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.

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. Applicants must obtain Disclosure and Barring Service (DBS) clearance.

Fees

2017/18: £9,250 * 

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

Finance information.

Full-time course modules


Year 1 modules


SAFEGUARDING CHILDREN


MODULE TITLE : SAFEGUARDING CHILDREN

MODULE CODE : EY621


MODULE SUMMARY :

The last decade has seen a significant shift in terms of the policy focus for safeguarding children as a result of high profile public inquiries detailing significant failings and the influence of New Labour political ideology. As a consequence the responsibility for safeguarding children in terms of both prevention and protection has been broadened to incorporate the whole children's workforce and the importance of multi-agency working. 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 many children and young people. Students will explore current policy and legislation and its implications for practice for all those working with the children with particular reference to the emergence of the children's rights movement and the UNCRC. A clearer understanding will be gained of the different roles and responsibilities of those working in the area of safeguarding children. 

CONTACT HOURS :

Scheduled : 28.00
Independent : 172.00
Placement : 0.00
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
  • Inform students of 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 the students to critically reflect on the current policy approach to safeguarding children in terms of its prevention and/or protection focus
  • Support the 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:

  • Appraise the way in which policy and practice for safeguarding children, including the role and implications of multi-agency working, has developed
  • Evaluate the content and intentions of key policy and legislation within the area of safeguarding children
  • Assess the impact on practice of current policy and legislation
  • Demonstrate a critical understanding of the different forms that abuse can take and the impact on the lives of children and their families
  • Critically analyse key reports and policy documents to explore the current context for safeguarding children
  • Demonstrate an ability to synthesise arguments and understand the different principles that can inform practice
  • Evaluate different theoretical perspectives to develop an improved understanding of safeguarding children work
  • Assess and debate key issues facing practitioners working in this area.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (3500 words)

SOCIAL POLICY: RHETORIC AND REALITY


MODULE TITLE : SOCIAL POLICY: RHETORIC AND REALITY

MODULE CODE : EY622


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 EY423 ‘An Introduction to Social Policy’. 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.

CONTACT HOURS :

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

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:

  • Evaluate key contemporary social policy themes and illuminate the connections to political ideology
  • Assess the government’s intentions for a range of social policy initiatives and their subsequent impact on practice and provisions
  • Appraise the wide range of factors affecting the social policy making process and their place in this process
  • Formulate their own philosophy of social policy and understand the subsequent relationship between this and current social policy provision
  • Critically analyse and appraise a range of social policy issues affecting Early Childhood services
  • Critically evaluate and articulate in written form contemporary policy development in Early Childhood services and its impact on practice
  • Evaluate the relationship between their personal values and those inherent in current social policy provisions
  • Adopt a proactive participatory position in respect of social policy development and provision.

METHOD OF ASSESSMENT :

Component 1 - 100% Analytical Report (3500 words)

INCLUSION AND DISABILITY


MODULE TITLE : INCLUSION AND DISABILITY

MODULE CODE : EY623


MODULE SUMMARY :

Building on EY427 Human Rights and Social Justice and EY523 Inclusive Practice, this module will explore the philosophical and educational debates around the inclusion of children with additional learning 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.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

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

  • The 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
  • Critically evaluate research in relation to practice
  • Articulate how agencies interact and build partnerships with parents/carers and other agencies.

METHOD OF ASSESSMENT :

Component 1 - 20% Group Presentation (15 minutes)

Component 2 - 80% Essay (3000 words)

DISSERTATION


MODULE TITLE : DISSERTATION

MODULE CODE : EY625


MODULE SUMMARY :

This double module aims to enable students to identify a specific issue/area of interest to investigate for their research study. It will enable students to examine the aspect in depth through the critical review of literature, and their chosen research design. 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/hypothesis, 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.

CONTACT HOURS :

Scheduled : 31.50
Independent : 368.50
Placement : 0.00
Total :  400.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Enable students to identify a research problem and articulate a research question/hypothesis to generate a research enquiry
  • Demonstrate the significance of a critical review of literature relating to the specific theme/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 study, making reference to the Newman University College Ethics Policy (2008) for writing a research and ethics proposal for submission to the Newman University College Ethics Committee
  • Support students in the development, revision and refinement of their research design
  • Promote effective autonomous practice in the organisation and management of a research study in the field of early years
  • Enable students to critically examine their roles and responsibilities as researchers
  • Further develop knowledge and understanding of research terminology, including reliability, validity, bias and triangulation,  and apply this in research design
  • Facilitate  students to identify other areas for further research from the findings of their study
  • Enable students to critically reflect on their research issue, methodology, sampling strategies, methods and identify strengths and weaknesses
  • Enable students to identify how research influences and impacts upon policy and practice in the field of early childhood education and care.

