BA (Hons) Child and Family: Early Childhood
Find out more about our BA (Hons) Child and Family: Early Childhood degree
Our BA (Hons) Child and Family: Early Childhood degree equips you to nurture children’s development during their most formative years, shaping the foundation of the next generation. With rising demand for skilled professionals and growing awareness of early childhood’s importance (pregnancy to age 8), this degree offers a pathway to a meaningful career. You’ll gain the knowledge and tools to advocate for young children, promote equity and accessibility, and make a lasting impact—while achieving personal fulfilment and professional growth.
Key Features
- Earn While You Learn: Continue working while studying for your degree.
- PGCE Interview Guarantee: Achieve entry requirements and secure an interview for Early Years or Primary Core PGCE courses.
- Diverse Career Opportunities: Explore careers in education, social care, or family support.
- Specialist Pathways: Choose a focus in Special Educational Needs, or Teaching, Learning and Assessment—gain an additional title on your award to reflect your expertise.
Entry Requirements
- NVQ Level 3 or prior academic/vocational study and experience is an advantage
- GCSE grade C or level 4 in English and maths is a distinct advantage
- A willingness to gain substantial and broad experience in one or more Early Years contexts, either as a volunteer or employee
If you are offered a place on the course, you will automatically be welcomed onto the Thrive+ Programme and it is free to attend. Thrive+ is an interactive, online personal development programme, designed to help build your confidence, resilience and agency ahead of you starting your academic studies on this Degree. An experienced team of facilitators will support you throughout the programme.
Course Overview
The Degree
- Combines academic rigour with professional practice
- Promotes key and transferable skills, e.g. leadership, communication
- Prepares for career progression and is a route to further study
- Builds on prior experience and learning
- Runs on one evening per week and two Saturdays per term
Further Information
The university has developed Exit Awards in order to recognise the achievement of undergraduate students where it was not possible to award the highest qualification for which they were registered, these include CertHE and DipHE.
TACTYC partnership
Our Degree programme aligns with the professional priorities and values of the TACTYC: Together and Committed to Young Children CharityLink opens in a new windowLink opens in a new window, and we are delighted to be partnering with them.
The Early Childhood Graduate Practitioner Competencies aim to:
- Align Early Childhood Degrees to practice requirements in the four nations of the UK.
- Address the inherent challenges of different types of Early Childhood degrees and study pathways, enabling the wider workforce to be clear about individual early career graduates’ expected level of knowledge, skills, and actual experience in practice.
- Acknowledge the different pathways that lead learners to undertake the degrees, enhance their practice experience, and enhance employability skills.
- Ensure that Higher Education academic routes are responsive to the changing needs and training routes in early years practice, education, and the wider Children’s Services workforce.
- Make a significant contribution to strengthening a graduate-led Early Childhood workforce that is responsive to workforce needs and improves outcomes for children.
- Afford students with placement opportunities to critically apply theory to practice in a range of Early Childhood settings and/or schools, social care and health settings. This will enable students to develop graduate skills in the application of the inter-disciplinary Early Childhood knowledge base to reflective practice.
- Provide new opportunities for graduates who want to strengthen their practice in Early Childhood and/or progress to post-graduate academic programmes or professional training, including Early Years Teacher (0-5), Teacher (3-11), Social Work and health professions.
Full and Relevant Criteria in England
The Early Childhood Studies Degrees Network agree that a graduate can be counted as ‘Full and Relevant’ in Early Years settings in England if:
- They had an Early Years Educator, or equivalent Level 3 qualification before joining the degree.
Or their ECS degree is:
- mapped onto the ECS QAA benchmark statement – which is with Warwick CLL.
- Includes placements with:
- academic assessment
- practice which is observed, assessed and developed by setting mentors
- one visit per placement by HEI staff to observe, assess and develop practice.
Note: It is the responsibility of the HEI to ensure that students have relevant assessed and observed practice that meets the Level 3 requirements. They cannot be counted as ‘Full and Relevant’ if they do not meet the criteria above. They need to undertake a relevant level 3 qualification.
Proud member of The Early Childhood Studies Degrees Network
Who is the Programme for?
