Our Early Childhood course is flexible, and dependent on your career aspirations you can choose to follow one of two pathways. The Graduate Practitioner pathway is for those wishing to work in mainstream education, either in the early years or by going on to train to teach. Alternatively, you can follow the Social Pedagogy pathway if you would prefer to work with children and families beyond the classroom.
for graduate prospects
of final year students felt teaching staff had supported their learning well
Accreditation
Early Childhood (Graduate Practitioner)
Our BA (Hons) Early Childhood (Graduate Practitioner) is an approved qualification by the Department for Education and Ofsted, necessary for you to be included in ratios within an Ofsted registered setting. Practice is assessed against the Early Years Educator (EYE) criteria.
The University of Worcester is a member of the Early Childhood Studies Degree Network (ECSDN). In addition to gaining an approved EYE qualification, there is the option to have your practice assessed against the level 6 ECSDN Graduate Practitioner Competencies – enhancing your employability as a highly skilled graduate.
Early Childhood (Social Pedagogy)
This pathway is endorsed by the Social Pedagogy Professional Association. It is particularly suitable for those who want to work with children and families beyond mainstream education, for example: parenting and family support, excluded children, residential care, charity work overseas and in the UK, and therapeutic play work.
Clearing 2025
We have places on many of our courses through Clearing. Check course availability, find out how to secure your place and take advantage of our accommodation guarantee on our Clearing webpages or by calling 01905 855111.
Overview
Convinced you want to work with children and families but not quite sure in what way? This degree lets you explore many possibilities and can lead to a range of job opportunities, including child and family support work, leadership in an early years setting, fostering and adoption services, play therapy facilitation and child advocacy roles.
You'll be able to choose modules and placements that fit with your future goals. Interested in speech and language work? Choose ‘Children’s Communication and Language’ as an optional module and try a placement in a speech and language unit. Hoping to work with children with Special Educational Needs and Disabilities? Choose the ‘Inclusive Approach to Working with Children with Additional Needs’ module and undertake placement in a specialist school.
You have two pathways to choose from. Our Graduate Practitioner pathway is ideal if you're aiming to work in education, while those who prefer to support children and families in settings beyond the classroom can follow the Social Pedagogy pathway.
Regardless of which pathway you choose, you'll be well-prepared for the joys and challenges of working with young children and their families.
Placements
Work-based learning is central to this course, with recent placement opportunities including schools, nurseries, community groups and family support teams. There is also an opportunity for an extended placement abroad. Practical learning will be supported through a mixture of directed tasks, including a reflective journal.
You’ll complete a minimum of 210 hours of practice placements each year. There are 7 different placement opportunities throughout the course allowing you to try out a range of professional environments to find where you fit best. You are permitted to find your own placements, should you wish, or a placement can be found for you by our dedicated team.
Course content
All modules in your first year are mandatory and are designed to equip you with a core understanding of child development. Some mandatory modules will be specific to the pathway you choose: Graduate Practitioner or Social Pedagogy.
You can choose between optional modules in your second and third years, depending on your field of interest. Optional modules are available to students on both pathways.
We regularly review our courses to reflect the latest research and developments in the subject area, as well as feedback from students, employers and the wider sector. As a result, modules may change to ensure the course remains current and relevant.
Optional modules will run if enough students choose to study them. It is not guaranteed that all modules will be offered every year.
Careers
Working with young children and their families is a rapidly expanding area of expertise, offering many career opportunities for graduates. Regardless of which pathway you choose, this degree is an ideal springboard for those who want to specialise in this field.
As you explore the different opportunities available to you, we’ll support you in developing the professional skills needed for a successful future career. You’ll have access to our dedicated Careers and Employability services at every stage of your journey. From your first day on campus to post-graduation, our team will support you with career planning, CV and cover letter advice and application guidance.
Graduate Practitioner Pathway
- Early years educator
- Higher level teaching assistant
- Nursery room leader
- Play leader
Social Pedagogy Pathway
- Independent business or consultancy owner
- Education Welfare worker
- Health play specialist
- Therapeutic care home worker (residential)
- Family support worker
- Non-Government Organisation (NGO) worker
- Charity worker
- Adoption and fostering worker
- Children and young person's advocate
Opportunities to progress
Many of our graduates choose to undertake further study — for example, an MA in Social Work. If you’re pursuing a career in teaching, a 2.2 degree classification or above will enable you to be considered for an interview for one of our PGCE Primary courses, provided you meet the course prerequisites.
Course highlights
Teaching and assessment
The University places emphasis on enabling students to develop the independent learning capabilities that will equip you for lifelong learning and future employment, as well as academic achievement.
A mixture of independent study, teaching and academic support through the personal academic tutoring system will support you to reflect on your progress. This will help you to build up a profile of skills, achievements and experiences that will enable you to flourish and be successful.
