Why study this course

Placements in a relevant work setting are offered at each level of study

This course is highly current in the workplace and is mapped to key national health and wellbeing agendas

If you always wanted to work with young children (0-8) but are unsure of your career pathway, then this course supports a wide range of career opportunities.

Do you want to make a difference to young children and their families’ lives? Then this is the right course for you!

Course summary

The BA (Hons) Health and Wellbeing in Early Childhood course at BGU, Lincoln supports a wide range of career opportunities if you want to work with young children.

Key facts


BA (Hons)

UCAS code



3 years

Mode of study


Awarding institution

Bishop Grosseteste University

Institution code


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About this course

This highly current BA (Hons) Health and Wellbeing in Early Childhood programme is informed by the crucial significance of the formative years of 0-8 for health and wellbeing. It focuses on the early identification of barriers and risks to wellbeing (in its widest sense) and interventions through the development of early enabling environments for positive health and wellbeing.

This degree provides understanding of the crucial 0-8 developmental stage, individual needs and the broader sociocultural context of young children and their families. The Royal College of Paediatrics and Child Health (2020) landmark report, prioritises three areas to be address in the UK: reducing child inequalities; prioritising public health, prevention and early intervention; and building and strengthening local and cross sector services. In support of this agenda, this degree focusses on concepts such as multi-agency working with critical, reflective and evidence-based practice.

Personal, professional and ethical values will be explored within health and social care practice with young children and their families. The BA (Hons) Health and Wellbeing in Early Childhood programme supports those who aspire to become, for example, Early Help Workers attached to Children’s Centres, Family Health Workers; maternity healthcare support workers or midwifery assistants, child mental health support workers.

This places graduates undertaking the BA (Hons) Health and Wellbeing in Early Childhood in a strong position to address these agendas in supporting young children and their families in a variety of formal and informal educational and health roles and settings.

What you will study

Students on this course currently study some or all of the modules listed below.

During this module, you will explore the cultural context, and the factors which can impact and shape young children’s personal, social and emotional development through a range of theoretical approaches.

Current research will be considered throughout the module, and its impact on our understanding of the emotional and social development of babies and young children will be evaluated. The holistic nature of development in these areas will be explored as well as the range of personal, family, community and cultural factors which impact on the child.

You will further develop your graduate competencies, including an understanding of children’s holistic development, focused on personal social and emotional development, and some aspects of neurological development; an understanding of attachment, and personal, social and emotional well-being; and knowledge of the differing theoretical perspectives when planning for children’s development, including the role of parents. In addition, students will develop a range of graduate competencies. These include, academic and information literacy and employability.

This module focuses on children’s early communication and language. Exploring the earliest influences on children’s language development, you will learn how children become confident and capable communicators drawing upon a range of developmental, sociological and psychological theoretical perspectives.

Whilst typical development will be the main focus of the module, children with English as an additional language and the needs of children with speech and language difficulties will also be considered. You will also explore a range of practical strategies to support early language and communication.

This module is an introduction to theories and concepts across the disciplines of sociology and psychology that pertain to health and social care practice.

This module requires you to develop an understanding of the theoretical concepts that inform a variety of complex group and individual human behaviours.

The module provides a theoretical-conceptual social science framework within which health and social care issues can be analysed as social phenomena. The relationship between behavioural psychology and organisational behaviour will also be explored with particular focus and application to the Health and Social Care arena.

This module explores policy, provision, and practice both historically and currently, providing you with the opportunity to understand what shifts and shapes early years policy and the subsequent impact of policy on practice.

The module presents an historical overview of the development of early childhood provision using the lens of social and political discourse and, through an exploration of the work of key thinkers and philosophers who have influenced current policy and provision. The module includes a study of historical practice and provision for young children and covers the work of early social, educational and health reformers. You will also examine the work of more contemporary thinkers and will be introduced to some alternative education styles.

You will be encouraged to question underlying philosophies and the social and political motivations for shaping policy when creating provision for young children. You will be encouraged to reflect on your own personal philosophy and how this might have been influenced, and how this may subsequently influence your own practice.

During this module, you will have the opportunity to develop your graduate competencies with regards to your understanding of the relevant frameworks, and how these are applied to practice, as well as developing your understanding of policy.

