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Located 14 kilometres east of Melbourne City, the Elgar campus can be found on Elgar Rd in Box Hill.

Located 14 kilometres east of Melbourne City, the Nelson campus is the second location in Box Hill situated on Whitehorse Road.

Located 15 kilometres east of Melbourne City, the Whitehorse campus can be found on Whitehorse Road in Box Hill.

Our CBD campus is co-located with the Centre for Adult Education in the heart of Melbourne&rsquo;s Central Business District.

Our Lakeside Lilydale campus serves the local community as an active learning centre with a range of vocational and higher education courses. The campus is also home to the Yarra Ranges Tech School.

Undergraduate Certificate of Early Childhood Education

Undergraduate Certificate

of Early Childhood Education

Families and the Early Childhood Community (the first subject in this course) stresses the importance of working in partnership with families in caring for and educating children. There will be a focus on strategies to establish and maintain relationships with families within the early childhood community and across the broader community. You will research the principles and values of implementing a family-centred practice approach in the delivery of services. You will explore the social, structural and cultural diversity of families, attitudes, legislation and policies that impact on Australian families including the historical and cultural perspectives of Aboriginal and Torres Strait Islander nations and the implications for curriculum development and service delivery.
You will undertake some observer research and immersion in the local community as a strategy to more fully understand the socio-cultural context of families in your care and the implications for delivering a program that supports child and family strengths. Prerequisites: Nil Corequisites: Nil Assessment: Case study 50%; Essay 50%

Language and Literacy Development (the third subject in this course) develops your understanding of theories of language development. It aims to develop your abilities to foster language and literacy acquisition in young children. The relationship between literacy theories and practice will be explored. The importance of oral language as a basis for literacy along with an understanding of the stages of the reading and writing processes will be examined to assist you to identify appropriate pedagogies including evaluation and assessment to meet the needs and interests of diverse young literacy learners. You will be supported to use your developing theoretical understanding of language and literacy development to implement a range of language and literacy experiences that target children&rsquo;s interests and language and literacy profiles in your own workplace. As you develop your philosophy of language and literacy curriculum development, the workplace provides a challenging environment to test the validity of your philosophies. You will be encouraged to implement rich literacy experiences and develop your skills in storytelling, mime, puppetry and creative writing. Prerequisites: Two, which are satisfied by your completed Diploma of Early Childhood Education and Care Corequisites: Nil Assessment: Literature review 50%; Case study 50%

Mathematics in Early Childhood (the second subject in this course) extends your theoretical knowledge and practical skills related to teaching and learning mathematics with young children. You will analyse how young children develop their mathematical understandings and how the role of gender, culture and learning dispositions may influence the acquisition of mathematical concepts. The unit will focus on how teachers can use children&rsquo;s interests and everyday experiences to explore mathematical concepts and develop problem-solving skills. There will be a focus on play-based and intentional teaching strategies. Prerequisites: Two, which are satisfied by your completed Diploma of Early Childhood Education and Care Corequisites: Nil Assessment: Resource portfolio 50%; Written report 50%

Positive learning environments (the final subject in this course) aims to extend your understanding of challenges facing children growing up in contemporary Australia. It will strengthen your ability to take a critical stance on local and global issues and how these issues may be incorporated in the early childhood program. The role of advocacy for children and children&rsquo;s rights will be addressed, along with development of the teacher&rsquo;s identity as an agent of change.
You will be challenged to extend your understanding of the importance of the structure and management of learning environments. You will examine the role of the adult in developing and maintaining positive learning environments in early childhood settings, and your role in resourcing parents to support their children to develop social competence and cooperative and responsible behaviours. You will be asked to identify possible causes of challenging behaviours and strategies to apply to encourage more productive behaviours. The unit examines effective guidance strategies to develop an environment that supports children&rsquo;s learning and well-being. This unit aims to enable you to bring together your understanding of the importance and power of creating positive learning environments for children&rsquo;s well-being and learning. Prerequisites: Nil Corequisites: Nil Assessment: Report 50%; Essay 50%

Diploma of Early Childhood Education and Care

Diploma of

Early Childhood Education and Care

This unit describes the skills and knowledge required to work towards cultural competency and to support participation of all children and families in children&rsquo;s services. This support includes contributing to children&rsquo;s understanding and acceptance of all cultures.

This unit describes the skills and knowledge to ensure the health and safety of children.
This unit applies to educators working in a variety of education and care services.

This unit describes the skills and knowledge required to ensure children&rsquo;s physical and emotional wellbeing is maintained and their self-sufficiency is nurtured.
This unit applies to people who work with children in a range of early education and care services.

This unit describes the skills and knowledge required to promote healthy eating and ensure that food and drinks provided are nutritious, appropriate for each child and prepared in a safe and hygienic manner.
This unit applies to educators working in a range of education and care services.

