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Glyndwr University, Wrexham

Early Childhood Practice (Early Years Practitioner)

UCAS Code: G3B3

Foundation Degree in Arts - FdA

Entry requirements


Sorry, no information to show

About this course


Course option

2.0years

Full-time | 2021

Subject

Early childhood studies

This foundation degree considers the child and childhood through the areas of sociology, education and psychology. At the same time it draws upon the National Occupational Standards for Early Childhood to ensure the content is vocationally relevant.

This course:

• is only available to students working in Wales
• combines an academic qualification with a level 5 vocational qualification, meaning students no longer need to study an academic and vocational qualification separately - saving time and cost
• gives a qualification that sits on the ‘Required Qualification List’ used by employers to identify employees with relevant qualifications to work in more senior roles
• is delivered online so can be studied in the comfort of your own home around work and life
• combines academic study with work-based learning
• develops higher-level learning within both the institution and the workplace
• is offered on a full-time or part-time basis
• is designed to enable students to study alongside their working hours, allowing a student studying full-time to meet their work commitments

Modules

YEAR 1 - LEVEL 4
MODULES

• Understanding the Child and Childhood.
• Understanding Child Development and Learning.
• Learning and Development in Practice (Part 1).
• Safeguarding Children.
• Academic Skills for Practitioners.
• Reflecting on Practice.

YEAR 2 - LEVEL 5
MODULES

• Leadership in Practice: This module aims to explore the nature of leadership in early childhood practice and considers the key issues of leadership, teamwork and management in the early years. You will critically evaluate leadership theories and current perspectives on the distinctive features of leadership within early childhood practice including equal opportunities and children’s rights.
• Communication for Leadership: This module aims to explore the centrality of effective communication skills for practitioners working with children in the early years, and to develop an effective knowledge and understanding of the unique features of communication processes, systems and structures essential for leadership in working with children, parents/carers, key people, and a range of multi-disciplinary professionals. You will investigate and evaluate the concepts, values, and principles of communication in relation to best practice in the early years, and develop an understanding of how to monitor and evaluate your personal communication for leadership, your own communication style and performance, in supporting and maintaining professional relationships with others.
• The Playing Child: This module aims to explore the role of play in children’s lives considering historical and contemporary concepts of play and the playing child. You will investigate the foundations and principles of play practice to enable you to identify appropriate strategies and interventions to support the needs and preferences of children, to create spaces and places for children’s play, and develop an understanding of the management of children’s ‘risky’ play.
• Exploring Research Skills: This module aims to examine the role of research in childhood practice, including an understanding of its importance to innovation and future practice.
• Leading Safe Practice: The aim of this module is to allow the practitioner to understand and competently lead in aspects of health and safety within early childhood practice.
• Learning and Development in Practice (part 2): This module aims to take the practitioner further into an exploration of learning and development. It will consider the role of planning, observation, assessment and recording in relation to a curricular framework and also the role children and families should take within this process. The module will consider the role of play as a means to support children’s learning and development, specifically in relation to number and language skills. Finally, it will critically analyse the role of the environment in relation to a child’s health and well-being and the implications for practice.

The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.

Assessment methods

The assessment tasks, set over the duration of the programme, are 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 methods chosen have been designed to reflect the changing role of the professional, their ongoing academic achievement, as well as embracing the need for evaluation and reflection throughout.
Students on an accredited programme will also be visited and observed within their setting twice per year. This will be one of the methods used to support the student to gain evidence for their professional portfolio.
A key element of assessment at both level 4 and level 5 is the Professional Portfolio. The professional portfolio is designed to allow students to evidence they are meeting the performance criteria associated with each of the assessed National Occupational Standards. They work in partnership with the Areas of Knowledge to show the student’s overall competency in the work-place. The portfolio is assessed in the majority of modules with the exception of Academic Skills for Practitioners at level 4 and Exploring Research Skills at level 5.
The portfolio is a repository of evidence collected in relation to practice competencies and its completion provides a valuable learning tool throughout the programme. The portfolio is clearly structured with specific practice competencies allocated to the module in which they will be assessed.
High quality feedback and feedforward is provided to students studying online to enhance their overall achievement. Students will be provided with written feedback and/or feedforward for each piece of work and have an opportunity to discuss this with their peers and tutors. Feedback is presented in a way that allows students to see how their academic work is progressing throughout the year and to easily view the comments of all tutors in a single Moodle space. This allows students and tutors to track progress and engage in additional support where needed.
Wrexham Glynd?r University is committed to supporting our students to maximise their academic potential.
We offer workshops and support sessions in areas such as academic writing, effective note-making and preparing for assignments. Students can book appointments with academic skills tutors dedicated to helping deal with the practicalities of university work. Our student support section has more information on the help available.

The Uni


Course location:

Wrexham

Department:

School of Social and Life Sciences

TEF rating:
Read full university profile

What students say


How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Childhood and youth studies

Sorry, no information to show

This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.


Who studies this subject and how do they get on?

99%
UK students
1%
International students
20%
Male students
80%
Female students
57%
2:1 or above
25%
Drop out rate

Most popular A-Levels studied (and grade achieved)

D
C
D

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Health and social care

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

100%
med
Employed or in further education
81%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

71%
Welfare professionals
11%
Welfare and housing associate professionals
7%
Caring personal services

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Post-six month graduation stats:

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It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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