BA (Hons)

Early Years Education

X310

This programme offers you the opportunity to gain the Early Childhood Graduate Practitioner Competencies Qualification in addition to your academic award.     

If you want to make a positive difference to the lives of young children, their families and the societies in which they grow up, this degree is for you.  Early childhood education and the wider issues related to the experiences, development and care of children plays a critical role in the cognitive, social and emotional development of individuals in ways which impact their formative years and later lives.  This degree takes a holistic approach to the study of early childhood focusing on education, care and development from conception to 8 years and you can gain the Early Childhood Graduate Practitioner Competencies Qualification at Level 6 in addition to your degree if you wish.  

Scrabble board with the words School, Learn and Math

Course overview

Whether your degree leads you to become an Early Childhood Graduate Practitioner in early years settings, to another graduate career related to young children, or to further study, you will develop the breadth and depth of knowledge and specialist skills necessary to become a critically minded, reflective professional. Our course supports you to develop an in-depth understanding of research, policy and practice in the field and you will draw on a range of disciplines including education, social policy, disability studies, philosophy, health and psychology to develop you as an outstanding graduate ready to work in the Early Years sector or other multi-professional contexts.  As well as developing your knowledge and expertise in Early Childhood, our course supports your intellectual, personal, social, ethical and professional development and you will develop important transferable skills such as critical reflection, systematic analysis, communication and collaboration.         

Through mandatory modules, placements at each year of study, and an optional module in Year 3, you will learn about the nature and development of the child.  You will explore the wide range of factors that influence the child, their development and their learning including issues such as: health, relationships, play, the environment, race, gender, power, technology, culture, inclusion and politics.  You will become confident with a range of current policy and put your theoretical knowledge into practice through your placements and a range of research based and practice related assessments.  

Year 1 will support you in orientating to university level study through a range of core modules which include content that is fundamental to the multidisciplinary study of education.  You will also undertake your first placement.  In Year 2, content becomes increasingly specialised as you put your developing knowledge and skills into practice in your placements.  In Year 3, in addition to your Dissertation, mandatory module and placement, you will have the opportunity to select an optional module.  Throughout your degree you will develop your knowledge and expertise in Early Years Education by drawing on national and international research and practices and the extensive experience and research expertise of our dedicated tutor team. 

What you need to know

Course start date

September

Location

On campus

Course length

  • 3 years full-time
  • 6 years part-time

Apply

X310

Typical offer

96-112 points

Fees

From £9,250 pa

Course features

  • Gain the Early Childhood Graduate Practitioner Status at Level 6 (professional qualification) alongside your degree.
  • Gain professional experience and put theory into practice through placements at each level of study.
  • Graduate as a work ready professional and become an outstanding graduate through a consistently high-quality student experience.
  • Learn from a dedicated team of research active tutors who are experts in the field.
  • Benefit from our links and partnerships with local and international early years providers. 
  • Graduate as a research-informed critical thinker who understands the power education has to shape lives and to be a lever for positive change in the world.

Course details

Our aim is to shape 'confident learners' by enabling you to develop the skills needed to excel in your studies here and as well as onto further studies or the employment market. 

You are taught primarily through a combination of lectures and seminars, allowing opportunities to discuss and develop your understanding of topics covered in lectures.
You will also undertake placements in every year of study.

Through these placements you will build key skills for successful practice in the 0-8 age range, as well as building evidence toward the Early Childhood Graduate Practitioner Competencies.  Students arrange their own placements with support and guidance from programme staff.
In addition to the formally scheduled contact time such as lectures and seminars etc. you are encouraged to access academic support from staff within the course team and the wide range of services available to you within the University.

INDEPENDENT LEARNING
Over the duration of your course, you will be expected to develop independent and critical learning, progressively building confidence and expertise through independent and collaborative research, problem-solving and analysis with the support of staff. You take responsibility for your own learning and are encouraged to make use of the wide range of available learning resources available.

OVERALL WORKLOAD
Your overall workload consists of class contact hours, independent learning, placements and assessment activity.
While your actual contact hours may depend on the optional modules you select, the following information gives an indication of how much time you will need to allocate to different activities at each level of the course.

