(BA) Bachelor of Arts
Childhood Studies (Including Year Abroad)
Current
University of Essex
University of Essex
Psychosocial and Psychoanalytic Studies
Colchester Campus
Honours Degree
Full-time
Early Childhood Studies
BA L521
08/05/2024
Details
Professional accreditation
None
Admission criteria
- A-levels: BBB - BBC or 120 - 112 UCAS tariff points from a minimum of 2 full A-levels.
- BTEC: DDM - DMM or 120 - 112 UCAS tariff points from a minimum of the equivalent of 2 full A-levels. The acceptability of BTECs is dependent on subject studied and optional units taken - email ugquery@essex.ac.uk for advice.
- Combined qualifications on the UCAS tariff: 120 - 112 UCAS tariff points from a minimum of 2 full A levels or equivalent. Tariff point offers may be made if you are taking a qualification, or mixture of qualifications, from the list on our undergraduate application information page.
- IB: 30 - 29 points or three Higher Level certificates with 555-554.
- IB Career-related Programme: We consider combinations of IB Diploma Programme courses with BTECs or other qualifications. Advice on acceptability can be provided, email Undergraduate Admissions.
- QAA-approved Access to HE Diploma: 6 level 3 credits at Distinction and 39 level 3 credits at Merit, depending on subject studied - advice on acceptability can be provided, email Undergraduate Admissions.
- T-levels: We consider T-levels on a case-by-case basis, depending on subject studied. The offer for most courses is Distinction overall. Depending on the course applied for there may be additional requirements, which may include a specific grade in the Core.
Contextual Offers:
We are committed to ensuring that all students with the merit and potential to benefit from an Essex education are supported to do so. For October 2024 entry, if you are a home fee paying student residing in the UK you may be eligible for a Contextual Offer of up to two A-level grades, or equivalent, below our standard conditional offer.
Factors we consider:
- Applicants from underrepresented groups
- Applicants progressing from University of Essex Schools Membership schools/colleges
- Applicants who attend a compulsory admissions interview
- Applicants who attend an Offer Holder Day at our Colchester or Southend campus
Our contextual offers policy outlines additional circumstances and eligibility criteria.
For further information about what a contextual offer may look like for your specific qualification profile, email ugquery@essex.ac.uk.
If you haven't got the grades you hoped for, have a non-traditional academic background, are a mature student, or have any questions about eligibility for your course, more information can be found on our undergraduate application information page. or get in touch with our Undergraduate Admissions Team.
Additional requirements:
A satisfactory enhanced DBS check (including child and adult barred list check) will be required prior to starting any placement(s) for this course, This will be organised by the University. Please contact our DBS team if you have any questions relating to this.
A satisfactory Overseas Criminal Record/Local Police Certificate is also required, in addition to a DBS Check, where you lived outside of the UK in the last 5 years for 6 months or more.
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 6.0 overall, or specified score in another equivalent test that we accept.
Details of English language requirements, including component scores, and the tests we accept for applicants who require a Student visa (excluding Nationals of Majority English Speaking Countries) can be found here
If we accept the English component of an international qualification it will be included in the academic levels listed above for the relevant countries.
English language shelf-life
Most English language qualifications have a validity period of 5 years. The validity period of Pearson Test of English, TOEFL and CBSE or CISCE English is 2 years.
If you require a Student visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.
Pre-sessional English courses
If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.
Pending English language qualifications
You don’t need to achieve the required level before making your application, but it will be one of the conditions of your offer.
If you cannot find the qualification that you have achieved or are pending, then please email ugquery@essex.ac.uk
.
Requirements for second and final year entry
Different requirements apply for second and final year entry, and specified component grades are also required for applicants who require a visa to study in the UK. Details of English language requirements, including UK Visas and Immigration minimum component scores, and the tests we accept for applicants who require a Student visa (excluding Nationals of Majority English Speaking Countries) can be found here
Additional Notes
If you’re an international student, but do not meet the English language or academic requirements for direct admission to this degree, you could prepare and gain entry through a pathway course. Find out more about opportunities available to you at the University of Essex International College
Course qualifiers
A course qualifier is a bracketed addition to your course title to denote a specialisation or pathway that you have achieved via the completion of specific modules during your course. The
specific module requirements for each qualifier title are noted below. Eligibility for any selected qualifier will be determined by the department and confirmed by the final year Board of
Examiners. If the required modules are not successfully completed, your course title will remain as described above without any bracketed addition. Selection of a course qualifier is
optional and student can register preferences or opt-out via Online Module Enrolment (eNROL).
