- About postgraduate study
- Part-time study
- Courses
- Order a Prospectus
- Faculties & Departments
- UK students
- EU students
- International Students
- How to apply for your course
- Handy Hints
- Open Events
- Student Recruitment
- Money Matters
- About Us
By telephone
During office hours
(Monday-Friday 08:30-17:00)
+44 (0)1234 400 400
Outside office hours
(Campus Watch)
+44 (0)1582 74 39 89
By email
admission@beds.ac.uk (admissions)
international@beds.ac.uk (international)
sid@beds.ac.uk (student support)
help@beds.ac.uk (registration)
By post
University of Bedfordshire
Park Square
Luton
Bedfordshire
UK, LU1 3JU
The course takes an inter-disciplinary approach to the study of children from birth to eight years. During stages one and two, you will look at the skills development and understanding of the child, and consider the child as a member of society.
You will explore issues such as inclusion and disability, creativity in early years, development and learning processes, and the role of the adult in a childs education. In stage three, there is the opportunity to do a work placement and collect relevant data for analysis.
Key features:
Areas of study include:
The degree course has a teaching, learning and assessment strategy that is in line with the University strategy. It is a progressive learning and assessment strategy that moves you from diagnostic and formative assessment towards summative assessment in stage 3, encouraging the development of independent learning skills. You will experience a variety of assessment types, a major focus being on essay and presentation work but assessments can also include case studies, research reports, critical evaluations and formal examinations. The precise mix of assessment experienced by individual students will depend on their unit choices in stages 2 and 3 of the course.
In stage 1 diagnostic assessment will begin in induction week when you will be set a short essay that will be marked to provide you with feedback in the first two weeks of the course. This will allow you to reflect on your own learning skills and allow staff to identify areas you will need to work on at the start of the course. You may be referred to Student Support services or PAD if this is appropriate. At the start of stage 1 you are instructed in and encouraged to develop the basic information literacy and writing skills to allow you to develop the ability to write a competent answer to a question set within a defined context. As stage 1 progresses you will be expected to develop the complexity and depth of your answers in response to theoretical perspectives in the field of education.
In stage 2 there is increased need and increased opportunity for independent study. You will need to begin to gather, collate, analyse and critically evaluate materials from primary and secondary sources to answer sometimes complex questions. The depth and amount of assessment required reflects this change. In stage 2 the emphasis is on formative and summative assessment, in stage 3 the emphasis is clearly on summative assessment, particularly as evidenced in the final year dissertation project, which also encourages independent learning and provides significant evidence for graduate skills development. On this dissertation and in other key assessments you will need to work within complex and occasionally unpredictable settings and further develop the skills addressed in stage 2.
Upon successful completion of this course, you should be able to:
1. Demonstrate strong communication skills through written, oral, visual and electronic means, being able to organize and articulate opinions and arguments using relevant specialist vocabulary whilst working individually or as part of a team.
2. Demonstrate strong information literacy skills, in gathering and collating information from a wide variety of primary and secondary sources, including theoretical and research based evidence, in an ethical and professional manner.
3. Have developed the skills to undertake primary research and evaluate the significance and limitations of that research in relation to relevant theoretical perspectives.
4. Demonstrate the ability to critically explore, analyse and evaluate information and data and reinterpret that information to construct cogent and coherent arguments.
5. Demonstrate in-depth, systematic knowledge and consistently critical understanding of children and childhood nationally and globally, from philosophical, historical, psychological, sociological, cultural, global health, welfare, legal, political and economic perspectives.
6. Demonstrate a critical understanding of theory, policy and practice and the links between these as they relate to pedagogy particular to early years education.
Early Childhood Studies 2007
Education Studies 2007
ESCALATE -
http://www.heacademy.ac.uk/resources/detail/ourwork/tla/employability_profile_ESCalate_Education_Subject_Centre.
The BA (Hons) Early Years Education is designed to provide graduates with a strong grounding in major aspects of the subject of early years education in the twenty first century. It is primarily a course that is designed to allow students to progress into a wide range of early years environments. Completion of the course will also allow students to apply for post-graduate certificate of education (PGCE) courses, including the primary course at University of Bedfordshire. It has strong vocational and transferable skills elements built in, that will provide graduates with excellent career prospects.
