Build on the knowledge you attained in your primary teaching degree with our Graduate Diploma in Early Childhood Teaching and you’ll gain specialist skills to advance your career.

With our early childhood teaching course, you will gain an in depth knowledge of exemplary practice in early childhood service provision including:

  • child development
  • early childhood pedagogy and play
  • child and family centred practice
  • legal and regulatory compliance requirements
  • inclusive environments
  • early childhood leadership.

You’ll gain skills in research methods, professional practice, project management, and professional communication. Our early childhood teaching course is ideal for teachers who aspire to meet the needs of contemporary early childhood services.

You will study philosophies, principles and practices of early childhood teaching as well as how teaching and learning in discipline areas of language and literacy, mathematics, arts, science, health and well-being are integrated across early childhood education play based programs. 

With this qualification, you will be able to register as an early childhood teacher after graduation and thus hold dual teaching qualifications (primary and early childhood) and be ready to teach across a range of primary school and 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 registration as an Early Childhood Teacher on graduation,.




Course Code GDECT
Study Areas Children's Services
Study Level Graduate Diploma
Study Type Local
Study Mode

FT: 18 months (or PT equivalent)

Course Type Graduate Diploma
Campuses Box Hill, Lilydale

Tuition Fee Type Estimated Annual Fee
Full Fee $18,192.00
Service Fees Estimated Annual Fees
Service & Amenities* $155.00
Core Skills Support** $75.00
Annual Material Fees No materials fee applies
Retain Course Items*** No fee applies


* Does not apply to VETiS or Short course students.

** Does not apply to VETiS, International students, Short Courses, Graduate Degrees , or re-enrolling students who re-enrol in the same course.

***Retained Course Items are purchased by the student once prior to commencing. The course items bought by the student become the property of the student. Such items retain a generic application for other purposes outside the student's course of study (e.g. textbooks).

Annual student tuition & material fees as published are subject to change given individual circumstances at enrolment. Fees listed are for 2019 and may increase annually over the duration of delivery. Advertised start dates and delivery locations are subject to viable student numbers. For more information please contact our Course Advisors on 1300 BOX HILL.

Semester 1 commences on Saturday 2nd February 2019

and

Semester 2 commences on Saturday 20th July 2019

Intakes will occur depending on demand

Full time: 1 year (2 semesters) of core subjects, plus an additional semester to complete practicum requirements

Part time: options are available

Classes take place on evenings and occasional weekends. Every subject starts with one weekend intensive of Saturday and Sunday in Lilydale only from 9am - 4pm, then 4 Tuesday evening tutorials from 6-9 pm in Elgar campus.  Additionally, there are eight Saturday practical workshops from 9am - 4pm, also in Lilydale, scheduled throughout the year to assist you to transform the theory being learned into a practical application - that is, what does this look like in an early childhood service?  Over the eight week duration of each subject, you will also be required to complete approximately 15 hours of online tutorial tasks at a time that suits you.

You will undertake 60 days practical placement in a range of early childhood settings. If you have 5 or more years of continuous experience working in an early childhood service, your practicum requirement may be reduced to 45 days.

Box Hill, Lilydale

APPLICANTS WITH HIGHER EDUCATION STUDY

Applicants who have completed a Bachelor of Education in Primary Teaching are eligible to apply for this course.

You must also have:

  • a current National Police Check
  • current VIT registration, or eligibility to register. If VIT registration has lapsed, you must apply for a Working with Children Check
  • competent computer skills for accessing subject resources; completing online tutorial tasks; and submitting word processed assignments through Student Web

You must also successfully complete a face to face selection interview of approximately 30 minutes.  This interview will assess your aptitude for early childhood teaching through a series of verbal questions including analysing a given scenario.

 

APPLICANTS WITH VOCATIONAL EDUCATION AND TRAINING (VET) STUDY

Applicants who have completed a VET course of study are not eligible to apply for this course.

 

APPLICANTS WITH WORK AND LIFE EXPERIENCE

Applicants with work and life experience have left secondary education more than two years ago (i.e. applicants who are not classified as recent secondary education applicants) and have not previously undertaken a Bachelor of Education in Primary Teaching are not eligible to apply for this course.

 

APPLICANTS WITH RECENT SECONDARY EDUCATION

Applicants with recent secondary education – that is, in the current year or within the previous two years are not eligible to apply for this course.