YEAR 1 (LEVEL 4): TIMETABLED TEACHING AND LEARNING ACTIVITY*
•    Teaching, learning and assessment: 240 hours
•    Independent learning: 840 hours
•    Placement: 120 hours

YEAR 2 (LEVEL 5): TIMETABLED TEACHING AND LEARNING ACTIVITY*
•    Teaching, learning and assessment: 216 hours
•    Independent learning: 840 hours
•    Placement: 144 hours

YEAR 3 (LEVEL 6): TIMETABLED TEACHING AND LEARNING ACTIVITY*
•    Teaching, learning and assessment: 204 hours
•    Independent learning: 900 hours
•    Placement: 96 hours

*Please note these are indicative hours for the course. 

Education is arguably one of the most significant influences on our personal development and on the world around us. Consequently, Early Years Education at the University of Winchester ensures that the course does not just teach about the education of young children, but is in itself intrinsically educational. We take the view that all 'higher education' should aim to create thinking, questioning, and caring people able to play a fulfilling and critical role in all aspects of their lives. Learning and teaching are not something we just study, they constitute the experience of higher education, because what we learn and how we learn are intrinsically related. We know that excellent teacher/student relationships are the key to motivation, enjoyment and success, and to feeling valued as an individual within educational institutions. We hold these relationships to be the cornerstone of everything we do.

TEACHING HOURS
All class based teaching takes place between 9am – 6pm, Monday to Friday during term time. Wednesday afternoons are kept free from timetabled teaching for personal study time and for sports clubs and societies to train, meet and play matches. There may be some occasional learning opportunities (for example, an evening guest lecturer or performance) that take place outside of these hours for which you will be given forewarning.


ASSESSMENT
Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, a time constrained assessment, and vivas.
We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used on the course you are interested in can be found on the course page, by attending an Open Day or Open Evening, or contacting our teaching staff.

PERCENTAGE OF THE COURSE ASSESSED BY COURSEWORK
The assessment balance between examination and coursework depends to some extent on the optional modules you choose. The approximate percentage of the course assessed by different assessment modes is as follows:

YEAR 1 (LEVEL 4)*:
•    77% coursework
•    0% written exams
•    23% practical assessment

YEAR 2 (LEVEL 5)*:
•    75% coursework
•    0% written exams
•    25% practical assessment

YEAR 3 (LEVEL 6)*:
•    75% coursework
•    0% written exams
•    25% practical assessment

*Please note these are indicative percentages and modes for the programme.

FEEDBACK
We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.

Modules

Please note the modules listed are correct at the time of publishing. The University cannot guarantee the availability of all modules listed and modules may be subject to change. The University will notify applicants of any changes made to the core modules listed. For further information please refer to winchester.ac.uk/termsandconditions

Modules

Education: Political and Historical Perspectives 30 Credits

This module begins from the premise that the organisation of education and schooling can be explored as a political matter. Through engagement with substantial political theory, students will develop a conceptual toolkit that will enable them to critically examine key developments in the history of education from a political standpoint. In doing so, it will enable students to engage critically with questions such as: how we educate; what good education looks like; why we organise schooling in particular ways; and how major policy and political events continue to influence and shape education to this day. In doing so they will come to reflect more on their positionally as political beings.

Introducing Perspectives on Special and Inclusive Education 30 Credits

This module introduces important policy, theory and debate in the fields of special and inclusive education. As it considers perspectives on various impairments, the module draws on insights and ideas from medical literature, and sociology. It then questions the very concept of disability from philosophical and ethical standpoints. In this way substantive questions in special and inclusive education are addressed. We will explore how educational institutions might most effectively respond to students with impairments, for example through the roles of professionals and relations with parents and carers. This exploration will lead us to investigate the implications of different theoretical perspectives on disability, and thus what it might mean to be an inclusive educator.

