Early Childhood Education and Care BA (Hons)

Course length: 3 years full-time, 4.5 years part-time (for further information on part-time 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 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. 

Applicants will need to obtain Disclosure and Barring Service (DBS) clearance prior to starting this course.  For more information on your DBS application please click here.

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

Additional costs:

A Disclosure and Barring Service (DBS) is required for entry into this programme.  The cost of the DBS is currently £50 (including processing fee) with the option of subscribing to the update service which is currently £13 per year.  For more information on your DBS application please click here

As a full time student, you will study a total of 120 credits each year. Credits are made up of mandatory modules and you may have a list of optional modules to choose from. Not every programme offers optional modules and when an optional module is available it will be clearly marked. All modules are listed below and you may not be required to complete all of these modules. Most modules are 20 credits and dissertations are 40 credits. Please note that not all optional modules run every year. For further information please email admissions@newman.ac.uk.

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 :
Independent :
Placement :
Total :  0.00

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 : 38.00
Independent : 162.00
Placement :
Total :  200.00

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 :
Independent :
Placement :
Total :  0.00

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


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)

PROFESSIONAL PRACTICE IN EARLY CHILDHOOD CONTEXTS (EYE)


Professional Practice in Early Childhood Contexts (EYE)


Module Title: Professional Practice in Early Childhood Contexts (EYE)

Module Code: ECU502

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 Educator, the Teachers’ Standards (Early Years) and the Early Years Foundation Stage Framework (DfE 2014). The module also requires students to work alongside practitioners and parents and carers within 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 competences in a range of tasks associated with quality practice in an early years setting.
This module has been designed to support students who do not currently have a level 3 professional qualification. It will therefore provide an opportunity for these students to gain Early Years Educator (EYE) level 3 alongside their degree.

CATS Value: 40

ECTS Value: 20

Contact Hours:

Scheduled: 39 (26 hours lectures; 13 hours of seminars)
Independent: 169
Placement: 192
Total Hours: 400

Module Curriculum Led Outcomes:
This module aims to:

• To develop students’ theoretical and conceptual knowledge and understanding to 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 be able to:
• Develop practical skills and competence to work as an Early Years Educator, able to meet the requisite occupational standards (with practical competencies in line with the Early Years Educator Standards)
• Demonstrate in-depth knowledge and understanding of aspects of quality practice in early childhood education and care relating theory to practice
• 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% A patchwork of reflective accounts (with appendices) that forms a portfolio linked to the to the Early Years Educator Standards (6000 words)

PROFESSIONAL PRACTICE IN EARLY CHILDHOOD CONTEXTS (INTERNATIONAL)


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

MODULE CODE : ECU503


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 Educator, The Teachers Standards (Early Years) and the Early Years Foundation Stage Framework (DfE 2014). The module also requires students to work alongside professional practitioners in an International early years setting or school to further develop their knowledge, skills and competence of working in practice with children, families and other professionals. Students will be required to identify and attend an appropriate setting/school in order to experience and participate in a range of tasks associated with practice in an early years setting/school.

This module has been designed to support students who wish to pursue an International Placement

CONTACT HOURS :

Scheduled :
Independent :
Placement :
Total :  0.00

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

  • 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

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

  • Enable students to develop an in depth understanding of early years education and care from an International perspective

LEARNING OPPORTUNITIES :

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

  • 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
  • Develop a critical understanding of policy and practice from an international perspective
  • Use a range of academic sources, including reading, journal articles and research reports to support their work

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (4500 Words)

PROFESSIONAL PRACTICE IN EARLY CHILDHOOD CONTEXTS (PLACEMENT)


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

MODULE CODE : ECU504


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 Educator, The Teachers Standards (Early Years) and the Early Years Foundation Stage Framework (DfE 2017). The module also requires students to work alongside professional practitioners in early years settings/schools/organisations to further develop their knowledge, skills and competence of working in practice with children, families and other professionals. Students will be required to identify and attend an appropriate setting/school/organisation in order to experience, participate in and develop competence in a range of tasks associated with practice in an early years setting/school/organisation.

 

CONTACT HOURS :

Scheduled : 39.00
Independent : 169.00
Placement : 192.00
Total :  400.00

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:

  • 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
  • Demonstrate knowledge and understanding of the current EYFS Framework or National Curriculum
  • 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 (4500 Words)

INCLUSIVE PRACTICE: SEND


MODULE TITLE : INCLUSIVE PRACTICE: SEND

MODULE CODE : ECU505


MODULE SUMMARY :

This module will build on concepts introduced in L4 modules exploring the inclusion of children with Special Needs and Disabilities (SEND), 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 disabilities and additional learning needs, in the context of research, policy and legislation, with reference to mainstream and specialist provision. Implications for the Early Years Practitioner working with children, families and multi-agency teams will be critically examined.

