Bachelor of Education (Early Childhood Education)

Confident, empathetic early childhood teachers begin with a degree from Chisholm partnered with Federation University

Award granted

Bachelor Degree (Pass)

Course code

FEDBEDU

Delivery location

Frankston

International

Not available for International students

Length

Full Time, 2 years. Part Time, 4 years.

Start dates

February, 22 July

• Read more about this course

  Careers you can look forward to
  
  Upon successful completion of the Bachelor of Education (Early Childhood Education), you can work as a daycare educator, early childhood educator, early childhood teacher, kindergarten teacher, preschool teacher, occasional care coordinator, out of school hours care educator and early childhood education leader.
  
  Course structure
  
  To complete the Bachelor of Education (Early Childhood Education), students must have already completed the Diploma of Early Childhood Education and Care and then must complete the 16 subjects, totalling 240 credit points in the early childhood education degree.
  
  Indicative workload
  
  Weekly workload per semester for 4 subjects: 12 hours face-to-face plus 24 hours personal study time. Two days per week at our Frankston Campus and online.
  
  Indicative numbers for this course is 12 students.
  
  Your teachers
  
  In this Bachelor of Education (Early Childhood Education), you'll learn from experienced teachers who continue to work in the sector. This ensures that you are armed with the most current early childhood teaching practices. Our aim is to nurture the best early childhood educators possible.

• Subjects - Year two

  Literacy and NumeracyEDBED1011

  Semester one
  

  The focus of this subject is to develop pre-service teachers' (PSTs) awareness and understanding of effective literacy and numeracy teaching. PSTs will develop their understanding of literacy and numeracy teaching practices and the application of these in an education context. They will develop skills to understand current literacy and numeracy curriculum, academic writing and self-reflection for personal literacy and numeracy development. They will explore literature, language (grammar, phonics, spelling, vocabulary), literacy (speaking, listening, writing, reading and viewing), as well as number sense, fractions, and the four operations as part of their study.

  Curriculum Through PlayEDECE1019

  Semester one
  

  This subject is designed to allow Pre-Service Teachers (PSTs) to explore historical and contemporary theories of play and their implications on practice. PSTs will also understand how play contributes to development and learning in young children from birth to age eight across curriculum areas and as children transition to school. Approaches to play will be explored with a particular focus on nature play and use of natural spaces and materials in children's play. Notions of cultural diversity and play as a socially inclusive practice will be explored.

  Science and Environmental Education in Early ChildhoodEDECE2018

  Semester one
  

  This subject is designed to allow PSTs to explore the concepts of science and environmental awareness appropriate for young children in an early childhood environment. Using their knowledge of child development, content and curricula requirements PSTs will plan and implement appropriate science activities for young children in prior-to-school settings. PSTs will examine appropriate contemporary teaching strategies and curricula approaches, including play-based and inclusive strategies and alternative curricula approaches. PSTs will explore the importance and impact of culture, diversity and inclusion in the planning and programing of science and environmental education experiences. PSTs will begin to use advocacy and research to improve the teaching of science and environmental education in educational settings.

  Professional Experience: Learning and TeachingEEZED1711

  Semester one
  

  In the Professional Experience subject, students will focus on active observations, small group work, interactions with students and staff, and classroom planning, allowing them to begin applying knowledge and skills gained from their university courses under the guidance of a Mentor Teacher/Educator.

  PROFESSIONAL EXPERIENCE 2EEZED2723

  Semester one
  

  This subject supports the second year professional experience in the Bachelor of Education (Early Childhood Education) in which students complete 20 days in the education setting in an early childhood setting with children from 3 - 5 years.

  Understanding Early Human DevelopmentEDECE1002

  Semester two
  

  This subject will provide the opportunity to explore and understand development for young children. It will cover the physical, social, emotional, and cognitive development of young children to build Pre-Service Teachers' (PSTs) understanding of how children feel, think, and are valued. PSTs will examine theoretical perspectives on how children learn from interaction with peers and significant adults. It will focus on how adults may best provide support and advocate to give each child a way to voice their own perspectives.

  Numeracy and Digital TechnologyEDECE2017

  Semester two
  

  This subject is designed to provide Pre-Service Teachers (PSTs) with a sound understanding of the mathematics in the lives of babies, toddlers, and young children. It will explore theoretical, cultural, historical, and current approaches of teaching play-based mathematics. PSTs will explore the use of digital technology with children and as a tool for pedagogical practice. PSTs will reflect on children's prior knowledge and interests, and the importance of family preferences and expectations. They will explore how these influence the planning of experiences and include ways to document and share children's mathematical learning with families.

