Early Childhood Professional Studies
BA (Hons)
Course overview
The Early Childhood Professional Studies degree has been designed around both an early years philosophy and the demands of employers in the early years sector. The curriculum is formed of a blend of academic and practice based modules and has been framed keeping in mind the Common Core of Knowledge and Skills for the UK Early Years Workforce. By the end of the course you will become an Honours Graduate and will have studied early childhood as an academic subject with opportunities to engage with early-years practice.The skills, understanding and experience you acquire on our course can help you construct a sound knowledge and vocational base to undertake the role of an early years practitioner with confidence (please note that some of this may require further training). In year one you will decide between two routes, and take taster modules in semester two to help firm up your choices. If you take the practitioner route, you will take two modules centred around a placement in an early years setting,with a suitable person to act as your mentor in that placement. If you opt for the non-practitioner enquiry strand you will take two modules that investigate settings and children in ways designed to improve your research skills. The blend of University-taught sessions, and the placement or enquiry experiences, will enable you to develop appropriate transferable skills and a sound understanding of the link between theory and practice.
Module guide
Year one core modules
Learning and Development
This module has three major strands. Firstly, it considers how humans learn and develop throughout the life-course with a particular focus on young children 0-8. Thus, it considers both innate development, 'nature', and the influence of other humans, 'nurture', and our changing understanding of how these interrelate. Secondly, it introduces theories of learning and relates these to both children's and the students' own acquisition of new knowledge and understanding. Thirdly, it provides students with the opportunity to develop personal study skills, teaching and reinforcing aspects of good academic practice through practical tasks that relate to the overall module content. Students will be encouraged to understand and critique stage theories, based upon normative models of human development, from a social constructivist perspective. They will consider how different theories of learning align with different philosophical perspectives and see the long-term consequences of shifts in paradigm.
Play, Health and Well-being
As the link between lifestyle factors such as activity levels, diet and health becomes increasingly clear, and greater importance is being placed on the need for children to access outdoor environments, the need for effective life-long health promotion strategies grows. It is crucial to get children making choices and enjoying a healthy balanced diet and active lifestyle from as young an age as possible. The earlier healthy habits are introduced, the more likely children will be to continue to adopt them in the short term and this is an investment in their health for the future. Play is recognised as being crucial to children's physical, mental, social and emotional health and well-being, and therefore to their families and to communities as a whole. Yet despite the wide spread belief that play is beneficial to children, opportunities and encouragement for free play are becoming increasingly limited. You will examine the link between play activities/diet/lifestyle and children's health and well-being. Current health related promotion campaigns and initiatives will be examined and the latest research within the topic area will also be explored.
Researching Childhood
This introductory module aims to support students in their exploration of the child?s world. Students will gain an understanding of the research process, including aspects of research design. The ethics of working with and undertaking research with or about children are explored. The importance of the link between research and practice is emphasised and students are expected to take opportunities through the resources provided to understand and develop these links with practice. You will be introduced to a range of methods for data collection and will be expected to consider the purposes, strengths and weaknesses of particular types of data collection methods and how data might be analysed. Students will specifically be expected to develop an understanding of the use and importance of observation of young children, and the role of observation in informing and developing professional practice. This module is interactive, there is an expectation that students will be able to work productively and effectively in small groups and that students will be able to share their experiences and ideas within the wider group.
Year two core modules
Safeguarding Children
This module will enable students to develop an informed understanding of the complexities inherent, both past and present, in the notions of risk, child abuse, protection and safeguarding. Through engagement with relevant and diverse literature students will develop their awareness of the challenges posed by these issues for children's lives. The literature will be examined in the wider context of children's welfare. The different theories which explain why child abuse occurs and how they influence provision for safeguarding children will be examined in the context of current legislation, and procedural frameworks. Students will be expected to show understanding of the range of provision available to support children?s needs.