This unit describes the skills and knowledge required by educators working with babies and toddlers to ensure that the children&rsquo;s physical and emotional wellbeing is maintained.
This unit applies to work with babies and toddlers from birth to 24 months in a range of early education and care contexts.

This unit describes the skills and knowledge required by educators working with children to ensure they can develop and maintain effective relationships and promote positive behaviour.
This unit applies to educators who work with children in a range of education and care service settings.

This unit describes the skills and knowledge required to enable educators to provide children with opportunities to maximise their potential and develop a foundation for future success.
This unit applies to educators working in a range of education and care services.

This unit describes the skills and knowledge to support and recognise the interrelationship between the physical, social, emotional, cognitive and communication development of children from birth to 6 years of age.
This unit applies to educators working in a range of early childhood education and care services.

This unit describes the skills and knowledge required to support children&rsquo;s play and learning.
This unit applies to educators working in a range of education and care services.

This unit describes the skills and knowledge required to gather information about children through observation and other sources as a basis to inform program-planning cycles and to share with children and their families.
This unit applies to educators working in a range of education and care services.

The unit describes the skills and knowledge to establish and maintain a safe and healthy environment for children.
This unit applies to educators working in a range of education and care services.

This unit describes the skills and knowledge required to foster and enhance the holistic development and wellbeing of children from birth to 6 years of age.
The unit applies to educators working in a range early education and care service settings.

This unit describes the skills and knowledge required to nurture creativity in children.
The unit applies to educators who work with children in a variety of education and care service.

This unit describes the skills and knowledge required to facilitate legislative, regulatory and National Quality Framework compliance within an education and care service.
This unit applies to educators working in a range of education and care services.

This unit describes the skills and knowledge required to support both individual and group plans for developing cooperative behaviour.
This unit applies to educators working in a range of education and care services.

This unit describes the skills and knowledge required to support the inclusion of all children and to work with relevant others to plan and implement support strategies where required.
This unit applies to educators working in a range of education and care services.

This unit describes the skills and knowledge required to promote and encourage children&rsquo;s agency.
This unit applies to educators working in a range of education and care services.

This unit describes the skills and knowledge required to gather and analyse information about children&rsquo;s learning, in order to inform practice.
This unit applies to educators working in a range of education and care services.

This unit describes the skills and knowledge required by educators to design, implement and evaluate the curriculum to foster children&rsquo;s learning and development.
This unit applies to educators working in a range of education and care services.

This unit describes the skills and knowledge required to support children to connect with and contribute to their world and embed sustainable practice into service operations.
This unit applies to work across a range of education and care service services.

This unit describes the skills and knowledge required to work in partnership with families to provide appropriate education and care for the child.
This unit applies to educators working in a variety of education and care services.

This unit describes the skills and knowledge required to support and protect children and young people who are at risk of harm. This work occurs within legislative and policy frameworks and carries a duty of care responsibility.
This unit applies to workers in a range of job roles providing services to children and young people including in community services and health contexts.

This unit of competency describes the skills and knowledge required to provide a first aid response to infants, children and adults.
The unit applies to educators and support staff working within an education and care setting who are required to respond to a first aid emergency, including asthmatic and anaphylactic emergencies.
This unit of competency may contribute towards approved first aid, asthma and anaphylaxis training under the Education and Care Services National Law, and the Education and Care Services National Regulations (2011).
Specific licensing requirements, including requirements for refresher training, should be obtained from the Australian Children&rsquo;s Education and Care Quality Authority (ACECQA) and/or relevant state/territory Work Health and Safety Regulatory Authority.

This unit describes the skills and knowledge required to implement and monitor work health and safety (WHS) policies, procedures and work practices as part of a small work team.
This unit applies to workers who have a key role in maintaining WHS in an organisation, including duty of care for other workers.

Certificate III in Early Childhood Education and Care

Certificate III in

Bachelor of Early Childhood Education

Bachelor of

Early Childhood Education

The aim of this unit is to develop your understanding of the fundamental aspects of child development and learning from birth to age eight. It will examine development and learning from a biological, social and contextual viewpoint. The unit explores the foundations for promoting safe and healthy learning environments and the teacher's role in planning for and scaffolding children's holistic development and learning. It provides a basic introduction to observations and assessments for planning to achieve improved learning outcomes for children, which will be further explored in later units. 
Students will develop their understanding of the interdependent nature of education and care for young children in early childhood education contexts. This unit establishes a framework to view young children's learning and development. It sets a basis for thinking about planning for learning by drawing on a range of theories such as socio-cultural theory, and developmentally appropriate practice, which will be further developed in later units.

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: Nil Assessment: Case study 20%
Class presentation 30%
Written essay 50%

In this unit, you will apply your knowledge of infant and toddler development to lead pedagogically sound infant/toddler programs. The importance of providing nurturing environments for the infant's brain development and the teacher's role in developing and supporting these environments will be stressed. You will apply your understanding of developing and sustaining nurturing education and care programs that skilfully integrate care and education for infants and toddlers.