Stage 1 introduces students to key educational ideas and theories, as well as having a strong focus on developing the skills necessary for success in Higher Education. The course will take in a broad range of students, including a high proportion with widening participation characteristics and this strong focus on key HE skills, together with built in mentoring (PDP) is a response to the needs of the students. Students will study education through the disciplines of Sociology, Psychology and Philosophy.
All students will follow the same course in stage 1 but in stages two and three will have limited options available that allows them to pursue their own particular focus within the course. Each strand consisting of two 30 credit modules, one at stage 2 and one at stage 3.
In stage 2, the core strand on the degree is in study skills, career development and research in the early years context with particular reference to inclusion in early years education as inherent in the Every Child Matters agenda. Students will further develop their core skills and add to their range of academic and vocational expertise. They will examine a potential career area and reflect upon their own career aims in the light of this.
This will help guide their third stage study, in relation to their module choices, dissertation and their development of additional practical experience, particularly through the module Education in Practice, the work based module.
The other core strand is on theoretical perspectives on young childrens learning, pedagogy, the child and the curriculum. This strands aim to provide students with an understanding of practical issues in early years education, underpinned by a solid theoretical background.
Optional modules include Creativity and the Curriculum or Family, Community and Culture at stage 2 and 21st century childhoods, Early Years Management, Understanding the Workplace and Pedagogical Perspectives on Learning and Development for Children Under Three at stage 3. Students can choose to follow the sociological and cultural units or the more practical creativity and management units. In conjunction with the topic chosen in the dissertation this gives the individual student the opportunity to follow more theoretical or practical components in the final two years of their degree course.
Students have access to a range of support services during their course. Information regarding these services will be given during induction week at the start of their course.
Each student will be assigned a personal tutor upon arrival at the Bedford campus. Regular tutorial sessions [3 per year], held throughout the period of study aim to support each student in terms of academic, personal and professional development. Personal tutors will usually communicate with their tutees through the University email system or BREO. It is expected that tutees will check both of these regularly. All personal tutors have weekly office hours that are posted on their office doors. The tutor will provide advice as to how and when students should seek guidance from the Professional Academic Development [PAD] support staff, situated at the Bedford campus, in addition to advice and guidance provided by the Student Support Services concerning issues associated with counseling, careers, health, finance, childcare and disability.
Students will receive detailed handbooks of the course and for each unit. Feedback from each assignment will include criterion referenced grids and advice on areas of strength and those in need of development. Students will be encouraged to reflect upon personal progress and feedback and, through discussion with their personal tutor identify personal targets to take their learning forward. All assignments, unit feedback and action plans will be retained in a professional development portfolio that students review with their personal tutor and build upon during their period of study.
The Early Years Education course tutorial system will play a key role in providing appropriate academic support in order to enhance learning, progression and achievement. All students will be encouraged to discuss feedback regarding assessed pieces of work. Tutorials will also be offered to all students if individuals, or groups, would like to further discuss an aspect of their studies. Research supervision is an integral part of the Level 3 Special Study, but is integrated into all tutorials from Level 1 to develop students research skills and competencies. Guidance for regular entry and completion of students Professional development portfolios will be provided and overseen by personal tutors.
The Student Services will provide confidential support and assistance on issues that relate to students academic studies.
Year group representatives will be invited to Staff Student Consultative Committee meetings and provide the platform for student voice and open dialogue, thus allowing for a two-way communication channel with members of the course team.
Learning Resources offers a range of services aimed at supporting studies whilst at University. These include the traditional library services borrowing, reserving and renewing books, videos and other library materials; as well as providing access to nearly 300 networked computers with a wide range of software including MS Office, internet, e-mail, and digital information products. There is also a range of on-line support materials and a designated librarian for the subject area. These services are restricted to members of the university therefore to access any of them students need to present their current University ID card.
Personal Tutor:
Each student has a named personal tutor. That tutor will be responsible for the mentoring of the student during the year and represent a point of contact for the student if they have any concerns over their academic progress or if they want to know where to seek advice on aspects of their time at the University of Bedfordshire.