Supporting Children's Learning
This module is about the ways in which children play and learn and the means by which adults can mediate and support their experience. The emphasis is upon bringing together theory, practice and research in order to: understand the active ways in which children play and learn; reflect upon experiences offered to children in different types of settings; and think through optimal ways of enriching childhood and facilitating holistic development. A main focus of the module will be different approaches to the curriculum. For example, curricula such as: Steiner Waldorf; Montessori method; Experiential Education; High Scope; Reggio Emilia; and Te Wh?riki.will be compared and contrasted with the Early Years Foundation Stage curriculum framework and the National Curriculum in England. Curricula in the other countries of the UK will also be explored. These curricula will be explored thematically considering how the underpinning principles and philosophies translate into practice. Students who are working with young children will be encouraged to reflect upon their understanding of young children's play and learning and of strategies to facilitate it. Students who intend to work with children in the future should gain insights into approaches and techniques to promote children?s development in different ways.
Embracing Diversity
This module introduces a key ethical approach of equality and equity which is central to the childhood studies, and an area which learners need to incorporate into their thinking if they are to be successful contributors to any services offered to children and young people. Disability, differences and special educational needs will be explored in relation to debates on inclusion and exclusion, needs and rights, and the importance of seeing every child as an individual. Different theoretical perspectives are drawn from sociology and psychology as well as education, to examine concepts of diversity in children's lifestyles and experiences. Students will consider social constructs of childhood and explore how differences between children based primarily on gender, race and ethnicity impact on their lives, community and well - being. It is an opportunity to develop ideas on inclusion and to consider how provisions of services to children and young people have addressed issues of equality of opportunity.
Year three core modules
Children's Rights
This module is based upon a critical exploration of children's rights with the focus on rights to education, protection, human rights and participation. The legal position of children has been enhanced by the United Nations Convention on the Rights of the Child (UNCRC) 1989 to encompass principles of protection, provision of services and participation. However, not all children's lives are the same and it is important that students of early childhood adopt a comparative approach using evidence from international and national contexts. Students will be encouraged to make global comparisons of children's rights by looking at the work of national and international agencies which support and promote the rights of the child.
Interdisciplinary Perspectives
This module will offer students an overview of childhood from a range of academic perspectives - geographical, historical, philosophical, psychological, sociological, educational and economic - to enable them to explore how childhood is constituted and what this means for children in contemporary society. It aims to do two things. Firstly, it aims to broaden students' knowledge base, setting their understanding of children within wider cultural contexts. Secondly, it aims to encourage a deeper and up-to-date understanding of some key concepts introduced earlier in the course so that students complete the degree with a true level 6 understanding of issues affecting children. The module content is organised around key academic disciplines to ensure a comprehensive coverage of new and more detailed material but teaching will be around key themes within this framework.
Undergraduate Major Project
This module enables students to raise and address significant questions relating to a chosen topic/issue, with the support of an academic with similar interests and research profile. All honours graduates are required to undertake such a module which requires autonomous study with minimal supervision.
Year one optional modules (choose one)
Understanding the Work Context
This module is intended to support the development of your knowledge and understanding of the wide range of settings integrated within early childhood work-sector deliveries. You will explore legalisation and initiatives that inform setting practice and consider the impact on policy change, and there will also be an expectation that you will be able to demonstrate an eventual understanding of how policy-making impacts on the stakeholders and service users within the early childhood working environment. Within the module you will also investigate the changing identity and developing professional role within early childhood provision will also be investigated. In order to broaden your knowledge base; this module will encourage you to draw comparisons between the different types of provision available to parents and carers, through a wider reading and investigative means. This variety of provision will also be discussed in relation to its individual value as a learning environment for the children who attend. Assessment for this module will be in two parts, a 3000-word written assignment on the different types of provision available, current legislation and the need for a professional identity with the early childhood work context. The second part will be a 2000 word or equivalent Professional Development Portfolio (PDP) that draws upon aspects within the taught module and independent investigation into the subject area.
