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Health and Wellbeing in Early Childhood - BA (Hons)

Why study this course?

This degree focuses on health and social concerns affecting young children in their everyday life. If you'd like to work to reduce inequality and deprivation in diverse and vibrant inner city communities, this degree is an ideal choice. The course provides multi-disciplinary learning and the opportunity to undertake a placement. You'll learn new skills to enhance your employment prospects for a wide range of careers.

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The early years of life is a period of considerable growth and a vulnerability to harm. Children who are healthy in early life not only grow to be healthier adults, they are also better educated, earn more, and contribute more to the economy. Early and appropriate interventions that address the key risk factors, growth and socio-economical development can be modified in ways which improve health, wellbeing and competence in later life. There is a need for practitioners who can work as multidisciplinary specialists to ensure every child has the best start in life.

The Health and Wellbeing in Early Childhood BA (Hons) degree has been designed to foster understanding of the influence of the importance of a healthy start in childhood. Focusing on health as a key factor in children's lives, the course uses both theoretical and practice-based study.

You'll explore the concept of health as part of child development and how this relates to childhood inequalities. The course is taught by staff with expertise in early childhood, child development, health, human and children’s rights, and research. You'll learn in a dynamic, inter-professional and interdisciplinary environment. Skills we'll help you develop include leadership and management, including origination and service provision. BY the end of the course, you'll have an in-depth understanding of challenges facing children and their families.

This professional degree focuses on applied practice, enabling you to build contacts and further a career working with people in professional settings and communities. Assessments are applied to real world challenges and you'll be able to choose the specific focus of many of your assessments. There are opportunities for hands-on small-scale research conducted by interviewing people and analysing the results.

Innovation and entrepreneurship  as a response to challenges facing communities are important elements of this course. You'll have the opportunity to undertake relevant work-based learning throughout the course. This includes an extended work placement to enhance the development of skills and open career directions.

In addition to the University's standard entry requirements, you should have:

  • a minimum of grades CCC in three A levels (or a minimum of 96 UCAS points from an equivalent Level 3 qualification, eg BTEC National)
  • English Language and Mathematics GCSEs at grade C (grade 4 from 2017) or above (or equivalent eg NCTL)

Applicants who do not meet the criteria above will be considered if they have:

  • a minimum of two years full-time employed experience of work with young children
  • a full and relevant Level 3 childcare qualification
  • GCSE English grade C (grade 4 from 2017)

Applicants with pre-existing experience should normally:

  • be currently employed as practitioners with children from birth to six years old, or
  • undertake a placement in an early childhood setting for a minimum of two hours per week per module being studied

All students must provide two references, preferably from an employer or previous tutor/teacher, and evidence of an enhanced criminal record check.

All applicants must be able to demonstrate proficiency in the English language. Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.

Overseas nationals who already hold an alternative visa in a suitable category or have been granted permission to remain in the UK indefinitely, and EU nationals may be considered for admission but please note that an additional international enhanced police check will be required.

Applications are welcome from mature students with appropriate access/preparatory courses or relevant work experience. We also welcome those without formal qualifications who can show enthusiasm, commitment, and the ability to benefit from higher education.

The modules listed below are for the academic year 2017/18 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.

Year 1 modules include:

  • This module currently runs:
    • all year (September start)
    • all year (September start) - Thursday morning
    • all year (September start) - Tuesday afternoon
    • all year (September start) - Monday

    This module introduces study skills and ideas of academic discourse and audience alongside key theories of how adults and children learn and key professional skills in the early childhood field. For full-time students, it will include an assessed practical placement.

    Read full details.
  • This module currently runs:
    • all year (September start) - Tuesday morning

    This module introduces students to the main developments in health and social carestarting with a history of welfare and institutions, building towards an analysis of contemporary issues, debates and influences on health and social care delivery. The module addresses the diversity of settings and roles in health and social care. It addresses inequalities in health and social care, in particular the social determinants of health. From the historical context in the UK, the emergence of public health and policy will be explored.

    Read full details.
  • This module currently runs:
    • all year (September start)
    • all year (September start) - Monday afternoon
    • all year (September start) - Wednesday morning

    This module introduces students to a wide range of current theories relating to infant’s and young children’s development.

    Read full details.
  • This module currently runs:
    • all year (September start)
    • all year (September start) - Monday morning
    • all year (September start) - Wednesday afternoon

    In this module students will consider a range of issues relating to the health and well-being of babies and young children and their families and the early years practitioners role in the welfare and protection of children ages 0-6

    Read full details.

Year 2 modules include:

  • This module currently runs:
    • all year (September start)
    • all year (September start) - Tuesday morning
    • all year (September start) - Wednesday morning

    This module considers issues of identity development and diversity and their implications for the care and education of babies and young children. Equality issues, including the legislation surrounding special educational needs, children’s curricular entitlement and developing a listening culture will be explored.

    Read full details.
  • This module currently runs:
    • all year (September start) - Tuesday afternoon

    This work-based module provides students with opportunities to develop and enhance skills for employment. Emphasis will be placed on student’s individual learning and development; opportunities will be provided for students to engage in mentor sessions with tutors to discuss, appraise and plan their personal and professional development. Students will also be provided with opportunities to apply employability skills through recruitment and selection activities.

