Education Studies and Early Years BA (Hons)

About the course

Programme Aims

• Develop students' ability to reflect on a range of philosophical, historical, psychological, sociological cultural, health, welfare, legal, political and economic perspectives and consider how these underpin different understandings of children and childhood.
  
• Enable students to demonstrate knowledge and understanding of the areas of interest contributing to early years studies across skills areas, and of how they interrelate
  
• Develop students' knowledge and understanding of pedagogical approaches for working with young children and families

Why choose this course?

The Programme is offered full-time (3 years) and part-time (normally 6 years) and in all cases leads to the award of a BA degree with Honours. Students completing the programme of modules detailed in the Programme Specification will gain a BA (Hons) in Education Studies.

Study routes

• Part Time, 6 Years
• Full Time, 3 Years

Locations

• University of Hertfordshire, Hatfield

Careers

On graduation a number of different pathways will be open to you. You may choose to work in the field of education administration and management in the local authority sector, or in other public sector organisation such as the police, health work or the prison service, or in a similar role in the private sector. You may decide to continue your studies with a Master's degree. Alternatively, if you decide that you want to move into a career in primary school teaching, you could consider a PGCE qualification following your degree, and enter teaching with the advantage of a strong theoretical background.

Structure

Year 1

Core Modules

• Development and Learning in Early Years

  This module will explore children's development and learning in Early Years. Issues of diversity and individual difference will be explored. Recent research, current issues and the use of observational skills will be highlighted. Students will investigate, for example, the development of children's thinking, enquiry and communication skills as well as children's understanding of their environment. An awareness of appropriate resources and contexts for this investigation will be developed.

• Early Years; The Big Picture

  This module is designed to introduce students to the context of current Early Years practice. It introduces and underpins the Early Years pathway. The module will include investigation of current and emerging theory, research and policy relating to children in Early Years. Implications for practice will also be considered. Embedded in the module is the expectation that students will learn how to draw on a range of evidence to substantiate their view through the interrogation of texts and discussion of issues in seminars, whole class groups and individual research and study.

• Personal and Professional Development

  This module will enable students to explore and expand their understanding of the range of ways in which people learn and to reflect on their own learning in order to develop effective approaches to their study. Students will consider academic and study skills and develop an action plan for personal development. The module will encourage students to identify strengths and areas for development and to consider how their learning might further their own professional development. Students will develop their occupational awareness to enable them to compete more effectively in the employment market. They will enhance their own employability through researching possible career options and constructing an effective CV.

• Philosophies that Shape Education

  Students will be introduced to the nature of philosophical inquiry and to the philosophy of education. They will explore the work of some key educational theorists. Students will analyse the arguments in some key educational ideologies and explore the assumptions on which these are based. This module will enable students to make links between theory, policy and practice and to reflect on the nature of their own educational experiences in the light of this.

Optional

Year 2

Core Modules

• Early Years: A Child's World

  The aim of the module is for students to explore, recognise and evaluate how different environments can shape young children s learning. They will also evaluate the role of adults (for example early years practitioners, parents, play therapists) in supporting and extending young children's learning. The module will include, for example, visits, workshops, first hand practical experience, tutor input and guided independent activity, focusing on experience and practice.

• Health and Well-Being in the Early Years

  This module is designed to introduce students to the holistic view of children in the context of Early Years practice. The module will include, for example, investigation of current and emerging theory and research and policy relating to the health and wellbeing of children in the Early Years. Implications for practice will also be considered. Embedded in the module is the expectation that students will learn, for example, how to draw on a range evidence to substantiate their view through the interrogation of texts, discussing issues in seminar and in whole class groups and individual research and study.

• Inclusion, Diversity and Equality in the Workplace

  This module is intended to enable students to learn about inclusion, diversity and equality in educational and non-educational settings. It will consider guidance, legislation and policies and current issues in relation to inclusion, diversity and equality and enable participants to make links between policy and practice. Participants will reflect upon their workplace experience and develop and awareness of how to promote inclusion, diversity and equality in relation to for example vulnerable groups and protected characteristics. It will enhance participants’ understanding of discrimination in the workplace.

• Methods of Educational Research

  This module enables students to have an overview of research methodologies commonly used in educational settings and gives them knowledge and understanding of the key principles of observing, interviewing, text analysis and using simple questionnaires. Students will be expected to use both methodological literature and literature on a chosen topic to inform their research. Students will design and evaluate a pilot study of one data collection instrument. This module is designed to feed into the level 3 research modules.

Optional

• Study Abroad - BA

  This is an optional module that enables participants to study abroad for one semester. The module comprises a suitable programme of study in the field of education with a partner institution. A learning contract is devised between the University of Hertfordshire and the host institution. The participant’s programme of study will be negotiated and approved by the Programme Tutor (or nominee) in consultation with appropriate others and the host University.

Year 3

Core Modules

Optional

• BAES Dissertation

  This module is intended to help students select and define a topic for investigation and implement a research design utilising appropriate methods for handling and analysing data. It will involve students in independent enquiry, data collection, analysis and presentation of material plus evaluation of the outcomes. Critical appraisal of relevant literature is also required. Where students are intending to a named award an appropriate focus of dissertation topic will be required. Supervision (tutorial hours in section 12) will be available in one to one tutorial and small group seminars. Students undertaking this module are expected to engage in peer support.

