Early Childhood Studies (including foundation year)BA (Hons)

Foundation Year Programme

This module currently runs:
all year (September start) - Monday morning
all year (September start) - Monday afternoon
all year (September start) - Tuesday morning
all year (September start) - Tuesday afternoon
all year (September start) - Wednesday morning
all year (September start) - Wednesday afternoon
all year (September start) - Thursday morning

(core, 120 credits)

In this module you will explore a broad range of social science and current affairs issues. You’ll reflect on the qualities needed to be a successful student in Higher Education and identify your own strengths and areas for development. You’ll be guided to investigate and conduct research on a topic of interest to you in greater depth.

1. You will learn to access sources, recognise and analyse arguments, and critically engage with source material.
2. You will explore some principles of research and develop research skills.
3. You will develop digital and academic communication skills, including integrating source materials with your own voice into written work.
4. You will develop oral, written and visual communication skills to produce work in a range of formats.
5. You will critically engage with current, social, and ethical issues, in the context of the Education for Social Justice Framework and your subject area
6. You will contribute to building a sense of belonging, and a respectful learning community, where students collaborate, share knowledge and ideas and work effectively as a team.
7. You will be encouraged to explore and build on prior knowledge and experiences to prepare you for further study in your subject area, professional behaviours and your chosen career
8. You will reflect on your learning journey, build your confidence, and take ownership of your motivation.

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Academic Skills and Professional Placement

(core, 30 credits)

This module introduces and supports basic academic skills and is an essential professional practice requirement in enabling students to develop competency within the early years’ setting. It is intended to enable students to begin to develop self-awareness in order to support and understand how personal values, attitudes, and qualities impact their future roles as early years practitioners. The module will enable students to work with young children whilst understanding the importance of working in partnership with colleagues, parents and other professionals. The module will include an assessed practical placement leading to preparation for Professional Practice 2 which will support future employability in this sector.

This module offers an introduction to academic skills and working with children between 3-5 years and aims to help students:
 Make connections between their learning across modules within the professional context of early childhood studies
 Reflect on personal value systems and begin to develop reflective practice
 Develop knowledge and an understanding of the need, through observation, to plan, implement and reflect
 Consider the professional skills required within an early years’ setting including communication, teamwork, partnership with parents within the context of an anti-bias approach;
 Develop an awareness and understanding of the historical, social and political context of early childhood services and of the cultures, principles and values that underpin early childhood practice.
 Prepare students for placement experience by beginning to engage with the application/exploration of Level 3 Early Years’ Educator Standards

Adults and Children as Learners: An Introduction to Early Childhood Studies

This module currently runs:
all year (September start)

(core, 30 credits)

This module introduces study skills and ideas of academic discourse and audience. It will give students the opportunity to note, practise and reflect on their own strategies and skills for learning and study and in relation to theories of learning and practice in early childhood. There will be an overview of the range of professionals who work with babies, young children and their families.

This module offers an orientation to higher education and aims to help students:
 Relate their own learning to the professional context of early childhood studies and to theories of how babies and young children learn;
 Make connections between work based and academic knowledge and develop skills in all aspects of academic discourse;
 Consider the professional skills required within an early years’ setting including communication, teamwork, partnership with parents and an anti-bias approach;
 Develop an awareness and understanding of the historical, social and political context of early childhood services and of the cultures, principles and values that underpin early childhood practice.
 Develop digital literacy skills which relate to their role as students and which are transferrable to their future roles as early years practitioners.

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Perspectives on Children's Development

This module currently runs:
all year (September start)

(core, 30 credits)

In this module, students will study significant theories underpinning child development from birth to six in the context of human development, and models of observation and assessment. It will introduce students to a range of theoretical perspectives from developmental psychology, psycho-analytic and neuro-scientific theory and research, for considering babies’ and young children’s development. It will underline the inter-relatedness of personal, social, emotional, physical, linguistic and cognitive development and discuss the role of relationships, movement, talk, exploration and self-concept in development. Some of the issues associated with child development theory and assessment, such as cultural bias and gender differences will be explored. The importance for early childhood professionals of accessing the views of parents and carers on their children’s development will be considered.

