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BSc (Hons) Psychology and Early Childhood Studies

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UCS Buildings - Nov 2013 (35)
UCAS code: 
CX8H
Institution code: 
S82
Location: 
Ipswich

Duration: 

Three years full-time.

Four and a half to nine years part-time.

Typical Offer: 

112 UCAS tariff points (or above)
BBC (A-Level), DMM (BTEC).

 

  • Our Psychology course is accredited by the British Psychological Society.
  • Students are eligible for Graduate Basis of Chartered Membership of the British Psychological Society.
  • Graduates can progress in to a range of careers in education, health and social care fields including early years settings, family support, nursing and primary teacher training.
  • Excellent links with Suffolk Constabulary, local magistrates, the Crown Prosecution Service and the probation service.
     

Introduction

Contemporary Psychology is a scientific discipline dealing with human behaviour, cognition and action. In Psychology  you will explore and examine the interaction between mind and behaviour, the nature of the unconscious, the functioning of memory, individual behaviour in social situations, prejudice and altruism.

Early Childhood Studies includes educational, health, welfare, psychological, sociological, legal, philosophical, political and economic perspectives.

The primary focus is children from birth to eight years but it also covers conception through to when a child is approximately eleven years of age (the natural completion of the primary education stage). All students are strongly encouraged to have a University of Suffolk student Disclosure and Barring Service (DBS) Certificate and to work in a voluntary capacity or paid employment with young children (principally 0-8 years) whilst undertaking the course if they wish to pursue a career within this area.

Psychology at University of Suffolk, Ipswich is accredited by the British Psychological Society. Students who wish to become professional psychologists are eligible for Graduate Basis of Chartered Membership of the British Psychological Society, providing that they gain a minimum of second class honours and have completed all the required psychology modules.

Further information about the University's relationship with the British Psychological Society (BPS) is available in the PSRB register.

Course modules

Typical course content will follow the below format, with some optional modules being available subject to appropriate student numbers and specialist staff availability

Level 4 All Mandatory Psychology Modules Plus 3 optional module from the level 4 (Year 1) options below.

Level 5 All Mandatory Psychology and ECS Modules Plus 1 optional module from the level 5 (Year 2) options below.

Level 6 All Mandatory Psychology Modules Plus 2 optional module from the level 6 (Year 3) options below.

Full downloadable information regarding all University of Suffolk courses, including Key Facts, Course Aims, Course Structure and Assessment, is available in the Definitive Course Record.

Foundations in Biological and Cognitive Psychology (Mandatory)

Foundations in Biological and Cognitive Psychology is a mandatory module for all students taking a psychology degree route. Together with the “Foundations in Social and Developmental Psychology” module, level 4 students will attain a holistic underpinning to the major approaches in psychology. The module will cover conceptual and historical issues of behavioural, biological and cognitive approaches to psychology.

Foundations of Social and Developmental Psychology (Mandatory)

Social Psychology is concerned with the scientific study of human social behaviour, experience and thought. Developmental Psychology is concerned with the scientific study of systematic changes in human psychology across an individual’s lifespan, particularly cognitive, perceptual, social and emotional development in childhood, adolescence and adulthood. 

Social Science Research Skills (Mandatory)

Social Science Research Skills aims to give students an introduction to social science research methods, in addition to progressing important study skills during Level 4. Social Science Research Skills provides the foundation for the Level 5 Quantitative and Qualitative Data modules. 

Healthy Children and Families (Optional)

This module aims to provide an introduction to the study of  health and wellbeing of children and families. It seeks to explore the roles and experiences of children and families in relation to health, illness and family life.

Children, Families and Welfare (Optional)

This module explores the historical development of welfare and the changing role of the state in provision, introducing you to key theoretical perspectives, concepts and debates in welfare service provision for children and families.

Psychology and the Family (Requisite)

This module seeks to develop knowledge and understanding of family theories, family structures, family functions, and the reciprocal influences between family and the developing child. You will develop knowledge and understanding of key concepts, theories, and research in developmental psychology.

The Sociology of Childhood and Families (Optional)

This module will introduce sociology as a discipline and highlight the role of the sociological imagination in critically exploring the social category of childhood and young children’s everyday lives. The social structures which define, govern and locate children and childhood are examined including for example the family, the early years setting and the school.

Early and Primary Education (Optional)

This module introduces students to early and primary education and the underpinning values of professional practice. Students are encouraged to consider how the theoretical study of the child underpins the early and primary curriculum and adult role.

Biological and Cognitive Psychology (Mandatory)

Biological psychology (biopsychology) looks at psychological processes from a biological perspective, dealing with issues such as behaviour genetics, endocrinology and physiological psychology. Cognitive psychology studies how information is processed by the brain and sense organs. It is concerned with issues of how people perceive, understand, make decisions about and remember information. 

