- Course code: X2D1
- Institution code: N64
- University name: DN Colleges Group
- Campus name: University Campus North Lincolnshire (UCNL)
- Campus code: N
The Foundation Degree (FdA) Children’s Learning and Development enables practitioners to undertake a programme of study whilst working in practice. Students will typically be employed as child minders, early years practitioners, support assistants, teaching assistants, managers or advisors working in nurseries, schools, children’s centres or family hubs. Their role will involve working with children, aged 0–8 years, and their families and wider communities. This programme is fundamentally designed for practitioners who work with young children and colleagues from a diverse range of backgrounds. As such we have a duty to foster an inclusive approach where different backgrounds and cultures are cherished and celebrated. Different cultural experiences and identities are embraced, to better flourish in an increasingly diverse and complex world.
A central aspect of the programme is that students will have the opportunity to examine various ways in which children and childhood may be understood and conceptualised through their understanding of the philosophies, beliefs and attitudes that underpin different understandings of babies, young children and multiple childhoods. Central to this is the professional roles within current global, national and local contexts that strive to achieve social justice as a fundamental human right. This qualification will enable graduates to understand the impact of events, such as adverse childhood experiences, or evolving contexts, such as societal, economic or environmental deterioration that exacerbate inequalities, working as agents for change within a sustainability agenda. They will also consider the challenges and intricacies of multi-agency and multi-professional practice and reflect on this their own constructions of professionalism, professional identity and multi-professional practice.
The FdA Children’s Learning and Development aims to provide a balance of intellectual and practical skills. Students will actively engage in research and enquiry, gaining a critical understanding of the processes within the development of services, which will enable them to gain insight and understanding into how they can best support the development of babies, toddlers and young children.
Graduates of the FdA are advocates for children and champion their rights. They facilitate the right of children to actively participate in their world, recognising each child and all children’s uniqueness. Their knowledge enables them to advocate for young children’s needs, voice, rights, development and learning while celebrating diversity and promoting inclusion.
Key Information
Course Level
Level 5
Delivery
Full-Time
Distance / Online
Duration
2 Years
UCAS Code
X2D1
Awarding Body
This course includes the following core modules that all students complete:
Level 4:
- Children’s Rights and Participation
- Holistic Child Development
- Safeguarding Children
- Playful Pedagogy
- Creative Critical Thinkers
- Adverse Childhood Experiences
Level 5:
- Special Educational Needs and Disability
- Collaborative Approaches to Working
- Mathematics in Early Years Education
- Emergent Literacy
- Contemporary Approaches to Leadership
- Research Project
The programme will require approximately 12 hours a week of private study to access materials and engage in wider reading and research.
Occasional changes to modules and course content may take place. Students will be notified when applicable.
This programme has been designed through the adoption of Transforming Programmes which is aligned to a competencies approach to learning ensuring graduates are fully equipped to enter a graduate workforce.
The learning and teaching approach is informed by the Early Childhood Degree Studies Network Competency Framework and Early Childhood Studies Subject Benchmarks which defines what is expected of a graduate in this subject, in terms of what they might know, do and understand at the end of their studies.
Distance learning students will access weekly recorded content via the virtual learning environment (CANVAS) alongside online weekly sessions which will take place on Microsoft Teams. Online discussion forums will further support the students’ developing knowledge and will encourage peer collaboration, developing a community of practice. Digital technologies can consequently provide both communication and experimental environments in support of the learning process. The exploration of key points and sharing ideas within the discussion forums will enable students to understand and evaluate different perspectives.
Live group tutorials will be held virtually through Microsoft to support assessments. These will be delivered by the module leader and will allow all students to collaborate and explore ideas in greater depth, pursue their own research interests, and clarify ideas and access guidance. Live group tutorials will be recorded, so they have an aide memoire to refer to.
Assessment strategies reflect the inclusive, innovative and creative approach to teaching and learning within the School of Health, Education and Sport. Assessment methods provide diversity in terms of modes of assessment and consider the diverse student body. Formative assessments, which occur throughout the programme, are aligned to summative assessments, and seek to improve student achievement of learning objectives through approaches that can support specific student needs. Summative assessment evaluates student learning at the end of each module, students will be provided with a range of feedback and feedforward to help improve academic writing.
Examples of assessments are:
- Educational Posters & Leaflets
- Case studies
- Presentations
- E-Books
- E-Portfolios
- Academic Essays
- Vlogs
- Audits
- Research Project
Applicants will come from a variety of different professional backgrounds which may include childminders; early years practitioners; support assistants working in either a mainstream or special school and teaching assistants working in the early years sector. This might be in a full time or voluntary capacity.
Importantly applicants will have at least 2 years full time equivalent experience working in the sector prior to starting the course and will hold 32 UCAS Tariff Points in a relevant area of study (eg. Level 3 Diploma in Childcare EYE). Students are additionally required to hold a current DBS Enhanced Certificate.
Applicants are required to either be in paid employment or undertaking a voluntary placement for a minimum of 2 days per week. This will underpin practitioners’ experiences in the workplace through studying a variety of modules that will enhance and support career progression.
Grade 4/C in GCSE English and mathematics is desirable but not essential. If you do not have these qualifications, you will still be accepted onto the programme but would need to realise that future employment might require this. Should student wish to progress into teaching it is important to note that GCSE’s in English, Maths and Science are required.
In line with the widening participation (WP) and lifelong learning strategy, we also welcome applications from people of any age who might not meet the standard entry criteria, but we would expect to see evidence of continuing academic and/or professional development and a capacity to pursue the course successfully. It is important to state that any WP applicants will receive advice and guidance regarding employment opportunities as this programme will not provide them with a licence to practise in an early years setting. We are here to help. Please get in touch to find out more.
The high-quality learning experiences within the FdA Children’s Learning and Development programme are designed to support students’ development, with a clear focus on preparation for the sector, through the development of key, transferable skills. Students will learn from the acquisition of knowledge through inquiry-based learning and collaboration with peers to inform discussion, practice and co-production of knowledge. This is achieved through a two-way process, where the learning through an academic environment is applied in the workplace. Therefore, academic study informs provision and supports the development of practice.
Careers are varied within the sector and students may take several routes depending on their specific aspirations. Many of our graduates wish to work with children and their families within education, health or care sectors, whereas others may progress into posts within local authorities which could involve the development of local strategy and policy. Career progression may include:
- Senior/Lead Nursery Practitioner
- Pre-School Leader
- Play Leader
- Room Leader/Section Leader
- Deputy Manager
- Setting Manager
The School of Health, Education, Well-being and Sport has developed distance learning top up programmes through TP that would suit the progression of the FdA Children’s Learning and Development. These are 1 year programmes. The programmes include:
- BA (Hons) Early Childhood Studies Top Up
- BA (Hons Special Educational Needs, Disability and Inclusion Top Up
Financial Support
UK students can take out a tuition fee loan to cover the cost of their course and a maintenance loan to cover living costs.
We also have a range of other financial support available.
Course Fees
UK
£7940.00 Per Year
Additional Costs
Your Tuition fees cover most costs associated with your course (including registration, tuition, and assessment).
There may be some extra costs that you might need to make, or choose to pay, for example:
- Books (you’ll have access to books from your module reading lists in the HE library, but you may wish to buy your own copies)
- Printing and photocopying
- Trips and enhancement opportunities
- Laptop or equivalent to access teaching and learning materials
As the programme requires vocational hours within a vulnerable sector, you may be required to pay for an Enhanced Disclosure and Barring Service check if you are not in possession of a current one or registered on the update service.
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