search button

Course Detail

BA Honours Early Childhood Studies

BA Honours Early Childhood Studies

Learn about the course below
3 years full time
Full time

The BA (Hons) Early Childhood Studies programme is for those interested in the development, care and education of young children. The programme is concerned with ideas and practices that are drawn from many disciplines: history, psychology, philosophy, sociology, law and management all of which contribute to the field of childcare and education.  As undergraduates you are generally introduced to the study of each of these distinctive disciplines, within the context of examining childcare and education policies and procedures, teaching, caring, training and learning. 

Your judgements and conclusions are required to be grounded on relevant evidence and informed argument. The programme is studied over three years full-time, with the completion of four modules per academic year. The modules will be assessed by examination and submission of coursework assignments. In year 3 students will undertake a research module, alongside three other modules, which will culminate in a thesis submission and provide honours classification of their degree.

Specialist Features

  • Increase all participants’ competence as learners and aid their understanding of their own learning styles, moving them from dependence to independence and aiding them in developing transferable skills
  • Aid students in relating theory to practice in early years care and educational settings.
  • Provide learning and teaching in a climate supported by research
  • Provide a flexible and changing curriculum that engages with current issues and debates in education and childcare
  • Prepare students to undertake individual field work in childcare or education settings

Note: This is the only Early Childhood Studies UG Degree available in the UAE for all students

Course Fees : AED 157,500

The BA Honours Early Childhood Studies programme will cover many areas of study including: history, psychology, sociology, leadership and management, curriculum studies and child development. Many employers are increasingly expecting higher education to ensure that students graduate not only with a qualification, but also a broad understanding of the social issues in the real world, a well-developed battery of personal transferable skills (including communication, problem-solving and teamwork) and a coherent sense of personal values to which they are committed. The Early Childhood programme is designed to meet these goals, by ensuring that your learning process is one not based on passive assimilation of knowledge but is one where you participate actively in the interpretation, evaluation and application of knowledge. In addition to the knowledge component, Early Childhood Studies encourages you to identify and articulate your personal competencies and creates opportunities for further development. The programme also maintains effective links with the Careers Advisory Service.

Module breakdown

Year 1

  • An Introduction to Early Childhood Studies And Child Development
  • Education Policy: Historical and Contemporary Perspectives
  • Professional Studies
  • Psychological Approaches to Learning

Year 2

  • Working and Researching in Organisations 1
  • Education and Equality
  • Comparative Education and Related Issues
  • Curriculum Studies 1

Year 3

  • Proposition Module
  • Children’s Literature
  • Leadership, Management and Multi-disciplinary Roles in Early Years Settings
  • The Child in Context

For more details on Academic Calendar , click here

  • Year 1

    • Psychological Approaches to Learning (30 Credits) - Compulsory
      To extend the students understanding of the development, learning processes and behaviour of children and young people in relation to their families, schools and other educational agencies To explore the influence of parenting and adolescence in relation to learning. To examine the relationship of language development to learning.
    • Professional Studies (30 Credits) - Compulsory
      Provide students with an overview of the professional responsibilities of the Early Years practitioner To analyse some of the debates which inform national and local childcare policies and, in turn professional practice. To provide students with an overview of the professional responsibilities of the Early Years Practitioner including an understanding of children s behavioural variation, strategies for managing children s behaviour; policies and procedures for health and safety and safeguarding children. An opportunity to develop paediatric first aid skills. To analyse some of the debates which inform national and local childcare policies and, in turn professional practice.
    • Education Policy:Historical and Contemporary Perspectives (30 Credits) - Compulsory
      To achieve an acceptable level of competency appropriate to first year undergraduate studies in the following key skill areas: personal and career development, effective learning, communication, teamwork. Additionally the module will establish a transferable skill base to enable students to succeed in Education Studies. To introduce students to the main educational ideologies prevalent in the last 150 years. To examine a number of contemporary controversial issues in the field of education. To enable students to demonstrate awareness of the underlying principles relevant to Education Studies and to start developing a personal stance drawing on their own experiences. To develop an awareness of the societal and organisational structures of the educational system and possible implications for learners To identify and use relevant sources of information.
    • An Introduction To Early Childhood Studies And Child Development (30 Credits) - Compulsory
      To present an holistic approach to childhood and child development including an overview of the stages of development in the major skills areas To examine conceptual notions of childhood historically and socio-culturally and analyse the interaction of factors influencing child growth and development To gain a broad knowledge of some key theoretical perspectives in child development. Explore the methods, techniques and ethical considerations involved in using child observation as a research tool.
  • Year 2

