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Tailor your course to Special Education Needs and Disabilities in Year 2
These give you the chance to establish lifelong networks
A degree from our Early Childhood Studies programme is ideal if you want to gain a graduate-level qualification that will enable you to work with children aged from birth to 8 years old.
You'll have a holistic approach to understanding early childhood, relating appropriate educational theory to practice. You'll look critically at the role of play, considering differing curriculum models and examining the impact of early childhood researchers and theorists on current government perspectives and practices.
This degree will prepare you for many types of employment and is supported by employers within the industry. Graduates from our Early Childhood Studies degree have progressed into primary Teacher Training, early years teaching, social work, further education, charity work and management. You'll gain placement opportunities across the birth to 8 years old age range and you'll establish lifelong networks that you can use throughout your career.
This course is designed using our brand-new pathways structure. This means, if you're studying a 3-year degree, you'll have the opportunity to tailor your course towards Special Education Needs and Disabilities (SEND) during the second year, exploring the education of young children with complex learning needs and disabilities.
We also offer part-time foundation and Top-up degrees in education studies, so whatever your working commitments and academic background, there's a path into education for you.
On successful completion of study, depending on your choice of specialism pathway, we will issue you with one of the following awards:
Our placement staff will work with you to identify a suitable location for your work placement. Please also note that you are responsible for any costs incurred in travelling to and from your work placement, and for any accommodation costs.
Students on our Early Childhood Studies degrees have worked with:
The Education Department works with local, regional and national employers alongside international university partners to provide students with placement and work experience opportunities both in the UK and abroad. Previous locations have included Italy, Spain and China. We are currently planning this years’ student visit to Tübingen, Germany.
All students will attend work placements in early years settings throughout the programme, they will be expected to undertake work based activities in preparation for their teaching and learning sessions. These may include information exercises such as locating relevant policies and resource audits for review and discussion. Observations of children or work processes in the placement/work setting may be used to inform discussion, such as analysing children's needs, involvement in the planning process or the preparation of work focused learning materials. Placement records will provide support for learners on placement and all students will be supported by a work-based supervisor within the setting.
You’ll be taught by sector professionals with direct experience of children in a variety of education and early years settings. Specialist guest speakers will discuss different roles in employment.
To enhance your understanding of contemporary issues, there will also be opportunities to attend research conferences and seminars that are supported by education and early years speakers.
The programme is supported by employers within the industry. You’ll gain placement opportunities across the 0-8 age range something that will enable you to establish lifelong networks. Your placements will provide real world experience so you can make informed decisions about your career direction.
The course operates on a modular basis that provides flexibility and choice. Typically the majority of modules are 30 academic credits with a smaller number of 15 credit modules. Each credit taken equates to a total study time of around 10 hours. Total study time includes scheduled teaching, independent study and assessment activity. Full-time students take modules worth 60 credits per semester, with part-time students taking proportionately fewer credits per semester. All students take a total of 120 credits per level and 360 credits for the degree as a whole. Your overall grade for the course and your degree classification are based on the marks obtained for modules taken at levels 5 and 6. The full-time course has one start point in September.
Senior Lecturer Ruth Hudson-Gill explains how useful placements are for Education students.
The tables provide an indicative list of the modules that make up the course for the current academic year. Each module is worth a specified number of credits. Our teaching is informed by research, and modules change periodically to reflect developments in the discipline. We aim to ensure that all modules run as scheduled. If for any reason a module cannot be run we will advise you as soon as possible and will provide guidance on selecting an appropriate alternative module.
You will research the historical implications of the scientific study of child development and the role of parenting, relating this to present day practice and practitioners.You will see and understand the potential for growth, change and development in the pre-natal and new-born baby. You will study the changes that children undergo, beginning in the womb, through the post natal period and into childhood.Students will also have the opportunity to consider the differences between age related phases and domains of development and the interconnected nature of these to holistic, normative development.You will explore the difference between development, growth and maturation and their acquisition in a sequential manner. The module will investigate issues affecting development such as poverty, nutrition, stimulation and opportunity. You will also consider the importance of an inclusive environment with calculated risk and challenge related to the all-round development of the child. The concept of unlimited access to outside space, free flow play and the ideals of the ""Forest Schools"" movement will be debated with theories of flexibility and structure.
