Early Childhood Studies
University of East London
UCAS Code: X310 | Bachelor of Arts (with Honours) - BA (Hons)
Entry requirements
A level
Pearson BTEC Level 3 National Diploma (first teaching from September 2016)
Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
UCAS Tariff
About this course
Do you want to help shape and change young lives through education? Do you have a passion for teaching? Do you want to change communities from the inside? If you're interested in learning more about children and childhood and you envisage a career working with and for children and their families, this course will give you an excellent foundation.
The foundation year course is perfect if you want a degree in Early Childhood Studies, Special Needs and Education Studies but you don't have the standard entry requirements for direct entry to one of these programmes. It is stimulating and designed with you in mind. We do believe that each student is unique and that you come to us with a wealth of experiences which can be transferrable during your studies.
Both of our course options will give you a fascinating insight into the way children experience their childhoods and how that experience influences them as they develop. You'll look at childhood from a range of different critical perspectives and explore the factors that influence the childhood experience. You'll examine issues such as health, early-years legislation and global inequalities in childhood.
You'll have the opportunity to work on projects in the local community, applying your developing knowledge by devising practical solutions to real-life problems.
Early childhood is a well-established and popular area of study at UEL. Our academic team come from a broad range of professional backgrounds and cultures and, together, they have more than 100 years of experience in the field. Early Childhood Studies is available online.
This makes it easy to fit around parenting or work. You'll study using our virtual learning environment, Moodle, which includes chatrooms, reading materials, lecture clips and assignments.
Modules
Year 1: Exploring Social Worlds (Core), Key Principles for Inclusion and Diversity (Core), Emerging Research Communities (Core), Mental Wealth: Academic and Professional Skills for Life 1 (Core), Practice module Part 1 (Core), Practice module Part 2 (Core)
Year 2: Mental Wealth: Academic and Professional Skills for Life 2 (Core), Identity and Social Justice (Core), Building Research Communities (Core), Contemporary Issues in Education (Core), Practice module 3 (Core), Practice module 4 (Core), Optional placement (Optional)
Year 3: Mental Wealth: Academic and Professional Skills for Life 3 (Core), Critical and Global Perspectives on Education (Core), Practice module 5 (Core), Practice module 6 (Core), Independent Research Project (Core)
For more information about individual modules, please visit our course pages via the link below.
Assessment methods
Assessment tasks are mainly spread across the year to make the workload manageable. Assessment methods include group works and individual work including essays, presentations, case studies, professional development and practical activities depending on the nature of the course. All grades count towards your module mark. More details will be included in the student handbook and module guides.
Feedback is provided within 15 working days in line with UEL's assessment and feedback policy.
Tuition fees
Select where you currently live to see what you'll pay:
The Uni
Stratford Campus
School of Education and Communities (EDUCOM)
What students say
We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.
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
Teaching and learning
Assessment and feedback
Resources and organisation
Student voice
Who studies this subject and how do they get on?
Most popular A-Levels studied (and grade achieved)
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.
Childhood and youth studies
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.
Top job areas of graduates
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Childhood and youth studies
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£31k
£32k
£28k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
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This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
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You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.
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Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
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:
The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
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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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