 

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 concept of “personalised learning” individual needs, particularly special educational needs and disabilities (SEND)

  • 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 SEND

  • Research, policy and legislation with reference to supporting SEND 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 knowledge and understanding of the concept of individual learning needs (SEND), the legislative and policy framework and the continuum of provision available to meet those needs
  • Identify specific teaching and learning strategies for children with SEND
  • Critically evaluate policy and practice that applies to mainstream and specialist provisions by understanding the challenges and implications for early years practitioners
  • 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)

SAFEGUARDING CHILDREN AND FAMILIES


MODULE TITLE : SAFEGUARDING CHILDREN AND FAMILIES

MODULE CODE : ECU506


MODULE SUMMARY :

The issue of safeguarding children has come into sharp focus as a result of high profile public inquiries detailing significant failings and as such recent governments have sought to reassure the public that they have the capacity to address these issues. As a consequence policy reforms have broadened the responsibility for safeguarding children in terms of both prevention and protection to incorporate the whole children's workforce with an emphasis on the importance of collaborative working. There have also been on-going debates in respect of the role of state intervention and the privacy of the family. Therefore, this module aims to explore some of the complex issues involved in safeguarding children and the interventions designed to drive this agenda. It will provide students with an exploration of the historical and political context that has served to shape current policy and practice. Specific attention will be given to exploring the social and cultural notions of neglect and abuse, and the impact that abuse can have on the lives of children and their families. Key child abuse inquiries will be examined to analyse common themes and issues in respect of the failure of child protection systems, policies and practices to safeguard children and young people. Students will explore current policy and legislation and its implications for practice for all those working with the children and their families. A clearer understanding will be gained of the different roles and responsibilities of those working in the area of safeguarding children.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Support students in developing a critical understanding of the different forms of abuse and neglect that some children and young people experience and the impact of abusive relationships

  • Enable students to appraise the historical and political context in which current policy approaches to safeguarding have developed with a focus on how systems, services and policies have failed to protect children.

  • Enable students to question the current policy approach to safeguarding children in terms of its prevention and/or protection focus

  • Support students to explore the likely impact of the current policy approach on safeguarding children work.

LEARNING OPPORTUNITIES :

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

 

  • Demonstrate a critical understanding of the different forms that abuse can take and the impact on the lives of children and their families.

  • Appraise the way in which policy and practice for safeguarding children, including the role and implications of collaborative working, has developed.

  • Analyse the content and intentions of key policy and legislation within the area of safeguarding children and its impact on practice.

  • Assess and debate key issues facing practitioners working in this area.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (3000 Words)

ENGAGING WITH RESEARCH


MODULE TITLE : ENGAGING WITH RESEARCH

MODULE CODE : ECU507


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 their Dissertation in year 3.

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 research methodology, including qualitative and quantitative, case study, action research and ethnographic approaches and terminology such as; bias, validity, reliability, triangulation and generalisability.

  • Demonstrate an understanding of the importance of research design including formulating a research question, sampling and methodological approaches and tools for data collection.

  • 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, paradigm and perspective.

  • 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 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.
  • Critically evaluate aspects of research design, recognising the complexity of research methodology and ethical principles and issues.

METHOD OF ASSESSMENT :

Component 1 - 100% Critical Report (3000 Words)

CREATIVITY - optional module


MODULE TITLE : CREATIVITY

MODULE CODE : ECU508


MODULE SUMMARY :

This optional module introduces students to the concept of creativity. Students will critically examine how creativity has been defined historically through to the present day with reference to societal and cultural perspectives. The module will consider the importance of developing creative processes within early childhood education, and will examine the characteristics and behaviour associated with creativity. The role of the Expressive Arts within creativity will be investigated through discussion and practical activities. Fostering creativity through play will be critically examined alongside facilitating creativity with children with reference to the role of the adult, the environment, and resources.

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 concept and  characteristics of creativity in the Early Years through a range of pedagogical approaches

  • Enable students to acquire coherent and detailed knowledge around the development of children’s creative processes and theory around creativity

  • Enable students to critically engage with research, reports, policy, curriculum documentation and literature pertaining to creativity

  • Enable students to engage with aspects of Expressive Arts

  • Enable students to understand the value and importance of creativity in Education.

