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Institution C58


3 Years, Full Time

Entry Requirements and Fees

2020/21 UK fee: £9,250

2020/21 International fee: £13,500

For further details about fees, please see our Tuition Fee page.


Typical Offer (individual offers may vary):

  • UCAS Tariff points: 96 – 112 (A levels or combination with AS / EPQ / BTEC/ Cambridge Technical)
  • A levels: BBC - CCC
  • BTEC/Cambridge Technical: DMM - MMM
  • CACHE Level 3 Diploma in Early Years Education and Care (Early Years Educator): B/C 
  • GCSEs: English Language and Mathematics (C/4 or above) 
  • Access to HE Diploma: Pass 
  • International Baccalaureate: 28 points 
  • Enhanced DBS check required 
  • Interview

Student view

Early Years
The experience will develop your skills in the study of childhood from psychology, historical, cultural, sociological, social policy and philosophy viewpoints and introduces you to national and international perspectives.
Year 3 BA (Hons) Early Childhood Studies

I knew I wanted to work with children but wasn't sure which path to take. This course has given me greater understanding about the holistic needs of a child and their development than I might have gained on a teaching course.

Year 3 BA (Hons) Early Childhood Studies

I felt I would be able to develop and grow in independence here. Staff members are all very approachable, reassuring and supportive. There are so many events held throughout the week to make friends and meet new people.

Year 3 BA (Hons) Early Childhood Studies

I chose Chichester purely because of the amazing sense of the community that you are welcomed to be a part of. Chichester is a wonderful place to learn, study and live. The support and guidance you are shown is brilliant. Chichester offers so many experiences and opportunities including being part of some excelling sports teams and extra-curricular activities that instantly make university fun and exciting.

Course content

Our BA (Hons) Early Childhood Studies degree focuses on work with young children up to the age of eight. You’ll be guided through an exciting range of modules that are specifically designed to increase your understanding of children and to develop your practice skills and knowledge. You will develop your effectiveness as a skilled Early Years practitioner. Modules in Child Development, Children’s Behaviour, Safeguarding and Special Educational Needs and Disability will increase your confidence and ability to work skilfully and sensitively with children and their families.

This degree combines academic study with exciting opportunities to gain practical experience. Placements provide the opportunity for you to put your knowledge and skills into practice, increasing both your personal and professional confidence and your employability.  Placements are assessed which means you will exit the course with the equivalent of the DfE full and relevant requirements for Early Years practice. We have incorporated the option of the Graduate Practitioner Competencies into your placements, which gives you the opportunity to finish the course as a Graduate Practitioner.

Our facilities

We’ve developed both of our campuses to have the best facilities available for your degree. We pride ourselves on the quality of the learning environment we can offer our students.

The Learning Resource Centre is the hub of the learning environment.  It has two upper floors of library resources, one for silent study and one for quiet study. On the ground floor, you’ll find the Support and Information Zone, Media Centre, Careers Centre, Costa Coffee and a variety of IT resources.

The Bishop Otter LRC offers:

  • Books and journals
  • E-resources, including multimedia streaming
  • Mac and PC suites
  • Printing and scanning facilities
  • PrintShop services
  • General meeting areas
  • Group and individual study spaces
  • Equipment Loans​
  • Wi-Fi and plug points throughout

Learning Resource Centre facilities

Where this can take you

Jobs directly related to your degree:

  • Early years teacher or Early Years Practitioner - fosters and develops the abilities, social skills and understanding of children aged three to five, focusing on optimum child development and preparation for a successful transition to primary school education.
  • Primary school teacher - develops schemes of work and lesson plans in line with curriculum objectives, facilitating learning by establishing a relationship with pupils and organising learning resources and the classroom learning environment.
  • Special educational needs teacher - teaches children with emotional, behavioural or learning difficulties at one or more stages.
  • Learning mentor - provides a complementary service to teachers and other staff, addressing the needs of children who require assistance in overcoming barriers to learning.
  • Social worker - works with young people experiencing a variety of difficulties. Experience and/or professional qualification is usually required before embarking on social work in a normal capacity.
  • Child psychotherapist and counsellor - works with children suffering from a range of problems, including serious psychological disturbances and behavioural problems. Training in psychotherapy is required for this role.
  • Educational psychologist - applies psychological theory, research and techniques to help children or young people who may have learning, behavioural, social or emotional problems or difficulties.
  • Paediatric nurse - cares for sick children, advising and supporting them and their families.
  • Speech and language therapist - works closely with people of all ages, including children, with varying degrees of speech, language or swallowing problems.

