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.

Entry requirements

September 2017 Entry Requirements

You must achieve either at least 104 UCAS points (260 points on the old tariff) including a minimum of CC at A level or equivalent, or a total of 96 points from a maximum of 3 A levels or a BTEC Extended Diploma. Access Diploma students will need a completed diploma with a minimum of 39 level 3 units at merit or distinction. 

5 GCSEs at grade C or above including English Language 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 * 
Full-time Overseas students: £11,100 *

Part-time Home/EU students: £4,950 * 

* NB: 2018/19 tuition fees may rise in line with inflation

Finance and Scholarship information

Year 1 modules


CONSTRUCTS OF CHILDHOOD

AN INTRODUCTION TO PLAY

CHILD DEVELOPMENT: THEORY AND PRACTICE

EARLY CHILDHOOD CURRICULUM AND ASSESSMENT

HUMAN RIGHTS AND SOCIAL JUSTICE

THE EARLY CHILDHOOD CONTEXT

Year 2 modules


Professional Practice in Early Childhood Contexts (EYITT)

MODULE TITLE : PROFESSIONAL PRACTICE IN EARLY CHILDHOOD CONTEXTS (EYITT)

MODULE CODE : ECU501


MODULE SUMMARY :

This double module provides students with an opportunity to explore the concept of quality practice with the content being framed around the standards for the Early Years Teacher Status, The Teachers Standards (https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/211646/Early_Years_Teachers__Standards.pdf)  and the Early Years Foundation Stage Framework (DfE 2014). The module also requires students to work alongside professional practitioners in early years settings, further developing their knowledge, skills and competence of working in practice with babies, toddlers young children, families and other professionals. Students will be required to identify and attend an appropriate Ofsted registered setting (0-5 years) in order to experience, participate in and develop competence in a range of tasks associated with practice in an early years setting. Students will need to undertake a minimum of 12 weeks over two semesters.

This module has been designed to support students who are undertaking a professional qualification alongside their degree, in this instance students undertaking Early Years Initial Teacher Training leading to the award of Early Years Teacher Status.

CONTACT HOURS :

Scheduled : 39.00
Independent : 100.00
Placement : 480.00
Total :  619.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • To develop students’ theoretical and conceptual knowledge and understanding of influences on young children’s development by linking theory to practice

  • To develop students’ knowledge and understanding of quality practice

  • Give students experience of work in children’s services, gaining knowledge and understanding of the organization of the work environment.

  • Enable students to use their knowledge and understanding of early childhood theories and philosophy to enhance their understanding of policy and practice in the workplace

LEARNING OPPORTUNITIES :

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

  • Develop  practical skills and competence to work as an Early Years Teacher, able to meet the requisite occupational standards (with practical competencies in line with the Early Years Teachers Standards)

  • Demonstrate in-depth knowledge and understanding of aspects of quality practice in early childhood education and care relating theory to practice

  • Be able to critically reflect upon practice and making links to policy, research, and academic literature

  • Use a range of academic sources, including reading, journal articles and research reports to support their work

METHOD OF ASSESSMENT :

Component 1 - 100% Patchwork of Reflective Accounts (6000 words)

RESEARCH METHODOLOGY AND DESIGN

MODULE TITLE : RESEARCH METHODOLOGY AND DESIGN

MODULE CODE : EY521


MODULE SUMMARY :

This module aims to develop students’ knowledge and understanding of research methodology and specific research terminology. It critically analyses the importance of research design, focusing on key aspects required for undertaking small scale research studies. It addresses ethical principles, examines the role and responsibilities of the researcher, and identifies issues for managements and organisation.  It enables students to access, compare and critically analyse academic research, and ascertain how this impacts on policy and practice. This module is significant in developing students’ knowledge, skills and understanding for the double modules EY524 Work Based Case Study, and EY625 Dissertation.

