Early Childhood Studies BA (Hons) (Single Honours)
2017 - 2018
Bachelor of Arts (Single Honours)
Early Childhood Studies
Early Childhood Studies
University of Chester
University of Chester
Chester - Riverside
Undergraduate Modular Programme
Full-time and Part-time
Classroom / Laboratory,
Annual - September
Education & Children's Services
Academic and Professional Programmes
Early Childhood Studies Benchmark Statement (2014)
Early Childhood Studies
Tuesday 27th January 2015
To provide an academically challenging course in the area of early childhood studies (0-8 age range) that equips students to contribute to the provision of services for children and in other areas of employment
To have a systematic understanding of the key factors in the study of early childhood producing informed and reflective students who will be aware of current academic understanding and debate and will continue to be engaged professionals following completion of the programme
To enable early childhood specialists to apply the methods and techniques that they have learned, to explain, reflect upon and critically assess their own practice, and the legislative and historical framework in which they work and to take a well informed part in current debates in the field
To develop a critical understanding of appropriate pedagogical approaches to work with children and families
To enable students to understand the development and learning needs and experience of all children in a diverse society without prejudice or discrimination
The University of Chester acknowledges the importance of improving outcomes for babies, young children, their families and communities at the centre of policy making and delivery at national and local level and as such this programme reflects a set of beliefs, values, morals and ethical principles for practitioners seeking qualifications and employment in the childhood sector that promotes equality, respect for diversity and challenges prejudices and stereotypes.
The QAA Subject Benchmark Statement for Early Childhood Studies has informed the aims for this programme. Furthermore, it is expected that all graduates of this programme will achieve the standards required for subject knowledge, subject specific skills and generic skills. In doing so it is recognised that "although some skills are specific to particular areas of study, others are pervasive through the discipline. It would, therefore be inappropriate for each early childhood studies degree programme, let alone each module, to have to demonstrate how each skill is spearately acquired," (QAA, 2014, p.14).
Students will be able to:
demonstrate knowledge and understanding of the key principles underpinning the early social, emotional, cognitive and physical development of babies and young children; (ED4702, ED4703, ED4704, ED5704, ED5708)
express their knowledge and understanding of multiprofessional, interprofessional, multi-agency and inter-agency working; (ED4710, ED4709, ED5705, ED5707, ED6702, ED6706)
express and understand the main provisions of the national and local statutory and non-statutory frameworks within which children's services work and their implications for early childhood settings; (ED4709, ED4710, ED5704, ED5705, ED5707, ED6708)
explain orally and in writing, clearly and accurately the issues surrounding safeguarding and child protection; (ED4710, ED5705)
demonstrate a depth of knowledge and reflective understanding of the literature related to relevant field of study; (ED4708, ED5710, ED6705, ED6706, ED6708)
demonstrate how the family, community, social, economic, environmental, global, ethical, political and cultural factors influence the construction of early childhood; (ED4704, ED5701, ED5704, ED6704, ED6706, ED6708)
understand the diversity of children's rights and needs and analyse responses to these; (ED4710, ED5705, ED6706, ED6708)
understand and critically analyse legislation relating to babies, young children, families and their communities; (ED4709, ED4710, ED5705, ED5707, ED6704)
Students will be able to:
discuss critically a range of ideas and concepts relevant to how babies and young children learn;
analyse and interpret the effects of society on babies, young children, their families and communities;
understand and critically evaluate different theories of child development and their influence on policy and practice;
describe and critically analyse the nature and quality of a range of early childhood provision;
review cultural and social diversity and inequality in society and evaluate how these are expressed and addressed;
discuss critically a range of ideas and concepts relevant to the study of inclusion in early childhood settings;
analyse, interpret and evaluate how young children acquire language;
discuss critically a broad range of complex ideas and concepts relevant to the study of early childhood;
analyse, interpret and evaluate a broad range of research;
reflect upon different perspectives, and evaluate them in a critical manner to arrive at supported conclusions;
access, retrieve, organise and use a range of sources of information, including primary sources and critically evaluate their relevance
make critical judgements and evaluations
Students will be able to put principles of key documentation into practice through the development of practice with children from birth to age five and in some cases with children in school settings aged 5-8 years:
develop and enhance transferrable skills;
plan and help provide safe and appropriate child-led and adult initiated experiences, activities and play; opportunities in indoor, outdoor and in out-of setting contexts, which enable children to develop and learn;
monitor, observe and assess children aged 0-5 years in their learning and development;
give constructive and sensitive feedback to help children understand what they have achieved and think about what they need to do next and, when appropriate, encourage children to think about, evaluate and improve on their own performance;
establish fair, respectful, trusting, supportive and constructive relationships with children;
communicate sensitively and effectively with children from birth to the end of early years foundation stage;
recognise and respect the influential and enduring contribution that families and parents/carers can make to children's development, well-being and learning;
provide formal and informal opportunities through which information about children's well-being, development and learning can be shared between a setting and families and parents/carers
contribute towards establishing a culture of collaborative and cooperative working between colleagues;
have insight and confidence in leading and working collaboratively with others;
be sensitive to contextual and interpersonal factors, taking into account of the complexity of factors that shape behaviour and social interaction and form the basis of problems and interpersonal conflict;
be sensitive to the importance of enhancing cooperation to maximise the effectiveness of individual skills;
become more independent and pragmatic as a learner and take responsibility for their own learning.
