STUDY

This module provides students from the Early Years’ workforce with the opportunity to develop a range of personal, professional, and academic skills 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 using informed reflection. 

This module introduces students 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 module aims to introduce students to key ideas and debates surrounding childhood from a range of sociological, cultural, and historical perspectives; emphasising the ways in which children are positioned in different historical, social, cultural, and spatial contexts. Students will also be encouraged to consider how constructions of childhood are reflected within legislation and policies as well as education provision in the UK. 

This practice-based module will consider teaching and learning approaches to support children’s holistic development from the earliest years to age 12. 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 examples of good practice and consider children's holistic development within the context of well-being. 

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 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 several different methodologies and research strategies currently being utilised within childhood research today. 

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 0-12. 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 takes a reflective, multidisciplinary, and interagency approach to the safeguarding and protection of children’s wellbeing. The aim of the module is to enhance students’ knowledge and understanding of the key concepts, theories, and ideas in relation to safeguarding children. It aims to enhance student’s critical reflection of safeguarding concepts as well as the practical application of safeguarding procedures. 

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. This will involve a detailed introduction to several different methodologies and research strategies and will also consider the use and application of concepts followed by the formulation of an appropriate research proposal. 

This module is designed to enhance student’s knowledge and understanding of pedagogic practice. The module will introduce and further develop student’s 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. 

This module provides students from the Early Years’ workforce with the opportunity to develop a range of personal, professional, and academic skills 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 using informed reflection. 

This module introduces students 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 module aims to introduce students to key ideas and debates surrounding childhood from a range of sociological, cultural, and historical perspectives; emphasising the ways in which children are positioned in different historical, social, cultural, and spatial contexts. Students will also be encouraged to consider how constructions of childhood are reflected within legislation and policies as well as education provision in the UK. 

This practice-based module will consider teaching and learning approaches to support children’s holistic development from the earliest years to age 12. 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 examples of good practice and consider children's holistic development within the context of well-being. 

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 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 several different methodologies and research strategies currently being utilised within childhood research today. 

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 0-12. 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 takes a reflective, multidisciplinary, and interagency approach to the safeguarding and protection of children’s wellbeing. The aim of the module is to enhance students’ knowledge and understanding of the key concepts, theories, and ideas in relation to safeguarding children. It aims to enhance student’s critical reflection of safeguarding concepts as well as the practical application of safeguarding procedures. 

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. This will involve a detailed introduction to several different methodologies and research strategies and will also consider the use and application of concepts followed by the formulation of an appropriate research proposal. 

This module is designed to enhance student’s knowledge and understanding of pedagogic practice. The module will introduce and further develop student’s 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.