Early Childhood Education, Development and Care 30 Credits

This module introduces important policy, theory and debate in the field of early childhood education and care. Through a range of scientific, historical, sociological, philosophical and culture perspectives, conceptualisations and representations of childhood and early childhood education and care are investigated and their implications for children and their development explored. Students will be equipped with a critical awareness of the ways in which notions of childhood, the education of young children and their care impact upon their development in a wide range of ways.

Education and the Foundations of Early Years Practice 30 Credits

The role of the educator, and the purpose of education can be conceived of in a wide range of forms. This module introduces students to a variety of ideas and theories advanced by various thinkers concerned with education. Some of the ideas encountered will offer ideas about education directly in relation to schooling whilst others offer insights into education in its broader sense. The range of concepts examined will introduce students to the breadth of content they will encounter during their studies. Drawing on a diverse range of figures from various fields, including the arts, religion, sociology and philosophy, the first half of the module asks students not only to engage with the insights and teachings of each of the individuals they encounter, but also with the very question of what it means to be an educator and to educate. In the second half of the module, students will undertake their first placement in an early years setting. The taught element of the module in semester two will turn to supporting the development of students’ foundational skills in early years practice.

Modules

Developing Early Years Practice 30 Credits

This placement module focuses on your developing professional practice in your second year of study. The taught elements of this module will develop your ability to critically explore and evaluate the professional role of the early years educator. To aid your developing expertise you will explore the ways a wide range of issues, such as relationships, attachment, safeguarding and a wider understanding of the impact of adverse childhood experiences impacts on a child’s development and their experiences of early years education and care. Working in partnership with practitioners in early years settings, you will develop and implement a range of core practice skills including observational skills, planning, differentiation, assessing and the ability to work effectively with families, parents and care givers.

Early Childhood: Theory, Policy and Provision 30 Credits

This module sets out to engage with key theoretical debates around early years education, with a view to relating them to key developments in policy and provision in the early years. The underpinning theme is the ‘nature/nurture debate’, which comprises a continually growing body of theory and argument that attempts to identify a set of fundamental causes said to 'determine' human nature, with the debate getting its name from these two supposedly opposed sources of causation. This highly topical debate provides a general reference point for most theoretical studies of early childhood education because the child is either thought to be 'plastic' and malleable in terms of possible outcomes (the nurture assumption), or relatively fixed in its characteristics – even pre-determined – before its birth (the nature assumption). The module will go on to examine current key early years, primary and inclusion policy initiatives and examine a range of influences on policy and strategy formation and the impact of policy on provision. Students will be helped to understand policy within social, historical, political and economic frameworks. The focus will be principally on policy and strategies relating to the United Kingdom and England in particular, but wider perspectives will be addressed through international research and case studies to encourage students to begin to adopt a global stance.

Play Pedagogies and Enabling Environments 30 Credits

Through this module, students will explore the significance of play as a fundamental part of early childhood education theory, practice and policy, and its relation to the multiple contexts in which young children learn. It addresses the role of adults towards creating an enabling environment and activities that supports optimal opportunities and development for all children in addition to consideration of curriculum, policy and procedure. Students will be encouraged to reflect upon and discuss their knowledge, skills and understanding of a how a range of contexts such as: alternative formal/informal education settings, the outdoor space, recreation activities, community groups and cyberspace can all be used effectively to support learning.

 

Inclusions and Exclusions: Theory, Policy and Provision 30 Credits

This module introduces a range of theoretical perspectives that enable a robust analysis of the contested concept of inclusion in education. It introduces theoretical perspectives as a way of understanding inclusive education practices and policies in diverse contexts such as compulsory schooling, early years education and post-compulsory education. Students will be challenged to engage with concepts such as disability and inclusivity in a rigorous and critical fashion, through multiplicity of meaning and perspective, in order to envisage multiple possibilities through which education and educators may lay claim to the description of inclusive.

Modules

Dissertation 30 Credits

The dissertation will be an extended independent study undertaken by the student resulting in an 8,000 – 10,000 word written assignment, on a self-chosen topic relevant to the programme of study. Students undertaking a professional practice route will undertake an original independent empirical investigation into an aspect of childhood. Students taking a theoretical route will undertake an entirely desk-based (non-empirical) project relating to education. Throughout, students will be supervised and supported by a member of the tutor team with relevant expertise.

