Develop the knowledge and skills you need to be an effective early childhood teacher and leader with our early childhood education course. In our course, you'll learn how to demonstrate an exemplary standard of teaching, and how to be adaptable and highly proficient in critical and future thinking with a sound grasp of early childhood teaching and pedagogy.
Our early childhood education course is ideal for teachers who aspire to meet the needs of contemporary early childhood services. You’ll study philosophies, principles and practices of early childhood teaching, and how teaching and learning in discipline areas of language and literacy, mathematics, arts, science, and health and well-being are integrated across early childhood education play-based programs.
Studying our early childhood education course will assist you in further developing your leadership and management skills to lead programs across a range of early childhood service types and allow you to gain an in-depth knowledge of exemplary practice in early childhood service provision in areas such as:
You'll gain skills in research methods, professional practice, project management, and professional communication. You will also be required to register with the Victorian Institute of Teaching as an early childhood teacher after graduation, which will enable you to teach across a range of early childhood settings.
This course has national accreditation with the Australian Children's Education and Care Quality Authority (ACECQA) and is recognised by the Victorian Institute of Teaching for Early Childhood Teacher registration on graduation.
28 Sep 2021 at 02:00PM AEST
Box Hill Institute reserves the right to alter or delete details of a course offering, fees or other information provided
Semester 1: Saturday 30th January 2021
Semester 2: Saturday 17th July 2021
Full time: 4 years (without an approved diploma); or 3 years plus 2 subjects (with an approved diploma). All training packages of Early Childhood Diplomas are accepted, regardless of year completed.
Part time: study options are available
Classes take place on evenings and occasional Saturdays. Every subject starts with one Saturday intensive in Lilydale campus only from 9am-4pm, followed by tutorials on Tuesdays and Thursdays from 6pm-9 pm for the next three weeks in either Elgar or Lilydale campus, or potentially via the live virtual classroom, depending which is your preference. Approximately 5 hours of online tutorial tasks need to be completed at a time that suits you. Additionally, there are eight Saturday practical workshops in Lilydale campus only from 9am-4pm scheduled throughout the year to assist you to transform theory into practical application.
You will complete 80 days practical placement in a range of early childhood settings other than your own workplace.
For information regarding dates such as enrolment, orientation and study breaks please visit the Academic Calendars page.
The Bachelor of Early Childhood Education provides you with an early childhood teaching qualification. On completion, you'll be required to register with the Victorian Institute of Teaching as an Early Childhood Teacher.
After successful completion, employment opportunities as a registered early childhood teacher are available at a variety of organisations, including, but not limited to:
A range of opportunities exist across Australia, both in cities and regional areas.
At the completion of the degree, it is expected that you'll be able to demonstrate:
Applicants with Higher Education study
Applicants who have completed part of a higher education course, either at a non-university higher education provider or university, are welcome to apply. Applicants seeking to transfer to Box Hill Institute from another education provider or applicants changing to a different course at Box Hill Institute can apply for recognition of prior learning (RPL). All RPL applications are assessed on an individual basis and granted for subjects where the content and learning outcomes have been demonstrated by completion of subjects in your prior course.
You can apply to study with us through direct entry and must also have:
Applicants with Vocational Education And Training (VET) Study
Applicants who have completed a VET course of study in early childhood education at a public TAFE or other VET provider are welcome to apply. All training packages of Diploma of Early Childhood are accepted regardless of date completed. You will receive credit for a total of 6 degree subjects on the basis of your diploma studies.
You can apply to study with us through direct entry and must also have:
Applicants with work and life experience
Applicants with work and life experience, and who have left secondary education more than two years ago (i.e. applicants who are not classified as recent secondary education applicants) and have not undertaken VET or higher education study since then, are welcome to apply.
Experience could include a combination of factors sufficient to demonstrate readiness for higher education. This includes mature-age entry, professional experience, community involvement or work experience. Applicants may have undertaken non-formal programs that have helped them prepare for tertiary education or that are relevant to early childhood education.
You can apply to study with us through direct entry and must also have:
Applicants with recent secondary education
Applicants with recent secondary education are those whose admission is based primarily on completion of Year 12 undertaken at school, TAFE or other VET or higher education provider (this includes Australian or overseas equivalent) that was completed (or will be) in the current year or within the previous two years.
