Childhood Studies BA (Hons)
3-Year Bachelor's Degree
The total service fee for this program:
€ 499
Pre payment for this program:
€ 99
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Discount event for this program
Mie exceptional discounts
The amount of discount for this event
100 €
The total service fee for this program after discount:
€ 399
ABOUT
Help give children the best start in life. Qualify for a lifelong career in a fulfilling field. Discover new abilities and capacities you didn’t know you had.
Overview
Are you interested in a career engaging with families, children and their communities? This Childhood Studies degree will provide you with skills, knowledge and understanding in a range of subject areas that combine to form childhood studies. You will learn about child development, children’s needs, and the historical, social and cultural issues that impacts their lives. You will also develop your knowledge and understanding of the child as an individual and the position of the child in society and family.
During the course, you will have the opportunity to register on an exciting pathway, Early Childhood Graduate Practitioner Competencies in your first semester. This will allow you to become a practitioner and assures employers that you have completed relevant practice experience. If you choose to take this pathway, you will graduate with the degree title BA (Hons) Childhood Studies with Early Childhood Graduate Practitioner Competencies.
Why us?
- Our Social Work courses are ranked 27th in the UK (The Complete University Guide 2023)
- Teaching staff are research-active in a variety of childhood related subjects including children’s development, early years practice, inclusive education, Special Educational Needs and Disability, education for sustainable development, childhood identity and social media
- In September 2020, the Early Childhood Studies Degree Network announced Early Education and Childcare practitioners are now classified as Associate Professionals (Major Group 3 – Professional) instead of ‘Teaching and Childcare Support Occupations’ (Major Group 6 – Non-professional). Being Associate Professionals enhances graduates’ chances of gaining appropriate graduate/professional employment in the early childhood field
Course structure
Your progress during the Childhood Studies degree will be assessed with essays, reports, group work, seminar presentations and self-evaluation. Throughout your degree you’ll have one-to-one support from academic staff.
Year 1 (national level 4):
You will reflect on a range of psychological, sociological, health, historical and philosophical perspectives and consider how these underpin different understandings of children and childhood. Throughout your first year modules, you will demonstrate knowledge and awareness of the skills needed for building relationships with individual children, children in groups, families, colleagues, other professionals and communities.
Core modules:
- CHS144 The Nature and Culture of Childhood (20 credits)
In this module, you will explore concepts of ‘childhood’ from a range of perspectives. We will take your own understandings and experiences as a starting point and extend them in an analysis of assumptions, underlying conceptions and changing conceptions from different perspectives. We will consider some of the implications that ‘models’ or ‘versions’ of childhood and ‘the child’ have for practice and adult interactions with children. You will be introduced to the social construction of childhood, which will raise awareness of the range of perspectives on childhood whilst highlighting some of the issues, tensions and controversies that exist within Childhood Studies.
- CHS162 Child Development (20 credits)
In this module, you will be introduced to key traditional and contemporary theories of child development. Child development theorists and perspectives will be covered in order to give you a grounding in developmental theory. You will be encouraged to understand how the different perspectives on child development impacts on the approaches used in childhood settings today. In order to reinforce the importance of the holistic development of the child, the interrelationship between different aspects of development such as emotional, social, physical and cognitive will be embedded across all teaching within the module. The assessment for this module is a 2000 word analysis of a child development observation.
- CHS163 Child Development: Theory into Practice (20 credits)
In this module, you will explore current policies within the UK and consider how policy may influence practice within childhood settings. You will demonstrate the links between developmental theory and policy and how they translate to practice. You will get the opportunity to design and create resources to be used when working with young children (e.g. a treasure basket). You will learn about the importance of the holistic development of the child with particular reference to experiential learning.
- CHS170 Inclusion, Integration and Exclusion (20 credits)
You will engage with the key issues around inclusion, inclusive practice and how this differs from integration as well as exclusion in terms of the marginalisation of children and their families. You will explore issues such as language, labelling and stereotyping and their impact on needs, risk and resilience factors. You will explore these issues in context of age, gender/sexuality, disability and impairment, poverty, economics, ethnicity and culture. You will be assessed by a written assignment and an academic poster.
