Early Childhood Education and Care top-up award BA (Hons) full-time

Course length: 1 year full-time

Overview

This course will enable you to convert your foundation degree or HND to a full BA (Hons) degree so you can progress your career within the field of early childhood education and care.

Why study Early Childhood Education and Care?

Newman offers you the opportunity to develop a critical understanding of the key policies and practices relating to the care and education of children from birth to eight years of age. You can expect to mix with students from a variety of backgrounds, engage in stimulating discussions and debates, and experience a research informed approach to early childhood education and care in both theoretical and applied contexts. This will enable you to gain an understanding of multi-agency working and furnish you with valuable transferable skills if you are considering early childhood education and care as a career.

What does the course cover?

This degree programme will enable you to study a critical approach to all aspects of childhood, children, their care and education in local, national and global contexts. You can expect to be introduced to a wide variety of disciplines as the programme draws on aspects of philosophy, sociology, psychology and education studies. Reflecting the aims of Newman’s Children, Young People and Family Research Centre, including Early Childhood Education and Care staff involvement in a recent European Union funded project on international perspectives on inclusion in early childhood education and care, this course integrates cutting-edge research and practice. It includes regular expert speakers who provide detailed insights into domestic violence, homelessness, alcohol and drug dependency, and the impact on children, as well as highlighting potential graduate employment opportunities in related fields.

How will I be assessed?

Assessment is 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?

As an Early Childhood Education and Care graduate you will have the opportunity to become part of an inter-disciplinary workforce which encompasses early childhood in all its diverse aspects. Many pursue a broad range of careers in the fields of education, health and social work in the public, private and voluntary sectors. Some graduates are employed in children’s centres in diverse roles such as early years  co-ordinators or family support workers.


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

All applicants will need to have 120 credits at level 4 and 120 credits at level 5 in a relevant Foundation Degree or HND. 5 GCSEs at grade C or above to include GCSE English language, or a recognised equivalent, are also required.

A Disclosure and Barring Service (DBS) is required for entry into this degree.  The cost of the DBS disclosure is currently £50 (including processing fee).  For further information please contact the Registry Support Team on 0121 476 1181 ext 2647 or 2642, or email registry@newman.ac.uk.

Fees

2017/18:
Total course fee (full-time/part-time)
£9,250 

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 information.

Full-time course modules


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


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
Programmes for which this Module is Mandatory:
BA (Honours) Single Honours Early Childhood Education and Care
BA (Honours) Single Honours Early Childhood Education and Care (Top Up)
Programmes where this Module maybe taken as an Option: None
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

Programmes for which this Module is Mandatory:
BA (Honours) Single Honours Early Childhood Education and Care
BA (Honours) Single Honours Early Childhood Education and Care (Top Up)

Programmes where this Module may be taken as an Option: None

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

Programmes for which this Module is Mandatory:
BA (Honours) Single Honours Early Childhood Education and Care
BA (Honours) Single Honours Early Childhood Education and Care (Top Up)

Programmes where this Module may be taken as an Option: None

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

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 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 - optional module


Education Studies


Module Title: Education Studies

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

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 & Care
BA (Honours) Single Honours Early Childhood Education & Care (Top Up)

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

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:

• 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

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:

• 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

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 & Care
BA (Honours) Single Honours Early Childhood Education & Care (Top Up)

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

Programmes for which the Module is Mandatory: BA (Hons) Single Honours Early Childhood Education and Care (Top-up route for external students)

Programmes where this Module may be taken as an Option: None

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)

Part-time course modules



Year 1 modules


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
Programmes for which this Module is Mandatory:
BA (Honours) Single Honours Early Childhood Education and Care
BA (Honours) Single Honours Early Childhood Education and Care (Top Up)
Programmes where this Module maybe taken as an Option: None
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

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

Programmes for which this Module is Mandatory:
BA (Honours) Single Honours Early Childhood Education and Care
BA (Honours) Single Honours Early Childhood Education and Care (Top Up)

Programmes where this Module may be taken as an Option: None

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

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

Programmes for which this Module is Mandatory:
BA (Honours) Single Honours Early Childhood Education and Care
BA (Honours) Single Honours Early Childhood Education and Care (Top Up)

Programmes where this Module may be taken as an Option: None

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

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

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 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

Module Title: Education Studies

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

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 & Care
BA (Honours) Single Honours Early Childhood Education & Care (Top Up)

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

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

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:

• 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

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

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:

• 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

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

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

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 & Care
BA (Honours) Single Honours Early Childhood Education & Care (Top Up)

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

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

Programmes for which the Module is Mandatory: BA (Hons) Single Honours Early Childhood Education and Care (Top-up route for external students)

Programmes where this Module may be taken as an Option: None

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)

Course code


Single Honours: 100% Early Childhood Education and Care top-up award (full-time)

UCAS code:

X31A

Applications for full-time courses are made through UCAS

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

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