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: Nil Assessment: Literature review 50%
Group exposition 50%

This unit provides the theoretical foundations to enable you to plan holistically for children enrolled in three-year old and four-year old preschool programs. It follows on from the learning and development as well as the teaching and curriculum studies units in the previous two years. The unit examines the physical, social, emotional, psychological, language and cognitive development of this age group. Strategies to create engaging learning environments that maximise learning outcomes will be identified. You will analyse contemporary early childhood frameworks and curricula to assist you to plan innovative, inclusive preschool curriculum. There is also a practicum time commitment for this unit. You will undertake a 25-day preschool practicum in which you are to assume total responsibility for the preschool program for a minimum of a three-week period. You will be supported to assume this role by individual supervision from the preschool teacher in the workplace and an individually assigned Box Hill Institute mentor and supervisor.

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: Nil Assessment: Case study 50%
Written essay 50%

This unit provides the theoretical foundations to enable you to interact effectively with and understand the essential factors in creating positive educational environments for children in the five to eight year old age group. It specifically addresses the needs of children and families making the transition to school and assists you to develop effective transition plans. You will use the Early Years Learning Framework, and the Essential Learning Standards (foundation level) as guiding documents to prepare the child for transition. Individual differences and cultural influences will be emphasised. You will apply this knowledge to assist you to further develop a developmental child profile. 

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: Nil Assessment: Case study 25%
Group presentation 50%
Written essay 25%

This unit provides the theoretical foundations to enable you to closely examine the biological, psychological, cognitive and developmental factors that affect the learning and development of children who have experienced or are experiencing trauma. This unit prepares early childhood teachers to identify and respond to a variety of trauma types, including those specific to child abuse, Indigenous issues and refugee issues. The aim of this unit is for you to build a more complex understanding of child development and learning and the articulation of your knowledge into practical skills when responding to children in the early childhood setting who have or are experiencing trauma. This includes theories of attachment, and the socio-cultural aspects that influence children's development. It builds your knowledge and skills in recognising trauma, and your ability to understand the contexts in which it may occur throughout the topics covered. You will analyse a range of strategies in a variety of early childhood settings for supporting children who have experienced trauma. You will also examine the effects of your own behaviour on children experiencing trauma and how the child's effective recovery can be influenced by educator responses.
You will examine your own values in relation to trauma-related issues in the lives of young children and your role in promoting healing and recovery within the early childhood setting. You will analyse practices involved in creating safe, nurturing environments to promote recovery, including modifying curriculum, utilising the service system and working with a range of specialists to achieve maximum positive outcomes for children and their families.
You will also learn a range of strategies for self-care in relation to your own emotional responses to children experiencing trauma.

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: Nil Assessment: Online discussion forums 10%
Case study 50%
Presentation 40%

The aim of this unit is to develop your understanding of and engagement with the educational philosophies that have shaped and are shaping policies and practices in the delivery of early childhood education and care services. The unit explores the foundations of education from a societal, historical, and policy context including the conception of early education and care. A range of diverse approaches that have arisen out of different philosophical approaches to early learning are explored. Contexts surrounding children, families and communities and early childhood education and care are discussed. 
This unit establishes a framework to view current pedagogical practice. It sets a basis for thinking about early childhood curriculum development and teaching to be further developed in the unit Teaching and Learning Theories through Play (TCS 201).

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: Nil Assessment: Flow chart 30%
Document analysis 30%
Written essay 40%

In this unit you will examine the legislative, regulatory and national quality frameworks to develop the skills and knowledge necessary to ensure compliance and developing of quality practices in the early childhood services sector. Work health and safety policies, procedures and practices will be explored in the context of the small work team within an early childhood service. You will be required to consider individual job roles and responsibilities in identifying legal and ethical responsibilities, including exploring the concept of duty of care to children and colleagues.
Researching, developing and implementing policy initiatives will be addressed along with the importance of leadership skills in motivating others to comply and modelling professionalism in the early childhood industry and workplace. 
You will explore the learning frameworks, the principles and practices, and will learn how to apply them to provide children with optimum developmental opportunities to facilitate life long learning. 

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: Nil Assessment: Online quiz 50%
Small group presentation 50%

This is the first of two units exploring and understanding the role of reflective practice in teaching, learning and professional development. The unit will introduce you to a theoretical and conceptual understanding of reflective practice and processes for engaging in reflective practice. You will engage in thinking about the effects of their values, beliefs and behaviour on their practice. 
You will identify and explore strategies and approaches to develop yourself as a reflective practitioner and begin to implement reflection to build your own teaching capabilities and ethical practices. The role of supervisors and mentors as a component of reflective practice will be explored.
This will be further developed in the second reflective practice unit during third year.