An Early Childhood Studies graduate will be able to:
present information to others in appropriate forms, including having a sense of audience
communicate ideas and research findings both effectively and fluently by written, oral and visual means;
offer an informed point of view, drawing upon a range of theoretical positions;
comprehend and use data effectively;
listen carefully to others and reflect upon one's own and other's skills and views;
make critical judgements and evaluations;
use the communication skills necessary to converse, debate, negotiate, persuade, and challenge the ideas of others;
write for different purposes, which include persuasion, explanation, description, evaluation and judgement, recount, recap, hypothesise and summary;
use information and communication technology (ICT) appropriately in a range of contexts;
A full-time student would normally follow six 20-credit modules (or equivalent) at the appropriate level in each year, giving a total of 120 credits at each level.
Only marks at Level 5 and Level 6 contribute towards the final degree classification.
All modules at level 4 are compulsory.
There are compulsory modules at level 5 with some opportunity for option. Students may take either ED5707 or ED5709 or WB5101 only.
All modules at level 6 are compulsory.
The structure of the programme is based on themes:
Year 1 The Developing Child
Year 2 Babies, Young Children and Families in the Community
Year 3 Critical Thinkers
The programme is concerned to develop graduate skills in addition to specific programme skills and whilst this is drawn on and developed throughout the programme there are opportunities in a range of modules for the continuing development of key/core skills. Opportunities to develop effective practice in the Early Years is a key feature of the programme but there are also opportunities in the 2nd year for alternative experiential learning. Sometimes this is explicit to students but at other times this is integral to some aspects of learning within different modules. Study skills to support transition at entry point and between levels is addressed within module sessions and through specialised input from the Learning Support Services. The nature of multi-agency working is interwoven across modules at each level and upwardly through all levels. Research skills are a key element of the Level 6 study, placed at this point deliberately to accommodate the needs of Foundation Arts Degree graduates transferring in at this level.
The core content includes a strong first year input on child development, learning and child needs issues. This is based on psychological and educational perspectives and includes learning about child protection but this also allows the student to explore theoretical issues in the context of relevant placement in early years' settings. An important focus in this is the teaching of observational and assessment techniques that can be used to inform planning for creative learning experiences and health and well-being experiences for children.
The baby/young child's place in contemporary British society and the support from services and agencies is developed through modules in year two. Inclusion issues, analysis of cultural, gender inequality and class issues highlighting the baby and young child as an individual also feature in the range of modules in year two. Learning about additional needs is also reflected upon this year of study. Furthermore, at this level, there is an opportunity for students to investigate professional practice through a concentrated work experience for which they will gain academic credit for learning in the workplace. The application of many of the issues raised can therefore be explored in a professional context. In the final year the extent of the discipline of early childhood studies is explored under the theme of critical thinkers. The probing of current issues in this field, of leadership, management and inspection of practice and of international influences feature strongly at this level as well as the opportunity to undertake independent research.
Successful completion of Level 4 of the programme entitles a student to an exit award of a Certificate of Higher Education.
Successful completion of Level 5 of the programme entitles a student to an exit award of a Diploma in Higher Education.
Successful completion of Level 6 of the programme entitles a student to an exit award of a Bachelor of Arts Degree with Honours.
