EARLY CHILDHOOD STUDIES. BA Single Honours

Transcription

1 EARLY CHILDHOOD STUDIES BA Single Honours

2 Emily Andrew-Barrett, is studying Early Childhood Studies with the School of Education I chose to study the Early Childhood Studies course because I realised that I needed to gain qualifications in this area in order to pursue a career in working with children. I also wanted to come and experience life at university. The course at Brookes looked really good on the website and is great within the classroom. I find the course fascinating and love how passionate and enthusiastic the lecturers are. They inspire me to work harder so I can achieve the things I want to do after completing my degree. The location of the university also made me want to study at Brookes over other universities. The course has helped me strengthen many of my skills such as communication and academic writing; these will assist me in many areas of life. If any support or guidance is needed with work or any part of student life there is always someone on hand to help, be it a lecturer, support groups or elected student reps. When I finish my degree I would like to undertake postgraduate study and specialise in a certain area of the early years field. For more student profiles visit:

3 WHY STUDY EARLY CHILDHOOD STUDIES? In recent years, the study of early childhood has become increasingly important to educationalists and policy makers. For individuals, families and society it raises a number of critical questions: What sort of care and education should we be providing for our young children? At what age should children start school? Are we over/under protective of children? Are TV, computers and so on damaging for our children? What role do families play in providing the foundations for successful learning and socialisation? Contents 2 Why choose Oxford Brookes? 4 Teaching and learning 6 Research and expertise 7 Careers 8 Modules 12 Profile 13 Key facts 1

4 WHY CHOOSE OXFORD BROOKES? At Oxford Brookes, you ll combine theory with direct practical experience of working with young children and early years professionals. Distinctive features Strong links with local providers of early childhood care and education Opportunities for placements across a wide range of early years settings Flexible course structure Wide range of module options A teaching team committed to supporting both your academic progress and offering strong pastoral support. The Early Childhood Studies course at Oxford Brookes seeks to explore childhood from a range of perspectives, based on research, theory and practice rather than the all too readily available opinion and prejudice. There are clear developmental themes with links to psychology and sociology, as well as health and social work and issues of policy and educational practice. The course also considers broader international perspectives and how to respond to the challenges of the UN Convention on the Rights of the Child (1990) by including the voice of children themselves. 2 I looked at a number of universities and out of all of them I liked Brookes the most; their course gave a good balanced link of theoretical and practical elements. I was also attracted by the overseas exchange programme which was offered. Claire Butler, Early Childhood Studies

5 Established reputation The early years are a crucial time in a child s learning and development and there is a growing interest now taken by educationalists and policy makers in this field. The School of Education at Oxford Brookes University is one of the country s largest and most successful schools of education, in one of the world s premier academic communities. At Oxford Brookes you will have the opportunity to enhance your learning by participating in a regular forum on early years research, enjoyed by both students and local practitioners. Student choice As you progress through the course, you will be able to focus on particular areas of study that interest you by selecting from the diverse range of modules available (see page 8). You will also begin researching into particular topics in early years education. 83% of our research is internationally recognised REF

6 TEACHING AND LEARNING You will be taught on the Harcourt Hill Campus by staff who are experts in their field and have a wide range of experience in early years settings. You will also undertake placements in our partnership organisations and may even undertake study trips abroad. Structure You will begin by learning about how very young children grow and develop, both in the family and in different cultures. You will examine how toddlers make sense of the world around them through play and interaction with adults. Underpinning the theory is an important strand of practical hands-on work in which you may observe and work with young children in different settings. Modules are predominantly assessed by coursework such as presentations, essays and project reports. Assessment for many modules includes group assignments that encourage the collaborative and team working skills that employers value. Early Childhood Studies, along with all other undergraduate courses at Oxford Brookes University, is studied as a modular programme. Courses are divided up into units called modules, which focus on a particular theme. Each module will follow a similar pattern of lectures, tutorials and seminars with ample opportunity for discussion. 4