• Childrens Literature: A Critical Evaluation

  This module examines selected texts, authors and themes in children's literature. A range of examples, including picture books, media texts and film, will be evaluated to investigate how authors communicate societal beliefs and values within the medium they work. Within this investigation, the growth, popularity and recognition of children's literature as a separate genre will be explored. Students will track the emergence of visual literacy and evaluate its impact on the notion of childhood. This module will include off campus visits and excursions to illustrate key aspects of children's literature.

• Creative Practice in Early Years

  The module will focus on meeting the challenges of implementing the learning cycle in Early Years practice. Students will investigate and evaluate observation, assessment and planning. Throughout the module the students will develop their knowledge and understanding of Early Years practice and be able to self-evaluate using relevant standards as a benchmark. The module will include a variety of teaching strategies for example lectures, practical workshops, group seminars and discussions. Students must be in a position to observe children or make suitable arrangements to do so

• Education for a Sustainable World

  This module offers the opportunity for students to examine the concepts education for a sustainable work from a range of different perspectives. It will focus on the key concepts of global education and apply these to twenty-first century situations ranging from the local to global and across different cultural contexts. The module will be delivered by a diverse group of people who will present case studies in their own discipline to include, for example, global health, globalisation of sport, poverty, sustainable development, transformative education and education for the future.

• Leading Practice in Early Years

  This module enables students to examine the general discourse of leadership, but in particular to focus on leading practice in Early Years settings. Throughout the module the students will develop their knowledge and understanding of Early Years Professional Status and be able to self-evaluate using the Early Years Professional Standards as a benchmark. The international pedagogue role, mentoring, modelling, collaborative practice and teamwork, inter-professional working and leadership of change, professional development, inclusive practice and the Early Years Foundation Stage are important themes in the module.

• Positive Relationships in Early years

  The content of this module links relationship theories, for example attachment, containment, attunement, building resilience, risk-taking and conflict management, with current research and early years practice within a range of provision - full daycare, home care, pre-school and nursery school settings. The ability to develop and sustain trustworthy relationships requires exploration of self-awareness and practical application of social and emotional intelligence with babies and children in a variety of circumstances. Reflective tasks, case studies and short practical tasks are offered to help students engage with their own experiential learning. Positive relationships with babies, toddlers, children - but also families, colleagues, other professionals and local community members are essential to the role of Early Years Professionals, embedded in the Early Years Professional Status 39 Standards. This module uses trust as a key to positive relationships, aiming to build on previous knowledge, understanding and expertise.

• Psychology for Education

  This module uses psychology to provide perspectives on different ways of understanding people in educational and learning settings. Psychological theory will be used as a critical tool to examine insights and interventions in learning, training and education. It is intended to provide a model whereby psychology can be used to illuminate potential connections and discontinuities as an evaluative tool to formulate and justify ways forward.

• Research Project

  This module enables students to consider the issues around educational research and the assumptions underpinning common methodologies used. They will know the key principles involved in the design of small scale research projects and understand the key principles of using data gathering instruments to explore an aspect of educational practice. Critically reading published literature, on a chosen topic, will help inform the research design and contribute to an academic report of their research. Students will reflect on the implications of the project for future research or practice.

• The Unique Child: Inclusive Practice in Early Years

  This module is designed to enable students to understand how inclusion and diversity needs to be embedded in Early Years practice. The module will include investigation of current and emerging theory, research and policy relating to these areas. Throughout the module there is the expectation that students will draw on a range evidence to substantiate their view through the interrogation of texts, discussing issues in seminar and in whole class groups and individual research and study.

• Therapeutic Approaches in Education

  This module explores play as a therapy to help children understand muddled feelings and upsetting events by using play to communicate at their own level and at their own pace, without feeling interrogated or threatened. The module explores how play therapy can be used to develop children's emotional literacy and promote their well-being. The role of play in a child's social, emotional, cognitive, physical, creative and language development will be explored underpinned by relevant theories of attachment, bonding and child development. Its role in children's communication, learning and managing relationships including those for whom verbal communication may be difficult will be covered. The module introduces mainly non-directive play techniques based upon a humanistic model and explores different techniques in play therapy. It also explores other therapeutic approaches for young children.

• Thinking Skills: Supporting Children's Cognition

  This module examines theories concerning the development of cognition and considers how they relate to children s learning. The aim of the module is for students to understand how these theories have produced a range of models for understanding and developing thinking skills and to be able to copare and critically evaluate the different models. Students will develop an understanding of the role of the adult in the development of thinking skills in children.

Fees & funding

Fees 2013

UK/EU Students

Full time: £8,000 for the 2013 academic year

International Students

Full time: £9,500 for the 2013 academic year

Discounts are available for International students if payment is made in full at registration

View detailed information about tuition fees

Scholarships

• National Scholarship Programme

Find out more about scholarships for UK/EU and international students

Other financial support

Find out more about other financial support available to UK and EU students

Living costs / accommodation

The University of Hertfordshire offers a great choice of student accommodation, on campus or nearby in the local area, to suit every student budget.

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How to apply