  Infants and ToddlersEDECE3029

  Semester two
  

  This subject introduces the Pre-Service Teacher (PST) to education and care for infants and toddlers with a focus on social and emotional development and attachment. PSTs will examine historical and contemporary perspectives and approaches and their impact on young children's development and wellbeing. Using their knowledge of child development, learning frameworks and inclusive teaching strategies, PSTs will plan engaging experiences for infants and toddlers. Reflection on values and beliefs about teaching, care, learning and relationships will enable PSTs to develop their personal teaching philosophy and advocate for quality early childhood education and care experiences for young children and their families.

  Field Based InternshipEEZED3723

  Semester two
  

  This subject supports the professional experience in the Bachelor of Education (Early Childhood Education) in which the Pre-Service Teachers (PSTs) complete a 15-day field based early childhood internship with children under three years. The PSTs are introduced to the individual and collective understandings of the education professional. Learning is framed within the context of developing practices and knowledge associated with becoming an active and engaged professional early childhood teacher. PSTs will examine verbal and non-verbal communication strategies to support the learning and engagement of young children. Effective communication strategies to work with the professional learning community and parents/carers are considered. Drawing on the relevant legislative policies, PSTs consider their ethical responsibility to young children and describe strategies that support the wellbeing and safety of young children in early childhood settings.

• Subjects - Year three

  Aboriginal and Torres Strait Islander: Learning and teachingEDBED3016

  Semester one
  

  This subject is designed to engage pre-service teachers in developing cultural awareness and classroom strategies for improving learning outcomes through best practice models in teaching Aboriginal and Torres Strait Islander students and promoting reconciliation between Indigenous and non-Indigenous Australians. Pre-service teachers will develop broad knowledge, understanding and an appreciation for Aboriginal and Torres Strait Islander peoples, histories, cultures and languages to meet current curriculum priorities and Australian Professional Standards for Teachers expectations and requirements. Stemming from understandings of historical relationships between non-Indigenous and Indigenous Australians, pre-service teachers will explore and engage with appropriate cultural protocols, as well as culturally inclusive teaching pedagogies, to develop positive and inclusive learning programs and outcomes for all students.

  Art, Movement and Music in Early Childhood SettingsEDECE3028

  Semester one
  

  This subject will explore music, movement and visual arts as a series of expressive and creative experiences that contribute to the development, learning and wellbeing of young children. The course will introduce pre-service teachers (PSTs) to various strategies and resources to plan, implement and assess arts-based experiences for young children.

  Catering for Diversity in Inclusive Early Childhood SettingsEDECE3024

  Semester one
  

  This subject will focus on inclusion for children with diverse educational needs in the context of early childhood education and care settings. Pre-service teachers will reflect on their personal beliefs and attitudes and examine environmental and social factors to identify potential barriers to access and inclusion. A range of principles, theoretical perspectives, legislation and practices to support the rights and needs of all children will be explored. The subject emphasises strengths-based approaches and collaboration with all stakeholders.

  Professional Experience 3EEZED3712

  Semester one
  

  This subject, which will expand Pre-Service Teachers' (PSTs) competencies as professional teachers, supports a ten day supervised teaching experience in an educational setting or educational program. It is designed to encourage, inspire and challenge PSTs to explore alternative learning settings in which high quality educational practice occurs. The placement is underpinned by the intention to extend the PSTs' perceptions of teaching and learning beyond the traditional and familiar educational environment.

  Nature Pedagogy (Summer school)EDECE3018

  Semester one
  

  This subject is designed to provide PSTs with a deep understanding of the theory and pedagogical approaches and practices of learning with nature as an alternative approach and pedagogy to curriculum design. Historical and contemporary approaches to nature programs will be addressed including the impact of Aboriginal and Torres Strait Islander perspectives on early nature programs in Australia. This subject will acquaint PSTs with the value and benefits of learning with nature and how these approaches generate opportunities to differentiate teaching strategies and methods to meet a range of childrens' abilities, interests and dispositions, including children with special needs and those from culturally diverse backgrounds. PSTs will also come to understand that learning with nature supports other curriculum approaches and pedagogies such as play-based pedagogies, inquiry learning stances, socially inclusive practices and learner engagement. PSTs will explore a range of curriculum teaching areas, in particular science and environmental education, numeracy and technology and how nature programs can meet curricula, teaching methods and legislative requirements of curriculum areas and other regulatory frameworks. PSTs will examine how children's health, wellbeing and safety can be addressed in nature programs and how such programs incorporate notions of diversity, difference and inclusion. PSTs will come to understand the importance of family and community partnerships in the planning, programming and evaluation of nature programs and will be able to demonstrate the ability to plan for children prior-to-school, particularly within the science curriculum area.