LEARNING OPPORTUNITIES :

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

 

  • Demonstrate knowledge and critical understanding of the concept of creativity in early years      

  • Evidence knowledge and critical understanding of relevant research and literature in relation to creativity

  • Evidence critical understanding and knowledge of  pedagogical approaches pertaining to creativity

  • Evidence knowledge of underlying theories and policy relevant to creativity

METHOD OF ASSESSMENT :

Component 1 - 100% Assessed Journal (3000 Words)

CONTEMPORARY ISSUES IN EARLY CHILDHOOD EDUCATION AND CARE - optional module


MODULE TITLE : CONTEMPORARY ISSUES IN EARLY CHILDHOOD EDUCATION AND CARE

MODULE CODE : ECU509


MODULE SUMMARY :

This student led 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 year’s education and care. These may 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. Students will plan and lead these sessions focusing on areas of their own interest.

CONTACT HOURS :

Scheduled : 38.00
Independent : 162.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Develop students ownership and management of their own learning

  • Develop knowledge and understanding of the contemporary issues affecting early years education

  • Encourage students to reflect upon contemporary issues and their impact on practice and provision exploring good practice

  • 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 year’s education.

LEARNING OPPORTUNITIES :

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

  • Demonstrate understanding and critical reflection on a specific contemporary issue relating to early years education

  • Demonstrate understanding of the contemporary issue and its impact upon early learning and development

  • Demonstrate critical knowledge and understanding of international perspectives of a specific contemporary on early years education

  • Demonstrate knowledge and understanding of the contemporary issue related to “quality” and “good practice"

METHOD OF ASSESSMENT :

Component 1 - 100% Individual Poster Presentation (10 Mins - 3000 Word Equivalent)

THE HEALTHY CHILD - optional module


MODULE TITLE : THE HEALTHY CHILD

MODULE CODE : ECU510


MODULE SUMMARY :

This module for both full and part time students will provide an optional pathway for students’ wishing to develop their knowledge, skills and understanding about issues in the health of babies and young children . Students will be given an historical overview and explore Child Health policy in the UK. Students will critique and debate theoretical and ethical issues as well as exploring factors influencing babies and children’s health. They will have opportunities to debate key contemporary issues in child health.

CONTACT HOURS :

Scheduled : 38.00
Independent : 162.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Explore knowledge and understanding of a range of specific child health issues in early years

  • Explore how practitioners can support health and wellbeing with young children

  • Debate the ethical issues relevant to supporting the health issues of young children

  • Explore key policies in the UK related to the health of young children

  • Consider how practitioners support children with specific health issues

LEARNING OPPORTUNITIES :

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

  • Demonstrate knowledge and critical understanding of a specific child health issue

  • Demonstrate understanding of the ethical issues and considerations relevant to supporting the health issue of the child

  • Identify and critically evaluate key policies related to the health issue of the young child

  • Critically reflect upon the support given to children with the specific health issue, offering your own recommendations

METHOD OF ASSESSMENT :

Component 1 - 100% Reflective report (3000 Words)

DEVELOPING LITERACY AND MATHEMATICS IN EARLY CHILDHOOD EDUCATION - optional module


MODULE TITLE : DEVELOPING LITERACY AND MATHEMATICS IN EARLY CHILDHOOD EDUCATION

MODULE CODE : ECU511


MODULE SUMMARY :

This optional module introduces students to the concepts of communication, language and literacy and mathematics. It will focus on aspects such as speaking and listening, approaches to early reading and writing, digital literacy, and the development of early mathematical concepts.

Students will critically reflect on current debates within the teaching of literacy and mathematics, drawing on relevant theory, academic literature, research and policy to inform these discussions.

Students will have the opportunity produce and evaluate a specific resource to support children’s learning within communication, language and literacy and mathematics.

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 children’s early communication, language and literacy development

  • Develop students’ knowledge and understanding of children’s early  mathematical development

  • Develop students’ knowledge and understanding of pedagogical approaches to mathematical and communication, language and literacy

  • Enable students to critically engage with research, reports, policy, curriculum documentation and literature pertaining to literacy and mathematics

LEARNING OPPORTUNITIES :

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

 

  • Demonstrate knowledge and critical understanding of children’s early communication, language and literacy development

  • Demonstrate knowledge and critical understanding of children’s early mathematical development

  • Demonstrate knowledge and understanding of appropriate pedagogical approaches around children’s early communication, language, literacy and mathematics

  • Evidence critical knowledge and understanding of relevant literature, research and policy documentation around children’s early communication, language, literacy and children’s early mathematical development

METHOD OF ASSESSMENT :

Component 1 - 50% Plan and critically evaluate how a resource supports children’s communication language (1500 Words Equivalent)

Component 2 - 50% Plan and critically evaluate how a resource supports children’s communication maths (1500 Words Equivalent)

INTERNATIONAL COMPARISONS OF CHILDREN’S SERVICES - optional module


MODULE TITLE : INTERNATIONAL COMPARISONS OF CHILDREN'S SERVICES

MODULE CODE : ECU512


MODULE SUMMARY :

 

This module is available to students undertaking a work placement in another country. It is taken in conjunction with, and will run parallel to ECU504 Professional Practice in Early Years Contexts and would be a useful precursor to ECU606 International Childcare Practices. This module may also be suitable for international students visiting Newman who may wish to compare children’s services in England with that of their country of residence.