Advancing Early Years Practice 30 Credits

This final placement module enables you to further advance the skills, attributes and expertise of your professional practice developed at levels 4 and 5. You will extend your professional knowledge to develop and demonstrate a critical understanding of the centrality of effective teamwork, leadership and management in delivering high quality learning experiences in early years settings. You will expand your existing skill base in areas such as observation, planning, assessment, working with families, carers and communities to enhance your development as a highly skilled practitioner.

Early years Education and Care: Critical Perspectives 30 Credits

Early Childhood Education (ECE) raises important theoretical, political, economic and practical questions about the meanings, relationships and choices made by educationalists, practitioners, politicians, parents, children, researchers and all other actors in the UK and beyond. This module examines key theorists across a range of perspectives and policy materials, including the Early Years Foundation Stage (EYFS), to provide the basis for critical analysis and application in relation to current debates, ideas and practices in the education and care of young children. Drawing from a range of studies and lenses across a variety of contexts, students will explore the conditions and life chances of children and critically analyse the implications these have for how early childhood education and care is conceptualised and implemented to support the positive development of children to help them flourish.

Optional Modules 30 Credits
  • Inclusions and Exclusions in the Modern World
  • Education In/With/For Nature
  • Education and Diversity for a Changing World

Entry requirements

96-112 points

Our offers are typically made using UCAS tariff points to allow you to include a range of level 3 qualifications and as a guide, the requirements for this course are equivalent to:

  • A-Levels: CCC-BBC from 3 A Levels or equivalent grade combinations (e.g. CCC is comparable to BCD in terms of tariff points)
  • BTEC/CTEC: MMM-DMM from BTEC or Cambridge Technical (CTEC) qualifications
  • International Baccalaureate: To include a minimum of 2 Higher Level certificates at grade H4
  • T Level: Pass (C or above on the core) in a T Level

Additionally, we accept tariff points achieved for many other qualifications, such as the Access to Higher Education Diploma, Scottish Highers, UAL Diploma/Extended Diploma and WJEC Applied Certificate/Diploma, to name a few. We also accept tariff points from smaller level 3 qualifications, up to a maximum of 32, from qualifications like the Extended Project (EP/EPQ), music or dance qualifications. To find out more about UCAS tariff points, including what your qualifications are worth, please visit UCAS.

In addition to level 3 study, the following GCSE’s are required:

GCSE English Language at grade 4 or C, or higher. Functional Skills at level 2 is accepted as an alternative, however Key Skills qualifications are not. If you hold another qualification, please get in touch and we will advise further.

If you will be over the age of 21 years of age at the beginning of your undergraduate study, you will be considered as a mature student. This means our offer may be different and any work or life experiences you have will be considered together with any qualifications you hold. UCAS have further information about studying as a mature student on the UCAS website which may be of interest.

Students on this course are required to obtain enhanced Disclosure and Barring Service (DBS) clearance check.

In addition, if you wish to achieve the Early Childhood Graduate Practitioner Competencies qualification and count toward the EYFS staff-child ratios, you must also have passed a suitable level 2 literacy and numeracy qualification e.g. Grade 4 (C) GCSE or above in English Language or Literature and Maths.

If English is not your first language, a formal English language test will most likely be required and you will need to achieve the following:

  • IELTS Academic at 5.5 overall with a minimum of 5.5 in all four components (for year 1 entry)
  • We also accept other English language qualifications, such as IELTS Indicator, Pearson PTE Academic, Cambridge C1 Advanced and TOEFL iBT

If you are living outside of the UK or Europe, you can find out more about how to join this course by contacting our International Recruitment Team via our International Apply Pages.