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: Nil Assessment: Reflection 50%
Written essay 50%

In this unit you will examine and analyse theories and issues of leadership in the dynamics of the early childhood organisational context. The unit requires you to engage with, and reflect on, the meaning of leadership in the context of early childhood professional practice, ethics, identity and relationships. The five faces of leadership will be used as a construct for you to analyse your own leadership capacities across the multiple roles that early childhood professionals adopt. The unit explores contemporary issues regarding leadership and change and the implications for management. The role of advocacy as a critical face of leadership and the role of leadership in providing effective and ethical governance will be examined. 
You will explore organisational behaviour theories and concepts in complex work environments. You will examine individual and group behaviours in organisational settings and be introduced to tools to critically examine your oral and written communication and interpersonal skills.
This unit will explore various aspects of organisational workplaces to assist you to develop the necessary skills to work in and lead effective teams.

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: Nil Assessment: Case study 35%
Develop position description 30%
Written essay 35%

This unit extends the theoretical informants related to a range of organisational demands and higher-level approaches to management in early childhood education and care settings. Particular emphasis will be on human resource and management issues specific to children's services. The unit aims to enhance managerial competence through applied management principles and practices that create sound effective management of children's services organisations. You will examine management theories and their application to organisational policies and procedures, supported by the legal and industrial frameworks relevant to early childhood education and care services. Additionally, you will explore Occupational Health and Safety responsibilities, evaluation of policies against industry standards, quality assurance, and remaining current and connected to the wider early childhood and educational community. The professional responsibility for interpreting and implementing legislative and other relevant guidelines and policies are examined. You will reflect on your preparedness to adopt a management role and, in the final stages of the degree, how your management skills can be further developed. 

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: Nil Assessment: Online discussion forums 10%Group project 70%Reflection 20%

In this unit you will examine research approaches that can support your professional learning and improve your professional practice. You will be introduced to steps in designing an action research project, methods of data collection, how to organise and interpret information, and reporting findings to relevant stakeholders. You will also be required to investigate key ethical considerations in early childhood research. 
The action research project will critically examine an aspect of the development, implementation, and/or evaluation of a centre/service program or process that significantly contributes to, extends, or improves professional practice. By negotiation, you may use this unit to take up a placement in a specialised setting; an alternative Early Childhood Education and Care program, or an interstate or international location. The project will be undertaken under the supervision of a Box Hill Institute staff member and, if involving placement in a specialised service, a representative from that workplace. You will be required to present a project proposal and plan, and submit the outcomes of the project in an appropriate report.

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: Nil Assessment: Research project: 
Project proposal 35%
Collating data 30% 
Final report 35%

This unit is a threshold unit. It aims to assist you to transition from the pre-service teacher to the graduate early childhood teacher. It fosters your knowledge of professional practice skills and ongoing professional learning. It aims to assist you to think beyond the teaching role to look more broadly at your place as a professional in the early childhood sector. It introduces you to industry organisations, their function and available professional resources and their importance in supporting and enhancing the profession. It offers an opportunity to refine your application and interview skills and assists you to establish skills required to continuously develop your professional practice. You will enhance your skills in forming plans for professional development. You will be introduced to the purpose and importance of performance appraisals and the need for effective inter-personal communication skills in this process. The unit will discuss the importance of a healthy work-life balance and managing stress.

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: Nil Assessment: Professional development enhancement plan 30%
Case study 20% 
Presentation 50%

The practicum is designed to enable you to apply the theoretical knowledge introduced in the lectures and tutorials of the preceding units of study. As you develop knowledge at increasingly complex levels during the course, the practicum placements reflect this development and requires you to engage in more complex tasks and environments. This is achieved by the sequence of and the specific requirements of each practicum experience. 
In this first practicum unit, you undertake two separate component placements. The first component is an observation practicum (5 days), which requires you to observe and reflect on the role of an early childhood teacher across a range of service types. The aim of this is to help you to gain experience in the broad early childhood sector and the multifaceted role of early childhood teaching.
The second part of the practicum is a fifteen-day (15 days) placement with 3-5 year old children in an early childhood service. The aim of this is to build on your knowledge and experience and requires that they apply their increasing understanding of early childhood pedagogy to curriculum development, documentation, implementation and evaluation across a range of specific tasks. 

Contact hours are a 6 hour briefing session and 6 hour debriefing session. Prerequisites: LD102 Child Development and Learning; RCS103 Effective Partnerships in Early Childhood Education; RCS104 Developing relationships with children; TCS102 The Planning Cycle; PC105 Early Childhood Regulatory Frameworks; TCDS102 Performing Arts Assessment: Written observations and planning experiences 30% 
5 Observation days report 35% 
Resource portfolio 5%
Reflective journal 30%

During this practicum you are required to demonstrate your understanding of infant/toddler development through your teaching and learning practice, and program development appropriate to this age group. This twenty day placement (20 days) requires you to demonstrate how education and care combine to create appropriate nurturing learning environments for infants and toddlers.
You are to assume the role of pedagogical leaders in the infant and toddler program and to extend your understanding, knowledge, and skill required for effective early childhood teaching. You will reflect on your teaching practice for infants and toddlers and your ability to lead infant toddler teams and identify areas for further development. 