Practitioner 1
Students will observe a child over a period of one semester whilst on placement in a setting, to consolidate their understanding of the principles of child development. They will use these insights to analyse how the characteristics of the individual and features of his / her environment interact to influence growth and development in early years; the value of early years and the role of early years practitioner in promoting the learning and development of children. Assessment is in the form of a (i) portfolio and (ii) critical commentary. The portfolio will consist of evidence from child observations, and the critical commentary will include students? reflection on their learning and an analysis of how different factors interact to influence the growth and development of children. Students will then use these insights to discuss the role of an early years practitioner within a given context. The portfolio will also include a section on their future choice of the course where they show a preference for the practitioner/ non-practitioner option. This will then be negotiated with the tutor and course leader and a decision will be made about the route the student will take in the second year of the course.
Year two optional modules (choose one)
Enquiry into Practice
This module will support students to understand the policy context appropriate to early childhood and its relevance to different areas of work with young children and their families. Various pedagogical approaches will be explored which will include critical engagement with international perspectives. Students will explore different aspects of early years professionalism. By using enquiry based methods and evaluating evidence students will be able to present their ideas to their peers. Students will gain skills in selecting and managing information appropriate to undergraduate study and be mindful of ethical considerations in presentation of this work. Students will be encouraged to review their own intrapersonal and interpersonal skills and awareness of values in early years to develop their analytical skills to inform their decision making and problem solving abilities. This module will give students the opportunity to explore different possibilities for working with young children and their families and plan for their personal and professional development. The use of interactive teaching and learning methods will make this a different kind of experience from lectures. The methods used will develop students' confidence and self-efficacy which are transferable skills for further education and employment. Students can take advantage of the Erasmus scheme to visit practice settings where appropriate for study abroad.
Practitioner 2
This module aims to enable you to develop an understanding of children?s learning and development in the context of organizational policies and practices. It will support you to understand the policy and practice context by using different methods of enquiry whilst in placement in an early years setting. You will be expected to participate in the day-to-day running of the setting whilst undertaking the tasks relating to this module. You will be asked to choose a policy and its related practice in your setting and study its implications on the role of an early years practitioner using different methods of enquiry. An analysis of evidence will make you aware of the ethical issues, advantages and disadvantages of different methods of enquiry and also the implication of various external and internal influences in shaping the role of an early years practitioner. You will present the evidence of your study to your peers and tutor(s), as formative assessment, who will act as 'critical friends' to further hone and refine your research and analytical skills. The summative assessment will include a reflection on feedback from your setting, which will form the basis of a judgment about your practice.
Year three optional modules (choose one)
Early Childhood Specialist Subject
This module is designed to enable students to explore a subject of personal interest that is relevant to the early childhood sector but which they are unable to use as their undergraduate major project. In the process they will develop key communication skills which are essential for a leadership role in the workplace. The learning experience will be through guided individual study, through tutorials and seminars where a tutor will support the student to explore and analyse conflicting evidence, approaches and theoretical viewpoints in the chosen area. They will also explore and analyse the nature of conflicting evidence, and ways in which that evidence is communicated to the workforce and society. Students will be supported to put together a visual presentation that can be captured on electronic media such as DVD to communicate key information about their chosen subject to the workforce. This will give them the opportunity to create a resource they can use when seeking employment after graduation. They will also write an academic paper on their chosen subject, which will demonstrate an understanding of a key academic skill that will feed forward to postgraduate study and the world of work.
The Professional Leader
The module aims to provide students with a sound knowledge and understanding of the leadership and management issues in early years. Students will examine the context in which education and care is provided to review issues of how we can work better to meet the needs of young children. The issues concerning provision in terms of quality and providing equality of opportunity for all children will be explored from philosophical and theoretical perspectives in early childhood. The module will provide an opportunity for students to critically review the application of theory to practice to further their understanding of early childhood studies. Students will be able to analyse the contextual nature of early childhood and the impact of policy, practice and service frameworks. The module builds on the principle that quality in early years provision requires creative and effective leaders who are able to manage resources and foster effective team development to support children's well-being and potential. Students will be able to critically examine debates concerning quality in early years provision and how these impact on leadership and management.