None
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Additional notes
None
External examiners
Prof Heather Montgomery
Professor of Anthropology and Childhood
The Open University
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
Programme aims
This programme aims to provide students with an understanding of childhood in both familial and social contexts. From conception to the early years of infancy (0 – 5yrs), through latency (6 – 10 yrs), and into the early and middle years of adolescence (11 – 18yrs), childhood will be seen in an ecological context. Childhood is understood to encompass both geographical space, where childhood differs according to societal and cultural contexts, practices and customs, and the contexts of family and community, including services which support these. Focusing on the development of the child and the implications for practice, we will situate children as active participants in their own lives and in the practices of families, societies and cultures. This programme aims to provide students with an understanding of childhood in both familial and social contexts. From conception to the early years of infancy (0 – 5yrs), through latency (6 – 10 yrs), and into the early and middle years of adolescence (11 – 18yrs), childhood will be seen in an ecological context. Childhood is understood to encompass both geographical space, where childhood differs according to societal and cultural contexts, practices and customs, and the contexts of family and community, including services which support these. Focusing on the development of the child and the implications for practice, we will situate children as active participants in their own lives and in the practices of families, societies and cultures.
After an introduction to the multiple perspectives and subject areas – such as history, psychology, education, health, sociology, welfare and social policy, cultural studies, law, political and economic perspectives – we will critically examine the contested and changing nature of the concept of childhood through number of key topics. We will examine the social history of childhood, children as seen in literature, the criminological approaches and debates which involve children, and the impact of economic and other stress and risk factors within their environment. In addition, we will evaluate and develop appropriate pedagogical approaches to work with children, their families and communities. How can we understand issues such as trauma, ADHD and autism, and how do we work therapeutically with children in groups, for example in day nursery or school? To address these issues the programme offers a distinctive psychodynamic approach. We equip students with a conceptual framework to understand the complex factors that affect mental and emotional health, and consider the underlying meaning of behaviour and social conduct. Students will develop the key skills of psychodynamic observation, assessment and reflective practice, including how to make the right therapeutic interventions when most needed. By developing these skills whilst on placement, and regularly linking theory to practice in seminars, students will become ready to take up positions in a range of childcare and children’s services.
More particularly, this programme aims:
- To provide a range of conceptual frameworks and perspectives associated with the study of childhood
- To develop the analytic study skills needed to critically evaluate perspectives and issues concerning childhood
- To provide knowledge and understanding of child development from 0 – 18 years
- To develop skills in relation to observation of babies and children in a naturalistic context
- To develop a deep understanding of communication and building relationships with children
- To understand the processes involved in teaching and learning, including the role of emotion, play and social development
- To understand and critically examine issues around trauma, ADHD and Autism
- To understand and critically examine issues of childhood wellbeing, health and resilience
- To provide an understanding of the legislative frameworks surrounding children
- To provide a solid psychoanalytic vocabulary and understanding including the unconscious dimensions of human experience, relationships, communication and culture
- To provide a space and process by which students can explore and reflect upon the intersection of their academic, personal and professional selves
- To provide students with opportunities to undertake periods of supported work with children in placement
- To provide the opportunity of a year abroad
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: Systematic knowledge of how babies, infants and children are understood nationally and globally
A2: Knowledge and understanding of infant and child development from a range of perspectives
A3: Recognise the distinct ways children have been understood in history and through literature
A4: To recognise the contributing factors to health, welling and resilience
A5: Knowledge of developmental trauma, autism, ADHD and appropriate interventions
A6: Psychodynamic understanding of the factors and processes involved in teaching and learning, including the role of emotion, play and social development
A7: Knowledge of psychoanalytic concepts, vocabulary and the key theoretical positions in the psychoanalysis of children
A101: Understanding how key concepts and issues in childhood studies are understood in a different academic and national context
Learning methods
The programme makes use of theoretical processes involved and discussion seminars (A1, A2, A3, A4, A5, A6 and A7), the experience placement-based learning, observation seminars and reflective groups (A2, A6) and field trips (A3). A1 can be further acquired through a placement year at a host organisation and through the year abroad. The experience of psychodynamic observation (A7) reflective groups and (A2, A4, A6).