The tutor will:
The tutee will:
Personal tutors will usually communicate with their tutees through the University email system or BREO. It is expected that tutees will check both of these regularly. All personal tutors will have weekly office hours. These hours will be posted on their office doors.
Throughout all stages of the course, you will be encouraged to work on projects as part of a small team. During workshops and seminars, you will be given opportunities to consider particular aspects of each unit, discussing these and providing feedback to the rest of the group. You will also be given opportunities to demonstrate your developing knowledge and understanding of the subject through group or paired presentations, of which some are unit assessments. Units that require gathering evidence from settings will enable you to collaborate with others already in the workplace, thus providing you with some valuable skills for your future.
All students will be introduced to the Centre for Personal and Career Development [CPCD] at Induction where My Future (CMS online) and other self-assessment tools will be signposted. Students will be made aware of the service available and how to access it at appropriate points.
Students will be made aware that self assessment tools are available on the Careers tab of BREO.
Further support and resources are available from the CPCD. Resources and support available at all levels include:
You will also be given detailed career information and preparation in the stage 2 unit, Research methods.
Graduates are well placed to enter a career that enables them to work with young children in areas such as community and social care settings, educational welfare, childrens centres or as senior play workers/coordinators/ managers. The course can also be a route into teacher training courses.
Career:
All students will be introduced to the Centre for Personal and Careers Development [CPCD] at Induction where My Future (CMS online) and other self assessment tools will be signposted. Students will be made aware of the service available and how to access it at appropriate points.
Students will be made aware that self assessment tools are available on the Careers tab of BREO.
Further support and resources are available from the CPCD. Resources and support available at all levels include:
Preparation for your career is also built into the level 2 study skills unit. On completing this course students are likely to progress into the following areas:
Further study:
As well as continuing study on teacher training courses, which in Bedford include masters level units, you may also study via MA courses in Education or a related social science.
A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.
Foundation degrees are also particularly suitable if you want to qualify while working.
Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.
We welcome applicants with relevant work experience.
We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.
The general requirement is one of the following:
Postgraduate applications (MA/MSc) should be made direct to the University using the standard University application form. There are some exceptions, please see individual course descriptions for details.
As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.
We have students from all the European Union member countries so we are quick to make decisions on most qualifications.
(Please note that applicants on a full student visa are not eligible for part-time study)
We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.
Please read the Direct application instructions before completing the course application form.
Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section
APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.
Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `
The APL form should be submitted at the same time as the course application form.
We regret we are unable to process APL forms from students who have not submitted a formal course application form.
Return your completed application to:
University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom
T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk
Entry cohorts to the course are characterized by a wide range in subject specific, practical and transferable skills and so the first stage of study introduces you to key ideas and skills that you will need to further develop for success in HE. Some skills teaching and learning in stage 1 will be personalised to reflect this and there will be a number of opportunities for individual tutorials with staff to allow you and them to reflect on your ongoing development. The main skills module aims to deliver skills instruction in the context of the subject rather than as isolated sessions.
The first stage of study introduces you to key ideas and skills needed for success in HE and on this degree. Each module has three hours of contact time per week where the focus is more on lectures as a means of delivering the core material. You will also have regular seminars and workshops where you will be able to develop your experience of working in groups, communication of ideas and personal confidence. Use will be made of the excellent IT facilities that are available within the University, and IT and information gathering skills will be developed during year 1. The main skills module aims to deliver skills instruction in the context of the subject rather than as isolated sessions.
In stages 2 and 3 of the course the emphasis on lectures decreases with a higher proportion of seminar and workshop sessions, and a move to 2 hours contact time each week per module and increased opportunity for independent study. The depth and amount of assessment required reflects this change. In stage 2 the emphasis is on formative and summative assessment, in stage 3 the emphasis is clearly on summative assessment, particular as evidenced in the final year dissertation project, which also encourages independent learning and provides evidence for graduate skills development. Stage 3 also reflects a work based element to the course through optional units Understanding the Workplace OR Pedagogical Perspectives on Learning and Development for Children Under Three.
Throughout the course extensive use will be made of the University VLE (BREO) to provide you with information and further materials for your study and facilitate interaction and discussion between students and between staff and students.
The course team support the University of Bedfordshire Disability Policy.