  Curriculum ApproachesEDECE2016

  Semester two
  

  This subject is designed to introduce Pre-Service Teachers (PSTs) to influential theoretical thinkers in the field of early childhood education. PSTs will explore and critique both historical and contemporary theories of learning and development and the ways these impact upon curriculum approaches and pedagogy. PST's will participate in critical reflection regarding their own values and beliefs about children's learning and development. Knowledge and skills will be acquired which will enable PST's to develop a curriculum document incorporating a teaching philosophy, curriculum approaches, learning outcomes and pedagogy. A variety of early childhood educational contexts will be considered in this course including multicultural and Aboriginal and Torres Strait Islander perspectives on the teaching of young children.

  Early Childhood Language and LiteraciesEDECE2020

  Semester two
  

  This subject is designed to allow Pre-Service Teachers (PST) to explore the theoretical underpinnings and sociocultural perspectives of language development and literacy acquisition in early childhood. The symbolic representations of language through play-based pedagogies and other key literacy pedagogies in early childhood will be examined. The design and function of multimedia texts, digital technologies, popular culture and new media is examined. PSTs will explore socially inclusive practices that include language users that have English as an additional language, language and diversity and Aboriginal and Torres Strait Islander literacies.

  Social Justice and Agency in ECE SettingsEDECE4004

  Semester two
  

  Children’s agency is centered on the beliefs that children have a right to participate in decisions that affect them, are capable of making choices and decisions, and can initiate and lead their own learning. In this subject, Pre-Service Teachers (PSTs) consider the frameworks and models of children’s participation in which the concept of agency can be considered and theorised. Social justice and children’s rights are considered as important interrelated concepts. PSTs identify and discuss children’s agency and how it can be supported or inhibited. Ways of listening to children and ensuring their authentic participation, particularly with regard to their learning, are considered. PSTs design a learning program, within an open-ended learning environment, that acknowledges and supports their agency and builds on children’s culture, strengths, interests and knowledge.

  Professional Experience Early Childhood FinalEEZED4722

  Semester two
  

  This subject supports the final professional experience in the Bachelor of Education (Early Childhood Education) in which Pre Service teachers (PSTs) complete 30 days of Professional Experience in an early childhood centre with children from three years of age to school entry. Assessment of PST achievement against all Australian Professional Standards for Teachers is undertaken at the completion of the placement.

• Course and career pathways

  Nationally recognised training	Diploma Of Early Childhood Education And Care	Graduate Certificate in Family Violence	Bachelor of Education (Early Childhood Education)
  Possible job outcome	child care worker	child protection practitioner senior policy officer case manager specialised family violence worker	out of school hours care educator occasional care coordinator

• Advanced standing

  Your current skills, knowledge and experience can help you get a qualification.

  Find out about skills recognition and RPL for certificate to advanced diploma courses.

  Find out about advanced standing for graduate certificate, graduate diploma and bachelor degree courses.

• Admission requirements

  Working with Children (volunteer) check required

• Fees

  Fees are subject to change annually. Commonwealth Supported Place (CSP) $4,445 estimated annual tuition fee - commencing 2024 Annual tuition fees are per 120 credit points which represents 1 EFTSL or a standard full-time study load for a year. The estimated annual fees are indicative only. The tuition fees you pay will vary depending on the subjects you choose to study as each subject has its own credit point value and cost. The total cost will vary depending on the subjects you choose, your study load and the time it takes to complete your course.

   

• Help with fees

  FEE-HELP

  At Chisholm, you can get a FEE-HELP loan to help you pay for all or part of the tuition fees for this degree course. Find out more about using FEE-HELP to study now and pay later.

This course is accredited by the Tertiary Education Quality and Standards Agency (TEQSA) and aligned to Australian Qualification Framework (AQF) Level 7