Teaching and assessment contents
Students are taught through a combination of interactive workshops, lectures, seminars, practical activities, etc. Interactive workshops take a variety of formats and are intended to enable the application of learning through discussion and small group activities. Seminars enable the discussion and development of understanding of topics covered in lectures; sessions are focused on developing subject specific skills and applied individual and group project work.
The University places emphasis on enabling students to develop the independent learning capabilities that will equip them for lifelong learning and future employment, as well as academic achievement. A mixture of independent study, teaching and academic support from Student Services and Library Services, and also the Personal Academic Tutoring system enables students to reflect on progress and build up a profile of skills, achievements and experiences that will help them to flourish and be successful.
Meetings with personal academic tutors are scheduled on at least 4 occasions in the first year and three occasions in each of the other years of a course.
Meet the Team
Meet some of our Institute of Education staff.
Sue Baylis
Sue has worked with children and their families or carers in a range of statutory and private organisations in education and social care over the last 25 years. Her career in early years work began in an early years setting for 60 children in rural Worcestershire and developed over the years as she learned more about children with disabilities, child protection and family support. In later years, her role as a practitioner expanded to include work with children with moderate to severe disability and others who had a diagnosis of autism. Her interest in children with autism grew and she worked for 6 years specialising in supporting children with ASD at a nursery assessment unit in Worcester City Centre. Sue's values and beliefs are grounded in giving children positive experiences, a sense of self-worth and valuing their contribution.
Dr Emma Laurence
Emma joined the University of Worcester as a student in 2014, studying the BA (Hons) in Early Childhood Professional Practice and the EYITT. She enjoyed her experience within the Department for Children and Families so much that she has, since then, never strayed too far and was delighted to be offered the chance to teach here. Having studied her BA and MA Education at Worcester, she trained as a primary school teacher before obtaining a studentship to study a PhD in Educational Leadership. She now lectures within the Department for Children and Families where she is Course Leader for the BA (Hons) Early Childhood.
Dr Carla Solvason
Dr Carla Solvason came to the University of Worcester in 2008 having previously worked as a primary teacher for twelve years, an advisor for a children’s communication charity and a writer/ researcher.
She has led on a wide range of modules, including parent partnership, language development, study skills, and special educational needs. Over recent years her teaching has increasingly focused upon preparing students to carry out ethical practitioner research and preparing final year students for the professional responsibilities of leadership in practice. Carla also delivers CPD in supporting children with speech and language difficulties.
Carla is an active researcher and has published widely over the past ten years, particularly in the areas of ethical practitioner research and parent partnership. She has carried out longitudinal, funded studies on supporting language development in primary schools, the role of collaborative leadership clusters in primary schools, and the impact of Maintained Nursery Schools.
Dr Alison Prowle
Before coming to the Department of Children and Families in 2012, Alison enjoyed a varied career in teaching, community development and managing education and family support services for a local authority. Alison is passionate about helping to improve children's life chances, especially those who may be considered disadvantaged or marginalised. Alison's research interests include family support for refugees and asylum- seekers, kinship care, strength based approaches and trauma- informed practice. She uses her research to inform her teaching and is passionate about supporting students to be able to respond to children experiencing adversity with compassion and confidence.
Sue Baylis
Sue has worked with children and their families or carers in a range of statutory and private organisations in education and social care over the last 25 years. Her career in early years work began in an early years setting for 60 children in rural Worcestershire and developed over the years as she learned more about children with disabilities, child protection and family support. In later years, her role as a practitioner expanded to include work with children with moderate to severe disability and others who had a diagnosis of autism. Her interest in children with autism grew and she worked for 6 years specialising in supporting children with ASD at a nursery assessment unit in Worcester City Centre. Sue's values and beliefs are grounded in giving children positive experiences, a sense of self-worth and valuing their contribution.
Dr Emma Laurence
Emma joined the University of Worcester as a student in 2014, studying the BA (Hons) in Early Childhood Professional Practice and the EYITT. She enjoyed her experience within the Department for Children and Families so much that she has, since then, never strayed too far and was delighted to be offered the chance to teach here. Having studied her BA and MA Education at Worcester, she trained as a primary school teacher before obtaining a studentship to study a PhD in Educational Leadership. She now lectures within the Department for Children and Families where she is Course Leader for the BA (Hons) Early Childhood.
Entry requirements
UCAS tariff points required: 88
| Qualification | Grade |
|---|---|
| A-level | CCD |
| BTEC National Extended Diploma | MMM |
| T-level | Pass (C or above) |
We do accept Access to HE Diplomas and other qualifications which may not exactly match the combinations above. Work out your estimated points with the UCAS tariff calculator.
Any questions?
If you have any questions about entry requirements, please call our Admissions Office on 01905 855111 or email admissions@worc.ac.uk.
Fees
Fees contents
UK and EU students
The Government has announced that it will increase tuition fees and maintenance loans by 3.1% from the 2025/26 academic cycle. Subject to approval, the University intends to increase our tuition fees in line with this and as per our terms and conditions. This means that from September 2025 the standard fee for full-time home and EU undergraduate students on BA/BSc/LLB degrees and FdA/FdSc degrees will be £9,535 per year for new and continuing students.