 

CONTACT HOURS :

Scheduled : 38.00
Independent : 162.00
Placement :
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 England

  • Allow students to critically reflect on policy that underpins and affects children’s services

LEARNING OPPORTUNITIES :

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

 

  • Demonstrate knowledge and understanding of an aspect of children’s servicers in a host country

  • Demonstrate knowledge and understanding of a range of perspectives which underpin an aspects 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 political, historical, ideological and cultural considerations of the topic

  • Compare and critically analyse an aspect of children’s services in one country to the same or similar service in England

METHOD OF ASSESSMENT :

Component 1 - 100% Comparative Report 3000 word equivalent

Year 3 modules


DISSERTATION


Dissertation


Module Title: Dissertation
Module Code: ECU601
Module Summary:
This double module aims to enable students to identify a specific issue or area of interest to investigate for their research study. It will enable students to examine the aspect in depth through either a literature based study or an empirical one. It requires students to identify and apply an appropriate research design, addressing ethical principles, and employing systematic research procedures. Students will present and analyse their findings with critical reflection on their research question, methodology, management and organisation and analyse limitations of their study. They will identify the implications for policy and practice in the field of early childhood education and care.
CATS Value: 40
ECTS Value: 20
Contact Hours:
Scheduled : 58 (12 hours lectures, 46 hours seminars/workshops/supervision)
Independent : 342
Total : 400

Module Curriculum Led Outcomes:
This double module aims to:
• Support students in the development, revision and refinement of their research design
• Demonstrate the significance of a critical review of literature relating to the specific theme or issue to shape and support the research investigation
• Enable students to identify an appropriate research methodology in relation to the specific research purposes, critically evaluating the strengths and limitations and justifying their employment
• Identify and address ethical principles in the design and undertaking of a small scale research project, making reference to the Newman University Ethics Policy (2013) for writing a research and ethics proposal for submission to the Newman University Ethics Committee
• Further develop knowledge and understanding of research terminology, for example to include: reliability, validity, bias and triangulation, and apply this in research design
Learning Opportunities:
Students will, by the end of the module, have the opportunity to:
• Construct and justify a research question that is appropriate to Early Childhood
• Demonstrate a critical understanding of key contemporary thinking in their chosen area of study
• Critically review a range of appropriate academic literature sources to shape and support the focus of the research, by comparing and contrasting arguments, and synthesising emerging themes
• Critically reflect on their research design, management and organisation and identify aspects for further research study
Method of Assessment:
Component 1: 100% Dissertation (10,000 words)


CRITICAL REFLECTIONS IN EARLY CHILDHOOD EDUCATION AND CARE


Critical Reflections in Early Childhood Education and Care


Module Title: Critical Reflections in Early Childhood Education and Care

Module Code: ECU602
Module Summary: This student led optional module for both full and part time students will explore and critically analyse a range of contemporary issues at both national and international level, relevant to the field of early year’s education and care. These may 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 critically 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.
CATS Value: 20

ECTS Value: 10

Contact Hours:

Scheduled: 38 (12hrs lectures; 24hrs workshops/seminars; 2hrs tutorials)
Independent: 162
Placement: 0
Total Hours: 200

Module Curriculum Led Outcomes:
This module aims to:
• Develop students management and organisational skills within a student led module
• Develop in depth knowledge and critical 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 and consider alternative perspectives
• Develop a critical knowledge and analytical understanding of national and international perspectives and their influences on early year’s education.
• To critically consider examples of good practice
Learning Opportunities:
Students will, by the end of the module, have the opportunity to:
• Demonstrate critical understanding and reflection on a specific contemporary issue relating to early years education
• Demonstrate critical understanding of the contemporary issue and its impact upon early learning and development
• Demonstrate critical knowledge and understanding of international perspectives of a specific contemporary on early years education
• Demonstrate critical knowledge and understanding of the contemporary issue related to “quality” and “good practice"
Method of Assessment:

Component 1: 100% Critical Review (3,000 words equivalent)


LEADERSHIP AND MANAGEMENT IN EARLY CHILDHOOD EDUCATION AND CARE SETTINGS


Leadership and Management in Early Childhood Education and Care Settings


Module Title: Leadership and Management in Early Childhood Education and Care Settings

Module Code: ECU603

Module Summary:
This module provides students with the opportunity to gain a practical and critical understanding of the current issues facing leaders and managers within ECEC settings in England, with a particular focus on the management of change and multi-agency and multi-professional (integrated) partnership-working. This will involve analysis of the range of skills, knowledge and understanding concerned with team membership, management and leadership as well as pertinent theories to support becoming an effective leader. Seminal and contemporary theoretical perspectives and research on leadership and management will be presented and analysed in order to increase students’ understanding and appreciation of the roles and values of practitioners from different professional cultures. Students will also participate in activities that will enable them to learn from their own and others’ experience of leadership and management in practice in order to develop their own leadership and management strengths.