7 Placement learning There are opportunities for placements across a wide range of early years settings throughout the course. These may include observational visits that enable you to begin to make links between theory and research, or more practicebased visits allowing you to undertake miniresearch projects. During your second and third years there are extended placement modules that will give you direct practical experience of working with young children and early years professionals. For the third-year placement it is possible to tailor the experience towards your particular interests, for example working with children with special educational needs. Our close links to the local authority mean that some students are able to become involved in particular projects such as local mentoring schemes for children. Study abroad There are opportunities for students to go on international exchanges through the Oxford Brookes Study Abroad and Exchange schemes. In addition the School of Education is developing links with The University of Stavanger in Norway and has a well-established link with schools and settings in The Gambia. 5

8 RESEARCH AND EXPERTISE In the most recent Research Excellence Framework (REF), 83% of research activity in education was judged to be internationally recognised, so you ll be learning from leading experts in the field. Research interests of Early Childhood Studies teaching staff cover a broad range of aspects including: Children s language acquisition The nature of children s thinking Children and new technologies/media Outdoor learning, children s spirituality and children s identity. There is also a strong strand of research related to the understanding of professionalism and multi-agency working in the early years. Will I get involved? We value research highly and actively encourage you to become a researcher in your own right across a range of modules and leading up to your own dissertation in your final year. There are regular seminars where you can join local professionals and practitioners in sharing examples of current research in Early Childhood. By designing and undertaking your own research you will develop excellent analytical and independent study skills, adding weight to your CV. 6 During the degree I explored key aspects of early childhood education and care that were of particular interest to me. It enabled me to build my academic skills and progress onto the PGCE, whereupon I now teach in Further Education subjects relevant to my degree and vocation (Children s Care, Learning and Development) Samantha Wise, Early Childhood Studies

9 A CAREER IN EARLY CHILDHOOD STUDIES Early Childhood Studies will widen your horizons, open up new opportunities and give you highly valued skills. Opportunities for careers within early years cover a range of working environments. You may go on to a career in teaching or to become an early years professional within the broader early years sector such as children s centres, the independent nursery sector, or specialist services including play therapy and family support roles. Further study The course can lead to a PGCE (Early Years) or Early Years Professional Status (EYPS) training. You may go into research, perhaps following a specialism such as working with gifted children, or working with young children in care. Throughout the course there are regular opportunities for students to meet with careers advisers. A key principle of our approach to teaching and assessment is that it should equip students with the kinds of skills that employers will value, such as the ability to work within teams, to prepare in-depth reports and present to an audience. The direct practical experiences and reflection on the link between theory and practice within the course are significant factors in our students subsequent employability. 7

10 MODULES 8 YEAR 1 Early Years in the UK Context This module forms an introduction to UK Practice in Early Childhood Education. This will be explored in the context of differing perspectives of the ways in which young children learn and develop. You will consider the role of Government policy in determining curriculum and other frameworks, and examine current initiatives in Early Years education from a practical and theoretical standpoint. An historical perspective on the development of Early Child care policy and practice will be considered. Families, Culture and Context Forms an introduction to the field of Early Childhood Studies and aims to provide you with understanding and knowledge of the importance of the family and culture in the learning and development of young children. Play and Pedagogy You will consider the role of play in a young child s development and the ways in which practitioners and professionals within Early Years can most effectively embrace play within their pedagogical approaches and practice. You will also learn about the critical role of observation in understanding young children s learning and development, and will be required to carry out a range of observational tasks, and to interpret these in the context of relevant literature. Introduction to Child Development Gives you the opportunity to examine understandings of notions of development and the ways in which developmental issues both underpin, and impact upon, children s learning. Constructions of Childhood Introduces the ideas of childhood as a contested terrain, of differing social and cultural conceptions of childhood and the way in which these have changed over time and place. It focuses on the contexts within which childhood is experienced and draws on sociological, historical and cross-cultural perspectives to examine both the impact of these contexts on childhood and the role of children as active agents in society.

