BA (Hons) in Early Childhood Studies

Entry Requirements

Option 1: (Post 2013) QQI Level 6 Early Childhood Care & Education

  • Term 1: September (2017) – June (2018) 2 modules
  • Term 2: September (2018)- June (2019) 4 modules

Option 2: (Pre 2012) FETAC Level 6 Advanced Supervision

  • Term 1: Now -June 2017 2 QQI level 6 modules
  • Term 2: September 2017- June (2018) 2 modules
  • Term 3: September (18)- June (2019) 4 modules

Why Choose Chevron?

  • Ireland’s most competitively priced online Childcare Degree Programme
  • 100% online course, no attendance
  • DCYA approved programme for higher capitation grant
  • BA (Hons) in Early Childhood Studies awarded by University of East London (U.E.L)
  • Complete program within 2 years
  • Easy payment option available for all learners
  • Highly qualified & experienced childcare tutors on hand to guide you through the course
  • Complete 6 modules (30 credits each) to achieve your BA
  • how to enrol

  • how to enrol

     Enrolment & payment are completed over the phone, you can give us a call at 01 6855 300 (24/7) or you can request a call back at a time that suits you!

How Distance Learning Works

Chevron Training’s BA (Hons) in Early Childhood Studies programme is completed through our online interactive learning management system. Once enrolled learners will be issued with an email to create their own password in order to access their course. All materials such as course notes, supplementary reading documentation, online videos, and assignment briefs are contained in folders within each module. Each module has a site structured around a sequence of weekly topics. Each topic contains a lecture, typically a series of slides and accompanying audio recording, supported by guidance on key learning outcomes, self-assessment questions, and links to core and additional readings and other resources. Learners will also have access to our online student community and to discussion forums to foster communication with our other students to discuss and resolve issues related to their studies.

Introduction To The ProgrammeUEL

Chevron Training’s BA (Hons) in Early Childhood Studies is offered in collaboration with the University of East London. The programme is available to learners who have achieved a pass mark or higher in the QQI level 6 Early Care and Education course. The programme requires learners to complete 6 modules of 30 credits each to achieve the BA (Hons) in Early Childhood Studies. The purpose of this Honours Degree programme is to provide you with the knowledge to evaluate childhood from a range of different critical perspectives and to explore the factors that influence the childhood experience. By examining issues such as health, early years’ legislation and global inequalities in childhood, you will appreciate the impact which these factors can have on a child’s development.

Programme Aims & Learning Outcomes

The programme is designed as an articulation pathway from the QQI level 6 in Early Childhood Care and Education and this articulation has been mapped to the QAA Early Childhood Studies Benchmark Statements. Therefore the overall programme aims and learning outcomes are to:
• Gain knowledge, understanding and a critical appreciation of early childhood studies
• Understand the development, needs and experience of young children, and the services which support them;
• Achieve a foundation for employment, professional and further academic study in the early years domain;
• Become a skillful and adaptable graduate.
• Be part of University of East London’s commitment to widening access to higher education

Entry Requirements

Learners must hold a QQI Level 6 Major award in Early Childhood Care and Education or FETAC Level 6 Advance Supervision. Learners are also required to have either primary or secondary education completed via English, alternatively a score of 6.0 is required in the IELTS academic exam (this is an English proficiency assessment).

Qualification Gained

BA (Hons) in Early Childhood Studies

Assessment Method

All of the assessments are project based assignments

Student SupportBa (Hons) in Early Childhood Studies

At Chevron Training we are committed to the ongoing needs of our students and provide the following support structures to assist students following course completion:

  • 24 hour guaranteed turnaround email response to any queries in relation to online course content
  • Free access to e-library
  • Recommended reading uploaded on online platform
  • Feedback available on all assignment and project work prior to submission
  • No set study hours – study at a time that suits you and your lifestyle
  • Discussion forum – to engage with other learners
  • Phone support also available by of our highly qualified tutors
  • Online interaction with the other online learners
  • UEL student card issued
  • No examinations – all project and assignment based assessment
  • Lines open Monday to Sunday 24/7
Course Cost

3 year version:

€2800 per year (including €500 booking fee) * 3 years

2 year version:

€2800 for year one (including €500 booking fee)

€4500 for year two (including €500 booking fee)

Registration

To enrol for your BA (Hons) Early Childhood Studies programme, please contact us on 01 6855 300 24/7 Mon – Sun.

Career Opportunities

Graduates of the Early Childhood Studies Degree undertake a variety of career paths in the education, health and social-care fields. There is a current need for well-trained graduates who can quickly move up to more senior roles in Child Care Centres and other early childhood care and education settings. Holders of this award will also be eligible to gain the higher capitation grant from the DCYA (€75 from September 2016) for their role in an early childhood centre. Some students go on to specialise in a particular area such as Special Educational Needs, while others go on to take up advisory posts in local authorities or government departments. Students may continue their professional studies to Masters level.

