1. Welcome to the School of Education
BA (Hons) Early Childhood Education

2. The BA Early Childhood Education is for you if you want to make a difference to the lives of young children and families
Underpinning Principles
Embedded in the programme are four principles:
Each child is a competent and capable individual.
Children’s Rights (United Nations Convention on the Rights of the Child UNCRC) are recognised and promoted.
The child is seen holistically in the context of family and society.
Cooperation with others (parents, colleagues, other professionals etc.) is actively sought for the benefit of the child.

3. What will I study?
Knowledge and understanding required for successful early childhood practice
early childhood pedagogy;
child development, health and care;
and early childhood practice for children from conception to 7 years.
Independent critical thinking based on reading, research and work-based experience

4. How will I study? Through practical activities, discussion and reading
Attendance and engagement in lectures, seminars and workshops
Engagement with on-line material
Engagement with peers
Independent study is encouraged at all levels

5. Critical reflection Your own experience is very important
You will reflect on your own education, your own beliefs and value systems
You will reflect on your work-based experience
You will develop a critical understanding of contemporary issues in education through reflection on your reading and learning throughout the programme

6. The structure of our degrees
You will study 120 credits each year in a combination of single (15 credit) and double (30 credit) modules - depending on the programme
On the Early Childhood Education programme, you will be taught approximately 12 hours each week between 9am and 7pm (full-time)
The expectation is that you will study 40 hours in total each week – attendance at taught sessions, seminars and placements is mandatory
Your personal timetable will be available once you have fully registered onto the course.

7. What will I study? Level Module content includes Level 4
Focus on self-awareness, personal development and introduction to theory
Inter-professional learning with Health and Social Care, Personal and professional skills,
Early Childhood development,
Creativity and learning.
Level 5
Opportunity to apply theory to practice. Modules will be studied and related to placement (or own work place)
Pedagogical approaches, Designing and Inquiry,
Child Study, Children’s Well-being,
Supporting children through transitions,
Psychological perspectives.
Level 6
Opportunity to specialise in a particular area of interest through a research project and a number of optional modules.
Research project, Working with parents,
Inclusion and diversity, Developing Maths and Literacy, Pedagogical Leadership, Special Educational Needs and Disability

8. Theory into Practice Years 1 & 3
You will be expected to visit different nurseries, schools and early years settings to
gain an understanding of practice and to be able to relate theory to practice.
Year 2
In semester A and B you will spend one whole week in an early childhood setting. After that you will attend your placement for one day each week.
Your learning in the taught modules is closely linked with your experience in the placement.
The placement tutor is able to help you find a placement.
If you are already in work you may not need an additional placement
During the second semester in Year 2 you can choose to study abroad.
Year 3
You will critically reflect on your Early Childhood experience to develop your values in relation to Early Years Practice

9. Work based learning in educational settings
The programme makes strong links between theory and practice through an extended placement in an early childhood setting in Year 2.
The extended placement is a result of on-going consultation with employers and students. It will enable you to graduate with valuable work related skills and experience.
NB. Work based learning settings will be self-selected with support from the School of Education

10. More than a degree
There are many opportunities to extend your learning and to stretch yourself:
Connect reading scheme
Co-curricular programme
Being a student ambassador
Being a student rep on your programme
Becoming a mentor
Studying abroad

11. Study abroad
During the second semester in Year 2 you can study abroad.
Support is available through the University and your tutors to find a suitable university abroad.
Your studies abroad must focus on areas related to your degree title.

12. Supporting students in the School of Education
The School of Education is proud of its Peer mentoring scheme. This is open to all students for:
Ongoing practical and curriculum support
Opportunities to share experiences and insights
Advice with general study issues
Opportunities to talk to someone in confidence and to support with referral to University services where appropriate
The School of Education has a Student Engagement Team offering a wide range of support to students:
Running workshops and drop-ins to do with academic reading
and writing, structuring assignments, preparing for presentations etc.
Offering one-to-one discussions
And there are many University-wide facilities to help
you make the most of your time with us.

13. Fees & entry requirements
Visit go.herts.ac.uk/x310

14. Future options for Early Childhood Education graduates
Graduates from the Class of 2018 are progressing to a range of careers and post graduate study including:
Permanent employment in Early Childhood settings
Post graduate teacher training
Masters (MA) in Education
Masters (MA) in Philosophy
Post graduate social work
Teacher in a private school
Law conversion course
Child protection in the police
Teaching assistant in a school

15. BA (Hons) Early Childhood Education
Further information available from:
Programme Tutor - Ute Ward
Admissions Tutor – Nancy Small

16. The information in this presentation was believed accurate and up to date at the time of delivery. We may however make changes from time to time to advertised courses or modules (or occasionally discontinue them), for example as a result of the way in which we continually seek to improve our academic provision and take on board feedback from students and other stakeholders, or to take account of changed circumstances.
For full details of when we might make changes, and how we will try to minimise any impact on people affected by them, please check our Key Facts Document at