LEARNING OPPORTUNITIES :

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

  • Demonstrate a breadth and depth of knowledge and critical understanding, including some of the key contemporary thinking in their chosen area of study
  • Demonstrate a secure knowledge and understanding of research design, methodology, ethical issues and research terminology
  • Demonstrate their knowledge and understanding of the role of the researcher in leading and managing a specific research study and identify the key strategies for undertaking research
  • Demonstrate knowledge and understanding of the impact and influences of research on policy and practice in the field of early years
  • Identify an issue/area for study, and plan an appropriate research design, selecting and justifying the methodology, ethical principles, methods, sampling strategies, piloting of research instruments, and aspects of management and organisation
  • Identify, access and 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
  • Write their dissertation in the prescribed genre, using an appropriate academic style that features an introduction to the study, a critical review of literature, methodology, presentation and analysis of findings and conclusion.

METHOD OF ASSESSMENT :

Component 1 - 100% Dissertation (10000 words)

CHILDHOODS IN A CHANGING WORLD


MODULE TITLE : CHILDHOODS IN A CHANGING WORLD

MODULE CODE : EY626


MODULE SUMMARY :

This optional level six module builds upon EY424 ‘Constructs of Childhood’.  It aims to further develop student’s knowledge and understanding of the concept of globalisation related to childhood through considering differing social and cultural constructs of childhood.  It will consider the United Nations Conventions on the Rights of the Child and the extent to which this is a Western construct.  It will also consider a range of themes and issues for example, children and the media, children and conflict, child labour and education, child health etc.  It will also consider the extent to which globalisation impacts on the lives of children and their families and aims to challenge some of the myths and stereotypes surrounding these global issues.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Develop a critical knowledge and understanding of children and childhoods nationally and globally and from a range of perspectives
  • Students should evidence knowledge and understanding of research relative to children, childhood and families and identify global themes and issues
  • Identify and evaluate the implications of globalisation and critically reflect on a range of perspectives and how these underpin understanding nationally and globally
  • Critically analyse and evaluate competing perceptions of the construction of children and childhoods.

LEARNING OPPORTUNITIES :

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

  • Demonstrate a critical understanding of perspectives of children and childhood both nationally and globally
  • Identify, consider and critically evaluate a range of themes and issues which relate to children globally
  • Demonstrate knowledge and understanding of research relative to children, childhood and families
  • Critically analyse and evaluate competing perceptions of the construction of children and childhoods
  • Critically reflect on a range of perspectives including historical, sociological, economic, cultural, legal, political and health, and consider how these relate to different understandings of children and childhood nationally and globally.

METHOD OF ASSESSMENT :

Component 1 - 100% Critical Analysis of Literature (4000 words)

LEADERSHIP AND MANAGEMENT IN EARLY CHILDHOOD EDUCATION AND CARE SETTINGS


MODULE TITLE : LEADERSHIP AND MANAGEMENT IN EARLY CHILDHOOD EDUCATION AND CARE SETTINGS

MODULE CODE : EY628


MODULE SUMMARY :

This optional module provides students with the opportunity to gain a practical and critical understanding of the current issues facing leaders and managers in ECEC settings in England, with a particular focus on the management of change and multi-agency and multi-professional (integrated) partnership-working.  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 capacity.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Identify and analyse the qualities of effective leaders and managers in relation to self and other stakeholders
  • Examine and evaluate relevant government policy and the implications for leadership and management
  • Evaluate alternative theories and research findings concerning leadership approaches, styles and functions in relation to multi-agency/integrated service provision
  • Analyse and reflect on theories and models related to the impact of leadership and management styles on children, parents and others
  • Analyse and reflect on theories and models related to the management of change.