Course Content

Module 1

Observing, Documenting and researching with Children, Families and Practitioners

Training aim:

  • To introduce the skills and knowledge required for independent academic research, which include but are not limited to review, analysis, argument and self-expression in a chosen field of study and which will be put into practice
  • To develop the skills needed to enable students to critically observe, document and research children, families and practice in order to facilitate the fostering of a critical and questioning approach to working with young children and their families
  • To develop a theoretical and practical understanding of working with and for young children in a variety of early years settings

Main topics of study:

Developing Research Skills and Knowledge
  • To introduce and develop the personal skills and ethical qualities required when managing a research project
  • To discuss issues of methodology, method, ethics and the uses of their research
  • Guidelines for the keeping of a Reflective Journal
  • Sharing of experiences and journal reflections related to theoretical perspectives
Developing Understanding of how research is used in practice
  • Models for practice and research
  • The role of research, and action research, in the professional lives of Early Years Practitioners
  • Professional observation of children
  • To understand the important influence of parents and carers, engaging them effectively to support their child’s well being, learning and development within an anti-bias curriculum
Developing Understanding of Early Childhood Research
  • Recent influential documentation related to working with children in the early years
  • Revisiting theoretical perspectives related to child development
  • Revisiting theoretical perspectives related to play

Module 2

Advocating for Children: National and International Contexts

Training aim:

  • To critically examine issues in early childhood development and health from national and international perspectives, with particular emphasis on the role of practitioners in advocating for children and childhoods locally and internationally
  • To examine and reflect upon the way in which such issues impact on societies in the developed world
  • Reflect on the role of practitioners in advocating for children and childhoods locally and internationally

Main topics of study:

  • Definitions: ‘developing’; North/South; Majority/Minority
  • Overview: population structures, economic issues
  • Patterns of mortality and morbidity
  • The health of the world’s children and inequalities in global health
  • Globalisation
  • Nutrition and agribusiness
  • How effective are immunisation programmes?
  • HIV and AIDS: the effects on childhood and child health
  • Perinatal care: the effects on child health
  • Childhood disability: the implications of intervention
  • Politics and conflict:  the effects of war on childhood and child health
  • The status of children
  • Cultural and socioeconomic influences
  • Child labour/child slavery

Module 3

Children, Culture and Globalisation

Training aim:

  • To provide a broad and critical historical review of the development of the different concepts and interpretation of globalisation
  • To introduce and develop awareness of concepts, terms, definitions and debates regarding culture and identity
  • To encourage a critical and questioning approach to the influences of global trends on child development and child rearing practices
  • To enable students to critically evaluate the implications of these influences for early years professionals and practitioners

Main topics of study:

  • The history and development relating to concepts of globalisation including the impact of the media
  • The critique of ideas and explanations of cultural identity and self-identity
  • The critique of value and belief systems driving early childhood practices including play and learning
  • The influence of different images and concepts of children and early childhood i.e. family, community, early years practitioners
  • The diverse theoretical perspectives that influence curriculum approaches in early childhood
  • The interconnectedness of relationships among children, families and early childhood practitioners
  • The development of pedagogical and leadership skills in a global society

Module 4

Multi-modal Learning in Early Childhood

Training aim:

  • To introduce students the concept of multi-modality, and investigate the importance of incorporating a highly multi-modal environment within the early years
  • To investigate the use of multi-modal approaches to support the learning of language and literacy

Main topics of study:

  • Multi-modal perspectives on learning and development
  • Definitions of literacy and multi-modal learning
  • Supporting children’s narratives and expression of learning through, symbolic representation with creative arts and digital technologies
  • 7 foundations of literacy
  • Reflections on ‘personal literacies’
  • Literacy in the early years
  • Literacy-rich learning environments
  • ‘Incidental’ literacy
  • Music, movement and memory
  • Cultural literacies
  • Working with parents
  • The nature of narrative and emergent literacies
  • Supporting and extending reading and writing in the early years
  • The needs of bilingual and multilingual children and families

Module 5

Early Childhood Research Dissertation

Training aim:

To independently plan, conduct, reflect upon and write an evidence-based research project. The area of research will be demonstrably linked to an academic topic of study encountered on your specific degree programme and which has been approved by your programme leader or representative.

Main topics of study:

  • Selecting a research topic
  • Searching and reviewing the literature
  • Formulating research questions
  • Designing the research; research paradigm; research approach; data collection methods; issues relating to sampling, validity and reliability; piloting and evaluating the research instruments
  • Ethical considerations
  • Analysing data
  • Drawing research conclusions
  • Writing up the research

Module 6

Leading and Managing Partnerships in the Early Years

Training aim:

  • To provide students with an understanding of the roles and responsibilities of the early years leader and manager
  • To critically examine the theoretical perspectives influencing the leadership and management of early years provision
  • To enable critical analysis of the concepts and systems which contribute to the quality of leadership and management within early years provision
  • To develop knowledge and understanding of how to lead and manage an early years setting
  • To develop an understanding of multi-agency working

Main topics of study:

  • Overview of the national and local early years policies and political frameworks which govern early years provision (this will be within the UK for on-campus students and within the local region for online learners)
  • Leadership and hierarchy in early childhood settings: exploring assumptions about leadership, and about collective management, in relation to various settings within and across countries
  • Communication styles and networking, relating to various kinds of audiences
  • Motivation, morale and satisfaction
  • Roles and responsibilities of the early years leader and manager
  • Leadership and management issues, such as resource management; financial management; planning, multi-agency working and implementing change strategies
  • Factors influencing the leadership and management of an early years setting
  • Equal opportunities issues and relevant legislation, such as race
  • The development and maintenance of partnership with children, parents and other professionals
  • Leading early childhood provision in practice: leading the curriculum, leading and supporting transitions

Note that Year Two of the 2 year option would require full time study hours.  However, a decision on 2 year or 3 years option isn’t required until after completion of Year One.

 
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