Contact hours are a 6 hour briefing session and 6 hour debriefing session. Prerequisites: LD201 Leading Infant Toddler programs; RCS201 Families and the Early Childhood Community; TCDS206 Language and Literacy Development; TCDS207 Mathematics in early childhood; TCDS208 Visual arts; TCS201 Teaching and Learning Theories through Play; PC203 Reflective Practice 1 Assessment: Planning 50% 
Resource portfolio 10% 
Reflective journal 40%

In this unit, pre-service teachers undertake the preschool practicum of twenty five (25) days. Pre-service teachers are required to demonstrate their ability to assume the role of an early childhood teacher in a sessional preschool environment. This includes the ability to create a positive learning environment, and encourage strong learning dispositions for children. 
In this practicum, pre-service teachers are to bring together all the knowledge gained in units studied to develop and maintain safe and challenging learning environments for children. Under the mentorship of the mentor teacher, you are to assume responsibility for the planning, delivery and evaluation of the preschool program for a sustained period (minimum three consecutive weeks). This includes assessment, documentation, program planning, and teaching across all aspects of the program, and communication with families, and staff. You are responsible for the professional climate and running of the program, ensuring compliance with regulations, and adherence to national quality standards and service policies. You will be expected to reflect on the role of manager, team leader or preschool director to gain a clearer understanding of the management role assumed by teachers, particularly in stand-alone kindergarten or preschool programs. Support for understanding legal and ethical responsibilities, including compliance and management will be delivered in preceding and concurrently studied units. 
Models of assessment, program development documentation, and teaching theories will continue to be explored throughout lectures. You are also supported by tutorial and individual supervision sessions specifically aimed to assist you to apply the theoretical aspects of your course work to the practicum requirements.

Contact hours are a 6 hour briefing session and a 6 hour debriefing session. Prerequisites: LD303 The Preschooler; TCS302 Positive Learning Environments; TCS303 Documenting and assessing; TCDS305 ICT in early childhood; TCDS302 Science and environmental studies in early childhood Assessment: Planning 50% 
Resource portfolio 10% 
Reflective journal 40%

This practicum has two components to it: transition practicum of 5 days and a preferential practicum of 10 days.
Transition Placement:
In this professional experience placement the aim is for you to gain an increasing understanding of the multiple roles of preschool teachers. It is hoped that you will gain rich insights into the impacts of the transition period for young preschool children and their families. Further, through analysis of the collaboration processes in place between the preschool and primary school teachers you reflect on the transition period from multiple perspectives. This placement also provides the opportunity to identify considerations for preparing a child for a smooth transition to the next phase of formal education and critically examine the role of transition plans in action. This will also be used to nurture your own skills in writing transition plans. It is envisaged that you will undertake this practicum in a range of ways that reflect the children's individual situations and the arrangements in place in both the preschool and receiving school. It is expected that you will actively participate as is appropriate in the transition program. Five days have been allocated to undertake this practicum.
Preferential Placement:
This placement is of your own choice in collaboration with BHI to ensure that proper supervision can be provided. Appropriate placements include early intervention services, specialist placements such as an educational unit at a hospital, zoo or museum, council, or other early childhood education programs for specific populations. The aim of this practicum is to provide you with the opportunity to extend your specific interests in early childhood teaching, management or administration in a supported teaching environment. You may choose to link your action research project to this practicum. The project must be directly related to some aspect of early childhood teaching. You may also choose to complete this practicum interstate, such as at a remote Indigenous early childhood service, or overseas if participating in a study tour.

Contact hours are a 6 hour briefing session and a 6 hour debriefing session. Prerequisites: LD404 The Child in the Early Years of School Assessment: Written report 40% 
Resource portfolio 10% 
Reflective journal 50%

In this unit you will examine the role of partnerships across early childhood services and the broader community and educational sector. The role of partnerships with parents is promoted as an essential factor in providing cohesive services for children and families. The role of early childhood educators is examined to determine their role in developing and maintaining relationships within and across services. The dynamics of partnerships, networks, and communities of practice and how educators may be positioned is explored. The dynamics of how power operates within and across services is highlighted. You are to reflect on your own commitment and engagement with networks both within and across services. This understanding is extended in the observation practicum. This will support the student's understanding of the wider sector and provides the student with first-hand experience of the diversity of the sector and the multifaceted role of the early childhood teacher.
During the observation practicum, you are to visit five different types of early childhood services. These visits will assist you to develop a deeper understanding of how a service culture that values learning from within organisations and from other professionals external to the organisation can be developed and nurtured. Your growing capacity to develop strong networks will provide a source of professional learning and potentially contribute to the growing professionalisation of the sector. Through observation, discussion and reflection, you will address the key content areas.

