Early Childhood Studies is a fascinating, innovative and fast developing subject which can be taken as an exclusive programme, or combined with a subject of your choice from a wide range of other undergraduate programmes in a student friendly environment. In addition, this programme is now included on the CWDC Register of Acceptable Qualifications for working with young children.

240 UCAS Tariff Points:

The basic entry requirement is a minimum of two  A Levels (or equivalent) in relevant subjects (we will consider subjects from the social science or humanities fields).  You will also have GCSE English (or equivalent) at grade C or above.  

Alternatively you might have a vocational qualification at FE level three with either a Merit or Distinction profile, (BTEC National Diploma in Early Years, BTEC Advanced GNVQ in Health and Social Care; Diploma in Childcare and Education (NNEB) or Diploma in Playwork,) Plus GCSE Grade C English.

Other qualifications that will be considered if you have had at least two years experience of working with children include: Diploma in Pre-School Practice, Diploma in Playwork, Montessori Diploma or NVQ Level 3 in Childcare and Education with GCSE Grade C English;

If you intend to undertake EYPS then they will also require a GCSE Maths at Grade C or above.

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

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 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's single honours route and where Maj, J and/or Min is shown against a learning outcome, this confirms that the learning outcome is covered in the Major, Joint and/or Minor routes offered.

Knowledge

• demonstrate knowledge and understanding and practical skills relevant to academic study and professional practice in Early Childhood settings (Maj, J and Min);
• 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 (Maj, J and Min);
• demonstrate knowledge and understanding about physical and intellectual development in Early Childhood and Early Childhood provision and organisations (Maj, J and Min)

Thinking skills

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

Subject-Based Practical skills

• communicate appropriately and effectively in a range of modes and media (Maj, J and Min)
• relate appropriate theory to early childhood practice (Maj, J and Min)
• demonstrate understanding of research methodology by applying this knowledge to undertake a small-scale research project (Maj, J and Min).

Skills for life and work (general skills)

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

The expected duration of this programme is three years when attended in full-time mode or five years in part-time mode. It is possible to move from a full-time mode of study to a part-time mode of 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 student, normally registering for 6 modules in one year (3 modules in each Semester) would do so in a full-time attendance mode of study and a student registering for up to 4 modules in one year (2 modules in each Semester) would do so in part-time attendance mode of study.

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

• Single - 120 credits at levels one, two and three
• Major - 80 credits at levels one, two and three
• Joint - 60 credits at levels one, two and three
• Minor - 40 credits at levels one, two and three

Modules are defined as:

• Core - Must be taken
• Option - Select from a range of identified module within the field
• University Wide Option - Select from a wide range of UEL wide options across the University of East London

The following are the core and optional requirements for the single, major, joint and minor routes for this programme

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 1 credits at level one or higher and 1 credits at level two or higher
In order to gain a Certificate of Higher Education you will need to obtain 1 credits at level one or higher
In order to gain an Associate Certificate you will need to obtain a minimum if credits at level one or higher
In order to gain a Foundation Degree you will need to obtain a minimum of 240 credits including:

• A minimum of 120 credits at level one or higher
• A minimum of 120 credits at level two or higher
• (A Foundation degree is linked to a named Honours degree onto which a student may progress after successful completion of the Foundation degree)

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 coursework 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