Social and Developmental Psychology (Mandatory)

This module will build on the broad introduction at Level 4 and seek to provide research-based accounts of social and developmental behaviour in key areas, such as people in groups, prejudice and discrimination, aggression, social influence, emotional and social development, life-span adult development and developmental social psychology.  

Experimental Design and Analysis (Mandatory)

This module develops on from the level 4 social science research skills module to provide students with the skills to carry out experimental research of sufficient quality and rigour to complete their own independent studies. With psychology students potentially going on to a role of a practitioner it is essential for students within psychology to have sufficient knowledge of methods, methodology and data analysis associated with experiments so as to critique the literature and data presented through research articles and organisational reports around the practice of psychology.

Questionnaire Design and Analysis (Mandatory)

Questionnaire Design and Analysis provides students with the skills to carry out research of sufficient quality and rigour to complete their independent studies. The module aims to promote a critical and questioning approach, provide students with an advanced awareness of SPSS in addition to ethical concerns, reliability and validity in research. 

Qualitative Research Design and Analysis (Mandatory)

Qualitative Research Design and Analysis serves as a basis for the Dissertation research at Level 6, providing students with the opportunity to develop and apply skills in managing, collecting, analysing and reporting qualitative data. Students will identify and discuss ethical considerations relating to qualitative research. 

Advanced Qualitative Research Design and Analysis (Mandatory)

All researchers require a basic understanding of qualitative research methodology. This module provides students with the opportunity to further develop and apply skills in managing, collecting, analysing and reporting qualitative data that was touched upon in the Qualitative Research Design and Analysis module. Ethical issues will also be discussed.

Children’s Geographies (Optional)

This exciting module explores children’s everyday lives within the various cultures, spaces, places and environments that they inhabit. The module is diverse in its topics, theories and teaching methods and our explorations will range from children’s relationship with nature to the domestic spaces of ‘home’, from migration and diaspora to the phenomena of the ‘street child’ and from children’s participation in the cultural worlds of a society to the institutionalisation of contemporary childhoods. 

Language and Literacy (Optional)

This module offers an in-depth study of the development of language and literacy and the close interlinks between the 2 areas. The module will cover development of communication, language and literacy from a range of different viewpoints, socio-cultural, psychological/development, and educational. 

Play and Creativity (Optional)

This module focuses on understanding the value of play and creativity in early childhood and exploring the extent to which the two further children’s development. Students will be encouraged to reflect on and explore historical and contemporary perspectives on play and play behaviours from a cross-cultural perspective. The module will explore significant theoretical views on the role of play and in particular creative play behaviours on a child’s development.

SEN and Inclusion (Optional)

The module provides an exploration of special educational needs and inclusion. It introduces students to a range of issues and perspectives in relation to disability and children’s rights; learning for those with SEN, social and cultural dimensions of difference, diversity, and SEN and Inclusion in practice.

SEN and Inclusion (Optional)

The module provides an exploration of special educational needs and inclusion. It introduces students to a range of issues and perspectives in relation to disability and children’s rights; learning for those with SEN, social and cultural dimensions of difference, diversity, and SEN and Inclusion in practice.

Abnormal Psychology (Mandatory)

The concept of ‘abnormal’ can be problematic given negative connotations with ‘not normal’ and this will be a key area of debate: the essence of normality and the appropriateness of labels which may have important ramifications for how people suffering psychopathology are in some way perceived as ‘not normal’ or as inferior members of society.

Applied Studies (Mandatory)

Applied Studies allows students to explore in some depth an important book within their field of study relating to either psychology, sociology, youth studies or criminology. Students will critically review their book and evaluate how subsequent research in the field has developed in their own Book Review assignments. 

Level 6 Research Dissertation (Mandatory)

Research is an important and integral part of your degree, and the Research Dissertation gives students the opportunity to expand learning and develop interests in a particular topic. Students will critique research by others and will reflect on their own work, moving students from a theoretical knowledge of research toward a more informed level of skill and application.

International and Comparative Education (Optional)

The provision of education for young children has developed due to a range of factors and influences (political, economic, environmental, socio-cultural and technological). This module sets out to develop students’ knowledge, understanding and critical awareness of these factors and influences and the impact they have on young children’s education in different countries. 

Humanitarianism, globalisation and families (Optional)

This module aims to enable students to understand the values and practice of humanitarianism and the positioning within this of children and families. Providing students with an introduction to the field of humanitarianism this module supports students to reflect upon the problems, potential responses, identified solutions and guidelines for responses to children and families in emergencies at a local and global level.