CONTACT HOURS :

Scheduled : 42.00
Independent : 158.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

The module aims to: 

  • Develop students' knowledge and understanding of research methodology, including qualitative and quantitative, case study, action research and ethnographic approaches
  • Demonstrate an understanding of the importance of research design including formulating a research question, sampling and methodological approaches and techniques to research
  • Examine ethical principles in research and understand how to address these in research design
  • Develop knowledge and critical understanding of research methods for example, interviews, observations, questionnaires and documentary analysis, and sampling strategies
  • Understand and employ research terminology, for example, bias, validity, reliability, triangulation and generalisability
  • Develop students’ ability to critically review academic literature in the field of early childhood education and care, in order to support research enquiry.

LEARNING OPPORTUNITIES :

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

  • Demonstrate their knowledge and understanding of research design including methodological approach, sampling strategies, data collection methods for a small scale study related to the field of early childhood education and care
  • Demonstrate their knowledge and understanding of a basic research terminology
  • Access and critically analyse a selection of academic sources, for example, academic journal articles and research reports, to support a critical review of literature for a research proposal
  • Critically evaluate aspects of research design, recognising the complexity of research methodology and ethical principles and issues.

METHOD OF ASSESSMENT :

Component 1 - 100% Critique and Comparison (3000 words)

WORKING WITH FAMILIES IN THE COMMUNITY

MODULE TITLE : WORKING WITH FAMILIES IN THE COMMUNITY

MODULE CODE : EY522


MODULE SUMMARY :

This module builds on modules EY425 Families in the Social Context, EY422 Equality, Rights and Diversity, EY423 Introduction to Social Policy and EY424 Constructs of Childhood. It explores the theories of community developed around definitions based upon three key concepts: Communities of Place, Communities of Interest and Communities with Shared Values.  By deconstructing the inter-relationship between these three concepts, the module will explore issues of identity and attachment, sense of boundary, common bond, networks and collective purpose.  It covers the changes in policy facing families and communities introducing multi-agency working.  The term multi-agency addresses aspects of health, housing and social care, and explores relationships with key stakeholders - notably independent and voluntary sector providers, community organisations, users/carers and associated bodies such as community. National and international working partnerships with families and communities are examined, using current research and statistical evidence, in relation to promotion of empowerment, care and education. The promotion of equality and respect for diversity, anti-oppressive, inclusive practice is critically analysed and the role of community and family support groups are evaluated in terms of their effectiveness.

CONTACT HOURS :

Scheduled : 28.00
Independent : 172.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Explore the underlying theories, concepts, principles and values relating to family and communities
  • Explore and develop an understanding of multi-agency working
  • Articulate a deeper understanding of diverse family life and values
  • Explore models of working with families and communities from national and international perspectives.

LEARNING OPPORTUNITIES :

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

  • Demonstrate an understanding of the diverse needs of individual families
  • Identify and examine the influence of historical, cultural and social context upon ‘Community’ as a 20th century concept
  • Analyse appropriate responses to practice with young people, children, families and communities through an appreciation of the impact of your own value base
  • Demonstrate an understanding of inequalities and barriers leading to social exclusion and identify policies and practices to remove barriers to achieve social inclusion
  • Identify and explain family and community support structures and strategies that are available to empower families in the community
  • Identify and critically evaluate models of working with communities from national and international perspective
  • Recognise the importance of professional skills and competences required to work effectively with families in the community
  • Articulate and substantiate opinions on issues surrounding families and communities
  • Analyse and reflect on statistical evidence and form judgements based on evidence.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (3500 words)

INCLUSIVE PRACTICE

MODULE TITLE : INCLUSIVE PRACTICE

MODULE CODE : EY523


MODULE SUMMARY :

This module will build on concepts introduced in EY452 Equality, Rights and Diversity, and explore the inclusion of children with additional learning needs, within the context of the continuum of need and current provision available to meet those needs. It will examine the tools and strategies that support learning for children who have a wide range of individual needs, in the context of research, policy and legislation with reference to mainstream and specialist provision. Implications for the early years practitioner working with multi-agency teams, children and families will be critically examined. Themes from this module will be further developed in EY623 Inclusion and Disability.

CONTACT HOURS :

Scheduled : 29.00
Independent : 171.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to develop students’ knowledge and understanding of:

  • The concept of individual needs and “personalised learning”
  • Inclusion in the context of the continuum of need and of current provision available to meet those needs
  • The tools and strategies that support learning for children with a wide range of individual needs
  • Research, policy and legislation with reference to individual learning needs in mainstream and specialist provision
  • The implications for the early years practitioner working with multi-agency teams, children and families.

