Early Childhood Education and Care, Foundation Degree

Foundation Degree Early Childhood Education and Care 2017/18

Year of entry

This programme is suitable for Early Years Practitioners and others working with children (aged 0 – 8).

The early years workforce requires highly qualified and motivated practitioners with knowledge and understanding of the multi-disciplinary nature of working with young children and their families, as well as an appreciation of the importance of quality partnerships with parents and other agencies.

This degree makes a significant contribution to meeting the demands of the sector and it will provide you with a broad in-depth, theoretical underpinning of these issues.

A central theme of the course is the concept of ‘being, belonging and becoming’, not only in relation to children’s holistic development and learning, but also in relation to the journey that you embark on when studying at Canterbury Christ Church University (CCCU). For example, the state of ‘being’ values your experiences, knowledge and participation as the foundation of your professional identity; the notion of ‘belonging’ supports you and your feelings of inclusion and participation at University and in the wider early years community; and finally, the notion of ‘becoming’ supports your critical engagement with diverse perspectives on children, childhood and the wider political, societal and global issues influencing the lives of children and their families. 

Whilst studying for the Foundation Degree, you will engage with theory and research drawn from an interdisciplinary approach. The taught curriculum draws on the fields of education, health and welfare, sociology, psychology, geography, history, children’s rights, law and justice, political and economic science, anthropology, social policy and philosophy. The topics studied are embedded within a socio-cultural perspective towards children, families and their wider communities and in particular the interrelatedness of children’s development and learning as culturally, as much as biologically, determined. Reflection on work related learning is central to developing links between theory and practice.

Year 1 An example of the modules taught in the first year are:

  • Introduction to Early Childhood Education and Care (Employment-based)  
  • Planning for Personal and Career Development  (Employment-based)         
  • Child Development and Learning (Employment-based)           
  • Discovery Inquiry and Exploration (Employment Based)
  • Child Health and Wellbeing (Employment-based)                     
  • Being, Belonging and Becoming (Employment-based)    

Introduction to Early Childhood Education and Care (Employment-based) The purpose of this module is to provide you with an introduction into Early Childhood Studies.  It aims to allow you to develop a foundation of knowledge and understanding of the complexity of early years’ policy, practice and provision. You will explore theoretical perspectives and recognise the historical, political and ideological factors that impact on young children and their families. In addition, you will develop their knowledge and understanding of the developing child,  consider the inter relationships of developmental areas and examine wider societal issues influencing child development. 

Child Development and Learning (Employment-based)
The module aims to provide an introduction to human development that will establish a framework for understanding human growth, development and developmental stages and domains. Specifically, the module will focus on the learning and development that occurs with an emphasis on the period from conception to eight years of age. The module will also encourage you to recognise and discuss the changing nature of developmental theories. This module will draw upon your own practice based experiences as well as remembered experiences from childhood and observations of children.

Discovery Inquiry and ExplorationThis module aims to introduce you to research within the context of children  lives, their families and their communities. You will be encouraged to debate, discuss and analyse the process of research and different research methodologies. You will also explore the concepts of knowledge and truth and how these shape how we know and what we know about children and their childhoods.

Child Health and Wellbeing (Employment-based)
The module aims to explore the concepts, of health and well-being of all children from conception throughout their lifespan. Students will evaluate the contexts of health including physical, mental/emotional, environmental and social contexts. Students will consider the implications of ill health through identifying a specific area of study and analyse the implications for the child’s health and wellbeing, their family and wider society. The module will examine a range of philosophies, theories, models of health promotion and public health and underpinning current legislation and government strategies.

Being, Belonging and Becoming (Employment-based)
This module aims to introduce you to an approach to early childhood studies that is values-based and which explores the notion of being, belonging and becoming not only in relation to children’s lives but also to your experiences as a student. You will be supported to explore your own values, and in drawing on a values-based approach to inclusion, explore the notion of democratic participation, community, equality and responses to diversity as fundamental to your transition to study at HE level, to support your inclusion within the university, the course and your reflection of your emerging professional identities.

Planning for Personal and Career Development  (Employment-based)
The module aims to support your personal and professional development by identifying graduate skills and considering the place of graduate skills in meeting the course learning outcomes. Through reflection, you will be supported in understanding the processes of managing your own learning in relation to the graduate skills, and in reviewing, planning and taking increased responsibility for your own development. 

The module will help you to become more aware of the demands made on you in your professional and academic work. 

Year 2 An example of the 20 credit modules being delivered at during year 2:

  • Young Children’s Growth and Development (Employment-based)
  • Exploring Research with Children (Employment-based)
  • Diversity and Inclusion in the Early Years (Employment-based)
  • Creativity, Imagination and Play (Employment based)
  • Working with Children, Families and Communities (Employment-based)
  • Safeguarding Children; A Risky business? (Employment-based)

Young Children’s Growth and Development (Employment-based)
The module aims to provide you with an in depth understanding of human development that will establish a framework for understanding and evaluating human growth, development, developmental stages and domains in varying contexts. Specifically, the module will focus on the growing, development and learning that occurs with an emphasis on the period from conception to eight years of age. The module will also enable you to recognise and discuss the changing nature of developmental theories and their application. 