Level 4 120 credits would entitle the student to a Certificate in Higher Education Level 5 120 credits would entitle the student to a Diploma in Higher Education Level 6 120 Credits would entitle the student to a Bachelor's Degree
Admission of students shall be based on the University of Chester's expectation that the student will be able to achieve the standard required for the academic award. Within the admissions process the University seeks to give advanced standing/credit for prior learning appropriate to specified learning outcomes.The level 6 Early Childhood Studies modules are also available as a full-time option to students who have completed a Foundation Degree (Early Years) and wish to gain full honours. It is also available as a part - time option.
The typical applicant will have within the range of 240-280 UCAS points from GCE A Levels or equivalent: this including BTEC/CACHE/OCR Extended Diploma/Diploma: merit/distinction profile; Irish/Scottish Highers – B in 4 subjects; 26 points from International Baccalaureate; QAA recognised Access to HE Diploma, Open College Units or Open University Credits.
Entry requirements also include a grade C, or above, in GCSE English and ideally Mathematics or equivalent.
An applicant who has met the entry requirements and who has acquired 120 level 4 credits through the completion of a course or courses at another HEI may apply for exemption as appropriate from modules within level 4. Consistent with the University's commitment to widen access and participation, the Faculty of Education and Children's Services encourages applications from mature students and from groups normally underrepresented in higher education. The general policy is to look for a good level of literacy, together with proven interest and/or experience in an appropriate subject. Prospective candidates can take advantage of the university 'Open' and 'Applicant Days' that take place across the year where they can meet with programme team members and wider university staff and have specific questions answered.
The programme has taken account of the current QAA Benchmarking Statements for Early Childhood Studies degrees. This set of Benchmarking Statements is divided into categories:
'Threshold standards' which are the minimal standards necessary for a student to graduate with a single honours degree in Early Childhood Studies;
'Typical standards' which are those which a typical ECS student would be expected to attain.
‘Excellent standards’ are those which the highest attaining Early Childhood Studies student would be expected to achieve.
The standards are phrased in terms of what knowledge or skills a graduate at that standard (threshold, typical or excellent) would be expected to be able to demonstrate. The areas of knowledge and skills, are the same at each level, (hence the programme learning outcomes in section 23 are linked to programme modules across levels), but typical standards are more securely demonstrated than threshold and excellent standards reflect a high level of proficiency and understanding.
The programme aims to develop graduates who will demonstrate the characteristics described in the QAA Early Childhood Studies Benchmark Statements which cover Subject Knowledge, Subject-specific Skills and Generic Skills. These include aspects such as knowledge and understanding; awareness of key issues; reasoning, reflection and analysis; evaluation, observation, planning and implementation; critical thinking; application; communication and presentation; ICT; teamwork and problem solving; improving own learning; pose and operationalise research questions.
A distinguishing feature of Early Childhood Studies degrees is the emphasis placed on the application of theory to practical understanding of child development and early childhood multi-professional and inter- and intra-professional work. Early Childhood Studies benchmarking offers a set of defining principles but states that the aim of the degree should be to produce ‘an understanding of the ecology of early childhood from conception, and of children in ecological context. Ecological context should be understood as encompassing both time and geographical space and encompassing the contexts of family and community, and children's and family services’. It is the study of ‘the development the child in context and the implications for practice’. This necessarily draws on many disciplines, including those of psychology, sociology, philosophy, social policy, education, health, history, cultural studies and the law along with economic and political perspectives; in doing so the degree has established a distinctive area of study and research. ‘This enables students to understand and analyse the processes that shape childhood and children’s lives in a way that fosters critical evaluation’ and enables them to develop ‘insights and understandings relating to how children and childhood are understood from a range of academic and professional perspectives and to understand the philosophies, beliefs and attitudes that inform them.'
The programme adheres to the central University Learning and Teaching Strategy. From this, the Faculty of Education and Children’s Services have developed a local level response in the form of the Faculty Learning, Teaching, Assessment Improvement and Development Plan. This commits to pedagogical principles which include:
Promoting professional engagement and reflective practice;
Encouraging independent and autonomous learning;
Supporting continuing professional development;
Valuing students' professional experience and prior learning;
The programme includes a range of approaches to learning and teaching:
University-based Modules- These modules are held at the University in technology rich environments. A range of methodologies are employed which take account of best practice and maximise active learning, sensitive to the learning styles and needs of students. These methodologies include lectures, seminars, group work, directed tasks, independent research and individual, group tutorials and blended learning.
