Education BA (Hons)

This module introduces students to the multifaceted nature of child development and education, exploring cognitive, emotional, social, and physical domains. Students will engage with key theoretical frameworks and critically analyse how various environmental and cultural factors shape children's growth. The module encourages a holistic approach, examining the interrelationship between different developmental aspects from birth to early adolescence. By unveiling the complexities of childhood, students will gain a foundational understanding to support future studies in education, psychology, social work, and related disciplines.

This module introduces students to the fundamental role of play in human creativity, learning, and development across the lifespan. By examining key theories, concepts, and practices surrounding play, students will explore how playful activities stimulate cognitive, emotional, and social growth. The module aims to empower students to appreciate and apply the dynamics of play in both educational and professional contexts, emphasising its interdisciplinary relevance in fostering innovation, problem-solving, and collaboration.

This module provides students with the opportunity to engage in a professional placement focused on child-centred practice. Students will develop practical skills, reflective abilities, and a deeper understanding of how to support children's holistic development. The placement experience aims to enhance students' capacity to work with children in diverse settings, emphasising child welfare, rights, and inclusive practices.

This module will develop your knowledge of research methods, as appropriate to education, and how they are applied in the field. The module will engage students in reflections and support the development of student inquiry. The module will support you to engage in the processes necessary to write an academic research proposal for consideration and adaptation at Level 6.

Within this module you will explore the complexity of inclusion in relation to individuals or groups of learners who have traditionally been marginalised (e.g. those with SEND, ethnic minorities, those from lower socio-economic backgrounds etc). You will examine the historical context and development of inclusive education, considering some of the challenges and opportunities which exist in implementing inclusive practice. You will consider how inclusion and social justice can be promoted and implemented across diverse societal groups and the important role education can play in achieving this. This will be of particular importance for future educational practitioners working within increasingly diverse societies.

Indicative Reading:

• Bartlett, S. and Burton, D. (2020). Introduction to education studies. (3rd). Paul Chapman Publishing. 
• Cole, M. (2018). Education, equality, and human rights: Issues of gender, race, sexuality, disability, and social class. Routledge.  
• Hodkinson, A. (2019). Key issues in special educational needs, disability and inclusion (3rd ed.). SAGE. 
• Knowles, G. (2018). Supporting inclusive practice and ensuring opportunity is equal for all. Routledge. [e-book] 

This module explores the critical role of parenting in shaping children's emotional, social, and cognitive development. You will examine various parenting styles, their psychological impact, and contemporary issues in parenting. The course aims to help you foster understanding of the theoretical frameworks and practical applications of effective parenting strategies.

Indicative Reading:

• Bartlett, S., & Burton, D. (2020). Introduction to education studies (5th ed.) Sage (e-book).  
• Bornstein, M.C. (Ed.). (2019). Handbook of parenting (Volumes 1 to 4). Lawrence Erlbaum (e-books).  
• Cassidy, J., & Shaver, P. (2018) (Eds.). Handbook of attachment (3rd ed.).  The Guilford Press (e-book).  
• Golombok, S. (2014). Parenting: What really counts? Routledge (e-book - 2000 edition).  
• Hoy, A.W, Hughes, M., & Walkup, V. (2013). Psychology in education (2nd ed.). Pearson Education (e-book).  
• Khaleque, A. (2021). Parenting and Child Development Across Ethnicity and Culture. Praeger. (e-book)  
• Lareau, A. (2011). Unequal Childhoods: Class, Race and Family Life. University of California Press. (e-book)
• Long, M., Wood, C., Littleton, K., Passenger, T., & Sheehy, K. (2011). The psychology of education (2nd ed.). Routledge (e-book).  

This module aims to explore the contemporary applications of developmental psychology in real-world settings. It will examine how theoretical frameworks and empirical research in developmental psychology are applied in various contexts, such as education, healthcare, policy-making, and technology. You will engage critically with current issues and challenges facing developmental psychology and will be encouraged to consider ethical, cultural, and global perspectives.

• Keith, K.D. (2019). Cross-cultural psychology: Contemporary themes and perspectives (Second Edition). Wiley. 
• Khaleque, A. (2021).  Parenting and child development: across ethnicity and culture.  Praeger. 
• Pryor, J. & Rodgers, B. (2021).  Children in changing families.  Blackwell. 
• Saxton, M. (2017). Child language: Acquisition and development (Second Edition). Sage. 
• Smith, P.K., Cowie, H., & Blades, M. (2019).  Understanding children's development (Sixth Edition).  Wiley. 

