Early Childhood Studies (top-up)

Semester 1

• Week beginning 22 September 2025
• Thursday
  • 9am to 12pm
  • 1pm to 4pm
  • 4:30pm to 5:30pm

Full details of your individual academic timetable, including Semester 2 timetable which may differ, will be available via your university email calendar after you have completed online enrolment and set up your student login.

Useful books

• Walker, G. (2018) Working together for children: a critical introduction to multi-agency working. London: Bloomsbury Academic.
• Bashford, J., Hodson, E. (ed) (2011) Successful placements in early years settings. Exeter: Learning Matters.
• Beigi, R. (2021) Early years pedagogy in practice: a guide for students and practitioners. London: Routledge.
• Mukherji, P. and Albon, D. (2018) Research methods in early childhood. 3rd edn. London: Sage Publications Ltd.
• Bell, J. and Waters, S. (2018) Doing your research project: a guide for first-time researchers. 7th edn. Berkshire: Open University Press.

• Thursday 18 September 2025
• 1pm to 4:30pm
• Room HI103

Please bring your photo ID with you to complete the ID verification check for Student Finance confirmation.

Dr Jane Beniston

Jane has worked in primary education for over 10 years, first as a reception class teacher, then moving on to Foundation Stage coordinator, opening a new 60 place nursery and finally acting Head Teacher, in a variety of different schools. Her roles within these schools included RE coordinator and math’s leader within KS1 and KS2.

Jane has worked at Newman for 20 years teaching across undergraduate, foundation degree and master’s provision within the school of Education. Her main teaching lies within the Early Childhood Studies and Foundation Degree programme. Jane also previously led the Early Years Initial Teacher Training programme (EYITT) leading to Early Years Teacher status (EYT). This involved liaison with local settings to provide placements for trainees to teach across babies, toddlers and young children (0-5 age range).

She has been at Newman for 20 years. Jane has recently completed her Educational Doctorate exploring the impact of university education on students’ lives.

Kate Dudley

Kate is employed at Newman University as a senior lecturer and course co-ordinator on the foundation degree in Early Years and BA (Honours) Early Childhood, Education and Care.

Currently the placement co-ordinator for the early year’s undergraduate programs, Kate is passionate about developing students’ knowledge, skills and passion for early years practice. She teaches across a range of modules including Professional Development and Practice, an introduction to Play, Constructions of Childhood and a range of inclusion-based modules.

Kate has a passion for inclusive practice and enjoys her role as module leader to support students through their own professional journey.

Kate has gained both a PGCE in post compulsory education and QTLS whilst working at her previous employment of Course Leader at Joseph Chamberlain sixth form college for the level 2 and 3 early years courses. Kate is currently studying for her Education Doctorate with a focus on Gender Expression in Reception school children.

Mark Cronin

Prior to entering Higher Education, I worked as a Children and Families Social Worker in both the statutory sector in a Local Authority Care Management Team in Birmingham and in the voluntary sector for the Sir John Middlemore Charitable Trust in a community-based Family Centre in South Birmingham.

I have also worked for a number of other voluntary organisations involved in supporting families and direct work with children and young people including Barnardo’s and St Basil’s. Before commencing my career as a social worker, I studied Psychology with Health Studies at the University of Luton and then completed my diploma in Social Work and MA in Social Work at the University of Birmingham.

I am currently registered on the MPhil/PhD programme at the Institute of Education at University College London. My research interests are around Looked After Children/Care Leavers, safeguarding children, Early Years social policy, men in early childhood, constructs of childhood, resilience, emotional literacy and working with children and families.

Overview

Early childhood, the quality of education, provision and care, and the roles and responsibilities of all those involved with young children, parents and families, all have a significant influence on children’s achievement and life chances.

The last decade has seen the wider development of early years provision, changes and challenges in aspects of education and care, and the recognition that early childhood and children’s experiences must be supported by a highly qualified workforce.

Government legislation, policy and research have raised the profile of early childhood, education and care and established the requirement for recognised professional qualifications for all those working in the field of early years in public, voluntary and private sectors. This three-year undergraduate course prepares you to work in this exciting profession.

Study

In the first semester you will study three modules.

The Independent Learner module supports your transition to studying at university and will help you to navigate the challenges you may face as an early year’s professional.

You will also explore a module on child development. This module aims to develop knowledge and understanding of children’s learning and development. The module will focus on language, cognition, brain, physical, social and emotional aspects of development, including attachment, transitions and self-regulation.

Finally, you will explore the constructs of childhood discussing ideas around culture, discourses and historical changes in childhood.