Practitioner 3
This module expects you to work closely with the mentor in your placement and identify the strengths and gaps in your professional skills and knowledge, particularly in relation to leadership and management in early years. The module builds on the principle that good quality in early years provision requires creative and effective leaders who are able to manage resources and foster effective team development. The module therefore requires you to first identify an area of practice that you would like to study through the use of case study. The area should be discussed and negotiated with the mentor in the first place. This will help you develop a portfolio of your own development with reference to professional standards/ framework, such as EYFS and/ or EYTS. The module will provide an opportunity to critically review the application of theory to practice to further your understanding of early childhood professional studies. Part of the assignment will be a critical commentary, where you will critically evaluate the challenges and opportunities involved with leading an early years settings, drawing evidence from your portfolio, relevant literature and taking account of the national/ international and/ or local policy contexts.
Assessment
Your work will be assessed through a range of assignments that develop your knowledge and understanding throughout your study. You will mainly be assessed through: written assignments (essays, critiques, analysis and reports); visual and oral presentations; poster presentations and commentary; participation in web discussions; use of a reflective journal; workplace diaries; action plan, development plan, learning contract; child study and observations; exhibitions and presentations of work to the employers; and a professional development portfolio. There are no examinations on our degree course.Additional module information
Modules have been customised to address the needs of students entering any part of the children's workforce arena. The international element of many of the modules ensures that the needs of international students will be met. Students will develop skills in research, presentation and problem-solving, and these attributes are valued highly by employers.The course starts with modules that place the child at the centre, spiraling outwards to encompass their expanding spheres of interest as described by Bronfenbrenner. The relationship between theory and practice is discussed to develop an appreciation of the importance of academic knowledge to quality early childhood practice. The Level 4 modules aim to lay a strong foundation of understanding of the child, covering child development, play and children's well-being from a rights perspective. Students will be introduced to generic research skills and will be asked to consider how these relate to children. From the start of the course students will be encouraged to develop their skills and ability to undertake independent study.
The Level 5 modules develop students' understanding of professional practice. The core modules focus on international pedagogical strategies supporting children's learning, and policies and practices that safeguard young children, together with approaches to working inclusively with children and their families. The core modules at Level 6 aim to broaden and deepen students' knowledge of children and the societies in which they live, including a rights-based approach to global childhoods. Their deepening understanding will inform their choices for their undergraduate dissertation, as well as career development and destination on graduation.
The modules also reflect the interests of the development team. There are team members researching around the role of creativity and imagination in personal development. Other team members have a deep interest in aspects of health and well-being of the child and in sociology. A key feature has been our published work on outdoor play. As a department we are committed to offering students a chance to widen their horizons to look at the European and International perspectives of key issues.
The option modules complement the core modules at each level of the course. At Level 4 students will have the opportunity to develop their understanding and involvement in early years contexts. Students interested in developing their skills and experience in the workplace may opt to take the practitioner route through Levels 5 and 6. Students taking this route will be supported by mentors in their placements to develop their work-based learning, and to support them while they are off-campus.
For students who do not wish to pursue the practitioner route and undertake placements there is an alternative enquiry route. This route will also be appropriate to distance learning students who will be reflecting on their own practice and the early year's practice relevant to their own working environment. Level 5 students will consider ways of engaging with children, parents and families, through theoretical discussion and use of resources. Various pedagogical approaches will be explored which will include critical engagement with international perspectives. At Level 6 the issues of leadership and management pertinent to the early years sector will be examined by use of a case study. It is the team's belief that the optional modules constitute a curriculum that is both relevant and innovative. It will enable the degree to be attractive to international and domestic distance learners, as well as to international students travelling to the UK to study.
Facilities
Our University offers well-equipped lecture theatres and seminar rooms. We have a select number of specialist rooms including: two dedicated art rooms, one equipped for design and technology; and two collaborative ICT learning suites.Students will also benefit from our Early Childhood Resource and Research Room. Students will have the opportunity to develop the skills they need to work in professional settings by experimenting with spaces, equipment, and play activities. The equipment includes Persona Dolls for exploring social and emotional issues, a domestic play area for role play, the IT equipment found in most early years classes, as well as more recognisable play equipment. Early years academics hope that the room will inspire students to explore different ways of engaging the children in their care with creative activities.