You can apply to study with us through direct entry OR through VTAC and must have:
VTAC application and direct entry available
VTAC applicants must:
When the course manager receives notification of your application, you will be sent via email information, dates and times for selection interviews, and you will be required to follow the instructions in that letter to make your booking for your selection interview.
Direct entry applicants must:
When the course manager receives notification of your application, you will be sent via email information, dates and times for selection interviews and you will be required to follow the instructions in that letter to make your booking for your selection interview.
Application dates: applications for semester 1 are accepted up until the 20th of January, and for semester 2 until the end of June unless all available places are filled prior to those dates. Candidates can, however, lodge an application at any time for consideration at the next intake.
Recognition of Prior Learning is available.
Applicants who have already completed an approved Diploma in Children's Services or similar will be able to pathway into the course, provided they meet all entry requirements, and will receive six subjects credit.
After successful completion, you may be eligible to apply for entry into a Master's in Education at a university of your choice.
This course is accredited by the Tertiary Education Quality and Standards Agency (TEQSA) and the qualification is aligned with the Australian Qualification Framework (AQF) level 7 and Box Hill Institute Graduate Attributes.
|Core Skills Support Fee||$83|
|Retain Course Items||$0|
|Total Course Estimate||$68,471|
|Payable Estimate (at commencement)||$16,233|
Retain Course Items are purchased once by the student prior to commencing. Those items then become the property of the student. Fees listed are at 2021 rates and may increase annually over the duration of delivery. The student tuition fees listed are subject to change given individual circumstances at enrolment. For more information please contact our Course Advisors on 1300 BOX HILL.
Completion of 28 core subjects and 4 practicum subjects with a total of 80 days of placement required.
Some subjects cannot be undertaken until associated subjects from the previous year have been completed.
Practicum subjects must be completed in order, that is, first year, then second year, then third, etc.
The course is delivered through occasional Saturday intensives, and practical workshops, together with regular evening tutorials on Tuesdays and Thursdays, self-paced and online activities and industry-related assessment. You'll undertake 80 days practicum over the course duration in a range of early childhood settings other than your own workplace.
You will complete 30 hours of face-to-face class time in lecture, tutorial and workshop format. Additionally, you will complete approximately 5 hours of online activities for each core subject. Attendance at classes is compulsory.
Each subject is assessed through essays, reports and practical skills demonstration. There are no exams for this course.
Practicum subjects have Saturday intensive classes only, with no evening classes scheduled as it is anticipated that you may be completing practicum placement requirements during that time.
Tutorial class sizes are small, typically capped at a maximum of 20 students. Tutorial classes typically range in size from 7-20 participants.
As this is a degree-level qualification, you will be expected to operate at Australian Qualifications Framework level 7 or above.
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%
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.
Assessment: Case study 20% Class presentation 30% Written essay 50%
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.
Assessment: Flow chart 30% Document analysis 30% Written essay 40%
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.
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.
Assessment: Video analysis 50% Written essay 50%
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%
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.
Assessment: Online quiz 50% Small group 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%
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%
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.
Assessment: Reflection 50% 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.
Assessment: Literature review 50% Group exposition 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.
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’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.
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’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.
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%
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.
Assessment: Case study 50% Written essay 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’s rights will be addressed, along with development of the teacher’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’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’s well-being and learning.
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%
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.
Assessment: Written essay 50% Presentation 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.
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.
Assessment: Class debate 30% Presentation 30% Written policy development 40%
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.
Assessment: Resource identification and evaluation 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.
Assessment: Case study 35% Develop position description 30% Written essay 35%
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.
Assessment: Case study 25% Group presentation 50% Written essay 25%
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.
Assessment: Online discussion forums 10%Group project 70%Reflection 20%
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.
Assessment: Online discussion forums 10% Case study 50% Presentation 40%
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.
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.
Assessment: Professional development enhancement plan 30% Case study 20% Presentation 50%
|Semester one / Full year intake - 2021|
Number of students
% of all students
(A) Higher education study (includes a bridging or enabling course)
(B) Vocational education and training (VET) study
(C) Work and life experience (admitted on the basis of previous achievement not in the other three categories)
(D) Recent secondary education:
Admitted solely on the basis of ATAR (regardless of whether this includes the consideration of adjustment factors such as equity or subject bonus points)
Admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR)
Admitted on the basis of other criteria only and ATAR was not a factor (e.g. special consideration, audition alone, schools recommendation scheme with no minimum ATAR requirement)
We expect to enrol between 10 and 20 students.
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