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: Nil Assessment: Written essay 50% 
Report 50%

The aim of this unit is to develop your ability to understand and develop respectful, secure and responsive relationships with children individually and with groups of children. The unit explores the relevant theories including attachment and assists in the development of the student's understanding of how to achieve a healthy and mutually respectful relationship. You will explore the role of the teacher in developing responsive and respectful relationships with children and the impact of the learning environment on children's behaviour.
Through the unit, you will be introduced to identifying possible underlying motivations of children's behaviour and identifying behaviours that may be a concern. You will begin to develop a toolbox of strategies that contributes to the foundation skills of providing direct and indirect guidance.

Contact hours are: Face to face - 9 hours of lectures, 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: Nil Assessment: Video analysis 50% Written essay 50%

Families and the Early Childhood Community (the first subject in this course) stresses the importance of working in partnership with families in caring for and educating children. There will be a focus on strategies to establish and maintain relationships with families within the early childhood community and across the broader community. You will research the principles and values of implementing a family-centred practice approach in the delivery of services. You will explore the social, structural and cultural diversity of families, attitudes, legislation and policies that impact on Australian families including the historical and cultural perspectives of Aboriginal and Torres Strait Islander nations and the implications for curriculum development and service delivery.
You will undertake some observer research and immersion in the local community as a strategy to more fully understand the socio-cultural context of families in your care and the implications for delivering a program that supports child and family strengths. Prerequisites: Nil Assessment: Case study 50%
Written essay 50%

This unit will examine the biological, psychological, and developmental factors that affect children's learning. This unit will build on your theoretical knowledge of child development and its articulation into practical skills when responding to diverse groups of children. Social, cultural, and environmental factors will be looked at in relation to program provision for children across the full range of abilities and additional needs. This will include, but is not limited to giftedness, culturally and linguistically diverse learners, developmental delay, sensory impairments, or chronic ill health. 
You will examine your own values in relation to difference and your role in promoting inclusive practice in your centres and the wider community. You will analyse methods in developing inclusive learning practices, including the modifying of the learning environment, utilising the service system and working with a wide range of specialists to achieve maximum outcomes for children and their families.

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: Nil Assessment: Written essay 50% 
Presentation 50%

In this unit you will focus on the theories, practical integration and importance of the Performing arts (including drama, music and dance) in early childhood. Performing arts is an important language of early childhood that allows children to express ideas, feelings, relationships and experiences in their lives. You will develop your understanding of the role of the arts in children's expressive development and explore the links between performing arts and social and cognitive development, and as a medium for emotional and creative expression. 
The importance and use of performing art from a cultural viewpoint will be examined. You will explore your own artistic expression and appreciation of the performing arts to enhance your understanding of theoretical frameworks that support creative expression and employ these understandings, attitudes and skills to their planning, implementation and assessment. You will review Gardner's theory of multiple intelligences focussing on the intelligences relevant to the performing arts. 
You will explore and evaluate appropriate resources and a range of strategies to help empower children with materials and meaningful opportunities to guide them to individual and independent creative expression. Ways to inform and involve families in their child's experiences with performing arts will be discussed.

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: LD102 Child Development and Learning Assessment: Written essay 50% 
Resource portfolio 25% 
Presentation 25%

Language and Literacy Development (the third subject in this course) develops your understanding of theories of language development. It aims to develop your abilities to foster language and literacy acquisition in young children. The relationship between literacy theories and practice will be explored. The importance of oral language as a basis for literacy along with an understanding of the stages of the reading and writing processes will be examined to assist you to identify appropriate pedagogies including evaluation and assessment to meet the needs and interests of diverse young literacy learners. You will be supported to use your developing theoretical understanding of language and literacy development to implement a range of language and literacy experiences that target children&rsquo;s interests and language and literacy profiles in your own workplace. As you develop your philosophy of language and literacy curriculum development, the workplace provides a challenging environment to test the validity of your philosophies. You will be encouraged to implement rich literacy experiences and develop your skills in storytelling, mime, puppetry and creative writing. Prerequisites: LD102 Child Development and Learning; TCS201 Teaching and Learning theories through Play Assessment: Literature review 50% 
Designing a literacy program 50%

Mathematics in Early Childhood (the second subject in this course) extends your theoretical knowledge and practical skills related to teaching and learning mathematics with young children. You will analyse how young children develop their mathematical understandings and how the role of gender, culture and learning dispositions may influence the acquisition of mathematical concepts. The unit will focus on how teachers can use children&rsquo;s interests and everyday experiences to explore mathematical concepts and develop problem-solving skills. There will be a focus on play-based and intentional teaching strategies. Prerequisites: LD102 Child Development and Learning; TCS201 Teaching and Learning Theories through Play Assessment: Portfolio 50% 
Class presentation 50%

In this unit students will focus on the importance of the visual arts in early childhood. Visual art is an important language of early childhood that allows children to express ideas, feelings, relationships and experiences in their lives. Students will explore the links between visual arts and social and cognitive development, with an emphasis on the importance of visual arts in the development of literacy and mathematics. Students will be introduced to an understanding of the importance of the visual arts as a medium for emotional and creative expression. 
The importance and use of visual art from a cultural viewpoint will be examined. Students will explore their own art practices and response to aesthetics to enhance their understanding of theoretical frameworks that support creative expression and art making and employ these understandings, attitudes and skills to their planning, implementation and assessment with young children. Students will be introduced to the stages of young children's drawing and make links with literacy development. They will be introduced to a range of strategies that are appropriate to help support children with materials and guide them to develop independent expressions and problem solving skills. Ways to inform and involve families in their child's experiences with visual arts will be discussed.