- CHS172 Teaching and Learning across the Curriculum (20 credits)
The module begins by briefly addressing the foundations of schooling, giving a short historical context from the end of the 19th century and then moving on to schooling in the 20th and 21st centuries. In this module, you will identify ‘learning practices’ in school and how these fit within different curriculum models and how they reflect different learning theories (e.g. behaviourist, constructivist, social constructivist, etc.). The module presents both the National Curriculum and Early Years Foundation Stage in terms of their structure and discuss their relevance and impact upon children’s learning. You will be assessed by a written assignment of 2000 words.
- CHS174 Child Development: Practice Competencies for the Early Childhood Graduate (20 credits)
In this module, you will explore current policies within the UK and consider how policy may influence practice within childhood settings. You will demonstrate the links between developmental theory and policy and how they translate to practice. You will get the opportunity to design and create resources to be used when working with young children (e.g. a treasure basket). You will learn about the importance of the holistic development of the child with particular reference to experiential learning. You will also need to demonstrate, reflect and gather evidence in practice on nine Early Childhood Graduate Practitioner Competencies from birth to eight years.
Year 2 (national level 5):
You will critically explore, examine and evaluate the significance of the cultural, historical and contemporary features of various policies, institutions and agencies regarding childhood. You will plan for and implement: play, the curriculum, assessment, evaluation, and improvement of creative learning opportunities, taking into account children’s health and emotional wellbeing. You will also reflect upon the ethics of studying children and their families and communities through field work. You will become more independent, resilient, responsible and pragmatic and develop as an autonomous learner.
Core modules:
- CHS204 The Child and the Economic and Social Environment (20 credits)
This module explores the relationship between the child and the economic and social environment. It will introduce you to some of the key ideas and concepts to understand how the economy and society impacts on the lives of children, both positively and negatively. The environment will be examined from a variety of historical, sociological, anthropological and philosophical perspectives. You will explore a variety of family situations and cultural and social influences on children. You will also consider the wider influences of community and society on the child, paying attention to the physical milieu, including the effects of housing, population density and the environmental setting. By doing so, it reveals the challenge to develop an inclusive society and improve the lives of children and their futures. The assessment is a portfolio and a critical reflection.
- CHS205 Health and Childhood (20 credits)
In this module, you will explore a range of theoretical perspectives relevant to the holistic health and wellbeing of children by learning about current health initiatives highlighted within government priorities, agendas and social policy. Adopting a thematic approach to interpret key health debates, you will learn the multifaceted nature of children’s well-being. Themes include social, emotional, physical, and mental wellbeing in respect of recent advances in contemporary health research. You will be assessed by a multi-media presentation based on a health topic of your choosing.
- CHS270 Observing, Assessing and Reporting Young Children’s Learning and Development (20 credits)
This ‘year two’ module will enable you to develop a good understanding of the role of observing, assessing and reporting in young children’s learning and development. You will be able to identify and evaluate different assessment techniques and analyse different ways of reporting children’s progress.
- CHS281 Creative Approaches to Children’s Learning and Development (20 credits)
The module will begin by briefly addressing the use of stories in the primary school classroom. It will give an overview of the theoretical frameworks underpinning the use of texts in a range of subjects and their potential to strengthen understanding of key concepts. You will explore the structure of a story, the links that can be made with different subjects and the impact these have upon children’s learning and socio – emotional development. The module will then move to the use of project/topic work in the primary school classroom. Theoretical underpinnings will be presented highlighting the integrated (cross-curricular) nature of this approach and identifying the importance of other qualities such as problem-solving and creativity in class. Finally, the module will conclude with outdoor learning and its use in primary schools focusing particularly on approaches like forest school, eco-school and education for sustainability. You will be assessed with a group, oral presentation (equivalent of 1000 words) and a written assignment of 2000 words.