Exploring Research with Children (Employment-based)
The module aims to provide you with knowledge of conducting a small-scale research project with or about children. Appropriate research methods will be introduced in addition to methodological constructs and concepts and ethical considerations within social science research. The module requires you to design a reasoned hypothetical project which considers the ethical approaches for working with young children using appropriate research methods that supports children’s rights to participation, voice and agency.

Diversity and Inclusion in the Early Years (Employment-based)
The aims of this module are to ensure you develop a critical understanding of the issues that surround discrimination, disability and equality in our society and of the concept of inclusion with a particular focus on young children and their families. The history, psychology, economic and social dimensions of these issues will be explored, along with an analysis of their impact upon individual young children and their families.

Creativity, Imagination and Play (Employment based)
The module aims to developyour awareness of both your own creativity and children’s creative development. This module will expand your knowledge of the processes involved in the development of children’s creativity. It addition it will recognise the importance of applying thinking skills and theories relating to cognitive development. You will be introduced to theories of creativity and will consider these in relation to your own lives and the lives of children. You will also consider issues surrounding play provision and creativity in the wider environment and explore the issues impacting on young children and their lives.

Working with Children, Families and Communities (Employment-based)
The module aims to provide an introduction to ecological systems theory and aims to encourage you to recognise and discuss the changing nature of neighbourhoods and society how practitioners might respond in terms of advocacy and action. The module promotes a range of opportunities for you to engage with children, families and communities through theoretical perspectives, previous and current experiences, observation in action and reflection.

Safeguarding Children; A Risky business? (Employment-based)
In this module you will explore concepts, theories, legislation and policy relating to safeguarding and protecting children. You will study concepts such as significant harm, neglect and abuse while considering decision making strategies and interventions that might be utilised by professionals in the field. 

Likely optional modules for year 1

You may be offered module(s) replacing one of the optional modules listed below. Selection of optional modules for the course is the responsibility of the FD ECEC Steering Committee.

  • Children As Social Beings (Employment based)
  • Perspectives of Childhood Learning to Learn at University (Employment-based)
  • Early Years Careers 1 (Employment-based)
  • Anti-Discriminatory Policy and Practice (Employment-based)
  • Services For Young Children And Families (Employment-based)

Likely optional modules for year 2

  • Global and International Perspectives of Early Childhood (Employment based)
  • Health Dilemmas and Action (Employment-based)
  • Babies and Toddlers The Wonder Years (Employment based)
  • Children and The Media (Employment based)
  • Science and Technology (Employment based)
  • Outdoor learning and Forest School 2 (Employment based)
  • Mathematical Thinking (Employment based)
  • Community Engagement Negotiated Project (Employment based)
  • 21st Century Childhood (Employment based)
  • Gender Issues in the Early Years: Exploring Fact and Fiction (Employment-based)
  • Young Children’s Literature and Picture Books (Employment-based)
  • Reflective Practice for the Early Years Professional (Employment-based)
  • Physical Development and Movement in the Early Years (Employment-based)

Children As Social Beings (Employment based)
Issues related to how children co-create, negotiate, and interpret their everyday worlds are central to understanding human development and children as social beings. This module draws from child development, socio-cultural psychology, and other social sciences to study children in their complex physical and social worlds.

Perspectives of Childhood
The aim of the module is for you to develop a basic but critical understanding of the social, cultural, historical, environmental, economic and political contexts that have shaped and continue to influence childhood and children’s lives, particularly from birth to eight years of age. You will explore values and belief systems concerned with children in the first years of life in different cultures, systems and family structures. 

Learning to Learn at University (Employment-based)
The module aims to support you in your transition to studying at higher education levels. Skills for independent learning, self-reflection and time management will be explored and built on through evaluative consideration of pre-existing study skills and work experience. The module will include advice and practice in writing for different purposes. The module aims to help you become aware of your own needs in regard to study at HE level and to identify your own specific interests within the overall programme of learning.

Early Years Careers 1(Employment-based)
You will develop your understanding of the essential concepts and underpinning principles for practice required for employment in the early years. The module aims to encourage emergent critical thinking about the basic theories and concepts underpinning professional judgement, conduct and activities. You will be encouraged to construct new understandings concerning personal experience and previous working practices to develop awareness of the impact of assumptions and belief systems on practice.