Module code: EDUC40233
This module will require you to undertake a work placement in the Early Years/Education sector. This will provide you with an opportunity to demonstrate evidence of theory in practice, and both personal and professional work-based skill sets. You will explore their role within this work setting, whilst reflecting upon your ability to immerse into the team in order to stimulate, engage and maintain learning. Furthermore you will consider wider issues relating to your role, including but not limited to; ethics, professional identity, their own strengths and targets. You will be encouraged to keep a blog or journal of your experience.
Module code: EDUC40605
You will examine the theoretical underpinning of early childhood studies and will study some of the earliest pioneers in the field such as Rousseau, Pestalozzi, Froebel to MacMillan, Piaget and Gardner etc. You will discuss the differences between the philosophies, reformers, implementation and consolidators with the emergence of modern beliefs and development of attitudes to egalitarianism. You will discuss new and emerging theories and tensions between Government policy and practice. You will also study the underpinning philosophies of Government initiatives such as Every Child Matters (DfES, 2003), The Foundation Stage Curriculum (QCA, 2000), and the Early Years Foundation Stage Framework (DfES, 2013).You will examine differing views of the nature of childhood in a modern society and the influence of the home, community, legal and the political context in which the child lives. You will examine how childhood as an entity may be constructed by adults to fit the prevailing ideology of society, including economic, ideological, religious and social institutions and norms.
Module code: ECST40078
The module will explore the unique phase 0-3 exploring each age group and the enabling environments you will provide. Planning for this age group will incorporate heuristic play, sensory learning, schematic play and outdoor learning. Growth and nutrition will be explored to inform good practice in the sector. Practice issues and ethics of care will be examined along with the value of the key person approach and professional love. You will examine and explore policy frameworks for this age group and how this influences leadership and management of the sectors youngest children in day care/school provision. The inclusion, cultural awareness and support of parents in very young childrens educare will also be addressed.
Module code: EDUC40504
This module aims to develop your knowledge and understanding around the reasons why some children may benefit from play therapy and how this will help them to cope and proceed through everyday life. Topics explored in this module will include:historical and theoretical perspectives around play therapy; professional skills and qualities required to become a play therapist;the rationale for play therapy; age and stage appropriate play therapy strategies; working with and supporting families through difficult periods andreasons why children might require play therapy and lastly, how observation informs the play practitioner.
Module code: EDUC50516
On this module you will explore a variety of topics:Contemporary and traditional approaches to developing professional networks;Multi-professional teams;Issues relating to co-operative working; Theoretical and legislative perspectives underpinning collaboration;Practical strategies to promote effective associations and partnerships
Module code: EDUC50514
You will examine the legislative and policy framework relating to child protection, for example, UNCRC (1989), Every Child Matters (2003), Children Act (1989/2004), Common Assessment Framework (CAF), Data Protection Act (1998), Working Together to Safeguard Children (2015) and examine national guidelines on interagency co-operation. You will review the terms used within the area of children protection and examine the problematic nature of the phrase ""at risk"" and how children can be helped to protect themselves. You will consider cultural perspectives of childhood, child abuse and differing attitudes towards children's competency and vulnerability. You will learn how to provide information about suspected abuse within agreed professional boundaries of confidentiality, and distinguish clearly between evidence directly observed and information gathered from other reliable sources. You will understand the boundaries and limitations of your roles and responsibilities, when to make referral to protective and specialist services and how to contribute to the overall process. You will also investigate changes in policy from intervention to prevention approaches within universal services and the role of children's centres.
Module code: EDUC50506
This module involves placement in two early years settings. You will work with two different age groups within the early years spectrum to extend their skills in linking theory to practice. You will build upon your experiences from the Personal, Professional and Academic Development module in your first year. It will enable practitioners to establish evidence of practical skills and learning from work based activities. You will explore your role within the two early years settings, and reflect upon your differences and similarities and relate these to the role of a professional and the implications for the children. With tutor guidance you will arrange a placement with children in to different age groups. You will engage in reflective analysis to enhance their own performance within Early Years settings.