PRE-TRAINING REVIEW

To assist prospective students to determine whether a course is suitable and appropriate for the individual needs the Institute and CAE will assess all students’ language, literacy and numeracy and digital literacy by asking you to undertake a self-assessment review prior to the enrolment.

A course advisor will discuss the outcomes of the review and make recommendations about whether the course is suitable for you, and identify additional support where required.

This course is only available to applicants who have completed a Bachelor of Education (Primary Teaching).

After successful completion, you may be eligible to apply for a Masters of Education at a University of your choice.

Direct entry application only.

Applications are accepted up to the end of January and June for semester commencement.  However, you are able to apply at any time throughout the year for consideration at the next intake date

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 8 and Box Hill Institute Graduate Attributes.

At the completion of the degree it is expected that you will be able to demonstrate:

  • teaching skills and knowledge required of early childhood graduate teachers (Refer Australian Professional Standards for Graduate Teachers)
  • ability to form partnerships with families and other service providers
  • strong pedagogical leadership skills
  • practical critical reflective skills that inform and improve your teaching practice
  • ability to work productively in dynamic early childhood work environments and effectively respond to the diversity of the early childhood and broader community
  • leadership and management skills required to facilitate organisational change
  • confidence in using ICT appropriate to teaching and learning and for administration and management
  • advocacy for children, early childhood education and the wider education sector

The graduate Diploma in Early Childhood Teaching provides you with an early childhood teaching qualification.  On completion, you will be eligible to register with the Victorian Institute of Teaching as an Early Childhood Teacher.

After successful completion, employment opportunities as a registered early childhood teacher include, but are not limited to Preschools, Kindergartens, Early Learning Centres, and Long Day Care settings.  A range of opportunities exist across Australia, both in cities and regional areas.

Completion of 8 core subjects and 3 compulsory practicum placements subjects with a total of 60 days of placement required.

There are no pre-requisites for any of your 8 core subjects.  However, you must complete certain subjects prior to commencing any practicum placements.

You will complete 30 hours of face to face class time, in lecture, tutorial, and workshop format, and approximately 15 hours of online activities for each subject.

Each subject is assessed through essays, reports, and practical skills demonstration.  There are no exams for this course.

Class sizes are small, and are capped at a maximum of 20 students. 

As this is post graduate studies, you will be expected to operate at Australian Qualifications Framework level 8 or above.

We expect to enrol between 5 and 10 students.

Code

Title

Points

GDCD101 THE DEVELOPING AND LEARNING CHILD 6.0

In this subject you will critically examine the development and learning of children in the infant, toddler, and pre-schooler period. You will also study the development and learning of the 5-8 period to help establish a context for examining factors that support children’s learning across the early years. This also provides a foundation to preparing transition plans that encourage continuity for learning across the early years. You will be encouraged to adopt multiple theoretical perspectives in building your educational philosophy and approaches to curriculum development and program delivery. Sociocultural, constructivist, post structuralist and post-modern influences will be explored in contemporary approaches to early childhood curriculum.

The importance of establishing nurturing environments, through the amalgamation of care and education and effective partnerships with parents and families will be stressed. There will be an emphasis on developing inclusive environments.

Contact hours are 9 hours lecture, 15 hours tutorial, 6 hours workshop, 15 hours online tutorials.
Prerequisites: Nil.
Assessment: Online forum - 30%
Written paper - 30%
Case studies - 40%

GDPC202 MANAGING EARLY CHILDHOOD WORKPLACES 6.0

This subject examines theoretical perspectives on organisational demands and higher-level approaches to management in the early childhood centre. The subject aims to enhance managerial competence through applied management principles and practices that create sound, effective management of children service organisations in the current and emerging context. Students examine theories and their application to organisational policies and procedures supported by the legal and industrial frameworks relevant to early childhood centres. Additional management themes to be explored include: managing staff including industrial awards, human resource policy and practice, meeting occupational health and safety responsibilities, evaluating and managing performance to exceed industry standards, implementing quality assurance, maintaining self and colleagues’ currency and connection to the wider early childhood and educational community. Specific management considerations, including responsibilities related to the implementation of the National Quality Standards and other initiatives of the reform agenda will be examined for both child care and stand-alone kindergarten services.