This core module aims to enable students to:
 Understand the integrated nature of young children’s development from birth to six years old
 Consider how cultural and social contexts impact on babies’ and young children’s development and learning
 Study a variety of developmental perspectives including developmental psychology, neuroscience and psychoanalytical theory
 Further develop their knowledge of key theorists and how their concepts inform our understanding of personal, social, emotional, physical, linguistic and cognitive development
 Study, implement and evaluate different observational techniques

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Safeguarding Young Children's Health and Well-being

(core, 30 credits)

This module will consider concepts of health and well-being in infancy and early childhood and the multiple factors that contribute to a child’s welfare. The impact of ill health and disability on early learning and on families will be considered and the individual, socio-cultural and environmental aspects of well-being for young children and their families will be examined.

The module will consider providing for young children’s well-being and protection as part of a continuum of best practice and the position of health promotion within the early childhood curriculum will be explored. Students will examine the early year’s practitioners’ role in promoting healthy choices and in the identification and protection of babies and young children from neglect and abuse. Students will become acquainted with current health promotion and child protection policies and legislation and with the range of health and welfare services that exist for children and families in need of support.

This module addresses a key aspect of professional knowledge in the early years field and aims to enable students to:
 Introduce the historical, social and cultural contexts of health and welfare provision for young children and of current policy and legislative frameworks
 Develop an understanding of the position of health promotion and safeguarding within the early childhood curriculum
 Identify and examine some of the health care and welfare issues raised when working with babies and young children and their families
 Raise awareness of the breadth of individual, social and environmental aspects of health, safety and well-being
 Develop professional competence in professional decision making and partnership working in relation to safeguarding babies’ and young children’s health and well-being.

Understanding Play

(core, 30 credits)

This module introduces students to a range of historic and popular views on play and its relationship to learning.

This core module aims to enable students to:
 Reflect on theories of play and their cultural contexts for children from birth to six
 Analyse the work of key theorists in relation to historic and theoretical views on play
 Consider the different roles that adults (including parents and carers) undertake in supporting, fostering and enhancing children’s play and learning
 Explore ways of providing an environment, both indoors and outdoors, that supports and enhances children’s individual learning through play, giving due consideration to issues of gender, class, race and disability and family form

Approaches to Pedagogy and Curriculum in the Early Years

This module currently runs:
all year (September start)

(core, 30 credits)

This module will examine approaches to the early childhood curriculum in England and a selection of other countries and how these curricula relate to a range of theories of learning and pedagogical approaches. The development of and relationship between pedagogy and curriculum will be located within social and political contexts and the practical implementation of curriculum approaches will be explored.

Aims of the module:
This core module aims to enable students to:
 Develop their knowledge and understanding of a range of theories of how babies and young children learn.
 Study a range of pedagogical approaches and curriculum models for the 0-6 age range, from the UK and from selected other countries.
 Locate theories of learning and curriculum approaches within historical, socio-cultural and political contexts and consider curriculum as a social construct
 Develop skills in implementing a broad and balanced, child-centred curriculum

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Challenging Inequalities

This module currently runs:
autumn semester

(core, 15 credits)

This module considers and addresses issues of inequality, in particular race, culture, special educational needs, disability, gender, social class and poverty. It will examine legislation and guidance underpinning this. It will also consider the importance of challenging such inequalities within practice to ensure high quality provision for the care and education of babies, young children, families and staff.

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Children's Rights in Today's World

This module currently runs:
spring semester

(core, 15 credits)

In this module students will develop an understanding of children’s right globally. It will explore the UN Convention of the Rights of the Child and examine children’s rights in today’s complex world.

The aim of the module is to enable students to:
- Examine legislation (both historical and current) designed to protect human rights and, in particular, the advocacy rights of children.
- Examine the rights of young children.
- Critically evaluate the role of the significant adults/agencies in ensuring children have their rights respected.