Anti-Discriminatory Policy and Practice (Employment-based)
Early years practitioners need to be able to critically evaluate their own values and practice in order to recognise and challenge assumptions which may impact on these. This ability enables them to develop an appropriate value base characterised by anti-discriminatory practice. In order to develop critical reflection upon their own and others’ practice, you will explore different aspects of discrimination and oppression and begin to relate these to personal and professional values and practice. The emphasis in this module will be upon increasingyour understanding of a range of concepts and ideas which relate to the personal, cultural and structural dimensions of discrimination.

Services For Young Children And Families (Employment-based)
The main aim of the module is to give you a knowledgeable understanding of the interdisciplinary nature of ECS and the paradigm of childhood studies. You will become familiar with the changing role of the family and societal change enabling an understanding of how different organisations and services needed to develop inclusively according to the needs of individual families and diverse communities. 

Likely optional modules in Year 2

Global and International Perspectives of Early Childhood (Employment based)
The central aim of this module is to provide you with opportunities to develop deeper knowledge and understanding of children’s lives in different cultures and contexts. As part of this module, you will consider the different forms that childhood can take across the world due to the influences of geography, history, politics and economics. The module will examine other influences such as: family, community and national expectations, gender roles, relationships between children and adults, class and caste, religious practices and racial issues.

Health Dilemmas and Action (Employment-based)
The aim of the module is to give you an in depth understanding of the perspectives and inherent concepts of health and disease from political, social, economic psychological and ethical perspectives. You will analyse and evaluate perspectives and consider the implications for children’s health and the development of health, health promotion and protection services.  Notions of need, health determinants and inequalities advocacy, participation and protection will be analysed and critically evaluated in terms of health and disease policy and strategy.

Babies and Toddlers -  the Wonder Years  (Employment based)
The aims of the module are to understand the babies and their development in the first two years of life.  Research highlights that human growth is the fastest in this period and babies in this short time learn about their social world, attachment, self-regulation and control in the context of a rapidly developing brain and body. The role of the adult in supporting or facilitating the development of babies and toddlers will be explored through contemporary research and scholarship in the UK and internationally.

Children and The Media (Employment based)
The aims of the module are to understand the impact on children of a range of different types of media (including newspapers, literature, film, radio, television, Internet, video games and social networking). It considers the portrayal of children within the media both historically and internationally and the link between the role of media and the construction of childhood. It evaluates strategies to promote promoting children’s media literacy as a means of developing effective practice within the early years.

Science and Technology (Employment based)
The aim of this module is to help you to recognise and understand the potential for learning in science and technology both within specific environments and in their daily lives.  You will use this understanding to help them to develop their own confidence, knowledge, understanding and skills in these areas. The module will explore the content of the National Curriculum and the Early Years Foundation Stage it will critically examine current practice and reflect on alternative curriculum models and draw upon on Educational theory. It will recognise the importance of developing scientific enquiry and exploration to developing a multi- sensory approach to teaching and learning understanding the importance of facilitating individual language and cognitive development.

Outdoor learning and Forest School 2 (Employment based)
In this module students will explore theories behind the practice of outdoor/creativity education in the context of sustainability and potential beneficial individual and social outcomes for children, families and communities, taking into account issues such as the benefits of nature on individual wellbeing, and the importance of exploration and managed risk to children’s learning.

Mathematical Thinking (Employment based)
By the end of the course, you should demonstrate your understanding of the potential for effective mathematics learning within a variety of practical contexts and how children’s learning can be supported and enhanced through the use of a range of materials and resources. Consideration of key theory, literature and statutory practice policy in terms of mathematics teaching and learning will provide a context for your learning.

Community Engagement Negotiated Project (Employment based)
You will develop your understanding of the essential concepts and underpinning principles of research and information gathering by negotiating an area of study around children, childhood, family and community. The module aims to ensure you have a rudimentary understanding of enquiry and research, including elements of research and the place of research within academic learning and the wider knowledge base.

21st Century Childhood (Employment based)
This module will engage you in academic debate concerning how early childhood is constructed in the 21st century in the UK and internationally. It will critically examine and debate societal change, political ideologies and technological advancement and the impact on young children and their families. The impact on early years education and care provision will also be explored in terms of international trends and power relationships. You will be supported in personal research and reading to explore a specific issue to present and report.

Gender Issues in the Early Years: Exploring Fact and Fiction (Employment-based)
The aim of the module is to develop your understanding of gender differences in children’s learning, development and achievement and how a gender imbalance in the early years workforce might impact on this. 

Young Children’s Literature and Picture Books (Employment-based)
The aim of the module is to develop your understanding of how quality children’s picture books can support young children in their holistic learning and development. You will critically examine some of the criteria for a quality book and develop your understanding of key authors in the early years. In addition you will explore the concept of ‘being literate’ and how this can be viewed through different cultural perspectives.

