BA (Hons) in Early Years and Primary Studies

Early education represents a major area of public investment with the government currently investing £5.2 billion annually.

The first few years of children’s lives are crucial to their development and opportunities in later life – and the adults who work with them are ideally placed to make a difference.

As a BA (Hons) Early Years and Primary Studies student, you will graduate with knowledge and understanding of the National Curriculum (2014), EYFS (2020) and alternative pedagogical approaches and curricula. You will explore the importance of play and creativity in learning and how these concepts can be applied in practice. The curriculum will enable you to develop an understanding and strong knowledge base of the role of childhood in society, how to safeguard children and how to advocate and inform children of their rights.

The programme will offer intellectual and professional development that will encourage students to question, challenge and experience critical discussions on a wide range of topics, issues and research. This will be achieved through critically examining education and childhood encouraged through a holistic approach to teaching, learning and assessment encompassing a wide range of resources, work experiences and exploring research, both contemporary and seminal, in this field.

The course team consists of experienced lecturers and practitioners who guide you through your journey from enrolment to graduation.  The course offers assistance to find placements and supported visits to ensure you can graduate with a high level of both practical and theoretical experience in readiness for the job market.

Reasons to study with us

• We offer excellent work placement opportunities through our well-established links with early years providers
• Develop your professional practice and work towards gaining Early Years Professional Status

Although designed as a three year full-time degree programme, there are two named routes into the qualification. The Certificate of Higher Education (Cert HE) allows for study of the first year of the programme and the BA (Hons) route allows students to study the full qualification.

The CertHE can be used as a stepping stones towards an Honours Degree with progression allowed following successful completion of each stage.

The CertHE Early Years and Primary Studies course introduces you to the development and learning of children aged 0-8 years. Case studies, presentations, practical projects and lectures allow you to develop the knowledge of policies and practice within early years settings. Students have the opportunity to learn and explore the various pathways available through a range of modules. By the end of the course you would have built the skills necessary to progress in your career or continue onto further study.

Module title: Welfare and Safeguarding (20 credits)

What’s it about?

Children spend a considerable amount of their lives in schools and early years settings and practitioners are some of the most important adults that they will come in contact with. The purpose of this module is to promote students’ and practitioners’ duty to keep children safe and protect them from harm.

What do I learn?

This module aims to deepen students understanding and awareness of the issues which frame the welfare and safeguarding of children, and/or their families and carers. There will be an emphasis on why some procedures and structures fail and others succeed. This module will raise the level of debate about safeguarding children and the management of risk and it will explore ways in which children can be supported to safeguard themselves.

What’s the assignment?

A 25-minute mixed media presentation to cover factors that can lead to child abuse and the legislation, procedures and provision for safeguarding children in contemporary society.

Want to know more?

To see the module description, please click here.

Module title: Professional Practice: The Practitioner (20 credits)

What’s it about?

The purpose of this module is to explore support roles within settings considering their responsibilities, duties, knowledge and experience and how this may differ within varying types of provisions. Support roles compromise all staff that assist in the learning and support of children for example Higher Level Teaching Assistants (HLTAs), teaching assistants, special needs support staff, early years practitioners, minority ethnic pupils support staff and bilingual assistants. While most support staff roles are employed by settings or schools, some are employed by local authority services and work across a range of provisions, therefore it is essential students have an understanding of the varying roles and responsibilities.

What do I learn?

The principal aim of the module prepares students to be able to work with other professionals to raise the learning and attainment of children while also promoting their independence, self-esteem and social inclusion. Support roles provide assistance to children so that they can access the curriculum, participate in learning and experience a sense of achievement. To enable this, students are encouraged to identify and develop their own skills, expertise and experience to carry out a range of activities at different levels, develop themselves professionally and maximise their potential in a team.

What’s the assignment?

Students will plan and conduct a 20-minute assessed practical activity including a rationale for their proposed activity.

• The plan should identify how the activity meets and develops children’s holistic needs and a reflection on the activity to evidence where and how students have met the professional attributes, professional knowledge and understanding and professional skills of the HLTA standards.