CATS Value: 20

ECTS Value: 10

Contact Hours:

Scheduled: 36 (Lectures 12 hours, seminars/workshops 24 hours)
Independent: 164
Placement: 0
Total Hours: 200

Module Curriculum Led Outcomes:
This module aims to:
• Identify and analyze the qualities of effective leaders and managers in relation to self, other stakeholders and government policy
• Develop understanding of the processes involved in the management of change, analyzing and reflecting on its theories and models
• Develop a critical understanding of the interpersonal, organizational and professional skills involved in managing and leading a team and in being a collaborative member of a team in the context of inter-professional Early Years practice
• Evaluate alternative theories and research findings concerning leadership approaches, styles and functions in relation to their impact on multi-agency/integrated service provision for young children and their families
Learning Opportunities:
By the end of the module, students will:
• Understand and critically evaluate theoretical models of leadership and teams, applying them to the process of change in practice and reflect on them within developing collaborative relationships
• Evidence a sound knowledge and critical understanding of legislation, provision, policy and practice relating to leadership and management within a multi-disciplinary (academic and professional) focus, considering rights, diversity, equity and inclusion
• Critically reflect on a range of perspectives (e.g. historical, psychological, sociological, economic, legal, political and professional) and consider how these underpin different understandings of and practices in leadership and management
• Use personalized learning through case work, discussions and activities to experiment and test developing leaderships skills and knowledge
Method of Assessment:

Component 1: 100% Written Report (3000 words)


INCLUSION AND DISABILITY - optional module


Inclusion and Disability


Module Title: Inclusion and Disability
Module Code: ECU604

Module Summary:
Building on L4 Human Rights and Social Justice and L5 Inclusive Practice (SEND), this module will explore the philosophical and educational debates around the inclusion of children with special educational needs and disabilities in mainstream settings in the UK, looking at the historical perspective and the development of the medical and social models of disability. It will consider the issues for practitioners in supporting children and families, within the wider global context of human rights. It also examines the ethical issues arising around research and developments in the area of disability.

CATS Value: 20

ECTS Value: 10

Contact Hours:

Scheduled: 36 (lectures/seminars/tutorials)
Independent: 164
Placement: 0
Total Hours: 200

Module Curriculum Led Outcomes:
This module aims to develop students’ knowledge and understanding of:

• The history and context of disability rights, equality and inclusion
• Research, policy and legislation with reference to current debates around inclusion
• The perspectives and needs of parents and families of young children with additional learning needs and disabilities
• Global perspectives of disability and inclusion within the context of disability rights
• 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, critical knowledge and understanding of the historical development of inclusion and the current debate
• Demonstrate critical knowledge and understanding of the legislative and policy framework and the ethical issues surrounding disability
• Critically evaluate the issues around supporting parents and families of children with special needs and disabilities
• Apply techniques of analysis and enquiry to the wider global picture with regard to special needs and disabilities, including the International human rights agenda.

Method of Assessment:

Component 1: 30% Group Presentation (Minimum 2 people – maximum 4, 10 - 15 minutes).

Component 2: 70% Essay (2,000 words)


EDUCATION STUDIES 5-11 - optional module


Education Studies 5-11


Module Title: Education Studies 5-11

Module Code: ECU605

Module Summary: This optional module is aimed at students who wish to progress to an educational or teaching role after completing their degree. It will give an informed understanding of the breadth of professional knowledge, skills and attitudes pertaining to work in primary education. It will also explore issues of Curriculum, for example; early literacy and numeracy, assessment, government policy, documentation, reports and research which are current in the educational field. It will encourage students to critically analyse these and reflect upon their impact on educational settings and the child. This module will consider differing teaching and learning styles related to education and the notion of good practice.
CATS Value: 20

ECTS Value: 10

Contact Hours:

Scheduled: 38 (12hrs lectures; 24hrs workshops/seminars; 2hrs tutorials)
Independent: 162 (students will be invited to take part in planning, implementing and assessing Children’s University activities to support their independent learning and develop their skills of teaching primary children).
Placement: 0
Total Hours: 200