- This programme offers people the chance to combine study with work and family commitments.
- The degree is designed to support people who are new to university study.
- It is for people who can:
- commit to attending one evening session per week and two Saturdays per term
- commit to gaining substantial and broad experience in one or more Early Years contexts, either as a volunteer or employee
- It is for people working in private or public contexts with responsibility for young children and families, including:
- Early years practitioners in childminder, private, voluntary and independent settings
- Teaching and learning support assistants, classroom assistants and early years educators working in schools and other educational settings
- Health workers, parents and grandparents involved in supporting children's learning, welfare and development
Courses you might also be interested in
Teaching
- This degree programme is run by a dedicated team of experts in the field who have a wealth of experience in supporting students to flourish.
- Our module sessions are based upon fun, interactive and critical discussions and activities that ensure that you are supported in understanding and applying your learning to your own professional and personal contexts.
- Our teaching is based upon building trusting, authentic relationships with our students, that provide the foundations for you to confidently progress.
- We ensure that you can focus carefully on one module per term – ensuring that you have the time and space to build your understanding and draw meaningful connections to practice.
- You will engage in ongoing reflection for the purposes of lifelong personal and professional development and the committed pursuit of best practice.
- By its interdisciplinary nature, the course equips you to engage, through relational, integrated practices, with multi-agency teams and therefore with a variety of professionals, as well as with children and families within varying contexts.
- University of Warwick was recently awarded Gold in all categories of the government's latest Teaching Excellence Framework (TEF) rankings.
Assessment
-
Our Assessment Strategy prioritises inclusivity, authenticity and personalisation – meaning that we assess you in a variety of ways (no exams!) and that you have the flexibility to tailor the assessments to suit your own related passions and interests. You’ll see that we also foster your digital capabilities throughout the Degree, for instance through the creation of your own Podcasts and E-Portfolios.
- Assessment modes include: portfolios, podcasts, training package design and delivery, essays, posters, proposals and a research project.
Other
- You can expect to commit to around 10 hours a week for each module you take, which includes contact time and independent study.
- On the course, you will need to complete 150 hours practice, paid or voluntary, in a suitable early years setting (birth to 8)
Full-time study modules
Each module has been crafted to ensure a careful balance between vocational and theoretical, conceptual components and you are encouraged throughout your journey with us, to apply your learning to your own workplace or voluntary context.
Please note that optional modules will be run on a demand only basis to ensure quality of teaching and learning experience. Please read our terms and conditions for more detailed information.
Year One
Foundations of Professional and Academic Wellbeing
This module recognises the significance of wellbeing - both our own and that of the families we work with. We will begin by focusing on individual, academic and professional wellbeing and then we will expand outward to consider wellbeing in families, communities, as well as workplaces.
How Children Learn and Develop from Birth
This module focuses on learning and development from birth to eight. This is to acknowledge the importance of the very earliest experiences and the impact these have on people’s lives. Children’s development from birth to eight years of age is an exciting journey of exploration and discovery of the world around them. In this module we will explore theories of developmental psychology and sociology, and along with other disciplines such as health, wellbeing and nutrition, illustrate the interdisciplinarity of early childhood studies.
Policy into Practice in Early Childhood
In this module we will be exploring the relationship between what we want for children as practitioners, parents and as a nation. We will make connections between national policy and legislation and the pedagogy and policies we offer for children and families. You will be invited to reflect on your own practice and experiences, undertake some independent research and consider approaches that keep children at the centre of our vision for the future.
Clinical Early Childhood Skills
This module equips students with essential clinical skills to assess, support, and promote healthy development in young children. Students will gain experience in conducting basic assessments, developmental screenings, and cognitive evaluations. They will also learn effective communication techniques for engaging with children and their caregivers. By integrating evidence-based practices, students will be prepared to recognise early signs of developmental concerns and be confident to implement appropriate interventions.
Year Two
Inclusion and Special Educational Needs and Disability in Early Childhood
By exploring the meaning, history and context of the term ‘inclusion’, this module considers the dilemmas and tensions associated with inclusive practice in early childhood. Critically reviewing government policy, frameworks and guidance in relation to inclusion and Special Educational Needs and Disabilities (SEND) enables you to reflect upon the roles and responsibilities of the practitioner in identifying and supporting children with a variety of needs.