For more details on course fees, please visit our course fees page.
International students
The standard tuition fee for full-time international students enrolling on BA/BSc/LLB degrees and FdA/FdSc degrees in the 2025/26 academic year is £16,700 per year.
For more details on course fees, please visit our course fees page.
Graduate Case Studies
Lauren Clutterbuck - Alumni
I loved how the course offered opportunities to learn about communication and language, SEN and adverse life experiences. This gave me an in-depth knowledge of child development and the influence of environmental factors on children as learners. I would not be where I am now without the support of the Early Childhood Lecturers.
After completing my degree, I choose to progress to the Schools Direct PGCE route as this gave me extended placements and enabled me to be immersed in all aspects of school life. It also allowed me to build better working relationships with the children, and to try out different strategies and approaches, which has helped me to build my confidence and teaching style. Having finished my PGCE year, I have now been offered my first teaching position as a Newly Qualified Teacher.
Rosie Dempster - Alumni
My job is a Parent Support Practitioner for The Children’s Society in the exploitation team. I work alongside West Mercia Police in the Youth Impact domain, providing immediate one to one and group support for children who are at risk of criminal exploitation and/or at risk of entering the criminal justice system. The support for these children between ten and seventeen years old focuses on diversionary activities.
Undergoing the BA (Hons) Early Childhood in Society (Social Pedagogy) directly prepared me for this role, especially with the placement hours I completed and the varied modules that were taught, particularly ‘Therapeutic Approaches.’ The course’s general therapeutic approach really did help me to develop the dispositions to succeed in this job role.
Ella Young - Alumni
Ella achieved a First Class Honours degree in Early Childhood and has gone on to study for a teacher training qualification through the Early Years PGCE course at the University of Worcester. “I aspire to work with children who have experienced trauma, and adverse life conditions in the near future,” she says.
Ella took advantage of an opportunity offered to all on the course to tutor children from slum areas in Mumbai, improving their English-speaking ability and life chances.
“This experience has already improved my teaching skills before I even started my PGCE as I learnt new ways of breaking instructions down, to support the children in their understanding. It was such a privilege, and I would recommend the collaboration to anybody.”
Libby-Mae Hollings - Alumni
Throughout my degree I knew I wanted to work with children who needed extra help. I chose modules that introduced me to the many influences on how children learn and develop and how we can support all children, not only the ones who come from supportive homes and families. This was great preparation for my first job after completing the course.
I will be working as a therapeutic play facilitator in a small specialist independent day school for children who have experienced early loss, trauma or attachment disruption. I will use therapeutic techniques and interventions to work as coping strategies for the children. I am really looking forward to my new role and am so glad I took this degree.
Danielle Hughes - Alumni
When I was studying Early Childhood at the University of Worcester many of my peers were either going on to study a PGCE or working in nurseries. Neither option suited me, however, there are such a variety of roles out there, that I had many other options.
My current role is as a Youth Support Worker at a Fostering Agency. I work with Young People in the care system who have had a hard start to life and therefore need a lot of support. My job is to provide this support to the Young People and their Foster Carers, through a nurturing and empathetic approach. The role is varied, and no two days are alike. I lead Targeted Interventions, Mentoring, Supervise Contact, offer Educational Support, and much more.
I can’t thank the tutors at the University of Worcester enough for providing the foundation of knowledge and support I have needed to start my career.
Lauren Clutterbuck - Alumni
I loved how the course offered opportunities to learn about communication and language, SEN and adverse life experiences. This gave me an in-depth knowledge of child development and the influence of environmental factors on children as learners. I would not be where I am now without the support of the Early Childhood Lecturers.
After completing my degree, I choose to progress to the Schools Direct PGCE route as this gave me extended placements and enabled me to be immersed in all aspects of school life. It also allowed me to build better working relationships with the children, and to try out different strategies and approaches, which has helped me to build my confidence and teaching style. Having finished my PGCE year, I have now been offered my first teaching position as a Newly Qualified Teacher.
Rosie Dempster - Alumni
My job is a Parent Support Practitioner for The Children’s Society in the exploitation team. I work alongside West Mercia Police in the Youth Impact domain, providing immediate one to one and group support for children who are at risk of criminal exploitation and/or at risk of entering the criminal justice system. The support for these children between ten and seventeen years old focuses on diversionary activities.
Undergoing the BA (Hons) Early Childhood in Society (Social Pedagogy) directly prepared me for this role, especially with the placement hours I completed and the varied modules that were taught, particularly ‘Therapeutic Approaches.’ The course’s general therapeutic approach really did help me to develop the dispositions to succeed in this job role.
How to apply
How to apply contents
Applying through UCAS
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Read our how to apply pages for more information on the application process, or if you’d like to apply for part-time study.
Contact
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