Module Curriculum Led Outcomes:
This module aims to:
• Develop a critical understanding of contemporary issues that affect the practitioner
• Critically reflect upon the impact of curriculum, assessment, policy and research on educational settings, the practitioner and the child
• Begin to critically explore their own ideology and educational philosophy
• Identify and critically evaluate teaching and learning styles related to primary education
• Critically evaluate students’ own knowledge, skills, attitudes and values in the light of their understanding of primary education.
Learning Opportunities:
Students will, by the end of the module, have the opportunity to:
• Demonstrate a critically evaluation of their own ideology and educational philosophy
• Demonstrate their knowledge and critical understanding of key policies, theories and legislation and their impact on primary education
• Demonstrate their ability to articulate a critical understanding of issues in a clear and coherent manner
• Demonstrate their knowledge and critical understanding of research in relation to education and pedagogical practice and its impact
Method of Assessment:

Component 1: 30% Individual interview (10-15 mins) (1,000 words equivalent)

Component 2: 70% Essay (2,000 words)

INTERNATIONAL CHILDCARE PRACTICES - optional module


International Childcare Practices


Module Title: International Childcare Practices

Module Code: ECU606

Module Summary:
This module will develop themes first encountered in An Introduction to Play and The Early Childhood Context at Level 4 and build upon Contemporary Issues in ECEC, an optional module at Level 5. It will critically examine the ECEC policy trajectories present in a number of other nations, including for example; Italy, New Zealand, Germany and the Nordic countries, as well as the variance to be found within the UK, thus providing students with the opportunity to consider the pedagogic intentions of those nations, in contrast to our own. In doing so, it will also extend the comparative analysis element introduced to students within the mandatory Level 6 module Social Policy: Rhetoric and Reality. It will also consider the relationship between the childcare practice evidence base and other imperatives that shape childcare policy within nations.

CATS Value: 20

ECTS Value: 10

Contact Hours:

Scheduled: 36
Independent: 164
Placement: 0
Total Hours: 200

Module Curriculum Led Outcomes:
This module aims to:

• Critically develop student’s knowledge and understanding of the variety of approaches to childcare practice to be found on the global stage
• Enable students to carry out critical comparative analysis of differing systems, and facilitate students to recognise the complexity of such comparative work
• Allow students to recognise / consolidate their understanding of the competing narratives that impact upon the policy making process that shapes practice delivery in differing ways within nations.

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

• Critically evaluate key differences in practice at an international level
• Reflect critically on how this widening knowledge might inform their own practice and pedagogy
• Adopt a proactive professional position on the development of childcare policy and its shaping of practice in the UK, drawing upon knowledge of international practice
• Consider the impact of competing narratives or discourses upon the shaping of global childhoods and how comparative analysis methodologies aid our understanding

Method of Assessment:

Component 1: 30% Presentation (10 – 15 minutes, 1000 word equivalent)

Component 2: 70% Comparative Essay (2000 words)


SOCIAL POLICY: RHETORIC AND REALITY - optional module


Social Policy: Rhetoric and Reality


Module Title: Social Policy: Rhetoric and Reality
Module Code: ECU607

Module Summary:
This module will develop the social policy themes introduced at levels four and five with particular reference to the foundation provided in module ECU406 ‘The Early Childhood context’. It is designed to engage students in the critical analysis of current social policy at both, local, national and international levels and critically examine its impact on Early Childhood services. Students will be encouraged to critically reflect on the impact of political ideology on government intentions for social policy, and how such intentions serve to shape practice. Social policy across all sectors of the welfare state will be explored, as will some of the challenges of working within an uncertain and constantly changing policy landscape. Students will be encouraged to consider the development of social policy in terms of both personal and public values, and critically reflect on their involvement in this process. Alternative models of social policy provision, and the ideological context of these models, will be utilised for critical reflection, discourse and debate.

CATS Value: 20

ECTS Value: 10

Contact Hours:

Scheduled: 36 (Lectures 12 hours, seminars/workshops 24 hours)
Independent: 164
Placement: 0
Total Hours for module: 200

Module Curriculum Led Outcomes:
This module aims to:

• Support students in developing their critical policy analysis skills in order to evaluate the origins, purposes and effects of policy making in the field of Early Childhood.
• Develop the confidence and knowledge in order for students to be able to articulate the relationship between policy and practice.
• Enable the students to develop a critical and reflective perspective in relation to the development of Early Childhood provision and the impact of political ideology.
• Facilitate a pro-active participatory approach to the social policy process.

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

• Critically evaluate key contemporary social policy themes and illuminate the connections to political ideology.
• Critically analyse and appraiser a range of social policy initiatives and their subsequent impact on Early Childhood Education and Care practice and provisions.
• Appraise the wide range of factors affecting the social policy making process and their place in this process.
• Critically evaluate the relationship between their personal values and those inherent in current social policy provisions.

