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Early Childhood Studies

London Metropolitan University

  • January, 2020 Start Date

  • 3 years Duration

  • Full Time Study Mode

  • £9250.00 Course Fee

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Course Description

The Early Childhood Studies degree at London Metropolitan University was one of the first degrees of its kind in the UK, developed to meet the demand for well-qualified early childhood specialists working with young children and their families across all sectors.

High performing graduates from this course will gain graduate Practitioner status, developed by the Early Childhood Studies Degrees Network (ECSDN). The practitioner competencies focus heavily on applying academic elements of the degree into work placements. You will meet the nine competencies through assessed observations of practice, practice-based tasks and academic assessment.

A unique feature of this undergraduate degree is that it's designed for both experienced practitioners and those new to the early childhood field. As well as offering flexible study opportunities, our degree includes assessed practice, which means tutors visit/appraise you in professional settings. This appraisal, combined with our entry requirements is important for you to be classified as having a license to practice. These factors will impact your salary when you seek employment in the early years’ sector.

The focus of the course is the study of the play, development and learning of children from birth to six years old in a sociocultural context and the implications this has for practice in early childhood settings. The course emphasises the links between theory and practice, and highly values the development of professional and academic skills and knowledge.

This degree will equip you to implement effective practice with children and families in a range of situations and to act as an advocate for their rights and wellbeing. The early childhood studies course team includes writers and researchers at the forefront of the field who are passionately committed to enabling, empowering and inspiring students to make transformational changes to their own lives and to the lives of children, families and communities. We'll aim to do this by:

  • valuing our students' individual experiences and existing knowledge
  • embracing different opinions and experiences
  • ensuring that issues of equality and social justice underpin our work
  • engaging in continuous critical reflection and analysis
  • working with integrity, energy and enthusiasm

Continue through regular consultation regarding the needs of the workforce. This results in bespoke course development and continuing professional development training. Many students also benefit from employer/employee tuition fee funding.

The Early Childhood Studies degree at London Metropolitan University was one of the first degrees of its kind in the UK, developed to meet the demand for well-qualified early childhood specialists working with young children and their families across all sectors. High performing graduates from this course will gain graduate Practitioner status, developed by the Early Childhood...

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Course Content

The modules listed below are for the academic year 2019/20 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.

Year 1 modules include:

Perspectives on Children's Development (core, 30 credits)

Safeguarding Young Children's Health and Well-being (core, 30 credits)

Understanding Play (core, 30 credits)

Academic Skills and Professional Placement (alternative core, 30 credits)

Adults and Children as Learners: An Introduction to Early Childhood Studies (alternative core, 30 credits)

Year 2 modules include:

Approaches to Pedagogy and Curriculum in the Early Years (core, 30 credits)

Challenging Inequalities (core, 15 credits)

Children's Rights in Today's World (core, 15 credits)

Communicating in Multi-lingual contexts (alternative core, 15 credits)

Enquiry-based Learning (alternative core, 30 credits)

Personal, Social and Emotional Development Matters (alternative core, 30 credits)

Promoting Early Learning Through the EYFS and Key Stage 1 (alternative core, 15 credits)

Reflective Practice and Professional Development (alternative core, 30 credits)

Creative Thinking and Representation from Birth to Six (option, 15 credits)

Professional Studies and Practitioner Placement: Part 2 (option, 15 credits)

Year 3 modules include:

Early Childhood Studies Project (core, 60 credits)

Leading Practice with Children, Families and Professionals (core, 30 credits)

Reading Research and Research Methods in Early Childhood (core, 15 credits)

The Project (Early Childhood Studies) (core, 30 credits)

Debating Children and Childhood (option, 15 credits)

Professional Practice in Key Stage 1 (option, 15 credits)

 

The modules listed below are for the academic year 2019/20 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time. Year 1 modules include: Perspectives on Children's Development (core, 30 credits) Safeguarding Young Children's Health...

