UDHEWEEC - BA Health and Wellbeing in Early Childhood

Child development is an important determinant of health over the life course. The early years of life are a period of considerable opportunity for growth and vulnerability to harm. Children who are healthy early in life—from conception to age five—not only grow up to be healthier adults, they are also better educated, earn more, and contribute more to the economy. Conclusive evidence shows however that with early and appropriate interventions that address the risk factors, growth, cognitive and social-emotional development can be modified in ways which improve health, well-being, and competence in the long-term. Despite the strength of the evidence for the greater effectiveness of investing in the early years, there is a need for practitioners who can work as multidisciplinary specialists and who can educate the future workforce. This is a unique aspect of the proposed degree.

Joint Health and Wellbeing Strategies developed between 2013-2016 by several London Local Authorities, mentioned “Ensuring every child has the best start in life” as a first priority.
The point also was developed in “The Marmot Review: An Equal Start - Improving outcomes in Children's Centres”, where he advocated for action to reduce inequalities in physical and emotional health, cognitive, linguistic and social skills. We also called for high quality maternity services, parenting programs, childcare and early-years education to meet the need across the social gradient. Since then government has placed greater emphasis on the early years; and the need to focus on this area was further highlighted by Frank Field and Graham Allen in two major independent reviews for government.

This programme aims to reflect on the policy developments and address the workforce demand. The degree offers a unique approach to health and wellbeing provision in early childhood. This allows the University and the Faculty to champion current policy developments, as there is only one other degree of relatively similar content is delivered in London.

Maintaining London Metropolitan’s commitment to widening participation, this course opens entry to first generation, mature students with relevant work experience.

The course provides the opportunity to:

• develop students’ ability to debate critically the global, national and local context for policy and practice in promoting health and wellbeing in early childhood
  
• analyse relevant policy and best practice initiatives and the implementation of these by a range of organisations and agencies
  
• explore cultural, social and economic determinants of health and wellbeing in early childhood
  
• develop knowledge and understanding of and competency in roles which support health and wellbeing in early childhood
  
• suggest strategies for service improvement and development to promote health and wellbeing in early childhood
  
• develop research and evaluative skills to underpin an evidence-based approach to their practice

The following learning outcomes incorporate and depend on systematic understanding of the key aspects of the knowledge base of Health and Wellbeing in Early Childhood, including a coherent and detailed knowledge of some specialist areas in depth.

On successful completion of this course students will be able to:

• deploy accurately established techniques of analysis and enquiry within Health and Wellbeing in Early Childhood;
  
• devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of Health and Wellbeing in Early Childhood;
  
• describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in Health and Wellbeing in Early Childhood, recognising the uncertainty, ambiguity and limits of knowledge;
  
• manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to Health and Wellbeing in Early Childhood;
  
• apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;
  
• critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem;
  
• communicate information, ideas, problems and solutions to both specialist and non-specialist audiences;
  
• exercise initiative and personal responsibility, including decision-making in complex and unpredictable contexts;
  
• undertake appropriate further training of a professional or equivalent nature

Assessments will be a mix of coursework, presentations, portfolios and explorative, critical thinking projects. Many of the assessments will be related to real work challenges and students will have some choice in the areas studied in accordance to their interests and career aspirations. Detailed guidance and support is given for all assessments and students have opportunities to submit draft work or plans for individual feedback and tutorials.

There is a core placement module at level 4.

See Course Structure

Reflective learning and personal development planning are an integral part of the course and will be facilitated by specific learning activities within core modules. The critical pedagogy approach underpins this by emphasising ‘pruning’ content to facilitate deep (rather than surface) learning and understanding, providing scope within learning activities for facilitating reflection and the development of assessments that require critical reflection.

Students will be encouraged in the initial stages of the course to set personal and professional goals and pursue them through the work in the modules especially the project and placement work. All modules assessments are designed to test students’ ability to link theory, policy and practice.

Graduates of this course will be prepared to work in a diverse range of careers such as a children centre manager, community nursery nurse, private nurseries 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.

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

• a minimum of a C grade for GCSE English and Maths or an agreed NCTL equivalent
• 240 UCAS points from two or more A levels (eg CCC) or
• 240 UCAS points from a BTEC National (eg MMM or DD)

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, and
• full and relevant Level 3 Childcare Qualification, and
• GSCE English Grade C or equivalent
• 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.