11 Understanding Language You will be introduced to key concepts in the study of language and its use in contexts of communication. You will develop an understanding of language description and associated terminology and to wellestablished frameworks for linguistic analysis such as functional grammar, discourse analysis and pragmatics. You will learn how to apply these concepts and analytical frameworks to the analysis of instances of written and spoken language. In this way you will develop insights into the nature and the process of language use in communication. Legal Aspects of Social Care Provides an overview of the legal context of social care and social work practice in England and Wales. In this module you will also explore the relationship between the legal and policy framework, service provision and empowerment. YEARS 2 AND 3 Early Childhood Studies Placement The placement module enables you to acquire knowledge, practical skills and competences involved in working as a competent early years practitioner, and to reflect on how theory translates into practice. Practice placements are organised with a range of local settings in the state, private and voluntary sectors who are working within the Early Years Foundation Stage framework. Please note that this module cannot be taken by students who have transferred from the Early Years (Sector Endorsed) Foundation Degree. Child Development: Researching Development You will be examining a range of ways in which child development has been investigated and analyse the strengths and weaknesses of the various approaches. This will include opportunities to critique experimental, observational and field studies and practice research skills through designing and executing a small investigative study. 9

12 10 International Comparisons in Early Childhood Care and Education Explores the practical, historical and comparative dimensions of policy and practice, acknowledging the differences between the four countries of the UK. You will examine and evaluate the impact which comparative international evidence has had on the development of services in the four UK countries. You will be involved in a study of some key issues in comparative education and childcare, and the development of national systems in a comparative and international context. Equality and Identity The aim of this module is to provide a greater understanding of the formation of child selfidentity in the light of issues associated with advantage or disadvantage in the wider society. Good practice in early years settings has a number of common features. These have a positive impact on young children s learning and development. This module will consider the impact of self-identity on personal learning strategies, and how these can be included in quality planning, implementation and assessment. Professional Roles in the Early Years This is a multi-disciplinary module which complements work you will undertake as part of your dissertation, the Reflective Practice module and other practical work by looking at key themes of workforce development, partnership and workplace communication. You will extend your knowledge and understanding of the range of partnerships, which exist to facilitate early learning and care, and the roles undertaken by those partnerships both historically and in current society. Children s rights and entitlement in the home and other settings will inform analyses of the roles of parents and professionals, and the range of partnerships and their contribution to the health welfare and education of young children. Legislation which impinges on the roles of the workers in early year s sectors will also be examined. Literature for Young Children You will develop your knowledge and understanding of the range of texts available to young children and you will establish skills of reflective and critical reading. You will be encouraged to investigate and analyse the relationship between words and pictures in texts and will develop skills in selecting texts which support language development with particular focus on phonological awareness and reading development. Becoming a Reader This module looks at children s literacy, investigating theories and debates about how children learn to read and become readers. You will interrogate various models of how children learn to read exploring the contribution of decoding skills, comprehension of text and attitudinal and motivational dimensions. You will critically explore the issues of multiple literacies in an era of digital communication. The module will build on the level 5 module, Literature for Young Children and will enable you to scrutinise a range of developmental theories and to appreciate and articulate their own positions within a theoretically complex and controversial aspect of development. Outdoor Learning You will explore how young children use play to learn and how adults plan for exploration and play in the Outdoors environment. This module will focus on two important areas: maintaining good provision and interactions in an Early Years outdoors area, and teaching and learning using the Forest School approach. Styles of interaction between children and adults in a variety of situations will be considered. Health and Safety will cover issues such as children as risk-takers, off-site travel and maintaining a safe environment. The implications for current practice are explored, in the light of recent research and Government curriculum documentation.

