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Course Detail

BA Honours Early Childhood Studies

BA Honours Early Childhood Studies

Learn about the course below
3 Years
Full Time
Course leader
Fees (Total)
Annual Breakdown
Year 1 - 58,485 Year 2 - 58,485 Year 3 - 58,485

The BA Honours 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.

Why Study BA Honours Early Childhood Studies?

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 Studies programme is designed to meet these goals. This is achieved, in the first place, by ensuring that your learning process is not based on passive assimilation of knowledge but is one where you participate actively in interpretation, evaluation and application of knowledge. Secondly, in addition to the knowledge component, Early Childhood Studies encourages you to identify and articulate your personal competencies and creates opportunities for your further development. The programme also maintains effective working links with the Careers and Employability Service, who if you need assistance with finding internships and work placements during this programme and in the future, will happily oblige. Early Years is a growth area within the region and demand for highly skilled, competent practitioners is on the increase.

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

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. The Early Childhood programme is designed to meet these goals by ensuring that your learning progressive is one not based on passive assimilation of knowledge but is one where you participate actively in the interpretation, evaluation and application of knowledge. The programme also maintains effective links with our Careers and Employability Service.  

Please refer to our Academic Calendar for further information:

Module and programme information is indicative and may be subject to change.

Note: Both core and optional modules are constantly updated and under review. As with most academic programmes, please remember that it is possible that a module may not be offered in any particular year, for instance because too few students opt for it. Middlesex University reserves the right to vary or withdraw any course or module.

  • Year 1

    • Approaches to Learning (30 Credits) - Compulsory

      The study of a selection of learning theories to encourage understanding of learning processes of children and adults, including their application to yourself as a learner. This module includes an exploration of influences and impact of parents, schools and wider social influences on development, educational experiences and achievement.

    • Early Childhood Development (30 Credits) - Compulsory

      This module allows you to observe young children, using different observational techniques, and recognise key milestones achieved in the developing child. Ethical considerations involved with observing young children are examined and key learning and child development theories applied and evaluated. A holistic approach to observing young children is taken

    • Reflective Professional Practice in Early Years (30 Credits) - Compulsory

      A consideration of the historical, social and global context of the child within the family and community will lead to an evaluation of the influence of social policy on children and families. Critical discussion and debate will explore key issues regarding contextualised childhoods and the role of reflective early years professionals in promoting equality, and safeguarding children. Professional identity, accountability and impact will be reflected on and critiqued at a micro and macro level. An analysis of policy impact in educational and care settings will be evaluated to consider approaches and professional impact towards behaviour management and the safeguarding of children.

    • Infant Health and Well-being (30 Credits) - Compulsory

      This module aims to extend your knowledge and understanding of factors contributing to infant health and well-being. You will examine theories of attachment and consider cross-cultural practices aimed at promoting attachment relationships and supporting early development. The module will enable you to evaluate the impact of early intervention strategies, policies and practices to provide support for parents/carers in meeting the health and well-being needs of babies and very young children.

  • Year 2

    • Comparative Education (30 Credits) - Compulsory
      This module examines education systems across a range of cultures and countries and compares them with the English system. Issues such as teacher training, gender, access to free education and the impact of globalisation will be considered. The value of comparing and classifying education systems in diverse settings will also be discussed.
    • Social Perspectives on Childhood and Education for Early years (30 Credits) - Compulsory
      The module presents a variety of concepts of childhood and early years education across history and culture. By applying the most influential social theories of childhood developed in the 20th and 21st centuries, the module analyses the relationships between the social contexts and contemporary issues for EY practice, such as child’s well-being and achievement. The module reviews the political and cultural background of policies that aim to address inequality, promote children’s right and support educational achievement, engaging you in exploring the role of the child in a multicultural society.
    • Researching Lives: Social Investigation in the Contemporary World (30 Credits) - Compulsory

      The driving force behind this module is the idea that knowledge and skills of social research are today of fundamental importance in virtually all professions, but especially within the fields of education and early childhood. Therefore, the module encourages and trains you to go beyond the simply learning research skills and to engage with research critically and reflectively in your daily life.

    • Curriculum Studies: 0-7 years (30 Credits) - Compulsory

      This module is will be the study of curriculum models and the work of the early education pioneers, the planning and evaluating of the early years curriculum, and National Curriculum Key Stage 1.

    • Education and the Social World: Who Educates Whom and Why? (30 Credits) - Optional
      This module is aimed at those who want to engage with issues of education in a deep, serious and theoretically rich way. It challenges some of the ways education is usually approached and asks how we can change education for the better. You will be actively involved in designing and proposing changes and new models. It provides a range of theoretical frameworks –among them postmodern theory, diaspora theory, and anthropological perspectives – which are extremely important for better understanding and engaging with education. Uniquely, the module offers a weekly book club and a monthly film club.
    • Insight into Play (30 Credits) - Optional
      The aims of this module are to engage you in an understanding of the value of play for children’s learning and well-being. It will support you to explore the role of the adult in children’s play, and enable you to take a socio-cultural approach in your understanding of play, so that you understand the importance of social and cultural factors when exploring how and why children play.
  • Year 3

    • Dissertation Module for Early Childhood Studies (30 Credits) - Compulsory

      This is a small piece of detailed research of an existing field within early childhood, relevant to research in an early childhood setting. Organise and manage a small scale research investigation with insight, demonstrating skillful use of research tools and responsibility and display critical judgement in relating these to the wider educational and social context. Present a research report following generic academic conventions. It can be general research or Practitioner Enquiry. Practitioner Enquiry is suitable for those who are in an appropriate placement where you hold a fairly stable role within the organisation as it includes a self-reflective report related to work roles and responsibilities.