Special features
Our course gives you the opportunity to study early childhood as an academic subject and also develop your professional portfolio by engaging with early years practice. Our degree will facilitate, and enable you, to work in any registered setting in England, without retraining.Links with industry and professional recognition
As our degree is informed by the Children's Workforce Development Council (CWDC) Early Years Professional (EYP) framework, our course will provide you with the knowledge and experience to undertake this training through short extended, and long pathways, which range from six months to one year.Work placements
Throughout our course you will be encouraged to undertake placements with different age groups of children (ranging from birth to eight years). If needed, you may top up your hours of placement by staying in the settings for summer time and using this opportunity to build evidence of practice for any future training. This can also help your application for a place on a one-year PGCE course leading to a career in teaching.Associated careers
The skills, understanding and experience you will acquire on our course will help you construct a sound knowledge and vocational basis to undertake the role of an early years practitioner with confidence.Our degree may also enable you to progress in other areas such as educational psychology and social work. Our degree can prepare your base to progress on to our exciting new Masters courses, such as the MA in Early Childhood Professional Studies.
| UCAS Tariff points: | 200 |
| Additional Requirements: | Required subject(s): Evidence of work with young children Non-Academic Conditions: CRB Checks required, Interviews, Occupational Health clearance required GCSE(s) Required: 5 GCSEs at C or above including Maths and English |
Other acceptable qualifications
- BTEC National Diploma in a related subject with 200 UCAS points (MMP grade)
- 14-19 Diploma in a related subject with 200 UCAS points (MMP grade)
- 30 level 3 credits at merit level from an Access to Higher Education Diploma available from colleges of further education. Please ensure that Level 2 in Numeracy is included if you do not have GCSE Mathematics or Science at grade C or above. This will cover all the entry requirements, provided the full course is successfully passed
- Advanced GNVQ/AVCE in a related subject with merit grade
- OU Credits will also be accepted in lieu of A Levels (60 credits would be expected in related subjects)
- National Literacy and numeracy tests at Level 2 or 3 will be accepted in lieu of GCSE Maths and English (but not instead of a GCSE)
Please be advised that if you wish to apply for a PGCE course on completion of this course a minimum of a C grade in English (B grade recommend) is required.
From the above information we will calculate requirements for Scottish/Irish Highers, International, European and Welsh Baccalaureate equivalents so that they are all equitable. We will also accept tariff points from other qualifications on the UCAS tariff such as the Cambridge Pre-U (subject requirements will be assumed to be the same as for A Level).
If you do not meet the entry requirements, we would recommend you contact your local further education colleges, to ascertain which suitable courses they offer.
Applying
All applications must go via UCAS. We only accept applications between September and 15 January for the following intake year. Late applications will only be considered if places are available.
International applicants
International students are welcome to apply, but should allow extra time for visa applications to be processed, and for the International Office assessments. Students may like to consider an online option if travel to the UK presents problems. Please see below for details on equivalent qualifications.
The Disclosure and Barring Service (DBS) formerly Criminal Records Bureau (CRB)
An enhanced level Disclosure and Barring Service (DBS) disclosure is a check with police forces and local authorities in the UK to ascertain whether or not you are suitable to work with certain groups of vulnerable people. These checks are required to be carried out on all prospective students to ensure the safety of our client group.
Further information on DBS disclosure will be sent at a later date if you are successful and firmly accept your place at Anglia Ruskin University.
We welcome applications from International and EU students. Please select one of the links below for English language and country-specific entry requirement information.
International students
EU students
English language requirements
How to apply
UCAS code
X3C0Locations
Duration
3 yearsAvailable starts
SeptemberStudent finance
Open Day
Saturday 22 JuneUndergraduate Open Day
Advice & support
EmployabilityFaculty
Health, Social Care & EducationDepartment
EducationContact us
UK and EU applicants:- Call 01245 686868
- Complete enquiry form
- Call +44 (0)1245 493131 ext 2609
- Complete enquiry form
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