The policy covers all aspects of student life at University but specifically in relation to the course issues of admissions, assessment, student support and learning resources.
Academic staff are involved in meeting prospective students with declared special needs and can help advise on the particular requirements specific to the course. Learner support agreements are circulated to all members of staff that will teach the student.
Further support and advice can be given through the personal tutorial system.
You will improve your chances of employability by:
Communication
To help with the development of this you will:
Demonstrate strong communication skills through written, oral, visual and electronic means, being able to organize and articulate opinions and arguments using relevant specialist vocabulary whilst working individually or as part of a team. This will be emphasised through all units on the course, as all units possess elements of communicating in many different forms. Those units which have group or paired presentations as assessments will provide you with the opportunities to effectively communicate both within a small group and to a larger group.
At stage 1, you will develop communication skills through small group projects, mostly during seminars, using the group forum to discuss these with the larger group. There will be opportunities for presenting material through visual as well as written or oral means as well as listening and commenting on the contributions of others. You will begin to develop points of view.
At stage 2, building on the skills and understanding developed in stage 1, you will communicate ideas and research findings with greater effectiveness and fluency through oral, visual and written means. Greater emphasis is placed on your ability to articulate your thoughts both as an individual and as a member of a small group. Your point of view becomes more firmly based on your research and through discussion with others. Listening and responding to others will develop into a greater ability to critically evaluate the contributions of others. Seminars and group discussion forums will enable you to be sensitive to and react appropriately to the contextual and interpersonal factors of groups and teams.
At stage 3, you will present ideas and research findings with clarity, fluency and through a range of means. The dissertation unit in particular affords the opportunity to develop sophisticated skills in communicating essentially through writing, but with the flexibility to permit other forms of communication to be evident. You will engage in discussions with a supervisor, thus providing you with the opportunity to explore concepts and co-construct knowledge. Presentations at this stage are individual, thus allowing you to develop personal skills of communicating orally to others. Elements such as the ability to explain, persuade, evaluate, hypothesise and summarise will be evident. Seminars will allow opportunities for discussing and debating issues in further depth, allowing you to be highly sensitive to the contributions of others.
Information Literacy
To help with the development of this you will:
Demonstrate strong information literacy skills, in gathering and collating information from a wide variety of primary and secondary sources, including theoretical and research based evidence, in an ethical and professional manner. The strand of the course that includes the young child in education, research methods and the dissertation unit, has information literacy built into the units. You will develop these skills in the context of the unit content.
At stage 1, you will be guided in terms of key texts and sources that will support the development of your knowledge and understanding. Specific suggestions regarding sources linked to particular sessions may be given. Sessions will focus on the reliability and validity of particular sources, as well as how these might be effectively used in developing specific subject knowledge. You will engage in activities that introduce you to a range of information sources and to select the most appropriate source of data for specific purposes.
At stage 2, you will develop the ability to explore a range of sources, based on your increased understanding of key texts for early years education. You will be encouraged to engage with literature that reflects in-depth research and particular perspectives as well as those that continue to extend your knowledge base. You will be encouraged to engage more with primary sources and demonstrate your understanding of conceptual frameworks from these sources.
At stage 3, you will now become more focused on particular areas of study, especially through the dissertation and work based units. You will demonstrate more independence in gathering the relevant literature, in a variety of forms. Units at stage 3 will enable you to effectively organise and synthesise the literature, selecting and using those sources that are most useful. You will make more informed judgements regarding the choices you make regarding the use of certain sources of literature.
Research and Evaluation
To help with the development of this you will:
Have developed the skills to undertake primary research and to be able to evaluate the significance and limitations of that research in relation to relevant theoretical perspectives.
Stage 1
At this stage, you are developing your knowledge and understanding of bodies of knowledge associated with key concepts for this degree course. The terms, demonstrate an understanding of, and demonstrate a sound knowledge of, are used frequently at this stage. As you begin to apply this knowledge to new information, this is reflected in your ability to interpret information, express ideas and formulate responses. At this stage, you are beginning to evaluate and analyse, and this is reflected in these terms being used more frequently.