This module is designed to provide opportunities for you to appreciate the problematic nature of education and how historical, political, cultural and economic factors influence the development of educational policy and practice within different settings. You will be encouraged to develop an awareness of the impact of global movements and pressures upon contemporary education policy and practice whilst discussing the aims values and outcomes of education and its relationship within society. By the end of the module you will have gained an awareness of the differences between educational systems and understand the rationale behind comparing and contrasting the educational provision in different countries. This will be of particular importance to you if you are wishing to pursue employment overseas.

• Indicative Reading:
• Arnova, R. and Torres, C. (Eds) (2014). Comparative education: The dialectic of the global and the local. (4th ed).  Lanham, Rowman & Littlefield. 
• Ball, S. (2005). Education policy and social class. Routledge. 
• Bartlett, S. and Burton, D. (2020). Introduction to education studies. (3rd). Paul Chapman Publishing. 
• Marshall, J. (2019) Introduction to comparative and international education (2nd ed.). Sage. 
• Yeates, N. (Ed) (2008) Understanding global social policy. Policy Press. 

This module aims to examine the interplay between children and young people, and society. Theoretical responses will be considered in line with real life experiences of young people, including the influence of social and cultural representations, and the development of ‘teenager’ through a historical lens. Beyond this, you will explore the development and impact of youth culture, media and social policy upon young people and their interaction with community. Social and moral issues will be considered in line with national developments which will link to sectoral and political development.

Indicative Reading:

• Aynsley-Green, A. (2018;2019;). The British betrayal of childhood: challenging uncomfortable truths and bringing about change (1;1st; ed.). Routledge. 
• Camiré, M., Newman, T. J., Bean, C., & Strachan, L. (2022). Reimagining positive youth development and life skills in sport through a social justice lens. Journal of Applied Sport Psychology, 34(6), 1058–1076.
• Cuevas-Parra, P. (2023). Multi-dimensional lens to article 12 of the UNCRC: a model to enhance children's participation. Children's Geographies, 21(3), 363–377.

This module provides students with the opportunity to engage with professional practice in the children, young people, and families sector. Through placement experiences, students will develop and apply key skills in practical settings. The module emphasises the transferability of these skills, enabling students to adapt them to a range of roles and professional environments. By focusing on skill development and consistent practice, the module helps students build a solid foundation for a wide range of future careers.

The Critical Explorers: Research into Practice module provides you as a final-year student, with the opportunity to undertake an independent research project, investigating a topic of your choice related to education, children, young people and/or families and communities. This module is designed to develop your skills in critical thinking, research design, and reflective practice, preparing you for professional roles in your chosen sector or further academic study.

Indicative Reading:

• Bell, J. & Waters, S. (2018). Doing your research project: A guide for first-time researchers in education and social science. (7th ed.). Open University Press.  
• British Educational Research Association [BERA] (2024). Ethical guidelines for educational research. (5th ed.). BERA. 
• Coyne, I. & Carter, B. (2024). Being participatory: Researching with children and young people. (2nd ed.). Springer.  
• Denscombe, M. (2021). The good research guide: For small-scale social research projects (7th ed.). Open University Press.  
• Mukherji, P., & Albon, D. (2023). Research methods in early childhood: An introductory guide. (4th ed.). SAGE.  
• Palaiologou, I., Needham, D., & Male, T. (2016). Doing research in education: Theory & practice. SAGE.  
• Roberts-Holmes, G. (2023). Doing your early years research project: A step-by-step guide. (5th ed.). SAGE.  
• Thomas, G. (2023). How to do your research project. (4th ed.). SAGE.  

This module will enable students to understand the concept and purpose of lifelong learning. Through a theoretical lens, you will explore the philosophy of lifelong learning in educational provision, communities and individuals including SEND and Inclusion, as well as the potential implications. In doing this, you will be enabled to assess their own needs and abilities to anticipate developmental pathways for their future.

Throughout this module you will learn to define and examine the paradigms of lifelong learning and implications for education and training systems including schools; formal and informal systems of education, industry and business. You will use this knowledge to critically examine the impact of globalisation and technological change as well as government responses to educational development, including policy on lifelong learning.