    Read full details.
  • This module currently runs:
    • all year (September start) - Tuesday morning

    This module introduces students to the both ethics and research through an exploration of principles, theories and practices that inform decision making in professional contexts. They are taught in two distinct parts. In the first part students will study ethics using sector specific professional codes of ethical conduct and will examine underlying normative ethical theories as they are represented within such codes. Current debates in ethical thinking for professional practice will be considered, providing opportunities for the critical application of different ethical perspectives to a wide range of contemporary moral issues and situations within professional contexts. In the second part, students will be introduced to the research process and research knowledge and skills relevant to professional and academic development. These research principles will provide a foundation for understanding approaches to social research and evidence based practice and research design.

    Read full details.
  • This module currently runs:
    • all year (September start) - Monday morning

    This module focuses on the local, national and international perspectives of health promotion. The module examines social, political and economic factors influencing health choices and the impact of recent legislative changes on health outcomes in these contexts. It is designed to enable students identify and analyse key issues influencing the promotion of health in healthcare systems and how these systems are shaped by health policies.

    Read full details.

Year 3 modules include:

  • This module currently runs:
    • all year (September start)
    • all year (September start) - Monday afternoon

    This module aims to examine a range of theories relating to social constructions of childhood and the implications of this for Early Years practice. It will consider representations of children and childhood, including those in the media. It will consider a range of historical, cultural, philosophical and theoretical perspectives on early childhood such as feminism and post-modernism andincluding lived global childhoods and majority world perspectives

    Read full details.
  • This module currently runs:
    • autumn semester - Thursday afternoon

    This is a core module for the BSc Public Health and Health Promotion programme. The module explores theory, policy and practical aspects of public health and health promotion with a focus on community level interventions and engagement within the UK. The syllabus is informed by the public health core and defined areas established in the Public Health Skills and Knowledge Framework (2013).

    Students contextualise current public health practice drawing on case studies of specific public health policy contexts in the UK. The main focus will be on key theories, policies and practices influencing developments in public health and health promotion, with an emphasis on design, implementation and evaluation of interventions at the community level.

    Relevant initiatives and research in strategies and priorities for public health and health promotion such as health inequalities, participation and involvement, partnership working, social determinants of health, life styles and behaviour and population groups will be explored.

    Read full details.
  • This module currently runs:
    • autumn semester
    • spring semester
    • autumn semester - Friday morning
    • autumn semester - Tuesday

    This module focuses upon the main research methodologies used in the study of early childhood, preparing students for their own research projects as well as enabling them to read and critique the research of others.

    Read full details.
  • This module currently runs:
    • autumn semester
    • spring semester
    • spring semester - Tuesday
    • spring semester - Friday morning

    This module investigates concepts of families and parenting in a historical and socio-cultural context. It will research working in partnership with families and carers and will critically evaluate multi-professional models and strategies of assessing children and families and working with parents / carers.

    Read full details.
  • This module currently runs:
    • all year (September start)
    • all year (September start)

    Students undertake a piece of independent research and study an area of particular interest in early childhood studies.

    Read full details.

If you're studying full-time, each year (level) is worth 120 credits.

Year 1 (Level 4) modules include:

  • Introducing Health and Social Care
  • Understanding Perspective Child Development
  • Child Health in Early Years
  • Placement Learning Module

Year 2 (Level 5) modules include:

  • Health Promotion and policy
  • Children’s Rights and Safeguarding Children
  • Ethics and Research in professional contact assignment (Work-based learning)
  • Partnership Working
  • Self Directed Development Project

Year 3 (Level 6) modules include:

  • Child Psychology and Behaviour
  • Development and Social Enterprise
  • (UG version) Children and Families: Policy and Practice
  • The Project Early Childhood Studies

"The course structure is well planned and it's a great start for a professional wanting to go into a health care settings or nursing career. I would recommend the course to others who are interested in caring for people. Some of the modules give in-depth details of what is expected for practice in the future."
National Student Survey 2016

Graduates of this degree will be prepared to work in a diverse range of roles such as a children centre manager, community nursery nurse and a volunteer coordinator. The course will equip you to work in organisations concerned with health, education and childhood, as well as community trusts and charitable organisations and other non-governmental organisations (NGOs). Relevant opportunities also exist in the public sector including local authorities, the civil service and the NHS.

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time. 

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2018. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of- the-art facilities, flexible teaching areas and stunning social spaces.

Please note, in addition to the tuition fee there may be additional costs for things like equipment, materials, printing, textbooks, trips or professional body fees.

Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.

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How to apply

If you're a UK/EU applicant applying for full-time study you must apply via UCAS unless otherwise specified.

UK/EU applicants for part-time study should apply direct to the University.

Non-EU applicants for full-time study may choose to apply via UCAS or apply direct to the University. Non-EU applicants for part-time study should apply direct to the University, but please note that if you require a Tier 4 visa you are not able to study on a part-time basis.

All applicants applying to begin a course starting in January must apply direct to the University.

When to apply

The University and Colleges Admissions Service (UCAS) accepts applications for full-time courses starting in September from one year before the start of the course. Our UCAS institution code is L68.

If you will be applying direct to the University you are advised to apply as early as possible as we will only be able to consider your application if there are places available on the course.

Fees and key information

Undergraduate
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L903

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