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Available Dates

Location Start Date Price  

Classroom

Holloway

Full Time, 3 years

January, 2020

£9250.00

Send Enquiry

Classroom

Holloway

Full Time, 3 years

September, 2020

£9250.00

Send Enquiry

Entry Requirements

For full-time students:

In addition to the University's standard entry requirements, you should have:

  • a minimum of grades BBC in three A levels (or a minimum of 112 UCAS points from an equivalent Level 3 qualification, eg CACHE Diploma)
  • English Language GCSE at grade C/grade 4 or above (or equivalent)
  • enhanced criminal records check

We recommend that you have GCSE Maths at grade C or above, or an equivalent qualification such as functional skills, however this is not an essential requirement for entry to the programme. Please be aware you must hold an approved math qualification in order to gain Practitioner status or Graduate Practitioner status.

For part-time and distance learning students:

In addition to the University's standard entry requirements, you should have:

  • a minimum of two years’ full-time employment working with young children, evidenced by a reference from your employer
  • current employment as a practitioner with children from birth to six years, or be able to undertake a placement in an early childhood setting for a minimum of two hours per week per module studied
  • English Language GCSE at grade C/grade 4 or above (or equivalent)
  • enhanced Disclosure and Barring Service (DBS) check

If you don’t have traditional qualifications or can’t meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing our Early Childhood Studies (including foundation year) Degree BA (Hons) degree.

To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Tier 4 student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.

If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.

Due to statutory requirements, we are not able to offer sponsorship under the Tier 4 visa route for this course. We will be happy to consider those falling into this category for an alternative suitable course on request. Overseas nationals who already hold an alternative visa in a suitable category or have been granted permission to remain in the UK indefinitely, and EU nationals may be considered for admission but please note that an additional international enhanced police check will be required.

For full-time students: In addition to the University's standard entry requirements, you should have: a minimum of grades BBC in three A levels (or a minimum of 112 UCAS points from an equivalent Level 3 qualification, eg CACHE Diploma) English Language GCSE at grade C/grade 4 or above (or equivalent) enhanced criminal...

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Assessment Methods

Assessment is based on coursework with no formal examinations.

Assessment is based on coursework with no formal examinations.

Student Satisfaction

Source: NSS

Overall student satisfaction
93%
of students were satisfied overall
The teaching on my course
90% of students strongly agree that staff are good explaining things
93% of students strongly agree that staff have made the subject interesting
100% of students strongly agree that the course is intellectually stimulating
97% of students strongly agree that the course has challenged them to achieve their best work
Learning opportunities
97% of students strongly agree that the course has provided them with opportunities to explore ideas or concepts in depth
97% of students strongly agree that the course has provided them with opportunities to bring information and ideas together from different topics
93% of students strongly agree that the course has provided them with opportunities to apply what they have learnt
Assessment and feedback
83% of students strongly agree that the criteria used in marking have been clear in advance
79% of students strongly agree that the marking and assessment has been fair
76% of students strongly agree that the teedback on their work has been timely
83% of students strongly agree that they have received helpful comments on my work
Academic support
90% of students strongly agree that they have been able to contact staff when they needed to
79% of students strongly agree that they have received sufficient advice and guidance in relation to their course
72% of students strongly agree that good advice was available when they needed to make study choices on their course
Organisation and management
69% of students strongly agree that the course is well organised and running smoothly
90% of students strongly agree that the timetable works efficiently for them
79% of students strongly agree that any changes in the course or teaching have been communicated effectively
Learning resources
86% of students strongly agree that the IT resources and facilities provided have supported their learning well
90% of students strongly agree that the library resources (e.g. books, online services and learning spaces) have supported their learning well
86% of students strongly agree that they have been able to 3ess course-specific resources (e.g. equipment, facilities, software, collections) when they needed to
Learning community
86% of students strongly agree that they feel part of a community of staff and students
90% of students strongly agree that they have had the right opportunities to work with other students as part of their course
Student voice
93% of students strongly agree that they have had the right opportunities to provide feedback on their course
79% of students strongly agree that staff value students’ views and opinions about the course
72% of students strongly agree that it is clear how students’ feedback on the course has been acted on
78% of students strongly agree that the students’ union (association or guild) effectively represents students’ academic interests

University TEF Outcome

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Statistics

Source: hesa.ac.uk

  • UCAS Points48

  • Employment Rate90%

  • Average Graduate Salary£20000

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