Stage 2
As you begin to build up a greater body of knowledge and understanding, at stage 2, there is more of an expectation that you will begin to reflect upon, critically evaluate and analyse the concepts, perspectives and practical applications of key concepts in the field of early years education. You will be making more perceptive comparisons of these perspectives and demonstrating the ability to communicate these perceptions in more complex situations.
Stage 3
The key feature of the learning outcomes for stage three is the requirement for you to work more independently on analysing, critically evaluating and reflecting upon concepts that require more considered thought and critical judgement. You will be synthesising your developing knowledge and understanding from an increasing body of knowledge and communicating this through new contexts.
Creativity and Critical Thinking
To help with the development of this you will:
Demonstrate the ability to critically explore, analyse and evaluate information and data and reinterpret that information to construct cogent and coherent arguments.
Stage 1
At this stage, you will be developing the ability to reflect upon the concepts and theories encountered through your studies. You will start to understand the relationship between theory and practice. You will start to pose questions about the key concepts in early years education as well as developing an understanding of the links between this phase of learning and education as a whole.
Stage 2
Stage 2 enables you to develop the ability to consider the relationships between early years education and a range of psychological, sociological, philosophical and historical perspectives. You will be able to relate first hand experience of observing practice with the theoretical concepts that underpin early years education. Workshops and seminars increasingly provide opportunities for discussion, debate and reflective thought, both at an individual and group level. You will be able to express opinions of theory and research and appreciate that this may be influenced by your own values and experiences.
Stage 3
This stage provides you with the opportunity to develop a high level of critical thinking in relation to the key concepts relating to early years education. You will explore theoretical perspectives in greater depth, thus reflecting the `spiral curriculum approach to your development of skills, knowledge and understanding. A greater emphasis is placed on your ability to understand and evaluate the research and theories of key figures in the field. Through the dissertation, you will further develop your ability to selectively and systematically research, analyse and reflect upon, those aspects of early years education that will provide a focus for critical thinking.
During the first few weeks of the course, you will be engaging in a range of diagnostic exercises. These are designed to provide information to you and tutors regarding current abilities linked to aspects of the course such as use of IT and essay writing skills. This also serves to identify any potential requirements regarding particular levels of support that may be required. Written feedback is provided and serves as guide for you to develop strategies for improving aspects of your own learning and development.
You will be supported through the tutorial system by a personal tutor, who will support and advise you throughout your course. Scheduled meetings, as well as more informal routes of contact provide a context for an ongoing dialogue that focuses on both academic and personal issues. You will be encouraged to engage with any feedback and to act upon suggestions where these have been made. As you progress through your course, your personal tutor will discuss potential career options and how this may impact on unit choices.
The course is designed to enable you to take increasing responsibility for your learning and development. A scaffolded approach enables you to benefit from initial direction, support and suggestions regarding your learning. Examples of this include, at stage 1, some units provide suggested reading for each week of the unit. This is changed in stage 2 to a reading list, with perhaps some direction given to particular articles or texts. As you progress through your course, there is more time allocated for independent study and less time allocated to direct lectures.
In your first year of study you will be introduced to the use of Progress Files through meetings with your Personal Tutor. The Progress File is a working document that charts your development as a student and is made up of two parts:
Your Personal Tutor will guide you through the initial stages of preparing your Progress File e.g. after your first set of assessments you will have a tutorial that gives you the opportunity to reflect on your grades / feedback and consider ways in which you might improve specific skills and / or build on the strengths demonstrated. Personal tutors will meet with students periodically to review progress and agree action plans. They will keep a written record of the review and an action plan for subsequent meetings.
Students produce an action plan, both short and long-term, to address areas for development and targeted students are offered tutorials on areas of weakness: support materials e.g. textbooks, website programmes are suggested to accompany self-study. The action plan to address areas for development will emerge from your discussions with personal tutors and reflections.
Embedded within several units are assignments based upon reflective journals that require a detailed reflection on progress so far, both against the course / unit learning outcomes in terms of assignment grades and tutor feedback and in terms of possible career / vocational pathways and aspirations. After Level One it is your responsibility to maintain your Progress File but you will be supported in this by the generation of appropriate materials in units throughout the degree course.
Attendance and punctuality requirements
We expect that:
General behaviour:
Use of mobile phones:
Contact arrangements:
Assessment requirements:
N/A