    • Working and Researching in Organisations 1 (30 Credits) - Compulsory
      To identify core personal competences related to a student s own learning and change To examine the impact of change in organisations. To prepare students for an optional placement. To introduce undergraduates to a range of research techniques. To enable a student to read and critically evaluate examples of educational research encountered in his/her undergraduate studies. To enable students to undertake small-scale research activities by way of practice. To prepare students for their dissertation
    • Education and Equality (30 Credits) - Compulsory
      To provide students with an overview of the extent of race, class, sex and SEN inequalities in educational attainment To provide students with an understanding of the main theories that have been advanced such differential outcomes To enable students to come to a balanced evaluation of the efficacy of government policies on equality of opportunity in education.
    • Curriculum Studies 1 (30 Credits) - Compulsory
      To provide an overview of the curricular frameworks for Early Years and Key Stage 1 and their implementation. To enable students to understand the influences of their underpinning curriculum models. To enable students to evaluate Early Years curriculum plans and children's learning.
    • Comparative Education and Related Issues (30 Credits) - Compulsory
      To widen student's understanding of alternative ideas in education such as the European context and initiatives in the EU. To allow students from a mix of European countries to exchange their experiences of education and to compare processes, policies, practices and philosophies. To explore issues from a variety of countries and to enable students to collaborate in research and presenting seminar papers. To increase students' ability to reflect critically on their own experiences of education.
  • Year 3

    • The Child in Context (30 Credits) - Compulsory
      To extend students understanding of the development of the child as influenced by his/her unique social, cultural, educational and familial contexts. Through examination of recent theories and research on issues relating to aspects of children s development and through cross cultural analysis, students will develop an appreciation of the ways in which children s identities and behaviours are socially and culturally negotiated.
    • Proposition module (30 Credits) - Compulsory
      To carry out detailed study of an existing field of interest in education or early childhood, principally by means of a literature review and primary research; organise and manage a small scale research study with insight and responsibility; and display critical judgment in relating these to the wider educational and social context.
    • Leadership, Management and Multidisciplinary Roles in Early years Settings (30 Credits) - Compulsory
      To enable students to evaluate leadership and management theories and explore functions of management in childcare and early years education settings To critically examine the roles of early years professionals in a variety of organisations To critically review quality childcare and early years education as delivered in a wide range of settings
    • Children's Literature (30 Credits) - Compulsory
      To define children's literature, examine its categories, and acquaint students with an historical and international range of works. To critically review, consolidate and extend practical working knowledge of a wide range of literature for children and children's literature criticism. To examine texts closely, testing the value of diverse genres such as picture book arts and theoretical reading strategies. To develop enthusiasm and informed experience. To explore the use of literature in the classroom/library.

You will develop your knowledge of all aspects of early childhood including child development, comparative education, the early years professional, children’s literature,  policy and legislation through attendance at lectures, seminars and workshops and supplement this with your own independent study. Lectures may be interactive and are designed to stimulate thinking and facilitate understanding. Seminars are small group discussions which you will need to prepare for in advance. In seminars you will be required to do some reading or research, so that you can apply this knowledge in a practical setting involving debates, discussions and the presentation of you own thoughts and ideas. Workshops are used to enhance a range of skills and focus on specific areas of expertise, for example you might explore the importance of play in childhood by playing and observing. There will be group work and teambuilding activities, which will help to develop your communication, problem solving and reflective skills.

The different modules will also cover research techniques and you will be actively involved in researching for information and reviewing secondary materials including journal articles, academic databases and government websites. In your third year you will have the opportunity to do your own research into an aspect of early childhood and develop this into your dissertation. The course also includes interaction with industry experts through various events and the chance to network with a range of guest speakers from the early years profession.

We accept students with a diverse range of entry qualifications and from varying backgrounds. The following international qualifications are normally considered for admission:

  • Successful completion of the Middlesex University International Foundation Programme (IFP)*** (equivalent programmes from other Universities/Colleges/Institutes will be considered).
  • Indian Secondary School Certificates issued by the CBSE/ISC boards/NIOS/All State Boards may be considered: minimum grade of 55% overall
  • British A-Levels: minimum two, maximum three subjects, with grades of C,C,C (three subjects) or with A*B, A A (two subjects)
  • International Baccalaureate: completion of IB diploma with good grades

GCSE (or equivalent for other education systems) English and Maths with a minimum of Grade C are required