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Communicating in Multi-lingual contexts

(core, 15 credits)

This module addresses a key aspect of professional knowledge in the early years field and aims to enable students to:
 Study current research and theories of language acquisition and early communication
 Understand first and subsequent language acquisition and examine important current debates about multilingualism and cultural identity
 Establish the connection between language, symbolic representation and early learning
 Critically consider the relationship between effective early years practice and provision and multilingualism.

Early Years Learning and Practice Frameworks

(core, 15 credits)
No module details available

Enquiry-based Learning

This module currently runs:
all year (September start)

(core, 30 credits)

This module introduces an enquiry-based approach to learning for both adults and children. As early years’ practitioners, it is expected that students should be curious, autonomous learners, demonstrating reflective practice, critical thinking, problem solving and professional competence in supporting young children’s learning and development within an ever changing world. Such learning fosters a critical enquiry orientation which is central not only to academic studies, but to later workplace practice, where active engagement in the problem-solving process will be an essential professional tool. The module offers sound theoretical and practice based knowledge of enquiry based learning, which allows students to evaluate and develop their professional effectiveness.

This core module enables students to:
 Understand the integrated nature of enquiry-based learning for adults and young children
 Consider the impact of enquiry-based learning on students and young children as lifelong learners
 Study key theoretical and pedagogical approaches in relation to enquiry-based learning.
 Engage in small scale enquiry in relation to practice.

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Promoting Early Learning Through the EYFS and Key Stage 1

This module currently runs:
autumn semester

(core, 15 credits)

This module aims to consolidate students’ knowledge of the Early Years Foundation Stage and as an introduction to the National Curriculum Key Stage 1, including relevant policy documents. The module will enable students to develop appropriate subject knowledge, skills and attitudes identified in statutory requirements and non-statutory guidance nationally and internationally. The areas of learning and development will be explored within the EYFS and Key Stage 1 frameworks. The module will engage students to examine critically the EYFS and Key Stage 1 requirements, and to plan, lead and evaluate activities and learning opportunities in order to contribute to children’s development and learning. Study of the EYFS and Key Stage 1 curriculum will reflect the holistic nature of early years’ practice and the role of practitioners as facilitators in children’s learning.

This module addresses a key aspect of professional knowledge in the early years field and aims to enable students to:
 Have an in-depth knowledge of the current thinking which underpins approaches to EYFS and Key Stage 1 curricula nationally and internationally.
 Discuss recent policy developments in the area of these curricula
 Demonstrate a sound understanding of the different areas of learning and development in the early years curricula including the issues of progression and differentiation, including Key Stage 1.
 Consider how the main principles, and the importance of observation and assessment in the EYFS and Key Stage 1 lay the foundation for future reflective practice.

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Creative Thinking and Representation from Birth to Six

This module currently runs:
spring semester
autumn semester

(option, 15 credits)

This module aims to enable students to:
 Study babies’ and young children’s perceptual, cognitive and representational development
 Develop an understanding of babies and young children’s creative development and systems of representation cross-culturally.
 Consider approaches to curriculum implementation that support the creativity and learning of babies and young children
 Understand the practitioner’s role and develop skills in planning and developing environments and opportunities that support babies’ and young creative play and learning.

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Professional Studies and Practitioner Placement: Part 2

This module currently runs:
all year (September start) - Wednesday morning

(option, 15 credits)

This module will enable students to
 Meet the professional standards for early childhood care and education
 Become a proficient and critically reflective practitioner
 Further develop the necessary skills, experience and understanding required to observe, plan, deliver and review their practice across the early years curriculum
 Plan for and implement an holistic and anti-bias approach to children’s play and learning
 Work collaboratively with parents and have an understanding of working effectively in teams and with other professionals
 Meet and promote children's health, welfare and safety needs and the conditions that enable them to flourish.

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Early Childhood Studies Project

This module currently runs:
all year (September start)
all year (September start) - Friday morning
all year (September start) - Friday afternoon

(core, 60 credits)

Students undertake a piece of independent research and study an area of particular interest in early childhood studies.