Independent Learning -Independent Learning is a philosophy of education which students are encouraged to adopt. It includes the opportunity to work with a supervising tutor who offers support as students work towards completing assessment tasks but is fundamentally a more over-arching concept about an autonomous approach to work.
Electronic Support Materials - The Virtual Learning Environment (VLE) is an essential feature of the Programme. Each module has a dedicated module site where key information about the module and a range of materials and interactive elements to support learning and assessment, is available.
Electronic Tutorial Support – Students are able to contact their module tutor or module supervisor by email whenever they wish. Tutors will endeavour to respond to student queries within 3-5 days but often sooner. Tutorial support includes face-to-face tutorial support meetings and the opportunity for students to engage with online tutorial support. Individual tutorials can also be offered using a range of technologies such as Skype and Facetime. This is an important feature of the Programme as it enables students who may not live in close proximity to the University to access tutorial support remotely.
The programme strives to maintain a diverse assessment palette and rigorous, consistent assessment practices which aims to enable students to demonstrate their skills, knowledge and understanding in a variety of ways.
All modules have a handbook that complies with University and Faculty Guidelines. All handbooks are available to students on the dedicated module space on Moodle (The University's VLE).
The module handbook includes:
Module aims and learning outcomes;
Procedures for submission of work;
Appropriate grading criteria;
Links to relevant documentation and University Policy eg. The Diversity and Equality Policy, The Disability, Gender and Race Equality Scheme, guidance on regulations governing the assessment of students.
All assessed work is graded according to a percentage scale 0-100 using the University's grading criteria linked to the appropriate QAA requirements All marking procedures comply with the central University Assessment Policies. Feedback to students is available electronically using the Turnitin and Grademark systems. Feedback on the work is intended to identify strengths and points of development. Assignments are not pre-marked. Students may receive formative, verbal feedback on plans or on a specified amount of work identified by the tutor.
Assessment criteria are communicated to students through Programme and Module handbooks with specific assignment guidance explaining the important features of each assignment.
Following successful completion of this programme, students may progress to a range of careers and/or further study and professional training. It is also anticipated that some students will go on to work in areas which require non-specialist degree qualifications. Students may, therefore, consider employment or further study aligned to health, social service or other children's services related disciplines. Some seek postgraduate study which would enable them to teach.
The BA Early Childhood Studies is included on the Department for Education's 'full and relevant' Qualifications List to indicate those who are qualified to deliver the Early Years Foundation Stage (EYFS).
Opportunities for study to the highest level of award of which they are capable is offered without any form of discrimination on non-academic grounds. Students with disabilities will be advised on the facilities and capability of the University to respond to their needs.
The University of Chester is committed to the active promotion of equality of opportunity both as an employer and an educational institution. For this purpose it has an equal opportunities policy and appropriate codes of practice. The objective of the policy is a University which is open to all sections of the community, where people from all groups in society are represented at all levels, and in whose activities all members of staff and students can participate fully and equally.
A distinguishing feature of the Early Childhood Studies programme is the opportunity for students to learn in the workplace and gain valuable practice skills, knowledge and understanding. The focus of practical experience is mainly in the Early Years Foundation Stage, which is babies and young children aged from birth to five years, but experience with children aged from 0-8 years is appropriate.
An optional module exists in the programme for alternative work experience which can include school-based work or indeed international work/global project work experience. Students opt for either the work-based learning module (WB5101) or (ED5707) or (ED5709) at level 5. Experiential learning at level 5 builds on that contained at level 4.
The BA Early Childhood Studies programme is included on the Department for Education’s ‘full and relevant’ Qualifications List for those qualified to deliver the Early Years Foundation Stage (EYFS). This provides advice to Ofsted, Child Care Inspectors (CCIs), employers and practitioners on whether qualifications meet the Government requirements for 'full and relevant' qualifications, as stated in the Statutory Framework for the EYFS. As such the BA Early Childhood Studies fulfils the mandatory requirements of demonstrating ‘depth and level of learning appropriate to specified outcomes of full early years qualifications.’ It also demonstrates it has ‘valid, reliable assessment and awarding procedures’ along with including ‘an element of assessed performance evidence.’ The programme also fulfils the optional requirements to ‘facilitate and enable people to work in any registered setting in England’ as well as inclusion of ‘early years specific content’.
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