Contact hours are 9 hours lecture, 15 hours tutorial, 6 hours workshop, 15 hours online tutorials
Prerequisites: Nil.
Assessment: Project 50%
Reflection 25%
Online discussion forum 25%

GDTCS201 CREATING ENVIRONMENTS TO ENHANCE RESILIENCE AND WELL BEING 6.0

In this subject students examine the role of the early childhood teacher in developing and maintaining positive learning environments in early childhood education. The subject focuses on how resilience and well being are promoted through constant attention to children’s social and emotional development and increasing level of skill in responding to situations. Students identify possible causes of behaviours that they are finding difficult and develop strategies to apply.

This subject relates to the preschool practicum where the training early childhood teacher will demonstrate their ability to create constructive learning environments and positively guide the behaviour of individual preschool children and groups of preschool children.

Contact hours are 9 hours lecture, 15 hours tutorial, 6 hours workshop, 15 hours online tutorials
Prerequisites: Nil.
Assessment: Presentation 40%
Online discussion forum 30%
Written paper 30%

GDPC101 CRITICAL CONTEXTS OF EARLY CHILDHOOD AND CARE 6.0

This subject is to deepen your understanding of and engagement with the educational philosophies that have shaped and are shaping policies and practices in the delivery of early childhood services. The subject explores the foundations of early childhood education and care service provision. The history and development of programs is explored in relation to the cultural, social, economic and political contexts surrounding children, families and communities and early childhood education. Challenges to the previous divide between education and care are examined within the contemporary contexts of amalgamated service delivery models and the recent reform agenda for early childhood services. You will examine a range of diverse approaches to curricula and programs that have arisen out of differing philosophical approaches and changing views of childhood. The practices and principles of current delivery will be explored in reference to guiding documents that are driving the reform in early childhood education. You will develop a sound working knowledge of contemporary early childhood teaching through analysis of the Early Years Learning Framework ‘Belonging, Being and Becoming', the Victorian Early Years Learning and Development Framework and the National Quality Framework, other related literature and government policy documents. You will be required to develop your own philosophical position on early childhood education and teaching.

Contact hours are 9 hours lecture, 15 hours tutorial, 6 hours workshop, 15 hours online tutorials
Prerequisites: Nil.
Assessment: Online forum - 30%
Philosophy critique - 30%
Written paper - 40%

GDTCS101 PEDAGOGY AND PLAY 6.0

In this subject the pre service early childhood teacher will examine the principles and practices of early childhood program delivery. The early childhood pre service teacher will consider how holistic programs that align with the practice principles of the Early Years Learning Frameworks are implemented in complex, dynamic early childhood environments. Pre service teachers explore their own philosophy and how teaching and learning are integrated across delivery. The critical role of play in pedagogy and the interface between play and intentional teaching is evaluated. This subject is firmly embedded in the practicum experience where the pre-service early childhood teacher demonstrates their ability to develop integrated programs – including mathematics, science, environmental studies, ICT, the visual and performing arts through the integration of play and intentional teaching across the early childhood curriculum.

Contact hours are 9 hours lecture, 15 hours tutorial, 6 hours workshop, 15 hours online tutorials
Prerequisites: Nil.
Assessment: Online forum - 30%
Case studies 30%
Portfolio 40%

GDTCS102 AUTHENTIC ASSESSMENTS AND DOCUMENTATION IN EARLY CHILDHOOD EDUCATION 6.0

This subject investigates a range of approaches to assess, record and report on children’s learning to inform teaching practice and meet organisational requirements. The subject will examine authentic assessment design and implementation principles that relate to early childhood contexts and inform early childhood teaching practice.

Contact hours are 9 hours lecture, 15 hours tutorial, 6 hours workshop, 15 hours online tutorials
Prerequisites: Nil.
Assessment: Online forum 30%
Observations 30%
Planning 40%

GDTCS202 REFLECTION IN PROFESSIONAL PRACTICE 6.0

This subject extends the pre service early childhood teacher’s personal and professional skills to establish reflective practice as a core factor in informing their early childhood teaching. As a practice principle of the Early Years Learning Framework it provides them with a tool to refine their teaching skills in an early childhood environment and assists them to establish an identity as an early childhood teacher.

Contact hours are 9 hours lecture, 15 hours tutorial, 6 hours workshop, 15 hours online tutorials.
Prerequisites: Nil.
Assessment: Written report 30%
Reflection 40%
Essay 30%

GDPC201 LEADERSHIP IN EARLY CHILDHOOD EDUCATION 6.0

In this subject students will examine and analyse theories and issues of leadership within the dynamic organizational context of early childhood education. Students are required to engage in leadership roles and reflect on the meaning of leadership in the context of professional practice, ethics, identity and relationships. The five faces of leadership will be used as a construct for student’s to analyse their own leadership capacities across the multiple roles that early childhood teachers adopt in their professional practice. Contemporary issues of leadership within a reforming work environment, and the implications for change, advocacy and effective and ethical governance will be examined. Students will also explore how the early childhood teacher assumes the role of effective pedagogical leadership across the range of programs and partnerships operating in the early childhood service.