Teaching, Learning and Assessment in Early Childhood
The focus of this module is that through a developed understanding of how young children learn, you as a practitioner will critically explore methods of facilitating learning and the use of assessment to inform and guide stakeholders, such as parents, carers and other professionals, to ultimately empower children. You will be encouraged to become a reflexive practitioner through observation of, and reflection on, your experience and evaluation of your own progress. Together we will consider a range of psychological, sociological, educational, health, historical and philosophical perspectives, to assess their impact on approaches to working with babies and children.
Safety and Risk in Early Learning Spaces - optional module
During this module we will explore the notion of safety and risk for a child in the 21st century. We will consider different perspectives and investigate how safety and risk is interpreted by parents and practitioners and the influences that have an impact on their behaviour as carers. Policy legislation, frameworks and guidance will be explored to investigate the challenges of safeguarding children. We will research a range of contemporary and historic judicial and serious case reviews to understand the process of safeguarding children in the UK. We will also explore international and cross cultural approaches to safe play, practice and learning spaces, to consider health and safety, risk assessments and safe use of ICT and virtual learning spaces.
Global Perspectives of Mental Health - optional module
This module supports students to examine how mental health is understood and how mental distress is treated globally. We will be reflective of the determinants of mental health. This includes individual attributes, but also cultural, economic and environmental factors, whilst paying attention to the values of children and families, theories and professional perspectives that inform global, national and local actions.
Developing Trauma-Informed Practice with Families
This module supports students to develop an understanding of trauma and how it manifests across the lifespan, as well as the potential impact of trauma on engagement between the child or family and the practitioner. Students will explore the principles of trauma-informed approaches to working with children and families across the life course. The module will encourage students to analyse the prevalence of trauma and its influence on emotional, psychological, and social wellbeing of children and families.
Year Three
Research Design, Practice and Ethics
This module encourages students to identify their role as a researcher - which forms an integral part of their professional identity. In addition, this module supports students to examine ethical principles for research and the centrality of the voice of children and families in matters concerning them.
Applied Research: Children and Families
Within this module, you will utilise your insight gained from across the course, and you will design and conduct a study relating to child and family mental health that provides a vision for the future. Upon completion of this module, students will be able to demonstrate, through their study, the significance of championing children and families in all aspects of mental health which will be showcased in a Course Celebration Ceremony and Conference.
Early Childhood in Global Contexts
This module aims to examine traditional and contemporary views of childhood across cultures and societies by exploring how factors, such as socio-culture, gender and actions towards social, environmental and economic sustainability, influence early childhood care, curricula and pedagogy. We will be analysing similarities and differences in Early Childhood policy and practice between England and other nation states, considering concepts such as play, inclusion, staffing and the environment, and how these are viewed and prioritised within different international contexts.
Part-time study modules
Each module has been crafted to ensure a careful balance between vocational and theoretical, conceptual components and you are encouraged throughout your journey with us, to apply your learning to your own workplace or voluntary context.
Please note that optional modules will be run on a demand only basis to ensure quality of teaching and learning experience. Please read our terms and conditions for more detailed information.
Year One
Foundations of Professional and Academic Wellbeing
This module recognises the significance of wellbeing - both our own and that of the families we work with. We will begin by focusing on individual, academic and professional wellbeing and then we will expand outward to consider wellbeing in families, communities, as well as workplaces.
How Children Learn and Develop from Birth
This module focuses on learning and development from birth to eight. This is to acknowledge the importance of the very earliest experiences and the impact these have on people’s lives. Children’s development from birth to eight years of age is an exciting journey of exploration and discovery of the world around them. In this module we will explore theories of developmental psychology and sociology, and along with other disciplines such as health, wellbeing and nutrition, illustrate the interdisciplinarity of early childhood studies.
Policy into Practice in Early Childhood
In this module we will be exploring the relationship between what we want for children as practitioners, parents and as a nation. We will make connections between national policy and legislation and the pedagogy and policies we offer for children and families. You will be invited to reflect on your own practice and experiences, undertake some independent research and consider approaches that keep children at the centre of our vision for the future.
