About the course
About the course
Our self-paced, online Undergraduate Certificate of Early Childhood Education is ideal for Diploma qualified educators who are not sure whether or not they want to launch into Bachelor level studies. This course will give you a unique opportunity to sample four subjects taken directly from the Bachelor of Early Childhood Education course offered at Box Hill Institute. They will provide you with a clear indication of what is involved in studying early childhood teaching and assist you to take the plunge into the next stage of your career development.
Through the four subjects offered you will explore
- working with families within the early childhood community
- mathematics in early childhood education
- children's language and literacy development
- and establishing and maintaining positive learning environments in early childhood services
All four subjects will extend your current knowledge and skills which can be directly translated for use within your current workplace.
These four subjects, together with your Diploma of Early Childhood Education and Care studies will provide you with ten subjects credit when you enrol into our Bachelor of Early Childhood Education course.
Course Details
- Intake Dates & Course Length
- Career & Learning Outcomes
- Entry Requirements
- Applying
- Pathways & Accreditation
- Fees & Finance Options
- Course Structure
- Admissions Data & Indicative Enrolments
Last updated:
Thu, 29 Sep 2022 19:00:25 GMT
Box Hill Institute reserves the right to alter or delete details of a course offering, fees or other information provided
Intake Dates & Course Length
To be confirmed
Full time: 6 months (approximately)
This is an online course which will include a combination of online and remote delivery. Remote learning can involve a range of online programs and resources including StudentWeb, Microsoft Teams, Cisco Webex, Skype, specific industry platforms, pre-recorded sessions, assigned reading, tutorials, discussion boards, and online activities. Remote delivery involves scheduled classes where you will log in with other classmates to complete tutorials and assessments.
Career & Learning Outcomes
Course Learning Outcomes:
- teaching skills and knowledge required of early childhood graduate teachers
- ability to form partnerships with families
Knowledge:
- some of the theories and core disciplines associated with a range of pedagogic approaches
- the diversity of child and family needs in early childhood contexts
- child development
- how to provide nurturing learning environments
Skills:
- plan for effective learning that is based on children’s strengths and interests
- monitor, and record children’s learning and development to provide the basis of ongoing planning and reporting to parents
- create safe and challenging learning environments
Application of Skills and Knowledge:
- amalgamate education and care in early childhood contexts
- form partnerships with families and other service providers
- consider a range of pedagogic approaches which incorporate contemporary knowledge into practice
- plan and implement effective nurturing and learning experiences appropriate to individual and groups of children
Entry Requirements
Applicants who have completed a Diploma of Early Childhood Education and Care 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 must also have:
- a current Working with Children and Police Record Check
- achieved a score of at least 25 in one of the VCE English group of studies OR demonstrate an equivalent literacy standard
- successfully completed an individual face-to-face selection interview of approximately 30 minutes duration. The selection interview will be a verbal assessment of your aptitude for early childhood teaching through a series of questions which include analysing a given scenario
- competent computer skills for accessing subject resources, completing online tutorial tasks and submitting word processed assignments through StudentWeb
Pathways & Accreditation
After successful completion you will be able to apply for entry into the Bachelor of Early Childhood Education (provided you meet all entry requirements) and will receive ten subjects credit.
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 6 and Box Hill Institute Graduate Attributes.
Fees & Finance Options
This training is provided with funds made available by the Commonwealth and Victorian Governments.
| Government Subsidised Standard | Full Fee | |
| Tuition Fee | $0 | $7,992 |
| Material Fee | $0 | $0 |
| Retain Course Items | $0 | $0 |
| Total Course Estimate | $0 | $7,992 |
| Payable Estimate (at commencement) | $0 | $7,992 |
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.
Course Structure
You will study four online subjects consecutively, at your own pace.
Each subject is assessed through essays, reports, case studies and portfolios. There are no exams for this course and no practical placement requriements.
- RCS201Families And The Early Childhood Community6.0 points
30.0 hoursFamilies 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% - TCDS207Mathematics In Early Childhood6.0 points
30.0 hoursMathematics 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.
Prerequisites: Two, which are satisfied by your completed Diploma of Early Childhood Education and Care
Corequisites: Nil
Assessment: Resource portfolio 50%; Written report 50% - TCDS206Language And Literacy Development6.0 points
30.0 hoursLanguage 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.
Prerequisites: Two, which are satisfied by your completed Diploma of Early Childhood Education and Care
Corequisites: Nil
Assessment: Literature review 50%; Case study 50% - TCS302Positive Learning Environments6.0 points
30.0 hoursPositive 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.
Prerequisites: Nil
Corequisites: Nil
Assessment: Report 50%; Essay 50%
Admissions Data & Indicative Enrolments
|
Applicant background | Semester one / Full year intake - 2021 | |
|
Number of students |
% of all students | |
|
(A) Higher education study (includes a bridging or enabling course) |
0 |
0% |
|
(B) Vocational education and training (VET) study |
22 |
100% |
|
(C) Work and life experience (admitted on the basis of previous achievement not in the other three categories) |
0 |
0% |
|
(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) |
NA |
NA |
|
Admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR) | NA | NA |
|
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) | 0 | 0% |
|
International students |
0 |
0% |
|
All students |
22 |
100% |
Notes:
- <5 - less than 5 students
- NA - students not accepted in this category
- NP - not published: the number is hidden to prevent calculation of numbers in cells with less than 5 students
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