Programme Specifications

Student placements are part of this degree scheme. Placement providers do not provide formal instruction or accreditation.

Early Childhood Studies

September 2023

• To provide students with an opportunity to develop an understanding of the complex body of knowledge associated with Childhood Studies.

• To ensure students understand the methodologies of disciplines which can contribute to Childhood Studies.

• To ensure students develop critical and independent thinking, and problem solving skills that can be applied to relevant types of employment.

• To ensure students develop the ability to evaluate evidence, arguments and assumptions, to reach sound judgements and to communicate effectively.

• To provide students with the skills to deal directly with employers, colleagues and all involved in the care of young children.

Upon successful completion of the scheme students should be able to demonstrate an advanced understanding of:

• A1 The theory and practise of childhood.

• A2 The theoretical and practical implications of undertaking research with children, families and the professionals working with them.

• A3 The role of policy and practice in children’s services in ensuring children’s welfare and wellbeing.

• A4 The role of the children’s services practitioner in ensuring positive outcomes for children in the context of the relevant policy and legislative frameworks.

• A5 The concepts of the reflective and evidence-based practitioner, and the epistemological questions that arise in relation to each.

Learning and Teaching

All core modules will include lectures and seminars to a total of at least 20 contact hours (for some modules there will be more contact hours). The year 1 placement modules will comprise a total of 100 hours of compulsory placement. The year 2 and 3 placement modules will comprise a total of 600 hours of compulsory placement.

Assessment Strategies and Methods

Modules are assessed through a variety of methods to ensure that the learning outcomes have been achieved. These methods include critical analyses, reflections and evaluations, extended essays and a professional practice portfolio.

10.2.1 Intellectual Skills

• B1 Sound understanding of theoretical principles of sociological and psychological approaches to the conceptualization of childhood.

• B2 Sound understanding of the methodological and ethical issues relating to research with children, families and professionals.

• B3 Ability to synthesize diverse and complex material from a range of academic disciplines, theoretical perspectives and policy frameworks into a coherent analysis.

• B4 Ability to articulate complex, wide-ranging and contradictory perspectives in a coherent narrative.

• B5 Ability to analyse and interpret primary and secondary data and to draw conclusions which are meaningful in the context of the existing body of knowledge in a particular academic field and/or professional sector

Learning and Teaching

These skills are taught throughout formal lectures and more informal seminars. Students will be shown how to undertake research and develop their independent learning. Activities in both lectures and seminars will be focussed upon the above skills.

Assessment Strategies and Methods

These skills are assessed via the assignments for each module. The making criteria for the assignments is based upon these intellectual skills. The professional practice portfolio assesses students’ knowledge and skills in undertaking a research action or practitioner-led project.

10.2.2 Professional practical skills / Discipline Specific Skills

By the end of their programme, all students are expected to be able to demonstrate:

• C1 An advanced understanding of the generic skills, competencies and attributes required by a professional working with children

• C2 Evaluate their own practice and demonstrate an ability to use reflective and/or evidence-based practice to improve these

• C3 Teamwork, in form of key professional behaviours and interdisciplinary working procedures,

• C4 Planning and delivering services for children and young people

• C5 Understanding and adhering to relevant procedures and professional standards.

Learning and Teaching

Throughout the modules, students will be guided on the professional skills early years’ practitioners need. The formal teaching sessions will provide activities to demonstrate and support students in their ability to develop the above skills.

Assessment Strategies and Methods

The assessments for the placement modules will be based upon students’ evidence of the above skills.

By the end of their programme, all students are expected to be able to demonstrate:

• D1 Problem solving skills

• D2 Research skills

• D3 Communication skills

• D4 Team working skills

• D5 ICT and number skills

Learning and Teaching

All modules will provide activities to develop these transferable skills.

• Assessment Strategies and Methods

Across the degree scheme, these skills are assessed through various assessments.