Jobs where your degree would be useful:

  • Community development worker - aims to empower communities by developing the skills required to regain control over and improve quality of life, working with individuals, families or whole communities to facilitate the process.
  • Museum education officer - responsible for realising the potential of museum collections as learning resources for visitors and the wider community, including children.
  • Youth worker - promotes the personal, educational and social development of young people aged between 13 and 19.
  • Careers adviser/personal adviser - provides information, advice and guidance to help people make realistic choices about education, training and work.

Work placements


Employability and supporting you to make the best career choices is central to our activity within the programme and therefore there are two core placements in the first and second years. You will be encouraged to find suitable placements in early years settings from our placement database and we will assist you to do this. Placements are assessed and will give you the equivalent of a ‘full and relevant’ qualification which is important should you wish to work in Early Years.

In the third year you will have the option to undertake the Graduate Practitioner Competencies through completion of a further placement. This optional third year placement will enable you to receive the additional award of Early Childhood Graduate Practitioner.



Indicative modules


In the first year you will complete six compulsory introductory modules plus the placement module:

Introduction to Childhood

This module will introduce you to the University. You'll learn more about the course, the Institute of Health, Education and Social Sciences and there will be an emphasis on academic development. You'll also discover how you will be supported by the tutorial programme throughout your studies with us.

Child Development

This module will consider developmental psychology relevant to those working with young children and families, aged 0-8 years by introducing students to some of the main theorists. Students will be encouraged to examine differences between a number of different approaches to developmental psychology and begin to critically evaluate these contributions to the field of child development. The module will also look at ways in which new techniques in developmental psychology and ideas from cognitive developmental neuroscience are changing our understanding of the developmental process. Students will have the opportunity to work in small self-directed groups to explore link between theory and practice.

Play and Creativity

There will be an introduction to the different ways play has been perceived by play protagonists and how play has become an essential and contemporary subject in its own right. There will be critical links made to child development, inclusion and age and stage play for all. It is expected that all students will become reflective in their thinking about how their role as playful practitioners is crucial to the developmental potential of young children in their future work.

Safeguarding and Integrated Working

This module will consider the history and development of safeguarding legislation, policy and practice for babies and young children including those who are most vulnerable. Students own values will be challenged and the impact their own beliefs can have on their working practice will be addressed. The module content will place the notion of safeguarding the child within the context of need and risk and will explore key concepts that impact on this. Students will explore signs and symptoms of abuse, issues of disclosure and confidentiality, and the appropriate referral process if they are worried about a child. The notion of Safeguarding Children will be placed within the context of Children’s Rights, and debates surrounding children and concepts of childhood in our society.

Children’s Rights and Policy

(Module information to come)

Plan, Do and Review

(Module information to come)

The Developing Practitioner (placement module)

(Module information to come)


In semester one you will complete two core modules and one optional module.  In semester two you will complete three modules plus the placement module:

Working with Parents and Carers

(Module information to come)

Understanding Children’s Behaviour

You will have the opportunity to explore a range of factors relating to children’s behaviour, including individual needs, triggers and patterns of behaviour. Other influences including transitions, our own values and belief systems and the impact of these will be analysed. You will explore through case studies how to provide for and support children with social and emotional needs within early years’ settings working with and in partnership with parents and other professionals.

Curriculums Around the World (option)

(Module information to come)

Children in Crisis: Global Perspectives (option)

(Module information to come)

Research Methods in Early Childhood

(Module information to come)

Digital Child

(Module information to come)

Children’s Health and Wellbeing

This module will consider some of the current issues associated with health and well-being in the early 21st century and the government’s responses to them in the recent policy developments. Students will be further introduced to the arena of policy related to health and well-being and will also consider some of the strategies which have been employed in attempts to improve the health of the nation’s children. Students own philosophies and beliefs relating to the issues will be challenged to ensure issues are considered from all perspectives and the impact their own beliefs can have on their working practice will be addressed.

The Reflective Practitioner (placement module)

This module will build on theoretical modules undertaken in the first year of the programme. Students will be required to maintain a Reflective Journal which records their personal experiences during their time at the placement. Extracts from the journal can be drawn upon to provide evidence which demonstrates how students have met the learning outcomes in their practice area. Student practice will be interspersed with workshops and/or group tutorials in the university to share and debate ideas and issues and clarify expectations. Guidance for the next stage of the practice will also be given.


In your final year you will complete a research project (IP) which spans the academic year. You will also complete one core and one optional module in each semester.  There is also the option of an addition graduate practitioner placement in semester one.

Independent Project (double module S1 and S2)

There is no set curriculum for this module, because tutorials will be individually tailored to student needs, depending on the topic chosen, the ethical issues raised (for example, BERA and EECERA), the appropriate methodologies etc. Regular group workshops will however be held.

