and individual reflection.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Understand the underlying theories, concepts, principles and values in terms of Human Rights and Social Justice
  • Examine prejudice and discrimination in relation to ECEC services
  • Examine and reflect on own values and practice in relation to equality, rights and diversity issues
  • Explore research, policy, legislation and practice in terms of Human rights and social justice.

METHOD OF ASSESSMENT :

Component 1 - 50% Seminar Discussion (3 students, 15 minutes)

Component 2 - 50% Essay (1500 Words)

THE EARLY CHILDHOOD CONTEXT


MODULE TITLE : THE EARLY CHILDHOOD CONTEXT

MODULE CODE : ECU406


MODULE SUMMARY :

Since the late 1990’s, Early Childhood has been identified as an area of special interest for successive governments who have identified this period of a child’s life as providing an opportunity to have a significant impact on their progress in education, care and general well-being as well as presenting the opportunity to tackle child poverty, social exclusion and safeguarding issues. In light of this Early Childhood has seen an unprecedented level of social policy reform and developments in the way in which practitioners engage with children. This module will therefore begin to explore the nature of these developments in terms of the underlying philosophies and political ideas which have helped to shape the Early Childhood context in the UK. It will also seek to locate this approach to engaging with children in Early Childhood in a broader international context in order to encourage students to begin to understand and locate their own position in terms of the underlying philosophical and political values. It will begin to locate the significance of public and private values in terms of services for children and families. This module will provide a foundation for future modules where students will be expected to consider their own position in respect of working with children and families in Early Childhood.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Develop students’ knowledge and understanding of the historical and theoretical developments of early years education and care

  • Develop an understanding of national and international principles, policy, assessment and documentation of early years education and care and how this impacts upon practice

  • Consider how play underpins an appropriate early childhood curricula.

  • Consider the holistic nature of early learning

  • Develop their knowledge and understanding of the importance of the role of the adult in providing an enabling environment in early years and providing positive and appropriate learning experiences.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Develop their knowledge and understanding of  importance of play in children’s learning

  • Demonstrate their understanding of key philosophies, principles and approaches to early years education and care

  • Demonstrate understanding of the holistic nature of children’s learning

  • Reflect upon their own experience and observations of young children and begin to make links between theory and practice

METHOD OF ASSESSMENT :

Component 1 - 50% Group Presentation (10 - 15 Mins)

Component 2 - 50% Individual Journal Reflection (1500 Words)

Year 2 modules


VIEW ALL MODULES

Year 3 modules


VIEW ALL MODULES

Course code


Single Honours: 100% Early Childhood Education and Care

UCAS code:

X310 

Applications for full-time courses are made through UCAS

Applications for flexible learning courses are made via Newman

For all enquiries relating to admissions or entry requirements, email us at admissions@newman.ac.uk

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