This module offers an opportunity for independent study and aims to enable students to:
 Develop further professionally by pursuing a line of study which arises out of an aspect of her/his work with young children.
 Extend professional competence by developing a critical understanding of the relationship between theory and early childhood practice
 Gain experience of the processes and methodological and ethical issues involved in conducting and completing a piece of research
 Design, execute and evaluate a small-scale research project and experience supervised independent study of an extended nature.
 Develop further professionally by pursuing a line of study which arises out of an aspect of her/his work with young children.
 Extend professional competence by developing a critical understanding of the relationship between theory and early childhood practice
 Develop some of the skills required for post graduate study

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Leading Practice with Children, Families and Professionals

This module currently runs:
all year (September start)
all year (September start) - Monday morning
all year (September start) - Monday afternoon

(core, 30 credits)

This module will critically evaluate a range of theories and current perspectives on the distinctive features of leading practice within early years. This will include the various ways of managing, supporting and developing teams. It will examine the role of the early years practitioner in leading and improving practice. Working in partnership with parents and other professionals will also be examined. It will investigate the various concepts of families and parenting in a historical and socio-cultural context.

This core module enables students to:
 Examine the role of leaders, practitioners and other professionals when leading practice and developing quality provision.
 Observe, reflect on, and critically analyse practice in relation to young children’s well-being.
 Critically evaluate concepts of families and parenting in a historical and socio-cultural context.
 Consider the key role of parents and the key person in supporting children’s wellbeing, learning and development.
 Examine a range of theories in relation to leadership and leading practice, particularly in developing and supporting teams.
 Explore the range of professionals involved in the provision of early years services and explore some of the challenges and barriers faced when working with other professionals.

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Reading Research and Research Methods in Early Childhood

This module currently runs:
autumn semester
autumn semester - Monday morning
autumn semester - Monday afternoon

(core, 15 credits)

This module focuses upon the main research methodologies used in the study of early childhood, preparing students for their own research projects as well as enabling them to read and critique the research of others.

This core module aims to enable students to:

- Develop the ability to describe, analyse and constructively critique the major research methodologies in the field of early childhood studies
- Develop an awareness of ethics in relation to research
- Apply skills in designing their own research projects
- Develop skills in critiquing published research

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Debating Children and Childhood

This module currently runs:
spring semester
spring semester - Monday morning
spring semester - Monday afternoon

(option, 15 credits)

This module aims to examine a range of theories relating to social constructions of childhood and the implications of this for Early Years practice. It will consider representations of children and childhood, including those in the media. It will consider a range of historical, cultural, philosophical and theoretical perspectives on early childhood such as feminism and post-modernism and including lived global childhoods and majority world perspectives

This module aims to enable students to:
 Examine social constructions of infancy and childhood and the implications of these for Early Years practice
 Critically evaluate how infants, children and childhood are represented
 Consider the global, cultural, historical and economic context of early childhood and how issues of discrimination and inequality impact on young children’s lives
 Examine contemporary debates in relation to early childhood

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Professional Practice in Key Stage 1

(option, 15 credits)

This module will cover consolidation of the EYFS Framework; develop students’ understanding of the Key stage 1 curriculum, managing transitions from Early Years Foundation Stage to Key Stage 1, critical evaluation of practice and leading a staff professional discussion. Students will demonstrate inclusive practice when supporting children with EAL, and work collaboratively with the SENCO or other professionals and parents/caregivers. Students are required to observe, plan and implement aspects of the Key stage 1 curriculum and review their practice.

This module will enable students to
• Have a systematic knowledge and understanding of the nature and scope of the Core and Foundation Subjects as specified in Key Stage 1.
• Meet the professional standards to work with Key Stage 1 children
• Become a critically- reflective, effective and flexible practitioner who can raise children’s achievements
• Consolidate and further develop the necessary skills, experience and understanding required to observe, plan, deliver and review their practice across the Key Stage 1 curriculum
• Plan for and implement an holistic and anti-bias approach to children’s learning
• Work effectively and collaboratively with parents and have an understanding of working effectively in teams and with other professionals
• Meet and promote children's health, welfare and safety needs and the conditions that enable them to flourish.