Method of Assessment:

Component 1: 100% Analytical Report (3500 words)


CRITICAL PERSPECTIVES ON ENGAGING WITH FAMILIES AND THE MULTI-AGENCY CONTEXT - optional module


Critical Perspectives on engaging with Families and the Multi-Agency Context


Module Title: Critical Perspectives on engaging with Families and the Multi-Agency Context
Module Code: ECU608

Module Summary:
Students will explore a range of services and agencies, the regulations and laws that constrain them, and the issues that arise from the provision of services to children in both statutory and non-statutory settings. This module focuses on the professional practice of those working for agencies in, or related to children and young people’s services, and will explore relevant policy and practice developments. It will also consider the range of theoretical models that underpin multi-agency working, including street level bureaucracy and policy actors, and the challenges present in professional practice to working in this way to achieve meaningful outcomes for children and their families.

CATS Value: 20

ECTS Value: 10

Contact Hours:

Scheduled: 36 (Lectures 12 hours; Seminars/workshops 24 hours)
Independent: 164
Placement: 0
Total Hours: 200

Programmes for which this Module is Mandatory: None

Programmes where this Module may be taken as an Option:
BA (Honours) Single Honours Early Childhood Education and Care
BA (Honours) Single Honours Early Childhood Education and Care (Top Up)

Module Curriculum Led Outcomes:
This module aims to:

• To develop students’ knowledge and critical perspectives of key issues relating to multi-agency provision, and the theoretical models that underpin such work
• To enable students to identify situations and circumstances under which children may need access to agencies to promote their welfare and/or minimise risk, as well as understand the challenges of delivering needs-led provision.
• Explore the need for multi-agency and multi-disciplinary practices.
• Enable students to understand the implications of recent and current developments in legislation and policy agenda and the variability in the interplay of personal and environmental factors in defining need.

Learning Opportunities:
Students will, by the end of the module, have the opportunity to:
• Identify and critically reflect upon the range of agencies with a legitimate interest in children and young people’s services, including statutory, non-statutory, voluntary and private sector provision.
• Critically respond to the range of theoretical perspectives present in the literature on multi-agency working
• Demonstrate an understanding of the roles and responsibilities of agency personnel who work with children, young people and families in a multiagency context, the legal and regulatory frameworks affecting agencies and the increasing emphasis on issues of safeguarding children and young people and ending child poverty.
• Outline and critique legislation and policy influencing provision.
Method of Assessment:

Component 1: 100% Reflective Account (3000 words)

CONCEPTION TO FIVE: WORKING WITH BABIES, TODDLERS, AND CHILDREN UP TO FIVE - optional module


Conception to five: Working with babies, toddlers, and children up to five


Module Title: Conception to five: Working with babies, toddlers, and children up to five
Module Code: ECU609

Module Summary: Since 2001 UK governments have committed to care and education of the youngest children in our society. Care and education of children from conception to three is viewed internationally as a key factor in the support of families and considered to be vital to a country’s development, in western and non-western cultures. Research suggests that external influences such as the mother’s experiences during pregnancy and environmental factors after birth, such as poverty, affect the development of a baby’s development and continue to affect the child into adulthood.

There are a number of contentious issues in the study of children from birth to five: the nature/nurture debate, the debate regarding the sensitive versus critical windows of brain development in early childhood and the debate regarding care and/or education of babies in child care provision. This module discusses and debates these and other issues which surround this important period of a child’s development. It explores and critically analyses how practitioners who work with very young children can work together with babies, families and other service providers to give young children the best start to life. The module includes a strong work based element to offer the opportunity for students to experience working with very young children in a care environment.

CATS Value: 20

ECTS Value: 10

Contact Hours:

Scheduled: 36 (12hrs lectures; 24hrs workshops/seminars)
Independent: 164
Placement: 0
Total Hours: 200

Module Curriculum Led Outcomes:
This module aims to:

• Develop knowledge and critical understanding of main debates and current research surrounding the development and care and education of children from conception to five years of age
• Develop a critical understanding of how transitions between environments can affect baby’s and young children’s development
• Develop a critical understanding of the social policy and the provision of childcare and education services for children from conception to five.

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

• Demonstrate competence in planning, developing and critically evaluating provision and practice in relation to the care and education of children from birth to five within an early years setting
• Demonstrate a critical awareness of the importance of the social, emotional, linguistic, cognitive and physical development of children from conception to five,
• Critically evaluate the research of developmental psychologists and others, and be able to relate this to current practice and planned developments
• Relate learning from the module to student’s own practice and professional development in childcare and education through notions of critically reflective practice.

Method of Assessment:

Component 1: 100% Critical Review (3,000 words equivalent)


RESEARCH METHODS - optional module


Research Methods


Module Title: Research Methods

Module Code: ECU610

Module Summary:
This module is significant for part time students embarking on their studies at level 6.