13 The Social World of Childhood An introduction to the social world of childhood through the study of changing conceptions of childhood. This is extended to consider the implications of different models of socialisation and to review structural, cultural and experiential factors in the development of child identity. A strong feature of the module is its use of life and history material. Children and the Media You will explore the way in which children interact with different forms of media. You will have the opportunity to consider this from a variety of perspectives including developmental, sociological and educational. The module will consider the ways in which children react to and learn from different forms of media, for example television, video games, computer, mobile and imagining technologies. Spirituality and Children Explores the phenomenon of children s spiritual development in its practical, historical and comparative dimensions, looking at major world religions, new age and secular developments. Research Methods in Childhood and Education This module introduces you to research paradigms used within educational and social science research. You will have the opportunity to familiarise yourself with various research tools (interviewing, observation, questionnaires etc.) and appropriate data analysis. Consideration will be given to aspects of reliability, validity and ethical issues. A key focus of the module will be to consider the particular complexities of research that arise when the research participants are children and/or infants. You will explore the practical and ethical issues of conducting research with children. Dissertation An in-depth study, negotiated between the student and module leader/supervisor, which generally arises from aspects of Level 5 & 6 work (Years 2 & 3) in Early Childhood Studies. Controversial Issues in Education Follows up key issues introduced in previous modules and enables you to explore and debate these in some depth, through group discussion and extended individual research. Staff from the university will introduce sessions on educational debates and current research linked to their specific expertise and you will be encouraged to participate in discussion during these sessions in Semester 1 and lead workshop sessions to facilitate a more detailed consideration of relevant literature in support of different positions on these issues. In Semester 2 you will have the opportunity to write an extended essay (title to be agreed with module leader) on one of these themes. Social Work with Children This module is designed to help you investigate and evaluate children s rights and needs and the role of the state when these are not met. The law, theory and research are used to explore the role of the social worker in relation to children in need and child protection. Social Work with Looked After Children Enables you to understand the legislative framework surrounding looked after children and their families, and to analyse the special needs of these children who, for a variety of reasons, are unable to live with their birth family. Reflective Practice This module aims to further enhance your confidence and competence in working as a practitioner in a range of settings. All our courses are reviewed regularly to ensure that they respond to developments in the subject area, the sector and the needs of employers. 11

14 Before starting her Early Childhood Studies degree Becky Turner studied Law, History and Literary Studies at Reading College and had work and volunteering experience with young children in school and nursery settings. As I gained more experience in schools, I knew I was interested in child development and wanted to learn more about it. However, I also knew that I wasn t interested in becoming a teacher. A degree in Early Childhood Studies looked like the best option as it would allow me to focus on my interests without leading directly to a teaching qualification. I was attracted to the programme by the balance of theory and practical experience involved. I wasn t sure when I started at Oxford Brookes what I wanted to do after graduating and I felt that the number of placements offered allowed me to gain valuable practical experience to help make a decision about what to pursue for a career. I enjoyed being able to choose modules specific to my interests. Through this, I was able to tailor my programme of study to fit my academic interests while beginning to reflect the area I aimed to work in after graduating. 12 For more student profiles visit:

15 KEY FACTS TEACHING LOCATION Harcourt Hill Campus ACADEMIC FACULTY Faculty of Humanities and Social Sciences DURATION Full-time: 3 years Part-time: Up to 6 years HOW TO APPLY Application is through UCAS. See our website for course codes: brookes.ac.uk/ undergraduate TYPICAL OFFERS A level: BBC or equivalent IB Diploma: 30 points Advanced Diploma: Level 3 will be considered OTHER TYPICAL OFFERS INCLUDE: BTEC Diploma in a relevant field of study at DMM CACHE Diploma at B Access to Higher Education qualifications in a relevant field of study. The course welcomes a wide range of students with many different academic backgrounds. You may have studied either arts or science subjects at school, and you may have a mix of A and AS-levels, hold vocational qualifications or have completed an access course. We also welcome mature applicants who can provide evidence of appropriate and successful learning. Above all, enthusiasm and a keen interest in human development and children s learning are the key attributes of our students. Contact +44 (0) query@brookes.ac.uk 13

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