Indicative Reading:

• Bartlett, S. and Burton, D. (2020). Introduction to education studies. (3rd). Paul Chapman Publishing. 
• Dede, C J & Richards, J. (Eds.) (2020). The 60 year curriculum model: New models for lifelong learning in the digital economy. Taylor & Francis. https://ebookcentral.proquest.com/lib/uocuk/reader.action?docID=6151584 
• Lovett, K. (2020). Diverse pedagogical approaches to experiential learning: Multidisiplinary case studies, reflections and strategies. Springer. https://ebookcentral.proquest.com/lib/uocuk/reader.action?docID=6219800 
• Nørgård, R. T. (2021). Theorising hybrid lifelong learning. British Journal of Educational Technology, 52(4), 1709-1723. https://doi.org/10.1111/bjet.13121 
• Preece, J (2017) University community engagement and lifelong learning: the porous university.  
• Springer. https://ebookcentral.proquest.com/lib/uocuk/reader.action?docID=4914149 
• Wang, M (2017). E-learning in the workplace: a performance-orientated approach beyond technology. Springer. https://ebookcentral.proquest.com/lib/uocuk/reader.action?docID=5050083 

This module explores the principles of organisational and work psychology within educational settings. It aims to equip students with an understanding of how psychological theories and practices can enhance the functioning of educational institutions, improve staff and student well-being, and foster effective learning environments.

This module will allow you to explore atypical development across the lifespan, focusing on developmental disorders and conditions that deviate from typical developmental pathways. It aims to provide you with an in-depth understanding of the biological, cognitive, and socio-emotional factors that contribute to atypical development, as well as current interventions, diagnostic tools, and ethical issues surrounding the field. You will critically examine contemporary research and its real-world applications in clinical, educational, and social contexts.

• Brue, A. W. & Wilmshurst, L. (2016). Essentials of intellectual disability assessment and identification. Wiley. 
• Cunningham, C. (2006). Down Syndrome: an introduction for parents and carers. Humans Horizons Series. 
• Empson, J.M. (2015) Atypical Child Development in Context. Palgrave MacMillan. 
• Fletcher-Watson, S. & Happe, F. (2019). Autism: a new introduction to psychological theory and current debates. Routledge. 
• Race, D. G. (2007). Intellectual disability: social approaches. Open University Press. 
• Watson, N., Roulstone, A. & Thomas, C. (2022). Routledge Handbook of Disability Studies. Routledge. 

This module will enable you to engage with a community, and work in developing a relevant piece of work within it. The community group with which you will work with will be negotiated. The specific project will be developed by you individually or as part of a small group in agreement with the community group and module lead.

You will harness an understanding of the development and sustainability of ‘community’ within a specific environment. This will be engendered through the exploration of community learning processes in the contexts of social justice and citizenship.

Indicative Reading:

• Bartlett, S. and Burton, D. (2020). Introduction to education studies. (3rd). Paul Chapman Publishing. 
• Capeheart, L., & Milovanovic, D. (2020). Social justice: Theories, issues, and movements. Rutgers University Press. 
• Dean, J & Hogg, E. (2022). Researching voluntary action: innovations and challenges. Policy Press. 
• Geller, J. D., Zuckerman, N., & Seidel, A. (2016). Service-learning as a catalyst for community development: How do community partners benefit from service-learning? Education and Urban Society, 48(2), 151-175. 
• Harkins, D. (2017). Alongside community: learning in service. T&F 
• Lund, D. (2018). The Wiley international handbook of service-learning for social justice. Wiley 
• Thompson, N., & British Association of Social Workers. (2020). Anti-discriminatory practice: Equality, diversity and social justice (Seventh ed.). Macmillan Education. 

This module aims to bridge the gap between academic study and professional practice in children and young people’s settings, equipping you with the skills, knowledge, and critical thinking needed for a successful transition into an appropriate career. The module focuses on reflective practice, professional development, and the application of theoretical knowledge in real-world settings. It encourages you to explore their professional identity and role within the sector, considering the complex social, cultural, and policy-related factors that influence practice.

Indicative Reading:

• Brooks, R. (2020). The Trauma and Attachment Aware Classroom, A practical guide to
  supporting children who have encountered trauma and adverse childhood experiences: Jessica Kingsley Publishers.
• Department for Education (2018). Working together to safeguard children: A guide to inter-agency working to safeguard and promote the welfare of children.  Department for Education.
• Helver, R., Wall, T., Minton, A., and Lund, A,. (Ed), (2021) The Work-Based Learning Student Handbook. Macmillan Education
• Reflective practice (London, England : Online). (2000). Carfax International Publishers.