- CHS172 Teaching and Learning across the Curriculum (20 credits)
The module begins by briefly addressing the foundations of schooling, giving a short historical context from the end of the 19th century and then moving on to schooling in the 20th and 21st centuries. In this module, you will identify ‘learning practices’ in school and how these fit within different curriculum models and how they reflect different learning theories (e.g. behaviourist, constructivist, social constructivist, etc.). The module presents both the National Curriculum and Early Years Foundation Stage in terms of their structure and discuss their relevance and impact upon children’s learning. You will be assessed by a written assignment of 2000 words.
- CHS282 Observing, Assessing and Reporting Young Children’s Learning and Development with Early Childhood Graduate Practitioner Competencies (20 credits)
This ‘year two’ module will enable you to develop a good understanding of the role of observing, assessing and reporting in young children’s learning and development. You will be able to identify and evaluate different assessment techniques and analyse different ways of reporting children’s progress.
- CHS284 Researching Childhood (20 credits)
In this module, you will be introduced to key ideas and perspectives relevant to research in the area of Childhood Studies. You will develop knowledge and understanding about key research approaches that have informed the development of knowledge relating to childhood studies and children’s experiences. You will consider how different positions on childhood have influenced research approaches historically as well as in contemporary research. You will evaluate a range of key research projects, considering the key methodological approaches and the methods used within them, as well as reflecting upon ethical considerations in childhood research. You will appreciate how to draw each of these elements into a proposal for research. You will be assessed by producing a 3000-word project proposal, which will be the basis of your third-year research project.
- CHS283 Children and Young People in Global Contexts (20 credits)
In this module, you will explore a range of theoretical perspectives that are relevant to global experiences of children and young people in a range of cultures and countries. It will take a thematic approach to exploring issues that include poverty, work, education, health and war, as well as analysing the impact of social, cultural and political circumstances. You will be asked to critically appraise specific themes in relation to the impact of a range of influences and issues on the lived experiences of children and young people.
Final year (national level 6):
You will apply multiple perspectives to childhood issues, recognising that childhood studies involves a range of research methods, theories, evidence and applications. You will begin to lead, support and work collaboratively with others and demonstrate an understanding of working effectively in teams with parents, carers and other professionals. You will also produce critical arguments for improvements to multi-agency and multi-professional practices for children, families and communities.
Core modules:
- CHS346 Equality and Diversity in Contemporary Society (20 credits)
Together with the module team and other students, you will unpack and discuss a wide range of issues in relation to equality and diversity in contemporary society, such as race, class, culture, religion, language, gender, sexuality, disability, mental health, income and education. Through our discussions, debates, and critiques we will explore why forms, and possible causes of inequality manifest, by considering a variety of influential factors. You will also explore personal, practical, political, and ethical dimensions of prejudice, discrimination and equality in a range of contexts. This will strengthen your professional practice and ability to critique societal responses, legislation and other provisions that are aimed at driving equality now and in the future.
- CHS350 Childhood Studies Research Project (40 credits)
This module follows on from CHS284 Researching Childhood in the 2nd year of study, where you designed, developed and submitted your research proposal. This module is designed to support you while you further develop your project and carry out your chosen research. In addition, the module will help you to develop an understanding of the strengths and limitations of approaches to research methods and methodologies with reference to your chosen childhood topic.
- CHS382 The First Three Years of Childhood (20 credits)
In this module, you will consider the holistic development of children in the first three years of childhood in different contexts, for example the family and day care. You will consider the significance of care giving practices and strategies that enable babies and young children to thrive and flourish. The role of professionals will also be examined in relation to supporting parents and carers to meet the needs of young children. This module is assessed by a 4000-word essay.
- CHS383 Leading Practice for Children and Young People (20 credits)
In this module, you will have the opportunity to explore leadership theory and how it relates to work within children and young people settings, exploring and making connections between theories and styles of leadership, working collaboratively in teams and multi-agency contexts, leading change and dealing with conflict, quality assurance, reflective practice and continued professional development, as well as leading yourself. You will be encouraged to place theory into practice and practice into theory by utilising and connecting the lecture material and reading to recorded leadership conversations with professionals across the childhood and youth sector, case studies that we provide, and, where appropriate, your own practice within the childhood and youth sector. You will be assessed through a 4000-word essay.