This module will focus on practice issues in health and social care, ensuring you develop an understanding of important concepts such as multi-agency working and critical reflective practice.

The concept of assessments within health and social practice will be introduced. Awareness of personal, professional and ethical values are further explored within health and social care practice.

The first placement takes place during this module, and will enable you to experience health and social care practice, linking theory to practice. This will enable you to share your experience and knowledge with your peers.

This module will enable you to develop an understanding of policy and practice with regard to safeguarding and child protection in early childhood settings and schools. Key legislative and statutory guidance for practitioners will be introduced and you will learn about the types, signs and causes of abuse and the implications for children’s outcomes, including those risks posed by globalisation and technology.

You will understand the possible impacts of the safeguarding process on young children and their families and appreciate the importance of working with others to safeguard and promote the well-being of babies and young children. You will learn when to signpost to other services or designated people within a school or setting to safeguard individual children. Safeguarding issues will be explored from theoretical perspectives and with reference to historical cases and current examples.

This module is designed to explore diverse local and global perspectives of practice provision in field of Health and Social Care. This will incorporate a recognition of intercultural issues relevant to practice.

You will develop an appreciation of the importance of local and global public health and other policy initiatives around health and wellbeing. You will be encouraged to explore how these relate to contemporary Health and Social Care practice.

You will be supported to consider innovative ways of working to promote health and wellbeing within a changing global community.

This module will focus on professional practice in a domain of multi-agency and multi-disciplinary working. The complexities inherent in this work will be explored, ensuring consideration is given to professional and personal ethics and values. Leadership within the sector is examined, recognising differences, similarities and challenges across and within the sector.

The second placement takes place within this module, which provides the opportunity for you to enhance your knowledge and understanding of health and social care practice, and to build upon your portfolio of knowledge, skills and values. It also enables you to understand the direct and indirect relationships between your actual placement settings and the other agencies involved in the service users’ care.

This module introduces key concepts in Mental Health, Wellbeing and Resilience. The module encourages you to reflect on and challenge your own professional practice through critical personal reflection. You will define and interrogate key themes and concepts in Mental Wellbeing and Resilience.

You will then investigate how the intersection of ideas, practice and cultural change influences leaders and managers in professional contexts, institutions and systems.

The indicative content of this module focuses on defining and critically considers concepts such as anxiety, mood, post-traumatic stress disorder (PTSD) etc and your impact from a service delivery and individual perspective. You will be encouraged to reflect on your own professional experiences.

This module will present you with the opportunity to revisit some of the behaviour theories first introduced at level 4 in the module ECS40221, but you will be encouraged to contextualise these in relation to how these might be used to promote positive behaviour of children in early year’s settings. You will consider some of the reasons behind challenging behaviours in the early years and will develop an understanding of associated medical conditions which might impact on behaviour such as autism, attention deficit disorder and oppositional defiance disorder.

In this module you will explore the concept of ‘childhood’ from philosophical, sociological and psychological perspectives. Common assumptions about children and childhood will be identified and you will consider how these perceptions are socially constructed according to historical time, place and culture, drawing upon the work of a range of philosophers and educational pioneers. Western perspectives of the child and childhood will be critiqued and contrasted with non-Western views and practices.

The module will explore some of the contemporary debates around children and childhood today and consider implications for practice in the early years.

In this module you will have the opportunity to develop your understanding of play and its value for babies and young children. You will explore current understandings and contemporary discourses around play such as concepts of ‘adult-led’ and ‘child-led’ play and you will be encouraged to evaluate current arguments about the role and function of both types of play especially in educational contexts.

Content will focus on linking theory to practice drawing upon your placement experiences and will address themes such as resilience and risk in outdoor play; the child’s right to play; and the place of play and creativity in policy. Visiting speakers will contribute different professional perspectives for example from play work or play therapy.

This module will introduce you to the research process in preparation for the sector based research project in semester 2. You will learn about research design and ethical implications of undertaking research with children and their families in an early years setting.

This module will enable you to gain an understanding of key elements of the research process applicable to researching issues in early years. Elements of the research process will be introduced, including literature review, data collection and generation, analysis and data interpretation and presentation of findings. Ways in which rigour can be established will be discussed (e.g. triangulation, generalisation, reliability, validity etc).

