Awards
Target Award
Award Description:Bachelor of Arts with Honours (Fnd) - BAHF
Alternative Exit
Alternative Exit
Alternative Exit
Programme Offerings
Full-Time
F2F-JMU-SEP
Educational Aims of the Course
The Early Childhood Studies (ECS) programme provides a research informed, relevant, intellectual and inspiring learning experience of Early Childhood Studies which broadly reflects the ECS subject benchmark statements. Overall, it provides students with a degree course which allows them to develop a thorough knowledge and depth of understanding of the discipline and the associated advocacy that underpins and permeates the programme. As such, the overarching aims are: To develop an understanding of the range and complexity of the body of knowledge associated with Early Childhood Studies and to engage with various career pathways and post graduate study associated with the field. This includes engagement with career support within LJMU. To develop a critical awareness of children as active participants, their rights and an anti- bias approach, which considers early childhood as a site for democracy, sustainability and social justice. To equip students with the skills, knowledge and understanding to link research and academic study of early childhood issues with multidisciplinary practice. To enable students to consider theory in relation to the implications for practice and to enable students to evaluate and develop critically reflective pedagogical and philosophical approaches to work with babies, young children, families and communities. To enable students to understand and analyse the processes that shape childhood and children’s lives in a way that fosters critical evaluation, and which includes an understanding of the contested and changing nature of the concept of childhood, ethical principles and children’s rights from a global perspective. To support and develop students’ research skills and understanding of participatory approaches in the area of early childhood and to develop the ability to evaluate evidence, arguments, and selection of data. To encourage students to engage with the development of employability skills by completing the Career Focus and Career Pulse elements.
Learning Outcomes
1.
Evaluate a range of issues concerned with the study of early childhood, including the multi-disciplinary nature of ECS.
2.
Discriminate critically and apply concepts from a range of academic disciplines appropriate to early childhood studies.
3.
Apply reflexive skills and the ability to work with others.
4.
Recognise and apply safe professional working practices in a professional project placement context.
5.
Demonstrate independent thinking
6.
Communicate effectively to audiences in written, graphical and verbal forms
7.
Manage time and work to deadlines.
8.
Participate constructively in group work.
9.
Exploit ICT tools and resources effectively.
10.
Apply research within early childhood studies and conduct and evaluate personal research in different contexts.
11.
Analyse, design and use various research methodologies.
12.
Demonstrate knowledge of child development in an ecological context, including attention to social and developmental psychology.
13.
Analyse the impact of socio-economic, political, legal, and policy issues on young children and their families.
14.
Analyse a range of creative pedagogical approaches related to work with babies, young children and families.
15.
Apply multiple perspectives and theoretical concepts to understand the changing nature of childhood in different cultures and societies from a global perspective.
16.
Recognise and evaluate the moral and ethical issues associated with early childhood studies.
17.
Critically evaluate Education for Sustainability within the context of the Early Childhood Studies programme.
Teaching, Learning and Assessment
LO1 – LO10- are gained through structured lectures, workshops, seminars, field trips and work-related learning. Group exercises and presentations ensure that students gain an understanding and experience of working collaboratively. The work-related learning placements enable students to apply theory to practice and Independent study is encouraged and is supported by formal lectures, workshops and tutorial sessions. Students are expected to use, and are supported in the use of, a variety of ICT and other media to broaden their understanding of the subject. Formal evaluation of knowledge and understanding is through a range of assessment tasks. Assessment tasks include, but are not limited to, presentations (group and individual),reports, essays, case studies, e-portfolios, portfolios and a research dissertation. Cognitive skills are developed through the teaching and learning strategies outlined above. All modules in the programme emphasise student-centred learning, involving students in task-based activities followed by discussion, feedback and a wider application of the concepts. Intellectual skills are assessed throughout the programme. There is explicit assessment of LO7-LO17 in written work and creative and supportive approaches to coursework including reports, essays, portfolios, role play, case study, poster presentations and artefacts. LO12 can be demonstrated through portfolios and completion of the compulsory safeguarding training and is embedded into the research and project enquiry focused modules at level 5. Safe practices are also embedded within level 4 enquiry modules and the level 6 dissertation. A supportive and incremental approach is offered to scaffold students developing knowledge, skills and understanding. Assessment is supportive and embedded within the curriculum design and is both relevant and contextualised. All students receive initial generic and module specific guidance and specialist induction on the identification, location and use of multimedia materials in the LRC and alternative local and non-local sources (LO14-LO17). Guidance for the production of coursework - essays, oral presentations and dissertations is provided at modular level and the research related modules are embedded at each level to support and scaffold students knowledge and understanding of various research methodologies. (LO2 & LO3). Criteria for assessment accompany individual assignments. Indicative and essential sources accompany course outlines (LO13 & LO14). Skills LO11-LO17 are assessed through written coursework, exam work, presentations, work based learning and reflections related to off site experiences, including observational visits within the early childhood studies field. Oral and written assignments are embedded within the curriculum design and verbal and written feedback foster reflective awareness and independent learning (LO11, LO13-LO17). Deadlines across modules on the programme are monitored carefully within each semester to minimise bunching of summative assessment and formative opportunities are embedded to promote effective time management (LO15). Support is given to develop independent skills (LO13). Group work is encouraged through task-based discussions and workshops (LO15-LO17). Students are encouraged to consider creative use of ICT and study skills are contextualised through a series of designated activities integrated throughout the programme, (e.g. searching for and presenting information using ICT tools and resources) (LO17). Effective communication is assessed in all areas of learners' work (LO14). Group-work skills, workshops and reports (LO11, LO16) are assessed through group-based research projects, and case-studies. Individual coursework - essays, reports, presentations, reflections and exams assess LO11-LO17. Students are encouraged to identify their strengths and weaknesses and set up appropriate goals and strategies for achievement (LO11-LO17).
Programme Structure
Programme Structure Description
At Level 3, all six modules are core (6 x 20 credits) 120 credits At Level 4, all six modules are core (6 x 20 credits) 120 credits At Level 5, students complete three core modules in semester one (3 x 20 credits) and choose two from three option modules … For more content click the Read More button below.
Structure
Level 3
Level 4
Level 5
Level 6
Entry Requirements
A levels
Access awards
Alternative qualifications considered
BTECs
GCSEs and equivalents
IELTS
International Baccalaureate
Interview required
Irish awards
OCR Cambridge Technical
Reduced offer scheme
T levels
UCAS points
Welsh awards
Extra Entry Requirements
Can this course be deferred?
Yes
Is a DBS check required?
Yes. A DBS check (Disclosure and Barring Service - formerly CRB) will be required after you start the course for placements that involve working with children and/or vulnerable adults.