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Nottingham Trent University

Childhood (Psychology)

UCAS Code: X393

Bachelor of Arts (with Honours) - BA (Hons)

Entry requirements


A level

B,C,C

104 UCAS Tariff points from three A-Levels or equivalent qualifications.

Pass your Access course with 60 credits overall with a minimum of 45 credits at level 3

GCSE/National 4/National 5

GCSE English grade C/4 or equivalent GCSE Maths grade C/4 or equivalent

104 UCAS Tariff points from your BTEC Level 3 National Diploma and one A-Level or equivalent qualification.

104 UCAS Tariff points from your BTEC Level 3 National Extended Certificate and two A-Levels or equivalent qualifications.

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)

DMM

UCAS Tariff

104

About this course


Course option

3years

Full-time | 2019

Subject

Childhood studies

This degree provides a solid foundation in the understanding of childhood and an introduction to the psychology of childhood. It will explore aspects of human behaviour and interaction, and help you to understand why and how children may behave as they do.

Explore how children learn and develop through their behaviour, cultural perspectives and the effect of the environment. As you develop and broaden your understanding of childhood, you will undertake research enquiries and placement opportunities, enabling you to reflect critically on perspectives of childhood.

In each year of the course, you will further develop your understanding of child psychology. You will study the cognitive processes of children, social psychology and its effect on the development of a child, as well as the range of therapies and psychological interventions.

The broad range of modules available within this course gives opportunities for you to develop both personally as a learner and professionally by incorporating the world of work and global perspectives into your studies. Key transferable skills are embedded in the modules, and are reinforced whilst working alongside experienced practitioners.

You’ll have the opportunity for work-based learning in a variety of setting, including the chance to undertake an international experience. This experience, along with the core modules you will study, will develop your skills, knowledge and understanding of how to work successfully as a practitioner in the childhood sector.

Modules

Year One
Professional and Academic Skills
You will be introduced to the themes of academic skills, reflective practice and professional / transferable skills and how these areas can be developed in order to be successful.
Ethical Research with Children
An introduction to the process of research and how research is conducted into practice when working with children. This module will enable you to identify how practitioners support their practice and how they work ethically with children to acquire and link theory and practice.
Including all Learners
You will explore inclusion and the meaning of inclusive practice to support children’s learning and development. You will consider a range of approaches to create inclusive environments to support all learners from 0 to 11.
Learning and Pedagogical Approaches
You will explore the ways which young children (0 – 11) learn in a variety of contexts while developing your skills as an educational practitioner.
Children’s Rights and Identity
You will explore how childhoods have changed over time and through different social contexts. This module will enable you to look in depth at children’s rights, how they are understood and their influence on a child’s identity, learning and development.
Cognitive Psychology and Childhood
This module will teach you to explore and analyse different models of cognitive psychology in childhood.
Year Two
Enriching Learning
Explore specialist professional and academic approaches in relation to supporting childhood learning and development from across a range of education-based disciplines.
Becoming a Researcher
You will work within a team on a piece of research to develop your understanding of all aspects of research design, including research methodologies, approaches and methods.
Global Childhoods
You will explore and evaluate a range of approaches to children’s learning and development in society from a global perspective.
Social Constructions of Childhood
You will explore how the concept of childhood is socially constructed – by the times and places in which children live and with the individuals involved in shaping their experience.
Social Psychology, Development and Interaction in Childhood
This module will introduce you to a number of fundamental concepts in social psychology. In addition, it will enable you to develop a detailed and critical understanding of children’s development in the social world.
Year Three
Research Dissertation
You’ll use your experience of the course so far to construct a dissertation that enables you to acquire and link theory and practice that supports your development as an informed educational researcher and reflective practitioner.
Leadership and Management
Consider a range of theoretical models in leadership and management: their currency with regards to children’s services and provision in the children’s sector, as well as the range of tools used to measure the effectiveness of an organisation. You’ll also reflect critically on the relevance of this to your own professional attributes and employability
Children’s Mental Health and Well-being
This module will teach you how to support children with mental health needs using relevant strategies and approaches. Learn about the holistic development of children through the theories, research and policies related to mental health and measures of well-being.
Sustainable Childhoods
This module will enable you to gain an understanding of what is meant by a ‘sustainable childhood’ and consider a range of theoretical models and underlying viewpoints which underpin the notion of sustainable childhoods.
The Psychology of Educational Support and Therapy in Childhood
This module will support you to explore and analyse different psychological interventions and therapies which may be used in a range of childhood contexts. You will critically compare these different interventions / therapies and consider their relevance for the child.

Assessment methods

We use a variety of assessment types to allow you to demonstrate your strengths across a number of skill sets. There are no formal exams during this course.

Tuition fees

Select where you currently live to see what you'll pay:

Channel Islands
£9,250
per year
England
£9,250
per year
EU
£9,250
per year
International
£13,900
per year
Northern Ireland
£9,250
per year
Scotland
£9,250
per year
Wales
£9,250
per year

The Uni


Course location:

Clifton Campus

Department:

Nottingham Institute Education

TEF rating:

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What students say


How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Health and social care

Sorry, no information to show

This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.


Who studies this subject and how do they get on?

99%
UK students
1%
International students
11%
Male students
89%
Female students
76%
2:1 or above
10%
Drop out rate

Most popular A-Levels studied (and grade achieved)

C
C
C

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Health and social care

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

£18,000
low
Average annual salary
92%
low
Employed or in further education
81%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

26%
Welfare professionals
22%
Welfare and housing associate professionals
15%
Caring personal services
What do graduate employment figures really tell you?

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Course location and department:

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Teaching Excellence Framework (TEF):

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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This information is from the Higher Education Statistics Agency (HESA).

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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