The module will introduce you to some different research methods commonly used in early years settings, e.g. observation, interview, questionnaire and consider the relevance of documentary and visual texts. In addition to the traditional learning and teaching strategies, this module will use peer to peer support through collaborative working in which learning ‘about’ the processes of research is explored through online and practical activities (e.g. devising a questionnaire using online software).

You will undertake independent work in developing knowledge and understanding and in working towards a portfolio set of assessed tasks. This module will also be underpinned by a 10 day placement in which you will negotiate an area of research with your placement setting.

This module will introduce you to some of the ethical implications of undertaking research with children and their families in an early years setting, including the key principles of anonymity, confidentiality and informed consent, when researching babies and young children. You will be encouraged to reflect on the conceptualisations of the child as subjects, as well as considering the role of the child as co-researcher.

In addition to the traditional learning and teaching strategies, this module will use peer to peer support through collaborative working in which learning ‘about’ the application of research ethics is explored through online and practical activities. You will undertake independent work in developing knowledge and understanding and in working towards the development of your own ethics form. This module will also be underpinned by a 10 day placement in which you will negotiate an area of research with your placement setting.

This module brings together a range of theories, models and approaches that aim to identify and address the needs of service users and practitioners within Health and Social Care.

It will further develop the sociological and psychological theories covered earlier in the programme linking them to an area of your interest within Health and Social Care practice.

You will consider a holistic understanding of individuals’ expectations of the provision and delivery of Health and Social Care, from a local, national and global perspective. You will explore a range of strategies for managing service users’ expectations whilst appreciating the diversity of needs.

In this module you will have the opportunity to independently research an aspect of early years provision in a placement setting. You will be expected to negotiate an area of focus with your placement mentors and will design, plan and implement an area of study with a view to facilitating change or supporting provision in your setting.

Ethical issues will be addressed, including the key principles of anonymity, confidentiality and informed consent. Specific guidance will be given for the analysis of data and the production of a research dissertation.

You will be expected to think strategically and analytically and to work independently and autonomously as appropriate within agreed guidelines. There will be an emphasis on enabling you to demonstrate the limitations and uncertainty of knowledge and the influence of perspective and theoretical/methodological approach on findings and conclusions.

This module will enable you to contribute to the work of your placement settings, through the negotiation of your research focus, setting change management and improvement priorities and engage in creating and leaving a ‘legacy’ from your research as you make the transition from ‘knowledge consumer’ to ‘knowledge producer’.

In this module you will be introduced to theories and models of leadership and management as they apply to an educational setting. You will be encouraged to reflect on the range of leadership roles within an early year setting and will consider how these have changed and developed from an historical perspective relating to policy and legislation in the early childhood sector.

You will reflect on the complexity of managing provision in an ever-changing landscape and will examine some of the challenges and opportunities of working with a range of stakeholders through effective teamwork and application of different leadership styles. Leadership will be set in the contemporary contexts of leadership for learning, multi-professional leadership through working with families and communities and self-evaluation leading to improvement in provision and practice in early childhood settings. These will be explored through a reflection on the skills and attributes needed by leadership and managers in early years contexts.

In this module you will have the opportunity to build on your understanding of the constructs of ‘childhood’ through an examination of past and present contexts, and the challenges and possibilities of global and future childhood.

You will be encouraged to reflect on a number of thought-provoking debates around global issues surrounding childhood, including child labour and child soldiers, child marriage, the global impact of social media on childhood and the global inequalities in education and health. You will be introduced to some of the policy and legislation around protecting the rights of the child and will reflect on the nature of children as objects of National and Global concern.

In this module you will reflect on the impact of change on the developing child, with a focus on the range of transitions which children experience from birth to 8 years.

The module will draw from research which argues that if a child is taught to cope with the expected changes that are anticipated through childhood, then they will develop better coping mechanisms when faced with unexpected changes. You will be encouraged to reflect on the changes experienced by children in a rapidly changing society and will examine some of the strategies which might be used to support children through these expected and unexpected changes. A key focus of this module will be that of the promotion of resilience, resourcefulness and reciprocity, and the role of the adult in fostering these in children in order to prepare them for a future of change and supporting more positive outcomes into adulthood.

This module will develop knowledge and understanding of methods and practice in teaching and learning in the 0-8 age range. This will build on some of the models of child development first introduced at Level 4 with an emphasis on the role of the practitioner in supporting and extending learning.