    • Leadership and Management in Early Years (30 Credits) - Optional
      This module provides an in-depth insight into the role of management and leadership in the context of Early Years. This entails the development of current initiatives, leadership and management theory, the legal framework and working with change. The role of key professionals within statutory, voluntary and independent services who are working with young children and their families is analysed. Also, the advantages and barriers to working in multidisciplinary teams are critically evaluated.
    • Social and Emotional Aspects of Teaching and Learning (30 Credits) - Optional
      This module aims to encourage you to evaluate social and emotional aspects of teaching and learning in educational contexts. It considers the many social and emotional influences on the child and how these affect their learning and educational experience. You are asked to reflect on, and evaluate your own emotions and interpersonal skills, with a view to using this to help you to explore the social and emotional aspects of teaching and learning. A range of theories and skills used by those working with children in education, such as teachers and counsellors, are studied.
    • The Child in Context: the Influence of Socio-Cultural Factors on Development (30 Credits) - Optional
      The module uses Bronfenbrenner’s Ecological Systems model as a vehicle through which to explore a range of issues from a local, social, cultural and global perspective. These will include a number of the following; socio-cultural constructions of parenting and childhood, the ways in which geography, community and neighbourhoods influence developmental outcomes, cultural variances in family types and child rearing practices and the impact of these on children’s outcomes, an exploration of the issues surrounding day-care and the effect of day-care practices on the child, cultural influences on play, migration and childhood, theories of moral development. The module takes an international focus on the wide ranging factors influencing childhood health and well-being looking at child development research beyond the home and family.
    • Children's Rights and Self-Determination: Theory into Practice (30 Credits) - Optional
      This module is a study of the concept of children’s rights in law and policy and how these apply in a variety of settings. Legal and policy documents such as the United Nations Convention on the Rights of the Child (UNCRC) and the Children Act, aimed at promoting children’s rights are debated. Philosophical issues around ‘rights talk’and ‘can children have rights’ are discussed in the context of young citizens, best interests, paramountcy and childhood as social construct, alongside other topical issues.
    • Creativity and the Arts in Education (30 Credits) - Optional

      You can find more information about this course in the programme specification. Optional modules are usually available at levels 5 and 6, although optional modules are not offered on every course. Where optional modules are available, you will be asked to make your choice during the previous academic year. If we have insufficient numbers of students interested in an optional module, or there are staffing changes which affect the teaching, it may not be offered. If an optional module will not run, we will advise you after the module selection period when numbers are confirmed, or at the earliest time that the programme team make the decision not to run the module, and help you choose an alternative module.

    • Special Educational Needs, Disability and Inclusion (30 Credits) - Optional

      This module looks at special educational needs, disability and inclusion in education and concentrates on the definitions of learning difficulty and disability and the extent to which parents, pupils and students with Special Needs and Disabilities have access to the same educational opportunities as others.

    • Children's Literature (30 Credits) - Optional
      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.

Classes are held at our Dubai Knowledge Park campus Monday to Friday between 8:30am and 6:30pm (Please note: there will be No Classes scheduled on Friday’s between 12.00pm to 2.00pm). Additional sessions may be scheduled over the weekend or holiday periods and you should expect to receive notice of these in advance.

You will be actively involved in a range of learning, teaching and assessment approaches as part of your programme. These approaches ensure that you are involved and engaged by placing you at the centre of your own learning. You will be required to actively participate in learning activities and engagement with your fellow students, both individually and collaboratively. Faculty increasingly use existing and emerging technologies and your programme will be facilitated using a variety of media and online tools (My Learning on UniHub, podcasts, wikis, etc.) which will allow you access to a diverse range of online resources and learning materials. By engaging in e-learning you will also be developing skills of which are essential for your learning and highly valued by employers. Such skills including flexibility, communication, IT skills and team work.

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
Minimum two, maximum three subjects, with grades of C,C,C (three subjects), or with A*, B (two subjects) or with A, A
You must have passed the full IB Diploma. In some cases applicants will also need to have studied certain subjects at Standard or Higher Level. If you are unsure about the suitability of your qualifications or would like help with your application, please contact for support.

Students who have completed their GCSEs are eligible to join our International Foundation Programme – a one year programme to prepare students for entry onto our Undergraduate Programmes. Please note that students must meet the British AS and A Level entry requirements in order to gain entry into the First Year of any one of our Undergraduate Programmes.

UAE’s General Secondary Education Certificate Examination Grade 12 (Tawjihiya) plus successful completion of the Middlesex University International Foundation Programme (IFP)*** or equivalent programmes
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)***
Minimum overall grade of 12. Students completing the High School Diploma are admitted to the International Foundation Programme (IFP)***
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)***
Candidates are admitted to the International Foundation Programme (IFP)***
Students with American High School Diploma are eligible to join our Foundation programme. However, if you have passed the American High School Diploma with the university required GPA and SAT or ACT or AP Scores you may be eligible for direct entry into Year 1 of the undergraduate programme. If you are unsure about the suitability of your qualifications or would like help with your application, please contact for support.
BTEC Level 3 qualifications***** (suite of qualifications known as Nationals) may be considered for direct entry into an undergraduate programme

***** 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).

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

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


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 65% in English

International Baccalaureate

Minimum grade 5 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 on

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

Please be aware that BA Honours Early Childhood Studies is not a qualifying teaching degree. Students who wish to become Primary Teachers will require a teaching qualification.

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. 

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