LEARNING OPPORTUNITIES :

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

  • Demonstrate a thorough knowledge and understanding of the concept of individual learning needs, and the range of provision to meet those needs
  • Demonstrate knowledge and understanding of the legislative and policy framework
  • Comprehend the range and diversity of children with additional educational needs and strategies that support learning in Early Years settings
  • Understand the significance of policy and practice in mainstream and specialist provisions and the challenges and implications for early years practitioners
  • Identify learning needs and offer strategies for learning and teaching for children with specific learning needs
  • Critically evaluate policy and practice in mainstream and specialist provisions and the challenges and implications for early years practitioners
  • Develop analytical skills in early identification and assessment in order to provide appropriate intervention strategies
  • Articulate how multi agency working and interaction between practitioners, children and families supports individual children’s learning needs.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (3000 words)

AN INTRODUCTION TO CREATIVITY

MODULE TITLE : AN INTRODUCTION TO CREATIVITY

MODULE CODE : EY525


MODULE SUMMARY :

This optional module for both full and part time students will form the first stage of a creativity pathway through the BA (Hons) degree in Early Childhood Education and Care. It will introduce students to the concept and function of creativity in the early years. Students will critically examine the different ways that creativity has been defined historically with brief reference to societal and cultural perspectives, through to the present day. The module will consider the importance of developing creative processes with children within the early year sector, and will examine the characteristics and behaviour associated with creativity. Fostering creativity in terms of the role of the adult, the environment and resources will also be explored. The role of the creative arts and creative development within early years education will be investigated through discussion and practical activities. Part time students will be able to draw upon their own experiences of how creativity is fostered within their own settings.

CONTACT HOURS :

Scheduled : 28.00
Independent : 172.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Develop students’ knowledge and understanding of the concept, characteristics, function of creativity in the Early Years
  • Enable students to acquire coherent and detailed knowledge of the development of children’s creative processes
  • Enable students to critically reflect upon the ways which creativity can be planned for
  • Enable students to critically engage with research, reports and literature pertaining to creativity.

LEARNING OPPORTUNITIES :

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

  • Demonstrate systematic knowledge and critical understanding of the concept and function of creativity in early years
  • Evidence knowledge and critical understanding of relevant research in relation to creativity
  • Evidence critical understanding and knowledge of legislation, provision ,policy and practice pertaining to creativity
  • Critically reflect upon a range of perspectives related to creativity and consider how these underpin different understandings of the concept and function of creativity in the early years
  • Analyse and critique theories, research, policy and practice related to creativity in the early years.

METHOD OF ASSESSMENT :

Component 1 - 10% Discussion Paper (500 words)

Component 2 - 90% Patchwork Text (3000 words)

CONTEMPORARY ISSUES IN EARLY YEARS EDUCATION AND CARE

MODULE TITLE : CONTEMPORARY ISSUES IN EARLY YEARS EDUCATION AND CARE

MODULE CODE : EY526


MODULE SUMMARY :

This optional module for both full and part time students will explore and analyse a range of contemporary issues at both national and international level, relevant to the field of early years education and care. These will include issues relating to curriculum design and pedagogy, learning in contemporary culture, the impact of international perspectives, defining quality, the role of assessment in children’s learning, and transitions. It will examine “good practice” in the light of contemporary understanding of research, policy and practice, and will enable students to reflect critically upon the issues discussed.

CONTACT HOURS :

Scheduled : 43.00
Independent : 157.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Develop knowledge and understanding of the contemporary issues affecting early years education
  • Enable students to reflect critically upon research, policy and practice that impacts upon early years education
  • Develop a critical knowledge and understanding of national and international perspectives and their influences on early years education.

LEARNING OPPORTUNITIES :

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

  • Understand key contemporary issues relating to early years education
  • Demonstrate critical knowledge and understanding of national and international perspectives on early years education
  • Discuss aspects of contemporary culture and their impact upon early learning
  • Demonstrate knowledge and understanding of issues related to “quality” and “good practice"
  • Identify key differences in practice
  • Reflect on a range of contemporary issues.

