Foundation degree in Early Childhood Studies

What is this course about?

The programme will be studied over three years and delivered one day a week in the late afternoon/evening (4pm-9pm). The study time is sub-divided into contact time and self-directed time. The VLE ëBlackboardí and College Moodle system provides flexible and distance learning, with access to course materials on-line to enable you to manage your time more effectively and to improve staff/student communication through bulletin boards. The strategies for teaching and learning are designed to provide practical contexts for the analysis of contemporary issues and problems of a practical nature.
Work Related Learning ñ You will be required to complete work related tasks in all modules. This will provide you with the opportunity to link theoretical perspectives to your practice. It will also enable you to reflect on values, practices, assumptions and policies. Work-based activities, supported by a work place mentor will help you to establish connections between practice and issues raised by the programme.
You will be given formal lectures which will provide theoretical underpinning on key educational concepts.
You will be given the opportunity to contribute to seminars which discuss in depth issues covered in the lectures and presentations. This encourages discussion, reflection and the exchange of ideas. You will be engaged in providing and receiving critical feedback from peers and tutors on presentations.
You will be given the opportunity to discuss personal and educational concerns in small groups and individually. Personal tutors will assist you to maintain and develop your Personal Development Profiles. You will be provided with booklists and reading tasks in order to enable you to engage with relevant and appropriate debates. Practical workshops will develop application and reflection where issues, documents and materials will be analysed and discussed.

Entry Requirements

You should hold a relevant and current Level 3 Childcare/Early Years qualification, examples include DCE, BTEC National, NVQ Level 3 or their equivalent and have completed at least 1-year post qualification within the sector. You should be working within the Early Years sector (voluntary or paid employment) and have a statement of support and commitment from your employer.

How is it taught?

Case-study activities will be used to support the above approaches as a means of establishing connections between the workplace and issues raised by the programme. Methods will be chosen to achieve the acquisition of relevant knowledge and understanding in order to develop an informed appreciation of practice. It must also be recognised that much learning will take place in the work place setting.
The theoretical perspectives explored will enable you to reflect upon and share your experience, and relate this to current thinking. You will be encouraged to develop your observational skills and to question your own practice and that of others, to investigate how this is influential in the development of the ëwhole childí. The teaching and learning experience will offer a range of opportunities to develop the skills of the reflective practitioner, a theme which is integral throughout all modules within the programme.
Each module will vary slightly in the learning and teaching styles adopted. However, in general all modules will include traditional learning materials, such as hand-outs, PowerPoint presentations, OHTs and occasionally specialist visiting speakers. Throughout the programme you will be encouraged to reflect critically; to listen carefully to the views of others; to question values and opinions; to investigate evidence and draw upon your own informed conclusions. The teaching approach will often be activity based and participatory and you will be expected to take a full and responsible part. You will be expected to undertake work-based activities in preparation for your teaching and learning sessions within the college. Observations of children or work processes in the work setting may be used to inform discussion such as analysing childrenís needs, involvement in the planning process or the preparation of work focused learning materials. Identified work based guides will provide support for you whilst undertaking such activities.

How will I be assessed?

The assessment tasks set over the duration of the programme have been designed to develop and build upon a wide range of personal and professional skills, whilst strongly reinforcing links between theory and practical application. The assessment strategy has been constructed to reflect the changing role of the early childhood studies practitioner at all ages from 0-7.11 years, especially in the light of the Childrenís Workforce Strategy and the requirements of the Early Years Professional National Standards, Common Core of Skills for the Childrenís Workforce and Early Years Foundation Stage Framework/National Curriculum, thereby embracing the need for evaluation and reflection throughout.
A range of assessment methods will be used on the programme to assess the learning outcomes of the modules, including one pre-seen examination to provide information about knowledge and understanding of the course that may not be available through other forms of assessment, such as the ability to recall and apply theory. Assessment methods include:
ï Assignments
ï Case Studies/Practical Planning
ï Poster Presentation
ï Group presentations
ï Annotated bibliography
ï Independent Research
ï Portfolio
ï Reflective Log
ï Examination
Students are encouraged to analyse complex situations concerning human learning and development in particular contexts. This also includes an examination of their learning and value systems. Students will be assessed upon their ability to accommodate new ideas within childcare settings across the whole age range of 0-7.11 years. Throughout their study students will be encouraged to apply theoretical frameworks to their own and others practice. Transferable and generic skills are assessed. These require you to demonstrate a range of skills including the ability to;
ï communicate and present oral and written arguments.

ï interpret and present relevant numerical information.
ï Work with others, as a result of the development of interpersonal skills, to demonstrate the capacity to plan, to share goals, and work as a member of a team.
ï improve your own learning and performance, including the development of study and research skills, information retrieval, and a capacity to plan and manage learning.
A variety of methods are used to ensure that assessment is an accurate reflection of your ability at the two levels.
ï Formative learning and feedback is used throughout the programme, this includes observation of your performance in class discussions and your ability to contribute to considerations of case-studies in class time. Your engagement with work related learning through the completion of work related tasks is formatively assessed. You may be asked to make presentations about your work related learning to your peers or develop practical resources. You may also be asked to produce reviews of and recommendations for policy and practice.
ï Summative assessment takes a variety of forms which include written examination and written assignments that link theoretical knowledge and understanding to practical application in the workplace. The changing levels of the course are reflected in the demands of the assessment in accordance with QAA framework for Higher Education. Assessments at level one require sound knowledge of concepts with the ability to evaluate and interpret data to create arguments and make sound judgements of basic concepts. At level two you are required to be able to apply those principles widely and to critically evaluate the appropriateness of problem solving approaches. Summative assessments for 15 credit modules require less extensive assessment (2,000-2,500 words) than for 30 credit modules (3,000-5,000 words). Candidates must attempt ALL assessments.

What else do I need to know?

Stoke on Trent College has some of the most comprehensive and up-to-date facilities in the country. Learning takes place in a friendly and relaxed environment and your teaching team are here to help you get the most from your course. If you want to study on your own you can use one of the Learning Resources Centres or one of the special study workshops in English, Mathematics and Information Technology.
All our classrooms are large, spacious and well equipped, and our staff have an excellent knowledge of the industry gained through many years of experience.

What could I do next?

This programme is central to the governmentís desire to create a professional workforce and a distinct career structure for those working in child care and education. The programme will offer you the possibility of career enhancement including the opportunity to apply for Advanced Practitioner Status having shown a commitment to continuing professional development and compliance with Ofsted recommendations for senior post holders. Progression Opportunities: NVQ Assessors Awards, Teaching FE: 7302/ 7407, National Professional Qualification in Integrated Centre Leadership, BA/BA (Hons) Social work/ Education/Nursing, BA/BA (Hons) Top-up Early Childhood Studies/Teaching Assistants/ Education, Registered Teacher Programme (RTP), Employment:
Family/children centres, care support, educational admin and management, playwork, learning support etc. Employment outside the vocational area, Early Years Professional Status (Pre-requisite ordinary degree)