This single module has two significant aspects for students embarking on their studies at level 6. It recognises that students will enter this level from different routes and institutions, for example through Foundation Degrees in Early Years and other appropriate programmes.

This module specifically develops students’ knowledge, skills and understanding of applied research in the field of early years through the critical review of academic research. It establishes the development of a research community through critical reading, discussion, debate, workshops and directed activities. These will lay the foundations for students to develop their knowledge, skills and understanding of research methodology and design, and learn how this informs and impacts on policy and practice in early childhood, education and care.

The second aspect is to enable students to develop their knowledge and understanding of research methodology and design. It introduces key research terminology, and critically examines different methodologies, ethical principles, sampling strategies and research methods. It develops students’ knowledge and understanding of the role of the researcher and critically examines issues of management and organisation in undertaking small-scale research. Teaching and learning will enable students to formulate a research design for a specific study to be undertaken in their Dissertation.

CATS Value: 20

ECTS Value: 10

Contact Hours
Scheduled : 36.00
(12 hours Lectures, 24 hours seminars)
Independent : 164.00
Placement : 0.00
Total : 200.00

Module Curriculum Led Outcomes:
The module aims to:

• Develop students' knowledge and critical understanding of research methodology, including qualitative and quantitative methodologies, case study, action research and ethnography approaches and terminology such as; bias, validity, reliability, triangulation, replicability and generalisability
• Enable students to identify an aspect/issue for study in their workplace/organisation and formulate an appropriate research question and key questions to formulate a research design for a small scale study
• Develop knowledge and critical understanding of research methods, including interviews, observations, questionnaires and documentary analysis, and sampling strategies and how ethical principles underpin theses.
• Further develop students' critical analysis of academic literature, including research reports and academic journal article, in the field of early years to support research enquiry
• Develop students’ knowledge and critical understanding of the influence of applied research for policy and practice in the field of early years.


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

• Demonstrate their critical knowledge and understanding of research methodology, ethical principles, sampling strategies, research methods, research terminology.
• Evidence their knowledge and understanding of a specific aspect/issue for research in a written rationale, that includes a critical review of literature
• Identify and critically evaluate a specific issue for research, access a range of academic sources, including research texts, academic journal articles and research reports, critically analysing these to formulate the rationale for their proposed area of study
• Formulate an appropriate research proposal and ethics proposal which will be used to undertake a specific small scale research study, normally in their workplace setting/organisation

Method of Assessment:

Component 1: 100% Portfolio (3000 words)


PRACTITIONER MODULE FOR EARLY YEARS INITIAL TEACHER TRAINING - optional module


Practitioner Module for Early Years Initial Teacher Training


Module Title: Practitioner Module for Early Years Initial Teacher Training

Module Code: ECU611

Module Summary:
This double module is designed for students who have opted to undertake the Undergraduate route on the Early Years Initial Teacher Training programme in order to gain Early Years Teacher Status.

This module builds upon the work covered in the Professional Practice in Early Childhood Contexts module at level 5 and provides students with an opportunity to continue to explore and further develop their understanding of the concept of quality practice. Within this module, the subject matter will include concepts such as pedagogical leadership, effective communication and working relationships with colleagues, other professionals, children and families, promotion of children’s rights, inclusion, anti-discriminatory practice and reflective practice.

The module also requires students to work alongside professional practitioners in early years settings, further developing their knowledge, skills and competence in 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.

CATS Value: 40

ECTS Value: 20

Contact Hours:

Scheduled: 36 (30 hours lectures, 6 hours tutorials)
Independent: 100
Placement: In order to meet the professional recruitments of this qualification, students need to undertake 480 hours of professional practice over the semester in an Ofsted registered setting
Total Hours: 616 hours

Module Curriculum Led Outcomes:
This module aims to:
• Give students additional experience of work in children’s services, gaining further knowledge and understanding of management, organization and leadership within of the work environment.
• Enable students to further develop an in-depth conceptual understanding of early Childhood Education and Care by linking theory to practice
• Enable students to develop systematic knowledge and critical understanding of professional practice in Early Childhood Education and Care
Learning Opportunities:
Students will, by the end of the module, have the opportunity to:

• Continue to develop a range of practical skills and competencies 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)
• Evidence critical knowledge and understanding of pedagogy within early childhood
• Be able to critically reflect upon policy and practice relative to early childhood
• Be able to use effectively a range of academic sources, including academic texts, research reports, journal articles and policy documents to support their work.
Method of Assessment:

Component 1: 100% A portfolio of reflective practice linked to the Teachers Standards (Early Years) (6000 words)


Course 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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