LEARNING OPPORTUNITIES :

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

  • Understand and apply theories, concepts, principles and values relating to leadership and the management of change
  • Evidence a sound knowledge and critical understanding of legislation, provision, policy and practice relating to leadership and management
  • Demonstrate a sound knowledge and understanding of the leadership and management of multi-professional, inter-professional, multi- and inter-agency teams
  • Demonstrate a sound knowledge and understanding of leadership and management issues in relation to rights, diversity, equity and inclusion
  • Apply multi-disciplinary (academic and professional) perspectives in relation leadership and management and critically analyse the relationships between these
  • 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
  • Analyse and critique theories, research, policy and practice in relating to leadership and management.

METHOD OF ASSESSMENT :

Component 1 - 100% Written Report (4000 words)

EDUCATION STUDIES IN EARLY YEARS


MODULE TITLE : EDUCATION STUDIES IN EARLY YEARS

MODULE CODE : EY629


MODULE SUMMARY :

This module is aimed at students who wish to go on 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 Early Years education. It will also explore issues of Curriculum, for example; early literacy and numeracy, assessment, governing 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 Early Years educational settings and the child. This module will consider differing teaching and learning styles related to Early Years education and the notion of good practice.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Develop a critical understanding of issues that affect the Early Years educator
  • Critically reflect upon the impact of curriculum, assessment, policy and research on educational settings and the child 
  • Identify and evaluate teaching and learning styles related to Early Years education
  • Critically evaluate students’ own knowledge, skills, attitudes and values in the light of their understanding of Early Years education.

LEARNING OPPORTUNITIES :

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

  • Demonstrate their knowledge and critical understanding of key policies and legislation relating to Early Years
  • Evidence knowledge and critical understanding of research in relation to children
  • Evidence knowledge and understanding of pedagogical approaches for working with children
  • Apply multi-perspectives in relation to early childhood education
  • Critically reflect on a range of educational perspectives of pedagogy
  • Analyse and critique theories, research, policy and practice relating to education.

METHOD OF ASSESSMENT :

Component 1 - 40% Individual Interview (10-15 minutes)

Component 2 - 60% Essay (3000 words)

RESEARCH METHODOLOGY AND DESIGN


MODULE TITLE : RESEARCH METHODOLOGY AND DESIGN

MODULE CODE : EY624


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 part time students embarking on their studies at level 6. It recognises that students will enter this level from different routes and institutions, for example through the BA (Hons) Early Childhood Education and Care, Foundation Degree Early Years and other appropriate programmes. External students will enter at this level, after addressing all the Newman University protocols, and be integrated as a group to undertake this module, EY631 Applied Research in Early Childhood Education and Care and EY625 Dissertation.

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 EY631 Applied Research in Early Childhood Care and Education.

It enables students to access, compare and critically analyse academic research, and ascertain how this impacts on policy and practice in the field of early years.  Students will learn how to formulate a research design, write and present a rationale for a research enquiry, access and critically analyse literature, including research reports, and write and present effective research and ethical proposals for a small scale research study in their workplace setting/organisation. It aims to establish a student/professional research community, and enable students to promote this in their setting/organisation.

CONTACT HOURS :

Scheduled : 28.00
Independent : 172.00
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
  • Enable students to engage as a research community and promote this further in their setting/organisation
  • Demonstrate the significance of effective research design in planning, undertaking and critically evaluating research
  • 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
  • Critically examine ethical principles in research and understand how to address these in research design
  • Develop knowledge and critical understanding of research methods, including interviews, observations, questionnaires and documentary analysis, and sampling strategies
  • Develop students' knowledge and understanding of research terminology, including bias, validity, reliability, triangulation, replicability and generalisability
  • Critically examine the roles and responsibilities of the researcher, including research design, embedding ethical principles, and issues of management and organisation
  • 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 knowledge and understanding of research methodology, ethical principles, sampling strategies, research methods, and 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
  • Demonstrate their knowledge and understanding of the roles and responsibilities of the researcher
  • Articulate in written format their knowledge and understanding of research methodology and design, and ethical principles of research
  • Identify and critically evaluate a specific issue for research, access a range of academic sources, including 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
  • Evidence knowledge and understanding of key research concepts and terminology in written proposals
  • Identify and critically analyse the ethical principles of their proposed research, with reference to the Newman University (2008) Ethics Policy
  • Select and evidence the use of a range of appropriate academic sources for research methodology in order to structure their research design and ethics proposals.