Year Two
Clinical Early Childhood Skills
This module equips students with essential clinical skills to assess, support, and promote healthy development in young children. Students will gain experience in conducting basic assessments, developmental screenings, and cognitive evaluations. They will also learn effective communication techniques for engaging with children and their caregivers. By integrating evidence-based practices, students will be prepared to recognise early signs of developmental concerns and be confident to implement appropriate interventions.
Inclusion and Special Educational Needs and Disability in Early Childhood
By exploring the meaning, history and context of the term ‘inclusion’, this module considers the dilemmas and tensions associated with inclusive practice in early childhood. Critically reviewing government policy, frameworks and guidance in relation to inclusion and Special Educational Needs and Disabilities (SEND) enables you to reflect upon the roles and responsibilities of the practitioner in identifying and supporting children with a variety of needs.
Teaching, Learning and Assessment in Early Childhood
The focus of this module is that through a developed understanding of how young children learn, you as a practitioner will critically explore methods of facilitating learning and the use of assessment to inform and guide stakeholders, such as parents, carers and other professionals, to ultimately empower children. You will be encouraged to become a reflexive practitioner through observation of, and reflection on, your experience and evaluation of your own progress. Together we will consider a range of psychological, sociological, educational, health, historical and philosophical perspectives, to assess their impact on approaches to working with babies and children.
Year Three
Developing Trauma-Informed Practice with Families
This module supports students to develop an understanding of trauma and how it manifests across the lifespan, as well as the potential impact of trauma on engagement between the child or family and the practitioner. Students will explore the principles of trauma-informed approaches to working with children and families across the life course. The module will encourage students to analyse the prevalence of trauma and its influence on emotional, psychological, and social wellbeing of children and families.
Safety and Risk in Early Learning Spaces - optional module
During this module we will explore the notion of safety and risk for a child in the 21st century. We will consider different perspectives and investigate how safety and risk is interpreted by parents and practitioners and the influences that have an impact on their behaviour as carers. Policy legislation, frameworks and guidance will be explored to investigate the challenges of safeguarding children. We will research a range of contemporary and historic judicial and serious case reviews to understand the process of safeguarding children in the UK. We will also explore international and cross cultural approaches to safe play, practice and learning spaces, to consider health and safety, risk assessments and safe use of ICT and virtual learning spaces.
Global Perspectives of Mental Health - optional module
This module supports students to examine how mental health is understood and how mental distress is treated globally. We will be reflective of the determinants of mental health. This includes individual attributes, but also cultural, economic and environmental factors, whilst paying attention to the values of children and families, theories and professional perspectives that inform global, national and local actions.
Early Childhood in Global Contexts
This module aims to examine traditional and contemporary views of childhood across cultures and societies by exploring how factors, such as socio-culture, gender and actions towards social, environmental and economic sustainability, influence early childhood care, curricula and pedagogy. We will be analysing similarities and differences in Early Childhood policy and practice between England and other nation states, considering concepts such as play, inclusion, staffing and the environment, and how these are
Year Four
Research Design, Practice and Ethics
This module encourages students to identify their role as a researcher - which forms an integral part of their professional identity. In addition, this module supports students to examine ethical principles for research and the centrality of the voice of children and families in matters concerning them.
Applied Research: Children and Families
Within this module, you will utilise your insight gained from across the course, and you will design and conduct a study relating to child and family mental health that provides a vision for the future. Upon completion of this module, students will be able to demonstrate, through their study, the significance of championing children and families in all aspects of mental health which will be showcased in a Course Celebration Ceremony and Conference.
Pathways
You have the option to specialise in a particular area to gain a named award, including a BA (Hons) in:
- Early Childhood
- Special Educational Needs and Disability
- Trauma Informed Practice with Families
Careers
Career benefits of attending this course include:
- Achieve a University of Warwick degree
- Gain knowledge and understanding of early childhood
- Build up your confidence as a scholar and professional
-
Some modules within this degree offer opportunities for you to obtain the Warwick Award, which helps you to get recognised for employability
Your study with us opens up a number of avenues* for future career development in areas such as:
- Education: teaching, educational leadership, and management, allied services relating to Inclusion and SEN, safeguarding
- Health: Speech and language therapy and play therapy
- Social Justice and community engagement: Family support worker and social work
- Academia: early childhood education, FE education, and publication
- Arts and culture: children’s author, storyteller
- Further studies in Early Childhood at postgraduate level
*It is important to note that some of these may require further training/qualifications. Your course tutors and our dedicated careers team can support you with these.
