Do you want to be part of a high-quality workforce that is dedicated and passionate about the learning of young children? Do you like working with very young children (ages 0-5 years old), are you passionate about their growing and learning, and do you want to be a part of their amazing educational journey? If so, become an Early Years Teacher (EYT)!
Why study Early Years Initial Teacher Training (EYITT) Early Years Teacher Status at Chester?
Early Years Teachers will be specialists in early childhood development, trained to work with babies and young children from birth to five. They will be graduate leaders responsible for organising and leading high-quality practice in early years settings. Early Years Teachers can make a real difference to the lives of babies and young children.
Successful completion of an early years initial teacher training course leads to the award of Early Years Teacher Status. This award is different to the award of QTS and is designed for those who wish to specialise in work with babies and young children from birth to five years. The role Early Years Teachers play will depend on the type of provision they work in, but whatever the setting, they will bring knowledge, skills and experience and contribute to improving outcomes for young children.
Early Years Teachers can work in all private, voluntary and independent (PVI) early years settings which is where the majority of children and early years provision is based. They can also work in free schools, academies and independent schools which can employ teaching staff without the requirement for them to have QTS.
Postgraduate Certificate in Early Years Practice
Children and their Worlds – 20 credits at Master's level
According to Alexander (2010, p.3), "The education of young children matters immeasurably – to them both now and in the future, and to our society". Jarvis, Holford & Griffin (2003, p.19) stated that, "the social conditions in which education has traditionally functioned … are changing beyond recognition". More recently, an interim report of the Cambridge Primary Review (Alexander, 2007) noted that times were changing fast. Therefore, it is "… appropriate [to] … explore the condition of childhood today…" (Alexander, 2010, p.5). There are a number of ‘contemporary’ issues that impact on children and their families. In turn, this influences the development of practice to meet needs of children in living for today and preparing for tomorrow.
The Unique Child 0-5 Years – 20 credits at Master's level
‘Children are born ready, able and eager to learn. They actively reach out to interact with other people, and in the world around them. Development is not an automatic process, however. It depends on each unique child having opportunities to interact in positive relationships and enabling environments.’ (DFE, 2012 p.2)
Children have a right, spelled out in the United Nations Convention on the Rights of the Child, to provision which enables them to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender.
This module explores the context of child development through key theoretical models and historical and contemporary pioneers in the field of early childhood. The influences on development, the risks and the protective factors are examined and the significant potential of young children revealed as examples of their thinking, learning and development are made known to us in practice.
The Critically Reflective Practitioner – 20 credits at Master's level
During this module, you will familiarise yourself with the Teachers’ Standards (Early Years) that you will be assessed against, and the ways in which you will be able and expected to gather the evidence for your assessment. There will be opportunities to discuss issues that professionals face in practice, such as:
promoting positive attitudes
working effectively in a team and with parents and carers
developing a professional approach
continuous professional development of yourself and others.
Emphasis will be on the development of critical reflection in daily practice and practice-based research.
There are opportunities for Accreditation of Prior Learning for part of the Postgraduate Certificate, particularly for those who have already achieved EYPS or EYTS.
Early Years Teacher Status
EYTS trainees must complete a minimum of 120 days of assessed setting-based learning. Full-time trainees will be those with limited experience of working in early years settings, and they will be placed in at least two different settings covering the 0-5 age range. Part-time trainees will be those who are currently working in an early years setting, and will be expected to spend some time in at least one other setting. All trainees will spend at least ten days in a school with Key Stage 1 children. Financial support is provided to the employee’s setting to release part-time students for placements.
You will need to have 360 CAT credits.
You will need to provide evidence of experience of working with children (paid or voluntary).
You will usually have an Honours degree in a related subject, e.g. Early Childhood Studies, Early Years, BEd, Education Studies, or Childhood and Youth Studies, at 2:2 or above.
Applicants with an unrelated Honours degree or postgraduate award will also be considered, if they can demonstrate their interest and/or commitment to working and/or researching in the Early Years sector.
All EYTS applicants will be interviewed.
An Enhanced Disclosure and Barring Service (DBS) check is required.
You will need a professional reference that comments on your academic aptitude for Master's-level study, your work ethic and your experience with children.
After applying for EYTS, you will be required to pass the Professional Skills Tests for ITT before attending for an interview
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Testimonial Registration Module
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