You will be encouraged to critically reflect on the pedagogical underpinnings of the current Early Years curriculum and will be introduced to some of the more recent developments in developing children’s learning through the processes of deep learning, deep thinking, emotional satisfaction and engagement with others. The notion of creativity will be explored through an exploration of some of the more progressive views of early education and through an examination of alternative curricular such as Forest Schools, In the Moment Planning and The Curiosity Approach.

In addition to the traditional learning and teaching strategies of interactive lectures, seminars and discussions, this module will encourage you to reflect on ideas in relation to your experience of everyday practice. Through practical workshops you will explore aspects of an alternative curriculum in order to form your own ideas about provision in the early years.

You will engage in critical analysis of contemporary issues in Inclusion exploring impacts upon the individual and their learning environment.

This module will be dynamic in the sense that themes will be contemporary and develop from year to year. Examples of issues may be the contested concept of disability (considering scholars such as Allan, Norwich and Tomlinson) as a social construct and how this relates to current social and educational initiatives. An understanding of the principal reasons that create challenge and concern in meeting needs and lead to individuals becoming disengaged from education will be considered.

You will participate in determining the module content, sourcing relevant reading and leading discussion. Use of data, local, national and international will be analysed to support or contest issues discussed.

Entry requirements

Students will normally need 96-112 UCAS tariff points (from a maximum of four Advanced Level qualifications). A range of qualifications that meet this requirement, include A/AS Levels, BTEC, Access Courses, International Baccalaureate (IB), Cambridge Pre-U, Extended Project etc.

However this list is not exhaustive – please click here for details of all qualifications in the UCAS tariff.

Students will also need GCSEs in English Language and Mathematics at grade 4 (previously C) or above (or equivalent). Please see our list of accepted equivalents.

If you have any questions about the entry requirements for this course, please contact our Enquiries team for advice on +44 (0) 1522 583658 or email enquiries@bishopg.ac.uk

Further information

Click here for important information about this course including additional costs, resources and key policies.

In accordance with University conditions, students are entitled to apply for Recognition of Prior Learning, RP(C)L, based on relevant credit at another HE institution or credit Awarded for Experiential Learning, (RP(E)L).

How you will be taught

There is no one-size-fits-all method of teaching at BGU – we shape our methods to suit each subject and each group, combining the best aspects of traditional university teaching with innovative techniques to promote student participation and interactivity.

You will be taught in a variety of ways, from lectures, tutorials and seminars, to practical workshops, coursework and work-based placements. Small group seminars and workshops will provide you with an opportunity to review issues raised in lectures, and you will be expected to carry out independent study.

Placements are a key part of degree study within many courses at BGU. They provide an enriching learning experience for you to apply the skills and knowledge you will gain from your course and, in doing so, give valuable real-world experience to boost your career.


In Health and Wellbeing with Early Childhood Studies, assessment is carried out through coursework of different types, including essays, reports, oral presentations, blogs and case studies There are no examinations.

In modules where students are assessed through coursework, the assignments are varied to provide a range of opportunities to present ideas such as portfolios, essays, reflective accounts, and artefacts for practice to support positive impact in the workplace.

Careers & Further study

The Health and Wellbeing in Early Childhood degree offers a firm base for students hoping to enter a variety of career pathways including, but not limited to, education-related, health, mental health or voluntary sector careers. The ability to critically analyse a problem, formulate a considered response, create an argument and generate new ideas, lend themselves well to careers in the creative industries, the legal sector, government administration and education. Maintaining the focus on real-world application throughout the programme is vital for providing students with a sustained focus on employability and possible career routes. Key stakeholders such as employees within the sector have been consulted and have informed the development of the programme in terms of its currency and relevance.

Possible future career paths for BA (Hons) Health, Wellbeing and Early Childhood graduates may include:

  • Teaching;
  • Early Years practitioners
  • Maternity Support workers
  • Graduate entry Nursing (Pediatric)
  • Graduate entry Social Work
  • Speech and Language therapy
  • Graduate entry OT
  • Early Help Workers attached to Children’s Centres
  • Family Health Workers
  • Maternity healthcare support workers or midwifery assistants
  • Child mental health support workers

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