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: LD102 Child Development and Learning; TCS201 Teaching and Learning Theories through Play Assessment: Portfolio 50%
Written essay 50%

The aim of this unit is to extend your theoretical knowledge and practical skills related to science and environmental studies teaching and learning with young children. You will analyse how young children develop their science understandings and develop a sense of wonder and empathy for the world around them. You will be supported to implement what you have learned in this unit during the Preschool Practicum. 
In this practicum you will develop challenging learning experiences that encourage science enquiry, supported by individual supervision and workplace mentoring. You will be required to demonstrate increasing skill in questioning techniques to support the children's learning and developing sense of enquiry. You will also be required to demonstrate increasing skills in planning to facilitate the children's sustained engagement with exploration of concepts in a range of science experiences integrated across the curriculum.

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: Nil Assessment: Online discussion forum 10% 
Written essay 40% 
Presentation 50%

This unit aims to extend your theoretical knowledge and practical skills related to the use of Information and Communication Technologies (ICTs) in teaching and learning with young children. You will analyse how young children develop skills in the use of ICTs and how ICTs can be used to complement teaching and learning in early childhood environments. You will be supported to advance the children's understanding of ICTs by introducing a new application of ICTs within the integrated program either in your own workplace, a simulated environment or during practicum placement.

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: Nil Assessment: Class debate 30% 
Presentation 30% 
Written policy development 40%

The aim of this unit is to develop your skills and knowledge in gathering, analysing and interpreting information about children's learning. You will apply this information to design, implement and evaluate learning experiences to foster children's learning, sense of agency and holistic development applying a positive and inclusive approach.
You will be fostered to develop your understandings of a range of approaches to documenting and monitoring children's learning and how to use that evidence to inform your future planning for children. You will explore the importance of partnering with parents and caregivers to support all aspects of children's learning and will develop your skills in promoting opportunities for collaborative curriculum design.
Through planning exercises in real or simulated environments, you will practice the art of analysing your documentation to identify children's interests, strengths and needs to set goals and design learning experiences in accordance with the early years learning frameworks and the service's philosophy. You will explore the importance of learning through play, child centred and teacher led experiences, intentional teaching, modelling and scaffolding for children's holistic learning and development.

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: LD102 Child Development and Learning Assessment: Written essay 50% 
Case study 50%

This unit aims to build on your understanding of how children learn. It fosters development in your understanding of how to create nurturing learning environments and the role of the early childhood teacher in achieving this. You will examine theories of learning through play and the implications for teaching in contemporary early childhood settings. Play-based learning will be examined as a key component of developing effective early childhood pedagogy. 
You will observe, apply and reflect on how play-based practices and principles are applied across all practicum experience settings. You will examine the learning taking place and implications for curriculum development and intentional teaching across a range of play experiences. Child-centred and teacher-led programing will be explored as you start to develop your philosophies on learning and teaching.
The practicum placements will reinforce the focus on play as the primary pedagogy of early childhood education. You will be supported to engage in the planning and implementation of intentional teaching during play experiences through mentoring and supervision during practicum placements. It is expected you will scaffold children's learning through play. You will start to consider documentation processes.
The practices and principles of the frameworks will be used as a guide for early childhood teaching. 

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: LD102 Child Development and Learning; PC104 Current contexts in early childhood education Assessment: Written essay 50% 
Class presentation 50%

Positive learning environments (the final subject in this course) aims to extend your understanding of challenges facing children growing up in contemporary Australia. It will strengthen your ability to take a critical stance on local and global issues and how these issues may be incorporated in the early childhood program. The role of advocacy for children and children&rsquo;s rights will be addressed, along with development of the teacher&rsquo;s identity as an agent of change.
You will be challenged to extend your understanding of the importance of the structure and management of learning environments. You will examine the role of the adult in developing and maintaining positive learning environments in early childhood settings, and your role in resourcing parents to support their children to develop social competence and cooperative and responsible behaviours. You will be asked to identify possible causes of challenging behaviours and strategies to apply to encourage more productive behaviours. The unit examines effective guidance strategies to develop an environment that supports children&rsquo;s learning and well-being. This unit aims to enable you to bring together your understanding of the importance and power of creating positive learning environments for children&rsquo;s well-being and learning. Prerequisites: Nil Assessment: Small group presentation 50% 
Written essay 50%

This unit investigates a range of approaches for assessing, recording and reporting on children's learning to inform teaching practice and meet organisational requirements. The unit examines assessment design and implementation principles that relate to early childhood contexts and inform early childhood teaching practice. This unit builds on prior learning in TCS 102, which has introduced students to the concepts of documentation and assessment. This unit expects a higher level of investigation and implementation to achieve the expected learning outcomes. 