Hear from course director Charlotte how students can develop skills on the course.
This video was filmed in July 2024.
Our Early Childhood students who wish to progress into teaching are supported by the Centre for Lifelong Learning and the University.
Students are guaranteed an interview for the Early Years or Primary Core (university-led) PGCE courses delivered in the Centre for Teacher Education as long as they achieve the entry requirements of the programme.
Fees and Funding
Tuition fees per year for Home Students can be found at UG Home Fees - Student Finance - University of Warwick.
Currently, the University of Warwick is NOT sponsoring students on part-time or distance learning courses with a Student Visa (formerly known as Tier 4 visa).
If you require a visa to enter the UK, a general visa can be used to attend face-to-face intensive learning (workshops).
(Correct as of 11/03/2026 - please check here for current regulations: Visit the UK as a Standard Visitor: Visit to study - GOV.UK)
This would not enable you to be resident in the UK for the duration of your course, but enables you to visit to attend the workshops.
Additional costs
See the possible additional costs studying at Warwick University and on the course.
All students undertaking the Early Childhood Route are to apply for Membership of TACTYC: Together and Committed to Young Children, which provides a wealth of resources and development opportunities to support them in their studies. Membership prices for 2026 range from £0-£45 for full membership and more information can be found on https://www.tactyc.org.uk/get-involved.
Funding information
See Child and Family funding information. For existing students, please see Funding Information for Part-time Continuous students.
Location and Dates
The course offered by the University of Warwick is delivered primarily through distance learning, giving you the flexibility to study from wherever you are. Your timetable will include a blend of scheduled online teaching and independent study, with the opportunity each term to join four sessions either in person on campus or via live‑stream. This approach allows you to engage in the way that best suits your circumstances while still feeling connected to the Warwick community.
2026/27 cohort dates and time
-
Weekday sessions:
-
Part-time study: Wednesdays 6:00-9:00pm
- Full-time study: Mondays and Wednesdays 6:00-9:00pm
-
-
Saturday sessions:
- 5 December 2026
- 6 February 2027
- 13 March 2027
- 15 May 2027
You will get personalised assistance for assessments, including submission dates and guidance. You will also engage in discussion forums and collaborative activities to build relationships with peers in your group and your tutors. Building trusting professional relationships are integral to your success and progression in this degree.
The video was filmed in 2024.
Student Support
"Through University I have met some wonderful and inspiring people who I have learnt a lot from through their personal and professional development. The staff through my journey have been amazing -- especially my tutors who have supported through the highs and lows not only academically but on a personal level too."
Helen, Early Childhood 2025 graduate
The CLL Student Support TeamLink opens in a new window supports the pastoral and academic needs of our diverse student body, including:
- Supporting the academic development of undergraduate and postgraduate students
- Ensuring a learning experience of the highest quality, both at the University and in partner colleges.
- Communicating with students in order to ensure a positive learning experience at CLL
To do this, we support you in many areas, including:
- Study skills
- Student welfare
- Technology and e-learning
- Careers and development
Life at Warwick
Within a close-knit community of staff and students from all over the world, discover a campus alive with possibilities. A place where all the elements of your student experience come together in one place. Our supportive, energising, welcoming space creates the ideal environment for forging new connections, having fun and finding inspiration.
Sign up for Emails
How to Apply
When you apply, the application page will show the course as full-time.
Please be aware that during the interview, you can advise whether you wish to enrol on the full-time or part-time route.
Your application will be reviewed, and you will be contacted to arrange a suitable time and date for your interview.
The interview will consist of a short written task and a discussion with a member of the team, during which you are welcome to ask further questions about the course and student life.
Before you apply
Book onto an open call with our course teaching staff to find out if the course is the right option for you.