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Harriet (third year student) at Flourish at the Farm Education Centre, Stratford-Upon-Avon

I did an Early Years Foundation Degree and transferred directly into level 6 of the Early Childhood in Society (Graduate Practitioner) course. I was attracted to the course because it is about children in society, not just children in schools or nurseries. I wanted to try placements in different environments, and this placement has been so much fun. We have gone sledging, bottle-fed the lambs and cooked outdoors on campfires. It’s all about building the children’s social and emotional skills. The staff are so supportive and included me as if I was a member of the team.

Doing the course has opened my eyes to other career options. I would definitely recommend joining as a direct entry if you want to do something different.

Molly (second year student) at the Children’s ward, Worcestershire Royal Hospital

I’ve been shadowing a play specialist; distracting children from hospital procedures such as blood tests, injections, physio, anaesthetics, making them less daunting for the children and their families.

I wanted to combine physical health with mental health.  I just love that you get to brighten someone’s day, even if it’s only bringing them a cup of tea or a puzzle.

After I complete the BA, I plan to do a two-year, part time post graduate course to become a play specialist myself. 

Sarah (third year student) at Perryfields Pupil Referral Unit, Worcester

This has been such a good placement for me; here we do regular curriculum work in the morning and in the afternoon, we go swimming, to the woods, the farm, and we do art with an art therapist.

For my dissertation I am researching how art therapy can help children’s development.  I notice that when children do art they become calmer, they express themselves more and the teachers take more of a back seat.  There is no pressure to be right or wrong and the children are so happy.

After this course I’m planning on going to Australia and working in a school like this one.

Phoebe (first year student) at RGS Springfield, Worcester

I’ve spent a week in the Reception class and a week in nursery. I dreaded the first day, but they were so welcoming. I’ve been supporting phonics lessons and learning about ‘in the moment’ planning. The children go to Forest School every Tuesday. Even though it was freezing this week none of the children said they wanted to go inside. I think that’s because the staff were enthusiastic. That’s the biggest thing I’ve learned from this placement - it’s the staff that make the difference.

This course has been great because I know I want to teach, but I’m not sure where. Luckily, there are lots of placements available in different age groups to enable me find out which one I like the best.

Zainab and Lottie (third year students) at a Primary School, Worcester

Speaking Urdu and Punjabi has made such a difference. I can talk to the children who don’t speak English and calm them. I also talk to parents and translate for the teacher (Zainab).  We've been working with the children on all areas of the curriculum. We do marking, circle time and story time to give the teachers a bit of admin space. You need to use your initiative; sharpen the pencils, learn the routine so that you can set the classroom up.  It’s lovely to work with the teacher and TA as a team.

This placement and course have been a good preparation for doing a PGCE at Worcester. It teaches you how to deal with issues, as well as the curriculum.  If you want to work with young children, then definitely do this course.

Kate (first year student) at The Hive Public and University Library, Worcester

I have been working with children and families, interacting with them as part of the library community.

I have supported sessions with children about Remembrance Day, How to Train Your Dragon, and led Whacky Wednesday activity sessions. I have helped make information leaflets more family friendly and updated signposts to further support, met with local childminders to see how the library can support them, and assisted with Rainbow clubs.

This placement has opened my eyes to how valuable libraries are in providing safe, non-judgmental places for families to go and build relationships with each other and the wider community.

Lucy Page – Summer school trip to India

Going on the ÃÛÌÒÖ±²¥ social health and education summer study trip to the Pravara institute in India was the experience of a lifetime. I met some amazing people, saw some stunning scenery, and learned about a whole new culture. I also got a qualification in public health and social medicine. I learned lots about how the health and education systems work in India. I take it for granted that I can see a GP if I need to, but where I was the community had to build everything up from scratch.

We worked with people in the community, particularly women who had not had the opportunity to go to school. Not being able to read is something I’ve never had to think about before and it made me appreciate education in the UK. I enjoyed helping girls develop posters and booklets on how to support good mental health, which was something they were not taught in school. It was fantastic to see them share these with their peers and present a lesson to their whole year group at the end of the week.

It was a once in a lifetime experience. Now that I’ve done it whenever I’m stressed, I remind myself that I went to India for a month! I built so much resilience. It’s not the easiest thing I’ve ever done, but it was the most rewarding. I’d do it again in a heartbeat.

Rosie Dempster - Alumni

My job is a Parent Support Practitioner for The Children’s Society in the exploitation team. I work alongside West Mercia Police in the Youth Impact domain, providing immediate one to one and group support for children who are at risk of criminal exploitation and/or at risk of entering the criminal justice system. The support for these children between ten and seventeen years old focuses on diversionary activities.

Undergoing the BA (Hons) Early Childhood in Society (Social Pedagogy) directly prepared me for this role, especially with the placement hours I completed and the varied modules that were taught, particularly ‘Therapeutic Approaches.’ The course’s general therapeutic approach really did help me to develop the dispositions to succeed in this job role.

Ella Young - Alumni

Ella achieved a First Class Honours degree in Early Childhood and has gone on to study for a teacher training qualification through the Early Years PGCE course at the ÃÛÌÒÖ±²¥. “I aspire to work with children who have experienced trauma, and adverse life conditions in the near future,” she says.

Ella took advantage of an opportunity offered to all on the course to tutor children from slum areas in Mumbai, improving their English-speaking ability and life chances.

“This experience has already improved my teaching skills before I even started my PGCE as I learnt new ways of breaking instructions down, to support the children in their understanding. It was such a privilege, and I would recommend the collaboration to anybody.”

Libby-Mae Hollings - Alumni

Throughout my degree I knew I wanted to work with children who needed extra help. I chose modules that introduced me to the many influences on how children learn and develop and how we can support all children, not only the ones who come from supportive homes and families. This was great preparation for my first job after completing the course. 

I will be working as a therapeutic play facilitator in a small specialist independent day school for children who have experienced early loss, trauma or attachment disruption. I will use therapeutic techniques and interventions to work as coping strategies for the children. I am really looking forward to my new role and am so glad I took this degree.

Danielle Hughes - Alumni

When I was studying Early Childhood at the ÃÛÌÒÖ±²¥ many of my peers were either going on to study a PGCE or working in nurseries. Neither option suited me, however, there are such a variety of roles out there, that I had many other options.

My current role is as a Youth Support Worker at a Fostering Agency. I work with Young People in the care system who have had a hard start to life and therefore need a lot of support. My job is to provide this support to the Young People and their Foster Carers, through a nurturing and empathetic approach. The role is varied, and no two days are alike. I lead Targeted Interventions, Mentoring, Supervise Contact, offer Educational Support, and much more.

I can’t thank the tutors at the ÃÛÌÒÖ±²¥ enough for providing the foundation of knowledge and support I have needed to start my career.

Lauren Clutterbuck - Alumni

I loved how the course offered opportunities to learn about communication and language, SEN and adverse life experiences. This gave me an in-depth knowledge of child development and the influence of environmental factors on children as learners. I would not be where I am now without the support of the Early Childhood Lecturers.

After completing my degree, I choose to progress to the Schools Direct PGCE route as this gave me extended placements and enabled me to be immersed in all aspects of school life. It also allowed me to build better working relationships with the children, and to try out different strategies and approaches, which has helped me to build my confidence and teaching style. Having finished my PGCE year, I have now been offered my first teaching position as a Newly Qualified Teacher.