Want to know more?

To see the module description, please click click here.

Module title: Curriculum Studies (20 credits)

What’s it about?

The purpose of this module is to inform students of the key curriculum frameworks children will experience from 0 to 11 years of age. The module aims to provide an overview of the Early Years Foundation Stage and Key Stage 1 and 2 of the National Curriculum, identifying what changes the revised curriculum of 2014 brought to planning in schools.

What do I learn?

Students will consider why area’s or subjects are included and examine how progress and quality is monitored. The significance of government influence, education policy, curriculum reform, responses to local agendas/needs, and regional or national events will be debated. It will additionally provide an insight in to major issues, concepts or theories surrounding curriculum implementation and development.

What’s the assignment?

A presentation of 25 minutes on a curriculum sector of your choice with a focus on an anonymised setting or school to frame your findings.

• The presentation should conclude with a reflection of your own philosophical stance you adopt when you consider what care and education should offer.

Want to know more?

To see the module description, please click here.

Module title: Childhood in Society (20 credits)

What’s it about?

This module explores the concept of childhood and how it has evolved over time according to the moral, ethical and political choices that we have made within society. Consideration of these issues will allow practitioners to engage in critical thinking about our concepts of children and childhood and how they influence our thinking and practice.

What do I learn?

Students will be encouraged to explore how certain constructs of childhood have emerged which shape our knowledge and understanding of children’s lives. In addition students will be expected to examine and challenge, where appropriate, their own pre- conceived ideas, attitudes and values about childhood.

What’s the assignment?

A 3000 word essay covering all learning outcomes. Your essay is expected to link three elements of understanding childhood in society: factors that may impact on childhood, UK legislation that covers childhood itself, and the notion of childhood in contemporary society.

Want to know more?

To see the module description, please click here.

Module title: Introduction to Research (20 credits)

What’s it about?

The content of this module builds on knowledge and understanding developed in Academic Practice at Level 4.

Students are expected to use the rules of the academic world and their relevance to degree-level work. All sessions contain a mixture of activities, from reading and analysing excerpts of text, to reflecting on spoken commentaries, and learning how to engage critically with writings and any juxtaposing findings.

What do I learn?

The content of the taught sessions of this module establish a structured framework for applying a range of academic research skills within the subject area. Students will learn how to differentiate between texts produced for a variety of purposes, including academic articles, book chapters, reports, newspaper articles and filmed material. In considering the limitations and/or validity of a text, students will learn how to critique a resource effectively and thus demonstrate the understanding needed to assess information in the public domain, thereby applying the skills gained.

What’s the assignment?

Students must choose research papers that are relevant to their subject, which may include a focus on communities, community groups, education, human development or Teaching & Learning, leading to the submission of a 3000-word report, which contrasts and evaluates the summaries of two research papers.

Want to know more?

To see the module description, please click here.

Module title: Professional Practice: The Curriculum (20 credits)

What’s it about?

The purpose of this module is support students to expand the knowledge and skills gained through successful completion of the Level 4, “Professional Practice: The Practitioner” and Level 4 “Curriculum Studies” modules.

What do I learn?

The module aims to explore different approaches to curricula and compares those studied with alternative educational settings. Students will develop a deeper understanding of how policy has influenced educational provision for children 0-11 and assess how this impacts practice. An evaluation of the historical and current attitudes to children’s play and creativity will also be undertaken to strengthen students’ understanding of the sector. Students will then examine and apply how these approaches can be used when planning and delivering a STEM activity.

What’s the assignment?

Students will plan and conduct a 20-minute assessed practical activity including a rationale for their proposed activity.

• Within the rationale students should address LO1 and LO2 and within the activity plan should address LO3. Students will include a reflection on how play and creativity has been incorporated into a STEM activity.

Want to know more?

To see the module description, please click here.

Module title: Research Methodologies (20 credits)

What’s it about?

