Early Childhood Studies

The Government are currently focusing on bringing more graduate teachers into nurseries and have set ambitious goals to support all children in achieving higher in early years and primary schools.

The early years of a child's life are crucial for development, with early educators playing a key role. It takes a skilled practitioner to make it look like child’s play and graduate practitioners have the knowledge and skills to help children thrive. Evidence suggests that attainment levels of children are greatly improved by having a graduate level educator earlier in their lives as they enhance learning outcomes, improves quality of care, and builds stronger leadership teams. Effective pedagogy is paramount in early childhood and needs to be acknowledged as valid and important in its own right. This degree goes beyond the ‘how’ to do and will help you understand the ‘why’ we do.

The Early Childhood Studies degree is for those interested in becoming a Graduate Practitioner who may want to progress into Teacher Training, leadership, or specialised fields. The course takes a holistic approach, covering child development, early years and National Curriculum, legislation, health and safeguarding for children aged 0-8 years.

Our students will be key influences in the lives of many children and families, empowering them in becoming key workers in education, enabling them to advocate for children and families, protect children from harm and support them in becoming valued and active participants within their community. Students will need to bring with them a passion for working with children along with good communication, organisation, and a willingness to learn. Throughout the three years of the degree, we will support students in building resilience, confidence in their own knowledge and equip them with the skills they need to become instrumental in supporting children and families.

Initial modules will introduce them to research and study skills required to learn at Higher Education level alongside fundamental modules for Early Childhood studies such as Safeguarding, Special educational needs and curriculum. In the second year we aim to build critical discussions of the importance of enabling environments, health in children and world curriculums. In the final year we develop students’ evaluative ability to assess Leadership and management approaches alongside children’s rights. In their final year students are given the opportunity to deep dive into a topic they love and allows them to showcase their enthusiasm and expertise in a field that excites them.

Alongside two days in university students are expected to volunteer or work an early years setting or Primary School for 540 hours over the three years. As members of the Early Childhood Studies degree network, we use the Graduate Competencies to guide practice in placement. With tracked hours, placement feedback and observations required as part of the course this gives students an opportunity to put theory into practice and supports applications for teacher training. Students who complete the three years of the degree with placement will be qualified level 6 early years practitioners.

The course team will support students in readiness for the job market. Many of our graduates from the current degree program progress into careers such as pre-school or primary school teachers, family support workers or play therapists. Others choose to further their studies on master’s programmes that specialise in specific topics or take on specialised training in social work, Special educational needs, or Safeguarding.

The course operates on a modular basis that provides flexibility and choice. Most modules count for 20 academic credits, with each credit taken equating to a total study time of around 10 hours, which includes scheduled teaching, independent study and assessment activity. Full-time students take modules worth 60 credits per semester, with part-time students taking proportionately fewer credits per semester. A total of 120 credits per level and 360 credits are needed for an honours degree as a whole. Overall grades for the course and degree classification are based on the marks obtained for modules taken at levels 5 and 6. Our teaching is informed by research, professional practice and industry engagement and modules change periodically to reflect developments in the discipline. Further information on current module content can be found on the University Centre Colchester website.

Assessment: The course provides you with opportunities to test your understanding of the subject informally before you complete the formal assessments that count towards your final mark. Each module normally contains at least one piece of practice or ‘formative’ assessment for which you receive feedback from your tutor. Practice assessments are incorporated into several modules per level to support students theoretical application in the workplace. There is a formal or ‘summative’ assessment at the end of each module. Assessment methods include written examinations and a range of coursework assessments such as essays, reports, portfolios, performance, presentations and your final year major project. The grades from formal assessments count towards your module mark. Feedback: You will receive feedback on all practice assessments and on formal assessments undertaken by coursework. Feedback is intended to help you learn and you are encouraged to discuss it with your module tutor.

To work as a teacher at a state school in England or Wales, you will need to achieve qualified teacher status (QTS). This is offered on this course for the following level:

• Course does not award QTS