METHOD OF ASSESSMENT :

Component 1 - 40% Written Rationale for Research Study (1500 words)

Component 2 - 60% Written Research Proposal (2000 words)

Part-time course modules


Year 1 modules


SAFEGUARDING CHILDREN

MODULE TITLE : SAFEGUARDING CHILDREN

MODULE CODE : EY621


MODULE SUMMARY :

The last decade has seen a significant shift in terms of the policy focus for safeguarding children as a result of high profile public inquiries detailing significant failings and the influence of New Labour political ideology. As a consequence the responsibility for safeguarding children in terms of both prevention and protection has been broadened to incorporate the whole children's workforce and the importance of multi-agency working. 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 many children and young people. Students will explore current policy and legislation and its implications for practice for all those working with the children with particular reference to the emergence of the children's rights movement and the UNCRC. A clearer understanding will be gained of the different roles and responsibilities of those working in the area of safeguarding children. 

CONTACT HOURS :

Scheduled : 28.00
Independent : 172.00
Placement : 0.00
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
  • Inform students of 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 the students to critically reflect on the current policy approach to safeguarding children in terms of its prevention and/or protection focus
  • Support the 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:

  • Appraise the way in which policy and practice for safeguarding children, including the role and implications of multi-agency working, has developed
  • Evaluate the content and intentions of key policy and legislation within the area of safeguarding children
  • Assess the impact on practice of current policy and legislation
  • Demonstrate a critical understanding of the different forms that abuse can take and the impact on the lives of children and their families
  • Critically analyse key reports and policy documents to explore the current context for safeguarding children
  • Demonstrate an ability to synthesise arguments and understand the different principles that can inform practice
  • Evaluate different theoretical perspectives to develop an improved understanding of safeguarding children work
  • Assess and debate key issues facing practitioners working in this area.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (3500 words)

SOCIAL POLICY: RHETORIC AND REALITY

MODULE TITLE : SOCIAL POLICY: RHETORIC AND REALITY

MODULE CODE : EY622


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 EY423 ‘An Introduction to Social Policy’. 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.

CONTACT HOURS :

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

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:

  • Evaluate key contemporary social policy themes and illuminate the connections to political ideology
  • Assess the government’s intentions for a range of social policy initiatives and their subsequent impact on practice and provisions
  • Appraise the wide range of factors affecting the social policy making process and their place in this process
  • Formulate their own philosophy of social policy and understand the subsequent relationship between this and current social policy provision
  • Critically analyse and appraise a range of social policy issues affecting Early Childhood services
  • Critically evaluate and articulate in written form contemporary policy development in Early Childhood services and its impact on practice
  • Evaluate the relationship between their personal values and those inherent in current social policy provisions
  • Adopt a proactive participatory position in respect of social policy development and provision.

METHOD OF ASSESSMENT :

Component 1 - 100% Analytical Report (3500 words)

INCLUSION AND DISABILITY

MODULE TITLE : INCLUSION AND DISABILITY

MODULE CODE : EY623


MODULE SUMMARY :

Building on EY427 Human Rights and Social Justice and EY523 Inclusive Practice, this module will explore the philosophical and educational debates around the inclusion of children with additional learning 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.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

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

  • The 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
  • Critically evaluate research in relation to practice
  • Articulate how agencies interact and build partnerships with parents/carers and other agencies.

METHOD OF ASSESSMENT :

Component 1 - 20% Group Presentation (15 minutes)

Component 2 - 80% Essay (3000 words)

DISSERTATION

MODULE TITLE : DISSERTATION

MODULE CODE : EY625


MODULE SUMMARY :

This double module aims to enable students to identify a specific issue/area of interest to investigate for their research study. It will enable students to examine the aspect in depth through the critical review of literature, and their chosen research design. 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/hypothesis, 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.

CONTACT HOURS :

Scheduled : 31.50
Independent : 368.50
Placement : 0.00
Total :  400.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Enable students to identify a research problem and articulate a research question/hypothesis to generate a research enquiry
  • Demonstrate the significance of a critical review of literature relating to the specific theme/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 study, making reference to the Newman University College Ethics Policy (2008) for writing a research and ethics proposal for submission to the Newman University College Ethics Committee
  • Support students in the development, revision and refinement of their research design
  • Promote effective autonomous practice in the organisation and management of a research study in the field of early years
  • Enable students to critically examine their roles and responsibilities as researchers
  • Further develop knowledge and understanding of research terminology, including reliability, validity, bias and triangulation,  and apply this in research design
  • Facilitate  students to identify other areas for further research from the findings of their study
  • Enable students to critically reflect on their research issue, methodology, sampling strategies, methods and identify strengths and weaknesses
  • Enable students to identify how research influences and impacts upon policy and practice in the field of early childhood education and care.