Graduate Practitioner Placement (option S1)

(Module information to come)

Special Education Needs and Disability

This module will consider the history and development of legislation, policy and practice for children with special educational needs and/or disability how their needs can be met. Students own philosophies and beliefs relating to the issues raised will be challenged to ensure issues are considered from different perspectives and the impact their own beliefs can have on their working practice will be explored. The module will also consider issues of labelling as well as models of disability and how these can impact upon attitudes and provision. Issues of assessment and early intervention will be debated in light of current policy and practice in the field. The impact of having a child with special educational needs and/or disability within the family will also be explored. Effective practice relating to supporting children with SEND will be discussed.

The module content will be delivered predominantly through core lectures, augmented by the use of video, research web-based, Moodle, guest speakers and reading materials. These will be interspersed with student discussions to consider and debate the issues raised.

Therapeutic Play (option)

This module will analyse play as a therapeutic means of communication for all children, but with particular reference to those who have experienced trauma. The development of the psychoanalytic and Humanistic movements during the last century will be studied, and the impact of certain practitioners within this development. Particular attention will be paid to the work of; Klein, Winnicott and Axline. The importance of a range of different expressive arts therapies used within a therapy session will provide the context for students to explore their own feelings. Drama, sand play and narrative will form a structure for examining relationships and exploring trauma or emotional distress. The role of the therapist and the therapeutic relationship within a counselling session will be analysed. Students will consider the possible benefits of implementing a Play Therapy approach within different Early Years settings.

Rocking the Cradle (option)

(Module information to come)

Children’s Stories and the Media

This module will explore a range of different media that is produced for children. This will include children’s books, both fiction and non-fiction, children’s television, children’s film and the ‘new media’ that is available for children including other interactive media such as computer games. It critically engages with studies of how children engage with these different media. It will also consider the ways in which those who study childhood have sought to understand this engagement. The module will take a broad approach drawing on theories from a range of social science and cultural disciplines.

Adventure Education (option)

Most people involved in activities outside the conventional classroom come into close contact with the natural environment and find themselves being challenged by new experiences and ways of working with the early years. To help achieve this understanding, this module covers the following: The history, philosophy and theory behind radical ways of learning, teaching and care; interpreting risk in a way that encourages activities; recognising the links between activities, theory and child development; the role of the early years practitioner; policy and procedures; the role of play; group management; reflection and self-awareness, knowledge and skill development in relation adventurous activities with the early year.

This module will include a range of practical workshops on adventure education. There will be opportunities for you to visit settings off site to explore how early years adventure education is delivered.

Crime and Childhood (option)

This module will use sociological theory to analyse the special status of children as it has developed across time and also from an international perspective. It will scrutinise concepts such as ‘criminal responsibility’ of children and explain children’s behaviour that can lead to involvement in the criminal justice system. Criminological theory will be used to explain particular offending against children and the sanctions available and reactions from the media. It will examine legal procedures for children in the criminal justice system as offenders, victims and witnesses, as well as the sanctions that are available to the courts to ‘punish’ children (and families), and offenders against children. It will extend to issues around child exploitation and slavery. It will scrutinise international and historical reactions to child offending and analyse approaches to child offending. Sessions will be lecturer led, but students will be encouraged to contribute to discussions and debates around contentious issues connected with children and crime. For those contemplating entering one of the various occupations related to children and criminality, this module will provide valuable insights.

International English Studies

Include International English Studies: 

Teaching and assessment

Overview of teaching strategies

The Early Childhood sector is rapidly changing and therefore it is vitally important that we listen to government and employers as well to make certain that you, the students, have the very best experience that will serve you well in your chosen careers.

All members of the teaching team are practitioners with a wide range of experience as well as accomplished academics.  We seek to bring new research alongside established theory into the classroom through a variety of blended methods including direct teaching, seminars, problem solving, activity based learning, adventure education as well as using up to date technology to engage with you across platforms.


It is important that our assessments are designed to meet the various learning needs of students.  By this we want to make certain that individual students have the opportunity to achieve their potential and for this reason we offer a variety of assessment methods that include presentations, assignments, exams, academic posters and placement portfolios.   This is welcomed and encouraged by the student voice. We also encourage our students to publish their work and past students have had articles accepted in publications such as Early Years Educator.

Additional Costs

Include Additional Costs: 

Additional Costs

DBS Costs

DBS check

BA (Hons) Early Childhood Studies training applicants are required to have an enhanced Disclosure Barring Service check which needs to be paid for before the start of the course. This will cost £44. We strongly suggest that all students sign up for the Disclosure and Barring Service update service for which there is a small annual change, this makes the DBS portable both during and after the degree. Failure to sign up to the update service might require the student to gain a further enhanced Disclosure and Barring Service check which will incur additional costs.