You will be required to demonstrate skills in assessment and documentation of children's learning in the preschool practicum. You will be supported to demonstrate the required level of skill through mentoring by the preschool teacher in the workplace and from individual supervision provided by the Box Hill Institute supervisor. 

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: TCS102 The Planning Cycle Assessment: Case studies 50%
Online discussion forums 10% 
Written essay 40%

This is the second of two reflective practice units. It aims to extend your knowledge and understanding of reflective practice to support the development of more critical thinking when engaging in reflection. This unit aims to progress you from a technical interpretation of reflection to an examination of self as impacting on learning and relationships. 
The unit aims to support you to develop and articulate a personal philosophy for teaching and learning by reflecting on contemporary theories, pedagogies and your own practice. You will also investigate the role of reflective practice in demonstrating teacher professional standards and quality practice as outlined in the National Quality Framework (NQF).

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: PC203 Reflective Practice 1 Assessment: Written essay 50% 
Reflective analysis 50%

The unit aims to develop your ability to work with children and families from Indigenous and multicultural backgrounds. It will explore the issues faced by CALD and Indigenous families, which directly influence their participation in early childhood services and the wider community. It will consider the particular learning needs of children and the family's needs for respectful partnerships and communication.
It will explore authentic ways to integrate a range of cultures into the early childhood curriculum. You will look at ways to create culturally inclusive classroom environments. Anti-bias approaches to curriculum development, delivery and assessment will be discussed. Strategies and resources available to educators will be explored and evaluated. 
You will examine the importance of working closely with not only children, but also families/caregivers and the wider community. The importance of maintaining and developing the home language and culture of children will be explored. 

Contact hours are: Face to face - 9 hours of lectures , 15 hours tutorials, 6 hours workshop, and 5 hours online tutorials. Prerequisites: Nil Assessment: Resource identification and evaluation 50% 
Written essay 50%

Accredited Early Childhood Education Courses | Box Hill Institute

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Early childhood education is a rewarding career avenue. Browse Box Hill Institute's range of early childhood education courses. Learn more here. 

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Box Hill Institute are a leading Victorian provider of TAFE courses, vocational training and international degrees in Melbourne CBD, Box Hill and Lilydale.

Box Hill Institute

 | Box Hill Institute

<h2>Prepare for Work in Childhood Education</h2>
Are you interested in pursuing a course to assist you to work with children?
<a href="https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.cae.edu.au%2Fcourses%2Fintroduction-to-the-healthcare-industry-vochi-sc%2F&amp;data=04%7C01%7CS.Doove%40boxhill.edu.au%7Caceeef542506446212f608da0230fdf8%7C32f6029ab4af440e8020d4b47ab314a2%7C0%7C0%7C637824706699338038%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&amp;sdata=VfXtwpsYWiR5JY34qWl6bqeJTXh2yCnUluyA%2FhJ13hI%3D&amp;reserved=0" target="_blank" rel="noopener noreferrer" data-auth="Verified" originalsrc="https://www.cae.edu.au/courses/introduction-to-the-healthcare-industry-vochi-sc/" shash="OVTk/uLzJSI4vN9/zXq+fqWFUHxxXfNibb+RqtJ8cqufjGqyKgEIKgHQTMy/bc3wE47lU1N87eRkNM4loYj73dhMV6zisKrhDs6FcHidv6Jzt0Yuai25V1wyFy/NX0aRoG7DrkpTvtmgpOMJergnXGTN21TS3Id4HQghKAaIjdI=" title="Original URL: https://www.cae.edu.au/courses/introduction-to-the-healthcare-industry-vochi-sc/. Click or tap if you trust this link." data-linkindex="2">Introduction to the Healthcare Industry</a>&nbsp;is a preparatory course for work in early childcare&nbsp;and education support. This course is offered through our partner Institute, CAE and held at the Box Hill Campus.

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The Lilydale Lakeside Children’s Centre offers long day care, three and four-year-old kindergarten programs, a Maternal and Child Health centre, family services and a playgroup.

Qualifications	National Code
Undergraduate Certificate of Early Childhood Education	ECH01
Diploma of Early Childhood Education and Care (International)	CHC50113
Diploma of Early Childhood Education and Care	CHC50113
Certificate III in Early Childhood Education and Care	CHC30121
Certificate III in Early Childhood Education and Care	CHC30113
Bachelor of Early Childhood Education	BECE1
Bachelor of Early Childhood Education (International)	BECE1

Early Childhood Education

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