LEARNING OPPORTUNITIES :

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

  • Demonstrate a breadth and depth of knowledge and critical understanding, including some of the key contemporary thinking in their chosen area of study
  • Demonstrate a secure knowledge and understanding of research design, methodology, ethical issues and research terminology
  • Demonstrate their knowledge and understanding of the role of the researcher in leading and managing a specific research study and identify the key strategies for undertaking research
  • Demonstrate knowledge and understanding of the impact and influences of research on policy and practice in the field of early years
  • Identify an issue/area for study, and plan an appropriate research design, selecting and justifying the methodology, ethical principles, methods, sampling strategies, piloting of research instruments, and aspects of management and organisation
  • Identify, access and 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
  • Write their dissertation in the prescribed genre, using an appropriate academic style that features an introduction to the study, a critical review of literature, methodology, presentation and analysis of findings and conclusion.

METHOD OF ASSESSMENT :

Component 1 - 100% Dissertation (10000 words)

CHILDHOODS IN A CHANGING WORLD

MODULE TITLE : CHILDHOODS IN A CHANGING WORLD

MODULE CODE : EY626


MODULE SUMMARY :

This optional level six module builds upon EY424 ‘Constructs of Childhood’.  It aims to further develop student’s knowledge and understanding of the concept of globalisation related to childhood through considering differing social and cultural constructs of childhood.  It will consider the United Nations Conventions on the Rights of the Child and the extent to which this is a Western construct.  It will also consider a range of themes and issues for example, children and the media, children and conflict, child labour and education, child health etc.  It will also consider the extent to which globalisation impacts on the lives of children and their families and aims to challenge some of the myths and stereotypes surrounding these global issues.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Develop a critical knowledge and understanding of children and childhoods nationally and globally and from a range of perspectives
  • Students should evidence knowledge and understanding of research relative to children, childhood and families and identify global themes and issues
  • Identify and evaluate the implications of globalisation and critically reflect on a range of perspectives and how these underpin understanding nationally and globally
  • Critically analyse and evaluate competing perceptions of the construction of children and childhoods.

LEARNING OPPORTUNITIES :

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

  • Demonstrate a critical understanding of perspectives of children and childhood both nationally and globally
  • Identify, consider and critically evaluate a range of themes and issues which relate to children globally
  • Demonstrate knowledge and understanding of research relative to children, childhood and families
  • Critically analyse and evaluate competing perceptions of the construction of children and childhoods
  • Critically reflect on a range of perspectives including historical, sociological, economic, cultural, legal, political and health, and consider how these relate to different understandings of children and childhood nationally and globally.

METHOD OF ASSESSMENT :

Component 1 - 100% Critical Analysis of Literature (4000 words)

LEADERSHIP AND MANAGEMENT IN EARLY CHILDHOOD EDUCATION AND CARE SETTINGS

MODULE TITLE : LEADERSHIP AND MANAGEMENT IN EARLY CHILDHOOD EDUCATION AND CARE SETTINGS

MODULE CODE : EY628


MODULE SUMMARY :

This optional module provides students with the opportunity to gain a practical and critical understanding of the current issues facing leaders and managers in ECEC settings in England, with a particular focus on the management of change and multi-agency and multi-professional (integrated) partnership-working.  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 capacity.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Identify and analyse the qualities of effective leaders and managers in relation to self and other stakeholders
  • Examine and evaluate relevant government policy and the implications for leadership and management
  • Evaluate alternative theories and research findings concerning leadership approaches, styles and functions in relation to multi-agency/integrated service provision
  • Analyse and reflect on theories and models related to the impact of leadership and management styles on children, parents and others
  • Analyse and reflect on theories and models related to the management of change.