METHOD OF ASSESSMENT :

Component 1 - 100% Individual Poster Presentation (15 minutes)

HEALTH PROMOTION

MODULE TITLE : HEALTH PROMOTION

MODULE CODE : EY527


MODULE SUMMARY :

This module builds on EY423 Introduction to Social Policy and EY425 Families in the Social Context and provides an optional pathway for students’ wishing to develop their knowledge, skills and understanding about issues of health. A broad understanding of the concepts of public health, health improvement, health promotion and health education is essential in the ever-changing policy context.  With increasing concern regarding the health of young children in today’s society the ability to influence the health and well-being of young children and their families is a vital skill for the practitioner.  Students will critique and debate theoretical and ethical issues as well as exploring the practical aspects of implementing effective health improvement initiatives. This module explores creative and innovative ways to convey health messages to young children and their families.

CONTACT HOURS :

Scheduled : 43.00
Independent : 157.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Offer the opportunity to explore issues around the prevention of ill health and health improvement at both policy and practical levels
  • Explore, analyse and evaluate practical aspects of health improvement with a focus on current policies, initiatives and approaches to promote and improve the health of young children.

LEARNING OPPORTUNITIES :

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

  • Define, analyse and apply models and approaches to promoting and improving health of young children from both a collective and individual perspective
  • Consider creative and innovative approaches to improving the health of children and their families in order for them to reach their full potential
  • Recognise the importance of effective goal setting, planning and evaluation in the process of promoting and improving health
  • Debate the ethical issues relevant to promoting and improving the health of young children
  • Identify and, with tutor support, critically evaluate key policies related to promoting and improving the health of young children
  • Work with others in a creative, innovative way to communicate health messages to young children and their families. 

METHOD OF ASSESSMENT :

Component 1 - 60% Reflective Essay (2000 words)

Component 2 - 40% Multi-Media Presentation

CONTEMPORARY PERSPECTIVES ON CHILD DEVELOPMENT

MODULE TITLE : CONTEMPORARY PERSPECTIVES ON CHILD DEVELOPMENT

MODULE CODE : EY528


MODULE SUMMARY :

This module builds on knowledge and understanding developed in EY421 Perspectives on Child Development, EY426 Enabling early Learning, and EY523 Meeting Individual Needs. It will consolidate student’s knowledge and understanding of child development and encourage application of theory. It will promote skills of critical analysis and explore the impact of theoretical perspectives on the child, the setting and the practitioner.

This module aims to explore the differing perspectives of the social child, behavioural child and cognitive child developmental theories. It will also consider the importance of holistic development. Previous theorists covered in EY421 will be critically examined, and other specialist researchers considered will include: de Bono, Gardner, Edelmann and Sylwester.  It will also explore research on new perspectives and thinking within the field of child development, including brain based learning.

CONTACT HOURS :

Scheduled : 28.00
Independent : 172.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Further develop students’ knowledge and understanding of key theoretical perspectives on child development
  • Examine how individuals differ and consider the importance of holistic development
  • Critically analyse theories of child development and learning
  • Explore differing perspectives of developmental theories
  • Examine stages of child development and their impact
  • Explore new thinking in the field of child development.

LEARNING OPPORTUNITIES :

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

  • Demonstrate a critical understanding of theories of child development and their impact
  • Evidence knowledge and understanding of how theoretical perspectives impact upon pedagogy
  • Examine how individuals differ and how this affects learning and development
  • Explore differing perspectives of developmental theories
  • Critically analyse theories of child development and learning
  • Compare competing research and perceptions of theoretical perspectives.

