early-child-education-care

BA (Hons) Early Childhood Education and Care 2018/19

Year of entry

(for entry if you already have a relevant Foundation Degree (or equivalent), and wish to use this to complete a Bachelor’s Degree)

The early-years workforce needs highly qualified and motivated graduates. Through this course you can build on a relevant foundation degree whilst in employment to gain full honours.

Under the guidance of expert tutors, you will gain skills and knowledge that will transform your practice, gaining an in-depth understanding of different social and cultural perspectives of children’s development and learning, their families, and their wider communities.

You will also be able to share knowledge and experiences by joining the Early Childhood Society and the Holistic Early Learning and Development Research Group, and have the opportunity to listen to expert guest speakers at South East England Early Childhood Research and Practice Association events.

You will explore areas including:

  • being, belonging and becoming

  • child development

  • inclusive practice

  • working with children and families

  • various perspectives on childhood and children’s lives.

Clair Stevens (Senior Lecturer) also manages a Forest School and Nursery. They won Nursery of the Year 2014 in The Nursery World awards.

The BA (Hons) Early Childhood Education and Care typically follows on from the Foundation Degree in Early Childhood Education and Care or another Foundation Degree with an ‘early years’ focus. The course aims to further advance your skills, knowledge and understanding to lead and transform your own practice and that of others.

The Early Years workforce requires highly qualified and motivated graduates with knowledge and understanding of the multi-disciplinary nature of working with young children and their families, as well as an appreciation of the importance of quality partnerships with parents and other agencies. This degree makes a significant contribution to meeting the demands of the sector and it will provide you with a broad in-depth, theoretical underpinning of these issues as well as providing an opportunity to relate learning to practice.

A central theme of the course is the concept of ‘being, belonging and becoming’, not only in relation to children’s holistic development and learning, but also in relation to the journey that you will embark on when studying at Canterbury Christ Church University (CCCU). For example, the state of ‘being’ values your experiences, knowledge and participation as the foundation of your professional identity; the notion of ‘belonging’ supports you and your feelings of inclusion and participation at University and in the wider Early Years community; and finally, the notion of ‘becoming’ supports your critical engagement with diverse perspectives on children, childhood and the wider political, societal and global issues influencing the lives of children and their families.
This course is suitable for Early Years Practitioners and others working with children (aged 0 – 8) within early years settings who hold a relevant foundation degree and wish to gain a full honours degree.

The curriculum structure will normally be the following modules:

  • Contemporary Issues in Early Childhood 20 credits (Employment based)
  • Protection, Power and Participation 20 credits (Employment based)
  • Leadership and Management in Early Years 20 credits (Employment based)
  • Social Pedagogy 20 credits (Employment based)
  • Early Childhood Independent Study 40 credits (Employment based)

The curriculum is reviewed annually by the Stakeholder Committee.

Contemporary Issues in Early Childhood 20 credits (Employment based)

This module develops knowledge, skills and concepts through a critical understanding of the complexity of factors that impact upon the growth and development of young children. For example you might explore the debates and philosophies surrounding the education and care of young children in the UK and around the world. You will be encouraged to reflect upon the ways in which your own values influence your thinking and the impact on the choices you will make on behalf of children and families in your future careers.

Protection, Power and Participation 20 credits (Employment based)

This course module provides you with opportunities to explore, analyse and critically evaluate the concepts of protection, power and participation in different contexts and from a range of perspectives. Through discussion you can explore and analyse the implications of these concepts for children, families, society, services and professionals.

Leadership and Management in Early Years 20 credits (Employment based)

The focus of this module is to examine the key concepts, definitions, theories and philosophies relating to early childhood leadership and management and debate the relationships between theory, policy, research, and ethical practice in the context of leading and managing change. You will identify the key management and leadership styles, roles and theories alongside the challenges and constraints required for leadership and management in a range of contemporary early years professionals within a multi-professional framework.

Social Pedagogy 20 credits (Employment based)

Knowledge and understanding of the purpose, scope and breadth of social pedagogy in the context of meeting the changing needs of the child is the focal point of this module. Theoretical perspectives of pedagogy will be examined within the context of leading practice and leading change. You will critically explore and examine creative approaches to social pedagogy and how this links to relationships with children, for example, through the key person approach, and quality frameworks that aim to enhance experiences and outcomes for children.

Early Childhood Independent Study 40 credits (Employment based)

This module provides you with an opportunity to follow a sustained line of enquiry in an area of interest related to early childhood and to produce a high quality structured and relevant research project which may inform future career development.

We continually review and where appropriate, revise the range of modules on offer to reflect changes in the subject and ensure the best student experience. We will inform applicants of any changes to the course structure before enrolment.