- CHS385 The First Three Years of Childhood: Practice Competencies for Early Childhood Graduate Practitioner (20 credits)
In this module, you will consider the holistic development of children in the first three years of childhood in different contexts, for example the family and day care. You will consider the significance of care giving practices and strategies that enable babies and young children to thrive and flourish. The role of professionals will also be examined in relation to supporting parents and carers to meet the needs of young children. The Early Childhood Graduate Practitioner is an advocate for young children’s rights and participation and recognise that young children are active co-constructors of their own learning. They critically apply high-level academic knowledge of pedagogy and research evidence to the holistic development of infants and young children (0-8), in a practice context that is respectful of the child, their family and community. This module is assessed by a 4000-word essay and evidence of progress towards the ECGPCs portfolio in relation to the learning outcome ‘to demonstrate, reflect and gather evidence in practice on nine Early Childhood Graduate Practitioner Competencies 1-9 from birth to eight years’.
- CHS387 Education and Society (20 credits)
This module examines the relationship between education and society. It will introduce you to some of the key ideas and concepts to understand how education, learning and teaching has been shaped from historical, sociological, anthropological and philosophical perspectives. The relationship between education and society needs to be understood as a dynamic and comprehensive process that has social, political, economic and ecological dimensions. It examines the processes and structures in different sectors, such as general, vocational and other contexts, and in relation to lifelong learning and the impact these have on learners in social contexts. It also explores how globalisation is impacting upon education and teaching and learning. The assessment is a group poster presentation and an essay.
Entry requirements
You must have a Disclosure Barring Service (DBS) check before you can start this course, and you will also need to complete a medical pro forma.
Career ready
BA (Hons) Childhood Studies leads to a range of careers in children’s services. Many of our graduates go on to work in health, social care, education, childcare, charities and voluntary organisations, while many go on to study postgraduate courses such as PGCE Primary Education, MA Social Work, MA Childhood and Youth Studies and MSc Inequality and Society.
Our graduates also qualify as teachers by undertaking the Teach First and School Direct courses.
Early Childhood Graduate Practitioner
Do you want to gain additional experience of working with children from the ages of 0-8? Do you want to develop your practical skills in a range of settings? Do you want to enrich the lives of young children?
If this sounds like you, then you should choose to follow the Early Childhood Graduate Practitioner Competencies (ECGPC) route alongside your BA (Hons) Childhood Studies degree. You will be able to choose this option from semester one and follow it for the duration of your course. Whilst completing your course you will also develop a portfolio of evidence and a range of practical and transferable professional skills whilst attending placements which will enable you to work with children, other professionals and parents and carers.
Your portfolio of evidence, along with your end of year assessments, will be based on nine different competencies which include: advocating for children’s rights, observing children, planning activities for children and developing your professional skills. Developing these pieces of evidence and also your practical skills, are excellent for your progression after you complete your degree.
Your next steps may include furthering your studies or entering into your chosen career and by completing the ECGPC route you will be adding credence to your applications. You will be a recognised Early Years practitioner (at level 6) and employers and education establishments will know that you have completed relevant practice experience. Also, Early Education and Childcare practitioners are now classified as Associate Professionals (Major Group 3 – Professional) instead of ‘Teaching and Childcare Support Occupations’ (Major Group 6 – Non-professional). This enhances your degree programme but also enhances your chances of having appropriate graduate/professional employment in the early childhood field.
If you choose to take this pathway, you will graduate with the degree title BA (Hons) Childhood Studies with Early Childhood Graduate Practitioner Competencies. We are the only University in the North East to offer this – a truly unique opportunity.
Centre for Applied Social Sciences
The University of Sunderland’s Centre for Applied Social Studies (CASS) regularly hosts visiting speakers and it can be an excellent way to learn from the experiences of people who already have a strong track record in social policy.
