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UCAS code:
X313
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Institution code:
S82
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Duration:
Two years full-time. Four years part-time. |
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Typical Offer:
2023-24 and 2024-25 entry; Level 4 entry: Level 3 qualification or 80 UCAS tariff points, Pass A*-C (T Level). Level 5 entry: 120 credits at Level 4 |
Following your Foundation Degree, you can progress onto our BA top up programme to gain a full degree.
Introduction
Many practitioners have commented upon the issue of engaging with academic studies around their employment as being somewhat challenging with regards to time management and the travelling involved whilst attending university.
In response to this demand the Early Years Practice online course will provide the opportunity for early year’s practitioners working within the sector to access higher education for simultaneous development of academic and experiential learning totally online through the universities virtual learning environment (VLE).
The VLE will be fully utilised to support all aspects of delivery and student support through a wide range of appropriate methods, for example: online webinars, online tutorials, online learning units, online workshops, etc. Any live webinars will take place between 18:00 and 20:00 and personal tutorial time is flexible around your work.
The underlying theme of the course is based on an informed approach to the academic study of early years practice and focuses on facilitating professional development through the process of reflection.
Each module will develop your ability to explore, discuss, analyse, evaluate and develop your professional practice with regard to theory, research, policy and recognised good practice.
The course makes strong links between theory and practice and as such, there are work based tasks that should be completed within their setting in order to underpin the theoretical aspects of the programme.
This course is also offered on-campus.
Course modules
The course has been designed to fit your studies around your work. Topics covered include early years, care and education, children's services and personal and professional development. This course is designed with the child care practitioner in mind and so it has been shaped to combine studying while working in a busy childcare setting. The course enables students to earn while they learn and maximise the amount of time spent at work.
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.
This module provides students from the Early Years’ workforce with the opportunity to develop a range of personal, professional, and academic skills in order to support their studies and enhance their future personal, professional and career development. It recognises the importance of effective study skills and communication skills in student’s continuing success throughout the programme through the use of informed reflection.
This module introduces student’s to understanding the holistic nature of children’s development. Students will be equipped with knowledge and understanding of key child development theories and contemporary perspectives of child development. The module focuses on key broad areas of development: Cognitive, Physical, including brain development, Language, and Personal, Social and Emotional Development.
This practice-based module will consider teaching and learning approaches to support children’s holistic development from the earliest years to age 11. A key focus of the module will enable Students to reflect on and understand the central role of observation in practice to assess and support children's cognitive, physical, social, and emotional development. Students will be encouraged to share example of good practice and consider children's holistic development within the context of well-being.
This module is designed to enable students to develop an evaluative understanding of formal methods of enquiry and to evaluate a range of appropriate methods of investigation and the supporting philosophies. It is intended to introduce students to both the theoretical and applied aspects of educational and social research. This will involve a detailed introduction to a number of different methodologies and research strategies currently being utilised within Early Years research today.
This module is designed to enable students to develop an evaluative understanding of formal methods of enquiry and to evaluate a range of appropriate methods of investigation and the supporting philosophies. It is intended to introduce students to both the theoretical and applied aspects of educational and social research. This will involve a detailed introduction to a number of different methodologies and research strategies currently being utilised within Early Years research today.
The children’s workforce has many demands and challenges not least of which is inclusivity in its broadest terms. Since 1989, the United Nations Charter for the Rights of the Child has set the tone for children’s rights at a global level. This module aims to investigate the value and beliefs systems that underpin the children’s workforce.
This module offers a multidisciplinary and inter-agency approach to child welfare and the protection of very young children. It considers the rights of the child, the roles and responsibilities of professionals, the responsibilities of parents and the safeguarding procedures of settings/agencies. The legislative framework relating to child protection in Early Years Practice will be examined in relation to children’s rights, parent’s responsibilities and child welfare/protection agencies.
This module includes an introduction to political ideology and charts key social policy development post World War II. This module aims to enhance and encourage students critical thinking skills in engaging with key policy debates and considering how policy developments may impact on children and families and in particular their experiences of the education system. This module also considers societal issues and contemporary debates and how this shape policy and the impact of this for children and families.
This module explores the significance of young children’s health and well-being within the formative years of 0-11. Taking a holistic and multi-dimensional approach, the module will consider the many factors that im-pact on child health and well-being, including physical, emotional, psycho-logical, and social contexts.
This module is designed to enhance student’s knowledge and understanding of pedagogic practice. The module will introduce and further develop students understanding of key pedagogies and practices across the early years and primary stages to enhance their own practice and development as a professional. The module builds on theory introduced in level 4 children’s development modules by allowing students the opportunity to focus on their own practice, ethos, pedagogy, and environments.
Building on the level 4 modules and student’s existing knowledge of the role of play, this module will extend and explore the role of play in children’s learning. The module will provide students with the opportunity to explore the historical and cultural perspectives of play along with the different play theorists and pioneers. The module will enable students to evaluate a range of perspectives related to children’s learning and development through play and creating enabling play environments.
This module builds on the Level 4 Introduction to Research Methods module and is designed to enable students to develop a critical understanding of formal methods of enquiry and select and justify appropriate methods of investigation. It is intended to introduce students to both the theoretical and applied aspects of research more broadly, and Early Years research in particular. This will involve a detailed introduction to a number of different methodologies and research strategies and will also consider the use and application of concepts followed by the formulation of an appropriate research proposal.
Career opportunities
Our graduates have a range of progression opportunities, from management careers within the early years sector, progression to the level 6 course (both on-campus and on-line) leading to postgraduate initial teaching training (ITT) for those wishing to pursue a career in teaching.
Upon completion of the Early Years Practice course, students can continue on to further study, such as the related progression routes below.
Fees and finance
2023-24
- UK full-time tuition fee: £8,220 p.a
- UK part-time tuition fee: £1,370 per 20 credits (please contact the Student Centre for further information)
- International full-time tuition fee: £13,992 p.a
Further Information
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
2023-24 and 2024-25 entry; For Level 4 entry, a Level 3 qualification or 80 UCAS tariff points, Pass A*-C (T Level).
For Level 5 entry 120 credits at Level 4 (or equivalent)
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.
Students are required to be in suitable paid or voluntary employment with children for a minimum of 6(PT)/12(FT) hours per week and hold a satisfactory Enhanced CRB or Disclosure & Barring Service check.
IELTS 6.0 overall (minimum 5.5 in all components) where English is not the students' first language.
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
Facilities and Resources
We use a range of dynamic technologies to facilitate our online course and to enhance the distance-learning experience. We utilise the visual learning environment (VLE) to provide online resources and teaching, including webinars, workshops and tutorials.
The GoToTraining software used by the team is an excellent resource in supporting high levels of participatory engagement throughout all aspects of the student’s engagement with their learning materials. It is fully utilised to support individual/personal tutorials and is easily accessible.