Reflective Practice for the Early Years Professional (Employment-based)
The aim of the module is to enable future Early Years Professionals to reflect on examples of best practice which you will be able to use to inform your own development as a future leader. This module will provide opportunities for you to develop knowledge and understanding about effective practice in the Early Years and to develop analytical and critically reflective skills. You will gain work experience with children from birth to five years allowing them to develop and underpin their knowledge of theory and related literature. 

Physical Development and Movement in the Early Years (Employment-based)
This module will develop knowledge and understanding of physical development and movement in young children from birth to eight years of age. You will be able to recognise the importance of supporting physical development and sensory exploration at this crucial stage of early development. 

On completion of Foundation Degree Early Childhood Education and Care  you are invited to apply for the BA (Hons) Early Childhood Education and Care course in order to gain a full honours degree which in turn enables access other postgraduate study and/or postgraduate professional training, for example routes into teaching, health and social work professions. 

You will complete one summative assessment task for each 20 credit module (4,000 words). The assessment tasks aim to develop a range of practitioner characteristics through a varied approach and as such are likely to utilise the following assessment methods:

  • Case studies
  • Reports
  • Reflective commentaries on focused observations
  • Essays
  • Presentations
  • Appraisal of professional practice
  • Analysis of issues which arise out of work experience, reading or seminars
  • Self-evaluations
  • Examinations
  • Pedagogic documentation
  • Artefacts

 

Fees

The 2017-18 annual tuition fees for this course are:

 UK/EUOverseas
Full-time

£6,165

N/A

Tuition fees for all courses are payable on an annual basis, except where stated, and may be subject to an annual inflationary increase in every year where the course lasts more than one year.

Further information

Additional course costs

Although we aim to minimise any additional costs to students over and above the course tuition fee, there will be some additional costs which students on courses are expected to meet. 

Read further information about the general additional costs which apply to courses at Canterbury Christ Church University.

The course consists of two years of study.

Year 1 (Level 4) which requires a pass to proceed into year 2 (Level 5).

You will typically attend one day per week (7.5 hours a day) and will study two 20 credit modules per term for 3 terms. This equates to 120 credits at the end of year one and 240 credits at the point of exit.

Teaching and learning may comprise of, but not be limited to lectures, seminars, workshop, personalised tutorials, guided learning, independent study and blended learning.

The teaching strategies and learning experiences reflect an increasing proportion of individualised and self-directed learning approaches.

The teaching team comprises of lecturers, senior lecturers, programme directors and module leaders. Many staff also pursue their own continuing education from masters’ degrees to doctorates and PhD’s as well as pursing their own research interests.

Staff represent a diverse set of professional backgrounds including Policing, Education, Social Care, Health, Psychology, local authority, third sector workers, commissioning services, Charities and other agencies. This presents a multidisciplinary and dynamic learning environment that includes specialist knowledge in the field. 

All academics have a recognised teaching qualification for Higher Education and fellowship of the Higher Education Academy or are working towards one. 

Each assignment combines an academic component and reflection on work based learning. For example:

  • case studies
  • reports
  • reflective commentaries on focused observations
  • essays
  • presentations
  • appraisal of professional practice
  • analysis of issues which arise from work experience, reading or seminars
  • self-evaluations
  • examinations
  • pedagogical documentation
  • artefacts

An example: Children’s Development and Learning Module

Essay brief: Choose one aspect of child development theory such as sensory-motor development, and explore the principles and assumptions associated with this specific aspect. The essay must be underpinned by core-reading and independent investigation and be referenced throughout.

Students will include a work based reflection on learning about an aspect of children’s learning and development.

It is a requirement of the course that you  must be working (employed or voluntary) in a relevant setting for a minimum of 15 hours per week.

Applications for this course can be completed online.

For further information, please read our guidance on how to apply online.

Please note

For the programme you are applying for, the University needs there to be a minimum of eighteen students to be able to run the cohort. If the University is unable to attract enough students then the cohort will not run. Where we are unable to run a cohort the University will contact those affected via the email address given on the application form, the University would also normally expect to offer those affected the opportunity to join the next cohort of the course they have applied for either at the original location that the programme was to run or at an alternative venue (once again subject to the minimum number of students being recruited).

Fact file

UCAS code

  • Apply directly to Canterbury Christ Church University

Institutional code

  • C10

Length

  • Full-Time Study over two academic years requiring attendance for one day a week in University. There are no professional placements as this is an employment-based course that includes work-based learning.

Entry requirements

  • GCSE English Language grade C (or equivalent)
  • GCSE Mathematics grade C (or equivalent)
  • If you do not have English Language or Mathematics at GCSE grade C or above you will be required to take and pass the University Equivalency tests for entry onto this course.
  • You must be working (employed or voluntary) in a relevant setting for a minimum of 15 hours per week.
  • Current DBS is required

Location

School

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Last edited: 10/04/2017 13:59:00