2025 Course Tuition Fees

  UK / Channel Islands /
Isle of Man / Republic of Ireland 

International

Year 1 £9,250 £16,700
Year 2 £9,250 £16,700
Year 3 £9,250 £16,700
Total £27,750 £50,100
Optional Sandwich Year* £1,850 £3,340
Total with Sandwich Year £29,600 £53,440

Additional tuition fee information

If you are a UK student starting your degree in September 2025, the first year will cost you £9,250**. Based on this fee level, the indicative fees for a three-year degree would be £27,750 for UK students.

Remember, you don’t have to pay any of this upfront if you are able to get a tuition fee loan from the UK Government to cover the full cost of your fees each year.

UK Part-Time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £77.08 and a 15 credit module is £1,156. Part-time students can take up to a maximum 90 credits per year, so the maximum fee in a given year will be the government permitted maximum fee of £6,935.

International part-time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £139.14 and a 15 credit module is £2,087.

* Please note that not all courses offer an optional sandwich year.

**The University of Winchester will charge the maximum approved tuition fee per year.

Additional costs

Additional costs:
In the student’s first year of study, students may be required to complete a poster assignment in one of the mandatory modules. Indicative cost is £12.
In the second year, students are required to produce a product/learning resource which may cost approximately £8. 

Trips
Some modules in the second and third year may include non-mandatory external visits to locations in Hampshire or London. The cost of travel and expenses will need to be covered by the student and depending on location. Indicative cost is £5-£40.

Placements
Placements may incur travel costs that need to be covered by the student.  The cost depends on the location of departure and destination.  Placements are expected to be within a reasonable travelling distance of Winchester.

Mandatory

Disclosure and Barring Service

All students who accept an offer for this course are required to obtain an Enhanced Disclosure and Barring Service (DBS) clearance check. Please note, the cost of the check is £49.50 and covering the cost is the responsibility of the student.
 
In addition to the check, all students are strongly encouraged to sign up to use the DBS Update Service [https://www.gov.uk/dbs-update-service] for the duration of their course. Students who fail to sign up to the Update Service may be required to complete and pay for an additional check during their course which may affect their ability to engage successfully with placements.

SCHOLARSHIPS, BURSARIES AND AWARDS

We have a variety of scholarship and bursaries available to support you financially with the cost of your course. To see if you’re eligible, please see our Scholarships and Awards.

CAREER PROSPECTS

Our graduates pursue careers in the Early Years (as practitioners, leaders and managers), teaching, educational related roles, social services and the caring professions. Some do PGCEs or other postgraduate study such as Masters degrees.   

If you are passionate about working with children and their families and accord importance to children’s educational, social and emotional development.  By combining academic and applied skills, and attaining the Graduate Practitioner status, you will graduate in a strong position for finding employment in the sector including roles such as: Early Years Practitioners or Managers, undertaking postgraduate teacher training specialising in Early Years, SEN or Primary education, working in the Social Care or Health sectors or in a range of other allied professions working with children, families and communities.  

The BA (Hons) Early Years Education degree (with or without Graduate Practitioner Status) also gives you a strong foundation for a range of other career destinations. The skills and qualities you will develop - including communication, time management, personal responsibility, critical thinking, resilience and integrity – are valuable in careers outside of the education sector, including the private sector.  You will also develop the qualities necessary for postgraduate study in a range of subjects.

The University of Winchester ranks in the top 10 in the UK for graduates in employment and further study according to the Graduate Outcomes Survey 2023, HESA.

Pre-approved for PGCE interviews:
As a student of BA (Hons) Early Years Education, you are pre-approved for an interview for our following Post Graduate Initial Teacher Training programmes at Winchester:

PGCE Primary 3-7
PGCE Primary 5-11
PGCE Primary 5-11 with SEND 

Pre-approved for a Masters
If you study a Bachelor Honours degrees with us, you will be pre-approved to start a Masters degree at Winchester. To be eligible, you will need to apply by the end of March in the final year of your degree and meet the entry requirements of your chosen Masters degree.

OUR CAREERS SERVICE
Student with careers staff member
“I was interested in the fact that Education Studies explores social and political issues and social and political thought in education itself.” Adam, BA (Hons) Education Studies student

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18 January 2025