Contact hours are 9 hours lecture, 15 hours tutorial, 6 hours workshop, 15 hours online tutorials
Prerequisites: Nil.
Assessment: Presentation 30%
Position description 30%
Written report 40%

GDPCC101 PRACTICUM 1 0.0

The practicum is designed to enable the students to apply the theoretical knowledge introduced in the lectures and tutorials of the preceding units of study. As the students develop knowledge at increasingly complex levels during the course, the practicum placements reflect this development and require the student 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, students undertake two separate component placements. The first component is an observation practicum, which requires students 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 students gain experience in the broad early childhood sector and the multifaceted role of early childhood teaching.

During this practicum the student extends their understanding of knowledge and skills required for effective early childhood teaching. Students are supported to achieve the aims of this practicum through the delivery of units that address issues of provision of early childhood services in the current contexts of reform and the role of the early childhood teacher in these reforming services. Through observation and analysis of the role of the early childhood teacher in targeted services, such as early intervention and maternal and child health services, students are supported to build an increasing understanding of the importance of partnerships across the sector to improve outcomes for children and their families. Further, students explore how networks and communities of practice are developed, maintained and operate across a range of services, and applied to their current and developing role. The notion of developing critically knowing communities within the strength of the plethora of ideas and perspectives is introduced for examination.

The second part of the practicum is a fifteen-day placement with 0-3 year old children in an early childhood service. The aim of this is to build on the students' 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. Early childhood pedagogical practices related to these tasks are delivered previous to the practicum period. Support for developing sound pedagogical practice is also provided through lectures and tutorials, on creating challenging learning environments, learning and teaching theories and play. In this practicum students are also expected to demonstrate their increasing ability to design experiences, based on assessment and focussed on learning outcomes. Students share with staff the rationale and implementation strategies required to achieve the identified outcomes. The students reflect on their teaching practice and identify areas for improvement.

Contact hours are a 6 hour briefing session and 6 hour debriefing session.
Prerequisites:
Assessment:

GDPCC202 PRACTICUM 2 0.0

The practicum is designed to enable the students to apply the theoretical knowledge acquired in the lectures and tutorials of the preceding units of study. As the students develop knowledge to more complex levels during the course the practicum placements reflects this development and requires the student to engage in increasingly more complex tasks and environments. This is achieved by the sequence of and the specific requirements of each practicum experience.
In this unit, pre-service teachers undertake the preschool practicum. 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 guidance of the mentor teacher pre-service teachers 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. Pre-service teachers are responsible for the professional climate and running of the program, ensuring compliance with regulations, and adherence to national quality standards and service policies. Pre-service teachers 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 units.
Models of assessment, program development documentation, and teaching theories will be heavily drawn on throughout this placement. Pre-service teachers are also supported by tutorials, workshops and individual supervision sessions specifically aimed to assist them to apply the theoretical aspects of their course work to the practicum requirements.

Contact hours are a 6 hour briefing session and 6 hour debriefing session.
Prerequisites:
Assessment:

GDPCC303 PRACTICUM 3 0.0

The practicum is designed to enable the students to apply the theoretical knowledge acquired in the lectures and tutorials of the preceding units of study. As the students develop knowledge to more complex levels during the course, the practicum placements reflects this development and requires the student to engage in increasingly more complex tasks and environments. This is achieved by the sequence of and the specific requirements of each practicum experience. 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 students to gain an increasing understanding of the multiple roles of preschool teachers. It is hoped that they are to 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 they 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 their own skills in writing transition plans. It is envisaged that students 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 the student will actively participate as is appropriate in the transition program. The student has been allocated 5 days to undertake this practicum.
Preferential Placement:
This placement is of the student's 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 students with the opportunity to extend their specific interests in early childhood teaching, management or administration in a supported teaching environment. Students may also choose to complete this practicum interstate or overseas if participating in a study tour.

Contact hours are a 6 hour briefing session and 6 hour debriefing session.
Prerequisites:
Assessment:


Last updated: December 13, 2018 09:06am