Module code: EDUC50235
This module aims to examine the social, cultural and political circumstances in which work with children, young people and adults operates, specifically in relation to diversity and disadvantage. In particular, the module examines the impact of policy upon practice in promoting equality and inclusion within services and provision for children, young people and adults.It may includePersonal, cultural and structural factors affecting equalities and inclusive practice,Attitudes and values,Historical perspectives and landmarks,Legislation and policy around equal opportunities, anti-discrimination and social inclusion,Evaluation of current practices,The role and responsibilities of the practitioner/professional
Module code: EDUC50517
The module will explore Special Educational Needs and Disability in more detail. You will focus on specific areas of need which may include such areas as:Aspergers syndrome;Autistic Spectrum Disorder;Attention Deficit Hyperactivity Disorder, Speech, Language and Communication Difficulties;Dyslexia, Dyspraxia And Dyscalculia;Visual and Hearing Impairments;Behavioural, Emotional and Social Difficulties.You will also explore how these needs can be identified and assessed and what expectations there are of educational establishments and external agencies.
Module code: EDUC50513
This module aims to raise your awareness of current international economic, political and social trends, and how they impact on children in the developing world. You will be encouraged to critically evaluate international policy and frameworks in relation to global development goals and the possible impacts that these might have on children's lives. You will be introduced to some key concepts from anthropology, cultural psychology and post-colonial theory which inform international perspectives on childhood and you will be encouraged to identify and challenge Western assumptions about childhood. The module will develop your understanding of broad political, economic, social and health issues in relation to childhoods worldwide.
Module code: EDUC60620
This module with include an introduction to early mathematical and early literacy acquisition with links to theoretical perspectives. This will cover curricula and strategies used within early childcare settings and schools. Strategies and approaches to literacy and numeracy will also be explained and applied, such as phonics and numicon. A series of innovative teaching sessions will take place across both literacy and numeracy, these will include planning active numeracy with young children,planning active literacy with young children,play based literacy and numeracy,developing and planning the learning environment to enhance literacy and numeracy andpromoting literacy and numeracy in outdoor learning.
Module code: ECST60294
The purpose of this module is to provide you with an understanding of relevant theory and practice in relation to:Rationale for use of qualitative or quantitative data in researching education. Underlying methodological assumptions underpinning choice of method: positivism, ethnography, post-modernism and critical realism;Integrity in educational research: making assumptions explicit, acknowledging sources of bias, caution in interpretation of data, triangulation;Quantitative methods including questionnaire design, descriptive statistics, sample size and composition, regression, residuals, statistical significance, confidence intervals and effect sizes. Application of these methods in the study of educational effectiveness, target setting and management practice;Qualitative methods including interview format, document analysis, participant observation, systematic analysis of qualitative data. Application of these methods in the context of education andEthical issues in the context of education: preserving anonymity, obtaining permission, checking authenticity of data etc.
Module code: EDUC60603
This module will allow you to participate in a small scale independent research project. The content of the research will be determined by the selection of the topic to be studied and the framing of the hypothesis/research question. This module will allow you to build on and develop your research skills, to implement different research methodology and to undertake small scale research utilising appropriate academic conventions.
Module code: EDUC60604
All applicants are individually assessed on their qualifications, skills and experience.
We welcome applications from candidates with a CACHE level 3 Diploma.
You may be required to attend an interview.
BA (Hons) Early Childhood Studies graduate Beth discusses her time at Staffs.
For equivalent entry requirements in your home country, please see the information on our country pages.
You'll have access to a range of high quality placements. We work with 50 plus high performing early years settings and schools within the local area and in Birmingham, the Black Country, Shropshire, Manchester, Derbyshire and beyond.
Students see a broad picture of early years settings and schools that is not limited to a single place, giving you a vast range of experience in different settings.
You will be provided with opportunities to prepare you for employment.
Many graduates from our Early Childhood Studies degrees work as education welfare assistants, nursery managers or within social work teams, supporting vulnerable children and their families.