On successful completion of this course, you may apply to study a postgraduate course at Level 7, including a Postgraduate Certificate in Education (as a preparation for teaching) or other postgraduate courses in a range of disciplines including Early Years, Social Work, Speech and Language Therapy.

Fees

Tuition Fees for 2018/19 have not yet been finalised - please read the 2018/19 Tuition Fee Statement for further information regarding 2018/19 tuition fees and year on year fee increases.

Additional course costs

Although we aim to minimise any additional costs to students over and above the course tuition fee, there will be some additional costs which students are expected to meet.

Costs applicable to all students

CategoryDescription
Text books Own purchase text books
Travel to other sites Where travel to other sites is required, this will be payable by the student
Library Fees and Fines Where students fail to return loaned items within the required time they will be responsible for the cost of any Library Fees and Fines applicable
Printing & Photocopying The cost of printing and photocopying undertaken by students to support their individual learning are payable by the student
Graduation ceremonies It is free for the student to attend the ceremony itself. Guest tickets and robe hire / photography are additional costs payable by the student

General principle policy

The University’s general principles policy for additional course fees are set out here

CategoryIncluded in the tuition feeAdditional cost to student
Field trips (including trips abroad and trips to museums, theatres, workshops etc) No, if the trip contributes to the course as an optional module. Yes if the trip is optional.
Travel and accommodation costs for placements  No

Travel and accommodation costs for professional placements within the Education and Health & Wellbeing Faculties.

Travel and accommodation costs for other work placements. 
Text books No Own purchase text books.
DBS / Health checks No Yes
Professional Body registration No Yes
Travel to other sites (e.g. travel to swimming pool for lessons) No Yes
Clothing / Kit Yes, where the clothing / kit is essential for Health & Safety reasons. Yes, where the clothing is kept by the student and not essential for health and safety reasons.
Learning materials Essential learning materials (excluding text books) in connection with the course. Additional materials beyond the standard provision essential for the course or where the costs are determined by the student’s area of interest and the outputs are retained by the student.
Library fees and fines No Yes
Printing and photocopying No Yes
Social events No, unless the event forms an essential part of the course. Yes, unless the event forms an essential part of the course.
Graduation ceremonies It is free for the student to attend the ceremony itself. Guest tickets and robe hire/ photography are additional costs payable by the student.

“Inspirational teaching that changes the shape of your own ideals and ideas – bring it on”

The course consists of one year of study at year three (Level 6). You will typically attend one day per week and will study two 20 credit modules per term and a 40 credit independent enquiry.

Teaching and learning may comprise of, but not be limited to lectures, seminars, workshop, personalised tutorials, guided learning, independent study and blended learning.

The teaching strategies and learning experiences include an increasing proportion of individualised and self-directed learning approaches, as you progress through the course.

Academic input

The teaching team comprises of lecturers, senior lecturers, programme directors and module leaders. Many staff also pursue their own continuing education from masters degrees to doctorates and PhD’s as well as pursuing their own research interests.

Staff represent a diverse set of professional backgrounds including Policing, Education, Social Care, Health, Psychology, local authority, third sector workers, commissioning services, Charities and other agencies. They provide a multidisciplinary and dynamic learning environment that includes specialist knowledge in the field.

All academics have a recognised teaching qualification for Higher Education and fellowship of the Higher Education Academy or are working towards one.

Surprising terms

It is a requirement of the course that you must be working (employed or voluntary) in a relevant setting for a minimum of 15 hours per week.

You will complete one summative assessment task for each 20 credit module (4,000 words). The assessment tasks aim to develop a range of practitioner characteristics through a varied approach and as such are likely to utilise the following assessment methods: Case studies, reports, reflective commentaries on focused observations, essays, presentations, appraisal of professional practice, analysis of issues which arise out of work experience, reading or seminars, self-evaluations, examinations, pedagogic documentation, artefacts.

You must be working (employed or voluntary) in a relevant setting for a minimum of 15 hours per week.

If you do not have English Language or Mathematics at GCSE grade C or above, you will be required to take and pass the University Equivalency tests for entry onto this programme.

A current satisfactory Disclosure and Barring Service (DBS) check will be required. Where you do not already have this you can apply for this check through the University. There will be a charge for such applications.

Fact file

Length

  • 1 calendar full-time (1 day a week at University)

Starts

  • September 2018

Entry requirements

  • A relevant Foundation Degree (or equivalent). GCSE English Language grade C (or equivalent). To enter the teaching profession you will also need GCSE Science grade C.

    You must be working (employed or voluntary) in a relevant setting for a minimum of 15 hours per week.

    Current DBS is required.

    More entry requirement details.

Location

School

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Last edited: 04/10/2017 13:50:00