The content of this module builds on knowledge and understanding developed in Academic Practice at Level 4 and Introduction to Research at Level 5. Students are expected to deepen their understanding of the rules of the academic world, and to apply these to group activities and individual written work

What do I learn?

All sessions contain a mixture of activities, from reading and critically appraising excerpts of text, to reflecting on spoken commentaries, learning how to engage critically with writings and evaluating effectively juxtaposing information. The content of the taught sessions of this module establish a structured framework for understanding and applying a range of research methodologies.

What’s the assignment?

The critical evaluation of the research methodology chosen for the subsequent writing of the undergraduate dissertation, enables students to review and critique a methodological approach, thereby enhancing their understanding of a research tool prior to applying it

Want to know more?

To see the module description, please click here.

Module title: Leading and Managing In Education (20 credits)

What’s it about?

Leaders in education are striving to meet the demands of the education sector whilst continuously being challenged by external macro factors such as funding, regulatory requirements and staffing. This module is designed to introduce learners to the complexities of leading and managing in educational settings today, whilst exploring the transferable skills required of a leader which can be applied at all levels.

What do I learn?

This will enable learners to understand the strategic aims of a setting that they wish to embark a career within; and develop an appreciation of the contextual challenges that senior leadership teams face. In doing so, learners will be able to demonstrate a strong grasp of educational issues and how they can be resolved from a leadership perspective. This will prove enabling and assist career development.

What’s the assignment?

Select an educational setting of your choice and prepare a report to address the following:

Critically analyse a range of macro challenges that the senior leadership team will face that will influence the setting meeting its strategic aims.

Evaluate a range of leadership and management principles, competencies and skills which can be implemented or demonstrated to address the challenges that you have identified. Explain the potential impact of these on the setting’s strategic aims.

Want to know more?

To see the module description, please click here.

This programme was previously validated by the University of Essex as BA (Hons) Childhood Studies. Students who commenced study on the course prior to September 2020 will complete modules approved by the University of Essex and upon successful completion will be awarded a University of Essex validated degree.

Please find below a list of modules for each year of the BA (Hons) Childhood Studies.

Year 1:

Module title: The Holistic Approach to Child Development (30 credits)

What’s it about?

This module will support you in understanding how children develop and what you can do as practitioners to develop and meet their holistic needs. You will be developing skills in observing children and interpreting those observations.

What do I learn?

The module will teach you key theories and perspectives in child development. There will be detailed exploration into physical, cognitive, language, social and emotional development of children and how to observe these within settings.

What’s the assignment?

This module has a written assignment of 6,000 words.

Want to know more?

To see the module description, please click here.

Module title: Safeguarding Children (15 credits)

What’s it about? 

This module aims to deepen your understanding of the issues around children’s welfare and how you can support children to safeguard themselves.

What do I learn?

You will engage in delicate discussions around child abuse whilst exploring the relationship between safeguarding children, current legislation, the family and the state. There will be an analysis of policies and procedures in children’s services and we will equip you with the listening skills to prepare for challenging circumstances.

What’s the assignment?

This module has a written assignment of 3,000 words in a report format.

Want to know more?

To see the module description, please click here.

Module title: Childhood in Society (15 credits)

What’s it about? 

This module will explore the concepts of childhood and how it has evolved over time across different cultures and societies. In addition, students will be expected to examine and challenge, where appropriate, their own pre- conceived ideas, attitudes and values about childhood.

What do I learn?

You will explore historical views of childhood, legislation that frames childhood in the UK, and the social construction of childhood. You will learn about current influences and factors that impact childhood such as poverty, homelessness, health, gender, class, disability and race.

What’s the assignment?

A 3,000 word essay.

Want to know more?

To see the module description, please click here.

Year 2:

Module title:  Play, the Curriculum and the Developing Child: Integrated practice (30 Credits) 

What’s it about?

This module is designed to give students a deeper understanding of the importance of play in young children’s learning, and how practitioners working with children 0-8 years of age plan and organise play opportunities that will facilitate the delivery of Early Years curricula. They will have the opportunity to join in with that planning and delivery in their placements. 