Others have progressed into primary and early years teacher training. Some have entered postgraduate study.
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Students learn in different ways. To help everyone get the most out of their studies, we teach through a combination of lectures, workshops, small group and practical sessions. Small group sessions enable you to discuss and develop your understanding of topics covered in lectures in smaller groups. In addition, you will have timetabled meetings with your personal tutor at least twice a year. You will be taught in first-class learning spaces throughout your course. Many of our courses are accredited or recognised by professional, statutory or regulatory bodies.
Your course will provide you with opportunities to test your understanding of your subject informally before you complete the formal assessments that count towards your final mark. Each module normally includes practice or ‘formative’ assessments, for which you receive feedback from your tutor. Practice assessments are developmental and any grades you receive for them do not count towards your module mark. There is a formal or ‘summative’ assessment at the end of each module. This includes a range of coursework assessments, such as essays, reports, portfolios, performance, presentations, final year, independent project and written examinations. The grades from formal assessments count towards your module mark.
In addition to the excellent support you will receive from your course teaching team, our central Academic Skills team provides group and one-to-one help to support your learning in a number of areas. These include study skills (including reading, note-taking and presentation skills); written English (including punctuation and grammatical accuracy); academic writing (including how to reference); research skills; critical thinking and understanding arguments; and revision, assessment and examination skills (including time management).
Our AccessAbility Services support students with additional needs such as sensory impairment, or learning difficulties such as dyslexia.
You will normally receive feedback on coursework assessments within 20 working days following the date of submission. Examination feedback may take a variety of formats. However, as a minimum, generic feedback will be made available to all students who take written examinations.
Your study time will consist of class contact hours, self-directed learning, assessment and placements where appropriate. Your actual contact hours will depend on the subject area, on the option modules you select and professional body requirements. A typical composition of study time for this course is:
When not attending lectures, seminars, laboratory or other timetabled sessions, you will be expected to continue learning independently through self-study. Typically, this will involve utilising a range of digital resources including our virtual learning environment; reading journals, articles and books; working on individual and group projects; undertaking research in the library; preparing coursework assignments and presentations, and preparing for examinations. Your independent learning will be supported by a range of excellent facilities. These include the library, open access computer facilities, informal learning zones, a range of laboratories and specialist teaching areas.
You will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course. The team includes senior academics and professional practitioners with industry experience. Postgraduate research students who have undertaken teaching training may also contribute to the teaching of seminars under the supervision of the module leader. Our teaching is research-informed and 80% of our full-time staff in Life Sciences and Education are Fellows of the Higher Education Academy.
Ruth’s research interests explore parental bereavement in childhood, professionalisation of the Early Years workforce and technology to enhance teaching and learning.
She is a member of Staffordshire Early Years Professional Network.
For the course starting on 14 September 2020 the tuition fees are:
UK, EU and Channel Island students: This tuition fee is agreed subject to UK government policy and parliamentary regulation. If the UK government passes appropriate legislation, the fee for subsequent years of study may increase in each academic year. But this increase will not exceed the rate of inflation as measured by RPIX**. Any change in fees will apply to both new and continuing students. The University will notify students of any change as early as possible. Further information about fee changes would be posted on the University’s website once this becomes available.
**RPIX is a measure of inflation equivalent to all the items in the Retail Price Index (RPI) excluding mortgage interest payments.
Accommodation and living costs are not included in our fees.
For more information on accommodation and living costs, please see: Accommodation
If you receive funding from Student Finance you may be eligible to apply for additional benefits. Details can be obtained by visiting: www.gov.uk
As an undergraduate student at Staffordshire, you may be eligible for additional financial support through one of our scholarships and bursaries. You can visit our funding page to find out more and check your eligibility.
If you are offered a place at Staffordshire University, your offer will be subject to our rules, regulations and enrolment conditions, which may vary from time to time.
Students of Staffordshire University enter into a contract with us and are bound by these rules and regulations, which are subject to change. For more information, please see: University Policies and Regulations.
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13/12/2019 01:52:36 / Early Childhood Studies / Full-time / 5.0 / 36.0 / SSTK-12177 / Direct link
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