Early Childhood Studies BA (Hons)

3 Years On Campus Bachelors Program

Teesside University

Program Overview

The BA (Hons) Early Childhood Studies at Teesside University provides an in-depth understanding of early years development from birth through primary school. It is designed for students who are passionate about children’s wellbeing and learning, preparing them for careers in early years education, childcare, family support, or community services.

Curriculum structure

Year 1
In the first year, students study modules such as Education and the State, exploring the historical and social foundations of education and its impact on children’s learning. Services for Families and Children examines how various agencies support children and families, while The Developing Child and Young Person focuses on child development across stages, considering social and cultural influences. Skills for Education helps develop essential academic skills including research, writing, and critical thinking.

Year 2
The second year deepens understanding of diversity, development, and safeguarding. Diversity in Education: Reality or Rhetoric? examines how education systems respond to social inequalities, and Supporting Children’s Learning and Development explores pedagogy, play, language development, and practitioner–child interaction. Safeguarding and Wellbeing equips students with the knowledge to protect children’s health and wellbeing, preparing them for professional responsibilities in early years settings.

Year 3
In the final year, students consolidate their expertise and engage in independent study. Enhancing Children’s Learning and Development focuses on practical and policy aspects of pedagogy, while Education, Identity and Society encourages critical reflection on identity, inequality, and social context in childhood. The Research Project allows students to investigate a chosen topic, developing strong research, analytical, and academic writing skills.

Focus areas
Early years childhood development; children’s services and family support; safeguarding and wellbeing; diversity, inclusion, and equality in education; early-years pedagogy and learning; policy, social context, and identity in childhood.

Learning outcomes
Graduates gain a deep understanding of child development, expertise in supporting learning and wellbeing, strong research and analytical skills, and the ability to work ethically in education, social care, or community settings. They are prepared to support children and families across diverse contexts and advocate for inclusion, equity, and child-centered practice.

Professional alignment (accreditation)
The programme prepares students for careers such as early years practitioner, family support worker, childcare worker, or assistant in schools and children’s services. It also provides a strong foundation for postgraduate study in teaching, early years, social work, or related fields.

Reputation (employability rankings)
The programme is supported by Teesside University’s strong focus on employability, with students reporting that the course develops the knowledge and skills needed for their future careers. Graduates are well-prepared for a wide range of roles in early years and educational settings.

Experiential Learning (Research, Projects, Internships etc.)

Students in the BA (Hons) Early Childhood Studies programme at Teesside University build practical, real‑world skills by engaging directly with early years practice as well as through reflective academic work. The programme ensures that students graduate not only with theoretical knowledge, but with hands‑on experience and professional readiness.

Here’s how experiential learning is woven into the Early Childhood Studies programme at Teesside University:

Realistic, sector-focused learning content: From Year 1, students study modules such as “Services for Families and Children” and “The Developing Child and Young Person,” which encourage understanding of how services, policy, child development and social contexts shape early childhood work. This applies theory directly to the kinds of challenges and responsibilities one would face when working with babies, young children and families.
Digital development week & flexible learning tools: Alongside in‑person teaching, the programme includes a “digital development week” — where recorded lectures, screencasts, online workbooks and digital group or individual projects allow students to develop digital-learning competencies and modern professional skills relevant for contemporary early-years work.
Group work, case studies and reflective work: Coursework includes essays, reports, case-studies, presentations, and reflections — formats that mirror real-life professional tasks (e.g., preparing reports for parents or agencies, analysing child behaviour, planning interventions).
Independent research project in final year: In the final year, students complete a substantial research project on a topic of their choice — allowing them to deepen their knowledge, engage with current research, and prepare for careers or further study (for instance social work, early-years leadership, or policy work with children and families).
Insight from experienced professionals and research-active staff: The teaching team includes staff with real-world expertise in early years, childhood development, policy, health and social care — some are active researchers in areas such as early-literacy pedagogy, childhood poverty impact and early-years pedagogies. Their professional insight enriches classroom learning and helps students understand how theory works in practice.
Employability-oriented activities: visits, sector speakers, volunteer opportunities: The programme offers opportunities such as guest lectures from sector professionals, site visits, volunteer work, and engagement with local children’s services or community settings — giving students a chance to observe and work in real early-years environments, interact with families, and understand professional responsibilities first-hand.

This combination of theory, research, digital competence, direct exposure to early-years settings, and professional guidance ensures that graduates of the programme leave with a well-rounded, practice-ready skill set — able to work confidently with children, families, educational and support services, or to pursue further professional qualifications.

Progression & Future Opportunities

Graduates are well prepared for roles supporting young children’s learning and development, including nursery management, early years teaching support, and family or community outreach. They often work in schools, nurseries, local authorities, or charities. The degree also provides a strong foundation for further qualifications such as Early Years Teacher Status or postgraduate study in education or child development.

What the programme offers

The BA (Hons) Early Childhood Studies provides a comprehensive understanding of child development from birth to eight years, with a focus on social, emotional, cognitive, and physical growth.
Students explore early learning theory, child psychology, inclusion, safeguarding, family engagement, and contemporary policy frameworks.
The programme combines academic study with practical placements in nurseries, schools, and community settings, ensuring graduates gain hands-on experience.
Digital literacy is embedded throughout the course, preparing students to use educational technology effectively in early years settings.
Assessment methods include essays, reflective reports, projects, presentations, portfolios, and a dissertation in the final year, cultivating research, communication, and professional skills.

Progression & Future Opportunities:

Graduates often move into roles such as: nursery or early years practitioner, early years coordinator or manager, family support worker, or community education officer. With further training, they may achieve Early Years Teacher Status or move into leadership roles in early childhood services.

University support services for employment: Teesside University provides careers guidance, placement support, employer networking events, and lifelong career resources.
Employment statistics & earnings: Graduates in early childhood-related roles typically start around £18,000–£20,000 per year, with progression into managerial roles increasing salaries to £25,000+ in subsequent years.
University–industry partnerships: The programme leverages relationships with local nurseries, primary schools, children’s centres, and early years organisations to offer placements, live projects, and employer-led workshops.
Long-term accreditation value: The BA (Hons) is a recognised UK honours degree that supports eligibility for postgraduate study or professional qualifications such as Early Years Teacher Status.
Graduate outcomes: Alumni pursue careers in nurseries, schools, local councils, charities, and community organisations, with options to specialise in areas like special educational needs, early intervention, or child welfare.

Further Academic Progression:
After completing the BA (Hons) Early Childhood Studies, graduates may pursue postgraduate teacher training (PGCE, Early Years) to achieve Early Years Teacher Status, or an MA in Education or Child Development to move into leadership, policy, research, or consultancy roles within early childhood education.