Assessment methods
Essays, exams, presentation, reflective report, observation record and observation reports.
Assessment of the placement experience is through a number of elements including an assessment of the students' performance in securing the placement, undertaking the placement and reflecting on the placement.
B: Intellectual and cognitive skills
B1: Develop the fundamental analytic study skills needed to critically evaluate perspectives and issues concerning childhood
B2: To define and use specific psychoanalytic concepts describing relationships and communication, including transference, counter-transference, projection, introjection, etc
B3: Capacity for intellectual enquiry, to access, retrieve and integrate information from multiple sources, to describe, evaluate and utilise different kinds of evidence
B4: Capacity to assess and integrate both human and intellectual material in making a formulation
B5: Capacity to evaluate live situations, to use one's own initiative, decision making
B6: Ability to reflective upon one's own experience, perceptions and socio-economic position in evaluating working practice
Learning methods
The programme makes use of theoretical lectures and discussion seminars (B1, B2, B3, B6), the experience placement-based learning and observation seminars (B2, B4, B5, B6), B1 and B5 can be further acquired through a placement year at a host organisation and through the year abroad. The experience of psychodynamic observation (B4) reflective groups and (B5, B6).
Assessment methods
Essays, exams, presentation, case study, reflective report, observation record and observation reports. Assessment of the placement experience is through a number of elements including an assessment of the students' performance in securing the placement, undertaking the placement and reflecting on the placement.
C: Practical skills
C1: Capacity for psychodynamic observation to analyse children's difficulties in communication and behaviour including relational and institutional factors
C2: Capacity to communicate effectively with children and to develop a potentially therapeutic relationship, capacity to work collaboratively with colleagues
C3: Sensitivity and attunement to the diverse modes of communication and behaviour of children, including their underlying meaning
C4: Capacity to learn from experience in different contexts - in placement, on field trips, in observation seminars, and reflective groups
C5: To carry out a piece of sustained work focussed on one child with their ecological context
C6: Capacity for use of self in reflective approach to practice.
C7: Capacity follow and operationalise guidance, regulation and legislative frameworks for children
C8: To produce, plan, carry out learning activities suitable for work with children in groups
Learning methods
The programme makes use of theoretical lectures and discussion seminars (C1, C2, C3, C4), observation seminars (C2, C3, C4, C5), and reflective groups (C4, C6). C4, C6 and C7 are developed during placement, and on placement years and year abroad. C8 utilises lectures and experiential groups activities.
Assessment methods
Essays, exams, presentation, case study, reflective report, quiz, field trip report, observation record and observation reports. Assessment of the placement experience is through a number of elements including an assessment of the students' performance in securing the placement, undertaking the placement and reflecting on the placement
D: Key skills
D1: To listen and communicate effectively with colleagues and with children, to communicate ideas effectively in written, oral and visual form, to debate, persuade, challenge or support.
D2: To produce formatted and well edited essays in word, use e-mail, Moodle and electronic submission of assessed work.
D3: To develop a capacity to make a formulation based on psychodynamic understanding of a child, and consider a range of therapeutic interventions, to assess available learning material and decide on specific topics for assignments, including a dissertation.
D4: To work collaboratively in seminars, observation seminars and reflective groups, and to incorporate the ideas and views of peers in developing perspectives, to engage professionally with colleagues and sensitively with children on placement.
D5: To work independently, including through library and e-based learning, to engage in independent research towards a dissertation.
D6: To learn through self-reflection on one's own responses to situations in seminars and on placement in practice, and to change one's behaviour as a result
Learning methods
The programme makes use of theoretical lectures and discussion seminars (D1, D3, D5, D6), the experience of observation seminars and reflective groups (D2, D4). Students also make presentations linked to an individual research project (D1, D2, D4, D6). Finally, students utilise information technology by using email, electronic submission of assessed work, library e-resources including use of moodle as a learning repository (D1, D5, D6). These skills are taught specifically in Yr 1 and 3.
Assessment methods
Essays, exams, presentation, case study, reflective report, quiz, field trip report, observation record and observation reports. Assessment of the placement experience is through a number of elements including an assessment of the students' performance in securing the placement, undertaking the placement and reflecting on the placement