Children and Popular Culture (Optional)

This module explores childhood and popular culture in its broadest sense, addressing two core areas: the representation of children and childhood in popular culture and the experience of children and families in navigating popular and consumer cultures. Topics range from the sexualisation of childhood to celebrity cultures and from children’s literature to contemporary YouTube stars and children’s role in cultural production. The module takes a critical stance, evaluating dominant discourses of childhood and examining assumptions regarding children’s vulnerability, dependency and autonomy.

Children and Popular Culture (Optional)

This module explores childhood and popular culture in its broadest sense, addressing two core areas: the representation of children and childhood in popular culture and the experience of children and families in navigating popular and consumer cultures. Topics range from the sexualisation of childhood to celebrity cultures and from children’s literature to contemporary YouTube stars and children’s role in cultural production. The module takes a critical stance, evaluating dominant discourses of childhood and examining assumptions regarding children’s vulnerability, dependency and autonomy.

Children and Popular Culture (Optional)

This module explores childhood and popular culture in its broadest sense, addressing two core areas: the representation of children and childhood in popular culture and the experience of children and families in navigating popular and consumer cultures. Topics range from the sexualisation of childhood to celebrity cultures and from children’s literature to contemporary YouTube stars and children’s role in cultural production. The module takes a critical stance, evaluating dominant discourses of childhood and examining assumptions regarding children’s vulnerability, dependency and autonomy.

Career opportunities

  • The most recent figures available from the Higher Education Statistics Agency (HESA) reveal that 85% of Psychology and Early Childhood Studies graduates in 2014/15 found employment within six months of graduation.
  • Around 60% of graduate jobs are open to graduates of any discipline and Psychology and Early Childhood Studies graduates are well equipped with the advanced skills and confidence to thrive in a variety of occupations
  • Psychology and Early Childhood Studies graduates are good at problem solving, have good analytical and research skills, and have excellent information and data management skills
  • Employability is taken very seriously at University of Suffolk and employers are directly involved in a number of taught and additional sessions over the course of the degree.
  • Excellent links with Suffolk Constabulary, local magistrates, the Crown Prosecution Service and the probation service.
  • Quite a number of our graduates also go on to pursue further qualifications at masters and doctoral levels
  • Online and face to face resources and advice are available from the University Careers and Employability Service for all University of Suffolk students. 
     

Fees and finance

2020-21

  • Full-time tuition fee: £9,250 p.a.
  • Part-time tuition fee: £1,454 per 20 credits (Please contact the Infozone for further information)
  • International tuition fee: £11,790 p.a.

Further Information                                                       

  • Detailed information about Tuition Fees
  • Find out more about Financial Support eligibility.
  • Also see Loans and Grants.
  • At University of Suffolk, your tuition fees provide access to all the usual teaching and learning facilities that you would expect. However, there may be additional costs associated with your course that you will need to budget for. 

Entry requirements

Academic Requirements

112 UCAS tariff points (or above), BBC (A-Level), DMM (BTEC) or Access to HE Diploma - a minimum of 30 Level 3 credits at merit grade or above.

All applicants are required to hold GCSE English and Maths at Grade C/4 or above. Applicants who do not hold these qualifications may be considered on an individual basis based upon their overall application and the course applied for.

If you do not hold these qualifications please contact Admissions directly on 01473 338348 to discuss.

Also see How to Apply.

International Requirements

IELTS 6.0 overall (minimum 5.5 in all components) where English is not the students' first language.

Also see International and EU.

Transferring Credit

If you have previously studied at higher education level before you may be able to transfer credits to a related course at the University of Suffolk and reduce the period of study time necessary to achieve your degree.

Staff

Associate Professor in Sociology

Lecturer in Early Childhood Studies

Senior Lecturer in Early Childhood Studies

Associate Professor in Early Childhood Studies

Lecturer in Psychology

Course Leader in MA Childhood Studies and Lecturer in Early Childhood Studies

Lecturer in Psychology

Senior Lecturer in Early Childhood Studies

Course Leader, MSc Applications of Psychology

Facilities and Resources

Psychology and Early Childhood Studies teaching takes place at our modern, well-equipped Waterfront or Atrium buildings at our Ipswich campus. As a University of Suffolk student, you will have full access to our well-stocked library in addition to discounts at our cafes and restaurants. If you are looking for a quiet place to work, our break-out areas on each floor of our Waterfront Building are an excellent choice. 

The Psychology and ECS team has extensive links with all local agencies that operate within the field, and as such they are able to embed contemporary research into their teaching demonstrating the applied nature of psychology and early childhood studies at the University of Suffolk.