Early Childhood Studies is a fascinating, innovative and fast developing subject. Early Childhood Studies (with Practitioner Options) is a programme which offers practitioner recognition to those students who do not already hold a practice qualification relating to the field of early childhood.

240UCAS TARIFF POINTS

2 ‘A’ Levels (or equivalent e.g. Baccalaureate, Irish/Scottish Highers, GNVQ or BTEC awards) in relevant subjects; and five GCSEs at Grade C including English (or equivalent); if applicants are intending to undertake an Early Years teaching qualification they will also require Maths and Science at grade C or above; and if they intend to undertake EYPS then they will also require GCSE Maths at Grade C or above.

Mature students are advised to do an Access to Higher Education programme if they have not studied for a long time.

As the programme will involve placement and fieldwork within early years settings students will be required to undergo an enhanced criminal records check on enrolment. 

Direct entry to Level Two - This is dependent on previous professional or academic qualifications at diploma in HE or degree level in related subject specialisms.

Students may be admitted through Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes.
In the case of applicants whose first language is not English, then IELTS 6 (or equivalent) is required.  International qualifications will be checked for appropriate matriculation to UK Higher Education undergraduate programmes.

The University of East London actively promotes and celebrates equality and diversity and positively welcomes applicants regardless of race, gender, disability, sexuality, age, religion or social class.

• Gain knowledge, understanding and a critical appreciation of early childhood studies;
• Understand the development, needs and experience of young children, and the services which support them;
• Achieve recognition of practice in early years setting
• Achieve a foundation for employment, professional and further academic study in the early years domain;
• Become a skilful and adaptable graduate.
• Be part of University of East London’s commitment to widening access to higher education

All learning outcomes are covered in the programme.

On successful completion of the programme students should be able to:

(Knowledge)

• demonstrate knowledge and understanding and practical skills relevant to academic study and professional practice in Early Childhood settings;
• demonstrate knowledge and understanding of the interdisciplinary nature of Early Childhood Studies and of the structural, institutional, personal and cultural systems and ideas which affect the experience and construction of childhood
• demonstrate knowledge and understanding about physical and intellectual development in Early Childhood and Early Childhood provision and organisations

(Thinking skills)

• analyse practical and theoretical situations, in the context of child development and childhood, and synthesise solutions showing original and creative thought
• plan, manage and reflect on their own learning and progression in acquiring graduate attributes appropriate for entry to teacher training or other Early Childhood career

(Subject-Based Practical skills)

• communicate appropriately and effectively in a range of modes and media;
• relate appropriate theory to early childhood practice;
• demonstrate understanding of research methodology by applying this knowledge to undertake a small-scale research project;
• Achieve recognition of practice in early years settings.

(Skills for life and work - general skills)

• demonstrate autonomy, self-reliance, teamwork and leadership.
• develop transferable graduate skills in communication and interpersonal relationship

The typical duration of this programme is three years full-time or five years part-time. It is possible to move from full-time to part-time study and vice-versa to accommodate any external factors such as financial constraints or domestic commitments. Many of our students make use of this flexibility and this may impact on the overall duration of their study period.

The teaching year begins in September and ends in June, but some programmes also allow students to join at the start of Semester B, in February. A typical full-time student will study the equivalent of 120 credits over the year. A typical part-time student will study for one day and one evening per week and will complete 60-80 credits.

This programme is part of a modular degree scheme. A student registered in a full-time attendance mode will take six 20 credit modules per year.  An honours degree student will complete six modules at level 1, six at level 2 and six at level 3.

It is possible to bring together modules from one subject with modules from another to produce a combined programme. Subjects are offered in a variety of combinations:

Modules are defined as:

• Core - Must be taken
• Option - Select from a range of identified modules within the field
• University wide option - Select from a wide range of university wide options across The University of East London

In order to gain an honours degree you will need to obtain 360 credits including:

• A minimum of 120 credits at level one or higher
• A minimum of 120 credits at level two or higher
• A minimum of 120 credits at level three or higher

In order to gain an ordinary degree you will need to obtain a minimum of 300 credits including:

• A minimum of 120 credits at level one or higher
• A minimum of 120 credits at level two or higher
• A minimum of 60 credits at level three or higher

In order to gain a Diploma of Higher Education you will need to obtain at least 240 credits including a minimum of 120 credits at level one or higher and 120 credits at level two or higher

In order to gain a Certificate of Higher Education you will need to obtain 120 credits at level one or higher.

Teaching and learning strategies within the Early Childhood Studies programme expect students to be active learners. Strategies vary depending upon the type of module and the learning outcomes for the module.

Knowledge is developed through

• Lectures
• Seminars
• Workshops and practical sessions
• Online discussions and activities
• Research projects and group work
• Individual reading
• Research seminars organised by staff in the School of Education

Thinking skills are developed through

• Analysing and applying theory through programme work and examination preparation
• Discussing key theoretical issues raised in lectures and readings
• Group activities in class sessions
• Keeping of learning/reflective logs and journals

Practical skills are developed through

• Undertaking tasks in seminars and workshops
• Group work
• Individual research projects and observations

Skills for life and work (general skills) are developed through

• Group work which enables skills in planning, negotiation, working with others to develop
• Individual work which requires learner strategies in planning, reflecting, time management, meeting deadlines
• ICT skills 

For each module there are a number of assignments, always linked to learning outcomes. The assignments may take a variety of forms but what is important is that the evidence (the actual work written or something recorded from presentations) is carefully graded, according to agreed criteria, moderated to make sure that the marking is fair and then presented to an Assessment Board. Although strategies usually assess more than one skill, it may be helpful to give examples of how each skill can be assessed.

Knowledge is assessed by

• Programme work assignments
• Examinations
• Self reflective assignments
• Presentations
• Individual tutorials

Thinking skills are assessed by

• Programme work assignments
• Examinations
• Presentations
• Individual tutorials
• Participation in sessions

Practical skills are assessed by

• Programme work assignments
• Examinations
• Active participation in presentations
• Individual tutorials
• Observation of participation in sessions

Skills for life and work (general skills) are assessed by

• Work-based learning
• Seminar participation and group work skills
• Personal development plans and students’ own reflection.