METHOD OF ASSESSMENT :

Component 1 - 50% Seminar Paper (1750 words)

Component 2 - 50% Presentation of Seminar Paper (10 minutes)

CHILDREN'S LITERATURE

MODULE TITLE : CHILDREN'S LITERATURE

MODULE CODE : EY530


MODULE SUMMARY :

This optional module for both full and part time students will introduce students to the concept and function of Children’s Literature in the early years. Students will be introduced to a range of written, visual and oral texts drawn from different genres within Children’s Literature. This will include an historical overview of the development of each of those genres.  They will be asked to consider selected texts with the same rigour that would be brought to a study of more traditional academic literature, giving particular attention to the thematic issues addressed and how these contribute to the learning of young children. In addition students will consider the relationship between the adult author and the child reader and ways in which the former is able to communicate successfully with the latter. This module will include a consideration of how texts manage to retain their popularity with succeeding generations and will link with discussions on the nature and construction of childhood in different historical contexts. The role of Children’s Literature within early year’s education and care will be investigated through discussion and practical activities. Some students will be able to draw upon their own experiences of how this is fostered within their own settings.

CONTACT HOURS :

Scheduled : 28.00
Independent : 172.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

The module aims to enable students to:

  • Critically engage with the breadth of research and literature pertaining to Children’s Literature
  • Evaluate the relationship between equality, diversity, power and inclusion in terms of how Children’s Literature conveys ideology
  • Reflect on their own experience of Children’s Literature, and undertake an evaluation of their personal strengths and areas for development as potential practitioners.

LEARNING OPPORTUNITIES :

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

  • Have a knowledge and understanding of historical and current perspectives on Children’s Literature, drawing on a variety of relevant disciplines, identifying key themes, concepts and values
  • Discuss aspects of contemporary culture and their impact upon early learning
  • Encourage students to undertake an evaluation of their personal knowledge, strengths and areas for development as potential practitioners
  • Critically reflect upon a range of perspectives related to Children’s Literature and consider how these underpin different understandings in the early years
  • Analyse and critique theories, research, policy and practice related to Children’s Literature in the early years.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (3500 words)

INTERNATIONAL COMPARISON OF CHILDREN'S SERVICES

MODULE TITLE : INTERNATIONAL COMPARISON OF CHILDREN'S SERVICES

MODULE CODE : EY529


MODULE SUMMARY :

This module is available to students undertaking a three-month work placement in another country.  It is taken in conjunction with and will run parallel with EY524 Work Based Case Study.  It would be a useful precursor to optional module EY626 Childhoods in a Changing World.  This module may also be suitable for international students visiting Newman University College who may wish to compare children’s services in the UK with that of their country of residence.

In this module students will explore an aspect of children’s services in a host country.  Examples of a suitable research could be workforce development; child protection; health promotion; pre-school provision; support for families with children with SEN.  The aspect for research would be negotiated with the module tutor at the beginning of the module.  Students will observe how children’s services, in general, are managed and maintained, they will explore local and national policy around their chosen aspect and will then compare this to the same or similar service within another country. 

CONTACT HOURS :

Scheduled : 70.00
Independent : 130.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Enable students to select, investigate and critically analyse an aspect of children’s services in a host country
  • Compare this to children’s services within another country  
  • Allow students to critically reflect on policy that underpins and affects children’s services globally. 

LEARNING OPPORTUNITIES :

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

  • Demonstrate knowledge and understanding of an aspect of children’s services in two different countries
  • Demonstrate a knowledge and understanding of a range of perspectives which underpin an aspect of children’s services including, political, historical, ideological and cultural perspectives
  • Research and critically reflect on a range of perspectives around an aspect of children’s services, including historical, political, ideological and cultural considerations of the topic
  • Compare children’s services in one country to the same or similar services in another country
  • Critically analyse and evaluate competing perceptions of the development of a service designed specifically for children and their families.

METHOD OF ASSESSMENT :

Component 1 - 30% Contribution to a Wiki (at least 1000 words)

Component 2 - 70% Comparative Report (3000 words)

Year 3 modules


SAFEGUARDING CHILDREN

SOCIAL POLICY: RHETORIC AND REALITY

INCLUSION AND DISABILITY

DISSERTATION

LEADERSHIP AND MANAGEMENT IN EARLY CHILDHOOD EDUCATION AND CARE SETTINGS

EDUCATION STUDIES IN EARLY YEARS

CHILDHOODS IN A CHANGING WORLD

CONCEPTION TO THREE: WORKING WITH BABIES AND TODDLERS

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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