What do I learn?

You will analyse the elements of a chosen Early Years setting that support and encourage learning, comparing it with alternative Early Years settings. Therefore, it is important that you evaluate the importance of effective communication with young children. Within class discussion we will also debate the importance of differentiation and inclusion in planning the Early Years curriculum. This module also has a practical element: you will be asked to plan a range of play-based activities and evaluate the delivery of these activities. 

What’s the assignment? 

A 4,000-word portfolio and a practical assessment with a reflective evaluation. 

Want to know more?

To see the module description, please click here.

Module title:  Introduction to Counselling Skills (15 Credits)

What’s it about?

This is an optional module for students with a particular interest in developing the skills and knowledge associated with mentoring, counselling and active listening. Importantly, you will develop an understanding of when the parent/carer would benefit from the support of professionals in the field and how to refer them on.

What do I learn?

Through class discussions you will debate the ethical perspectives of counselling and support for children, parents/carers and colleagues. You will analyse two therapeutic models that can be applied to support individuals in crisis. This will enable you to evaluate strategies for managing situations where individuals may need their support or the support of others

What’s the assignment?

Workbook (2,500 word equivalent) and video presentation.

To see the module description, please click here.

Module title: Philosophical and Psychological Perspectives on Learning in the Early Years  (15 credits) 

What’s it about?

This module looks at the theoretical perspectives behind the different approaches to learning and teaching in Early Year’ settings. Students will be encouraged to think about the relationship between the individual, their learning styles, and the model of knowledge construction used in particular settings. 

What do I learn?

You will learn about different philosophies and views of learning and how you can apply, observe and reflect on these within practice. This will involve debating the nature of knowledge and how to construct this.

What’s the assignment?

This module has a written assignment of 3,000 words in patchwork text.

To see the module description, please click here.

Year 3:

Module title: (30 credits) Undergraduate Dissertation

What’s it about?

This module is designed to support students in the planning and implementation of an undergraduate dissertation based upon an area of Early Years practice of your choice. This will consist of either a literature review, extended essay or a research proposal.

What do I learn?

You will choose and define the scope of an appropriate area for investigation and development, acting autonomously with minimal supervision. You will produce a review of literature that demonstrates your ability to critically evaluate and analyse the selected research material. You will show a critical appreciation of the uncertainty, ambiguity and limits of knowledge specific to your selected research area and demonstrate a critical understanding of primary or secondary research strategies in answering your research question. Finally, you will critically evaluate evidence to justify and create recommendations in relation to these research strategies and consider implications for professional practice.

What’s the assignment?

An outline of research (500 words) and either a literature review or an extended essay or research proposal (7,500 words)

To see the module description, please click here.

Module title: (15 credits) Children’s Rights

What’s it about?

The legal position of children has been enhanced by the UN Convention on the Rights of the Child to encompass principles of protection, provision of services and participation. This module explores the different dimensions of children’s rights and their influence on the care and welfare of children and their families.

What do I learn?

You will analyse key concepts concerning children’s rights and critically evaluate the role of practitioners in fulfilling the rights of the child, whilst demonstrating a critical awareness of differences in the implementation of children’s rights across the world.

What’s the assignment?

3,000 word written essay.

To see the module description, please click here.

Module title: (15 credits) Management, Supervision and Organisational Behaviour

What’s it about?

This module is designed to introduce students to the importance of leadership, management and supervision principles in Early Years settings whilst considering how these principles will impact upon Early Years strategy and organisational behaviour.

What do I learn?

You will evaluate the application of the general principle of management to the Early  Years sector and understand the main factors that influence the behaviour of individuals and groups in organisations. You will think critically and analytically about change processes and the efficacy of various strategies aimed at the resolution of organisational issues and problems facing Early Years leaders. Finally, you will discuss the role of individual supervision both for the development of the individual practitioner and for the professional practice as a whole.

What’s the assignment?

3,000 word essay.

To see the module description, please click here.