CASS is the centre for applied social science research at the University and you may find opportunities to collaborate with the academic team – particularly on areas relating to children, young people and families.
Research-active staff
The Childhood Studies team come from a diverse range of professional and academic backgrounds. They are research-active in a variety of childhood related subjects including: children’s development, early years practice, inclusive education, special educational needs and disability, education for sustainable development, childhood identity and social media, children’s literature and childhood transitions. Their expertise in these areas is used to inform modules on the course. Members of the team are also involved with external activities such as working with children’s charities, local schools and early years settings. Actively engaging with our employer networks in this way supports our emphasis on developing your employability.
Read our Childhood Studies blog
Discover even more about what it’s like to join our Childhood Studies community by reading our blog, which is full of fantastic staff and student-led content.
If English is not your first language you should have at least one of the following qualifications (or equivalent) as a minimum.
International English Language Testing System (IELTS)
You need an overall score of 6.0, with at least 5.5 or higher in each component: reading, writing, listening and speaking. An alternative approved Secure English Language Test (SELT) will also be accepted if the applicant’s element scores are equivalent to those required for IELTS. After 6 April 2015, you must take your IELTS exams at one of the test centres listed on the UKVI website.
Pearson Test of English Academic
You need an overall score of 59 with no less than 59 in each skill.
Cambridge Certificate of Proficiency in English (CPE)
You need grade C or above.
Cambridge Certification in Advanced English (CAE)
You need grade C or above.
Deadlines
26 January 2022 – UCAS deadline
Applications for all UCAS Undergraduate courses, except those with a 15 October deadline, should arrive at UCAS by 6pm on 26 January 2022. This is the ‘equal consideration’ deadline, which means course providers must consider all applications received by this time equally.
25 February 2022 – UCAS Extra opens
If you’ve used all five choices, and you’re not holding any offers, you can add another choice using Extra.
19 May 2022 – University decision deadline
If you applied by 26 January and you’re still awaiting a decision from one of your choices, we have until today to decide whether we’re making you an offer. Any choices that are still outstanding after this will be made unsuccessful.
9 June 2022 – Deadline to reply to offers
If you receive all your university decisions by 19 May, you must reply to any offers by today (except if you are using Extra to find a place), otherwise they’ll be declined.
30 June 2022 – Final day to make an application to five universities
You can still apply with up to five choices until 6pm today. After this, your application will automatically be entered into Clearing.
4 July 2022 – Final day to apply for a course in Extra
This is the last day to add an Extra option to your 2022 application. If you don’t hold any offers after this, you will be able to add an additional choice using Clearing.
FREE VISA SERVICE
One of our very suitable solutions for applicants is to provide free visa services to study in this field from a pleasant country. If you need to receive free visa services, let us know your request
Expenses (GBP)
13000
Application Fee
0
Program expenses
University & General Expenses
accommodation
The university offers three different student residential buildings, all of which are within walking distance from the university campuses. All students that are residing in these buildings can take advantage of the free transport that the university offers. What is more, all the dorms are equipped with facilities like fridge, Shower, toilet facilities, Wi-Fi, bed Wardrobe, Washbasin and mirror, as well as car parking and bicycle storage.
The first student residence of the university is called Scotia Quay that costs up to £95.50 per week. Each room is suitable for up to 5 students. the second one is named Panns Bank costs about £77.79 a week and is also suitable for families of four. Lastly, Clanny House also costs around £77.79 per week and is suitable for couples as well as single students.
After Graduation
All the students have the opportunity to seek help from The Careers and Employability Service, a team dedicated to helping students find proper and suitable employment either during or after their education.
Students are encouraged to take on part-time vocational roles in order to gain perspective on the reality of the labor market and also earn extra cash. As a matter of fact, the university helps and guides them during this process. It helps students find part-time jobs that do not impact their studies or temporary jobs that can be done during vacations and breaks. Students also have the chance to take part in paid or unpaid internships and job placements that are related to their field of study.
The Careers and Employability Service also helps students with finding employment after graduation. They help students with the resumes, CVs, job applications and job interviews.