LEARNING OPPORTUNITIES :

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

  • Understand and apply theories, concepts, principles and values relating to leadership and the management of change
  • Evidence a sound knowledge and critical understanding of legislation, provision, policy and practice relating to leadership and management
  • Demonstrate a sound knowledge and understanding of the leadership and management of multi-professional, inter-professional, multi- and inter-agency teams
  • Demonstrate a sound knowledge and understanding of leadership and management issues in relation to rights, diversity, equity and inclusion
  • Apply multi-disciplinary (academic and professional) perspectives in relation leadership and management and critically analyse the relationships between these
  • 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
  • Analyse and critique theories, research, policy and practice in relating to leadership and management.

METHOD OF ASSESSMENT :

Component 1 - 100% Written Report (4000 words)

EDUCATION STUDIES IN EARLY YEARS

MODULE TITLE : EDUCATION STUDIES IN EARLY YEARS

MODULE CODE : EY629


MODULE SUMMARY :

This module is aimed at students who wish to go on 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 Early Years education. It will also explore issues of Curriculum, for example; early literacy and numeracy, assessment, governing 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 Early Years educational settings and the child. This module will consider differing teaching and learning styles related to Early Years education and the notion of good practice.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Develop a critical understanding of issues that affect the Early Years educator
  • Critically reflect upon the impact of curriculum, assessment, policy and research on educational settings and the child 
  • Identify and evaluate teaching and learning styles related to Early Years education
  • Critically evaluate students’ own knowledge, skills, attitudes and values in the light of their understanding of Early Years education.

LEARNING OPPORTUNITIES :

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

  • Demonstrate their knowledge and critical understanding of key policies and legislation relating to Early Years
  • Evidence knowledge and critical understanding of research in relation to children
  • Evidence knowledge and understanding of pedagogical approaches for working with children
  • Apply multi-perspectives in relation to early childhood education
  • Critically reflect on a range of educational perspectives of pedagogy
  • Analyse and critique theories, research, policy and practice relating to education.

METHOD OF ASSESSMENT :

Component 1 - 40% Individual Interview (10-15 minutes)

Component 2 - 60% Essay (3000 words)

RESEARCH METHODOLOGY AND DESIGN

MODULE TITLE : RESEARCH METHODOLOGY AND DESIGN

MODULE CODE : EY624


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 part time students embarking on their studies at level 6. It recognises that students will enter this level from different routes and institutions, for example through the BA (Hons) Early Childhood Education and Care, Foundation Degree Early Years and other appropriate programmes. External students will enter at this level, after addressing all the Newman University protocols, and be integrated as a group to undertake this module, EY631 Applied Research in Early Childhood Education and Care and EY625 Dissertation.

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 EY631 Applied Research in Early Childhood Care and Education.

It enables students to access, compare and critically analyse academic research, and ascertain how this impacts on policy and practice in the field of early years.  Students will learn how to formulate a research design, write and present a rationale for a research enquiry, access and critically analyse literature, including research reports, and write and present effective research and ethical proposals for a small scale research study in their workplace setting/organisation. It aims to establish a student/professional research community, and enable students to promote this in their setting/organisation.

CONTACT HOURS :

Scheduled : 28.00
Independent : 172.00
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
  • Enable students to engage as a research community and promote this further in their setting/organisation
  • Demonstrate the significance of effective research design in planning, undertaking and critically evaluating research
  • 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
  • Critically examine ethical principles in research and understand how to address these in research design
  • Develop knowledge and critical understanding of research methods, including interviews, observations, questionnaires and documentary analysis, and sampling strategies
  • Develop students' knowledge and understanding of research terminology, including bias, validity, reliability, triangulation, replicability and generalisability
  • Critically examine the roles and responsibilities of the researcher, including research design, embedding ethical principles, and issues of management and organisation
  • 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 knowledge and understanding of research methodology, ethical principles, sampling strategies, research methods, and 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
  • Demonstrate their knowledge and understanding of the roles and responsibilities of the researcher
  • Articulate in written format their knowledge and understanding of research methodology and design, and ethical principles of research
  • Identify and critically evaluate a specific issue for research, access a range of academic sources, including 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
  • Evidence knowledge and understanding of key research concepts and terminology in written proposals
  • Identify and critically analyse the ethical principles of their proposed research, with reference to the Newman University (2008) Ethics Policy
  • Select and evidence the use of a range of appropriate academic sources for research methodology in order to structure their research design and ethics proposals.

METHOD OF ASSESSMENT :

Component 1 - 40% Written Rationale for Research Study (1500 words)

Component 2 - 60% Written Research Proposal (2000 words)

Course code


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

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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