  • UAE’s General Secondary Education Certificate Examination Grade 12 (Tawjihiya) plus successful completion of the Middlesex University International Foundation Programme (IFP)***  or equivalent programmes
  • Pakistani National Curriculum: completion of Year 1 at a recognised post-secondary institution (university / college). Candidates that have successfully completed FSC/HSC are admitted to the Middlesex University’s International Foundation Programme (IFP)***
  • Iranian Pre-University Certificate: minimum overall grade of 12. Students completing the High School Diploma are admitted to the International Foundation Programme (IFP)***
  • Nigerian Senior School Leaving Certificate: Candidates are admitted to the International Foundation Programme (IFP)***
  • National Curriculum of the countries of Russia, Azerbaijan, Kazakhstan, Kyrgyzstan, Turkmenistan, Tajikistan, and Uzbekistan: Candidates are admitted to the International Foundation Programme (IFP)***
  • West African GCE: Candidates are admitted to the International Foundation Programme (IFP)***
  • BTEC Level 3 qualifications***** (suite of qualifications known as Nationals) may be considered for direct entry into an undergraduate programme 

Note: *** International Foundation Programme (IFP) is a one year programme to prepare students for entry to Undergraduate programmes 

***** BTEC qualifications (QCF) (suite of qualifications known as Nationals) are acceptable both on their own and in combination with other qualifications. Applicants are expected to have studied for the Diploma or Extended Diploma. The Certificate, Subsidiary Diploma and 90 Credit Diploma are expected to be studied in combination to equal that of at least the Diploma (for example, the Subsidiary Diploma would need to be offered in combination with either a Diploma or two GCE A levels).

This list shows only a selection of qualifications. If your high school system does not appear here, please contact our Admissions Office and we will be able to advise you further.

English Language Requirements (Undergraduate)

All programmes at Middlesex University Dubai are taught in English and applicants with previous education outside of English-speaking countries (such as the UK, the United States, Canada, England, Ireland, Australia, New Zealand), must demonstrate English language proficiency as follows:

English Language Test

Entry Requirement

IELTS Academic

6.0 (minimum 5.5 in each band)

TOEFL Internet-based

72 (17 in listening & writing, 20 in speaking and 18 in reading)

PearsonPTE Academic


PearsonPTE General

Level 3

Additionally, students with the following qualifications may be considered as having met the English language requirements:

English Language

Entry Requirement

GCSE/IGCSE/O-Level English

(as a first or second language)

Grade C or Higher

CBSE/ISC boards/NIOS/All state boards

Minimum grade of 70% in English

International Baccalaureate

Minimum grade 4 in English A1 (Standard or Higher Level) in IB OR a minimum of grade 5 in English B (Higher Level)

West African/Nigerian Curriculum


Minimum grade “C6“

For admissions related enquiries, kindly contact our admissions team on 0097143678100 / 0097143751212 alternatively you can email

Early Childhood Studies can lead to a range of careers in early year’s education across management, administration and research within a wide range of educational settings, as well as training organisations, charities, parents’ advisory-support groups, local authorities, health authorities, charities, housing associations and day nurseries. It is also the ideal foundation to becoming an early year’s teacher through completing a postgraduate qualification. This unique degree can offer an entry route into many of the different career paths identified below:

  • Early Years/Nursery Teacher    
  • Primary Teacher  (teaching qualification required)
  • Early Years Specialist/Adviser (in the government sector)
  • Training Co-ordinator
  • Play Development Worker / Play Therapist
  • Family Support Worker / Social Worker
  • Hospital Play Specialist
  • Speech & Language Therapist

The Middlesex Early Childhood Studies programme has strong industry links and has an advisory board made up of specialists from the area of Early Years, including nursery managers, psychologists, child development experts and specialist practitioners and trainers. This board will be working with us to keep us up to date with current trends and legislation in this field, which will culminate in additional opportunities for our undergraduates. 

What our students say

Polly Aktar
BA Early Childhood Studies

Polly Aktar 

"I always knew I wanted to work with children. I've found that this course has provided me with a good background to ideas and practices that are taken from various disciplines such as psychology, history, law and management. The course also enabled me to take part in a nursery-based placement and I enjoyed every minute of it! 

"I am eager to pursue a career as a primary school teacher. I've applied to do the PGCE (Primary Education) with Middlesex and have received a conditional offer. All the tutors are extremely supportive and have been helping me to pass the Skills test which is a requirement for the PGCE. The Early Childhood Studies course has made my desire to become a teacher even stronger and I've already been recommending Middlesex University to other people."

Middlesex University Dubai, Dubai Knowledge Park - Blocks 4, 16, 17 & 19
Admissions +971 (0)4 3678100

© Copyright Middlesex University Dubai 2018