3 years full time / available part time
Learn to nurture children’s curiosity and help them grow into the best version of themselves in this innovative program. Develop your skills alongside inspiring and experienced teachers who are committed to helping you thrive in your studies. Gain practical experience from the start with our flagship early childhood room on campus and built-in placements across childcare and kindergarten settings.
Approved by the Australian Children's Education and Care Quality Authority (ACECQA), graduates can find rewarding employment as childcare educators and kindergarten teachers for three and four-year-olds.
Melbourne Polytechnic's range of childhood education courses mean that your teachers have knowledge and experience that you can draw from to thrive and excel in the course of your studies.
Your degree is recognised by Australian Children's Education and Care Quality Authority (ACECQA). You may be eligible to apply for registration with the Victorian Institute of Teaching (VIT) as an early childhood teacher. Professional registration may be subject to additional or ongoing requirements.
If you have a childhood education diploma such as the Diploma of Early Childhood Education and Care CHC50121, you may get credits towards this degree.
After graduating, you may undertake a Bachelor of Education (Early Years and Primary) to teach in a primary school setting.
Your professional placement includes an embedded practical component of 85 days placement in childcare and kindergarten settings.
Classes run on Tuesdays, Wednesdays and Thursdays.
Assessment methods include written research papers, personal and group presentations, reflective journal practice, and e-portfolio.
Credit points are a basic measure of student workload. All subjects are given a credit point value. Most subjects at Melbourne Polytechnic are 12 credit points. A normal full-time annual workload is 96 credit points. The academic year is divided into two main semesters; full-time students usually enrol in 48 credit points each semester, part-time students usually enrol in 24 credit points each semester or less.
|EDU101||Philosophies and Theories of Teaching and Learning||Core||This first-year subject provides you with an introduction to education through an investigation of the early years of education’s historical, philosophical, political and sociological bases and its intersections with broader curriculum theory and praxis. You will be introduced to different perspectives of education to understand how philosophies, theories and beliefs influence teachers’ decisions and practices in the classroom. You will explore diverse educational theories and examine contemporary perspectives and issues in early childhood and primary education in Australia and internationally. You will reflect on yourselves as learners, as well as your own backgrounds and experiences of education and the impact of these on your own identities as teachers. You will develop broad understandings of the range of contemporary practices available to teachers across the early years continuum and develop and reflect on your own philosophies of education.||1||1|
|EDU102||Performing Arts||Core||This is the first of a series of three arts subjects that develop your knowledge of performance arts, specifically dance, drama and music. It introduces you to strategies to support children’s engagement with and learning through the arts. The subject introduces education students to the role of the performing arts in the holistic development of children and adults. You will learn the importance of creativity, curiosity, self-expression and multi-modality in the learning process and how to effectively plan, facilitate and support this through the performing arts and deepen this critical reflection. You will come to appreciate the benefits of the performing arts as a way to explore personal, cultural and social worlds and as a vehicle for self-expression and communication, and its advantages in an anti-bias pedagogical approach to support diversity and inclusion. You will experience the arts as a possible space to explore the value of multiple perspectives and as a context for transformative education.||1||1|
|EDU103||Curriculum Approaches in Education||Core||This first-year subject provides an exploration of curriculum theory and how curriculum development principles intersect with concepts of individual and group dynamics in learning to support equitable educational outcomes for children across diverse contexts. You will engage with broad principles of curriculum theory and explore the model of the curriculum cycle to investigate key aspects of observation, documentation, interpretation, planning, implementation and reflection in teaching and learning. You will develop your teaching skills by undertaking, documenting and interpreting diverse observations of children and collecting relevant data to use to evaluate student learning and modify teaching practice. You will identify the ways that data is used to inform individual and group learning plans and support the planning and delivery of learning programs that maintain and build on learning outcomes. You will become skilled in drawing from diverse theoretical understandings of the child and their social contexts in order to consider the most effective and equitable ways to support children’s learning.||1||1|
|EDU104||Introduction to Wellbeing||Core||In this first-year subject you will learn about the range of factors that influence children’s growth, learning and development with a focus on social and emotional behaviour. You will explore practices, strategies and experiences which promote wellbeing, including classroom and behaviour guidance. A key focus includes understanding how relationships influence the developing child and their sense of self-efficacy and self-worth. A consideration of major theories that have influenced contemporary understandings of wellbeing will be discussed, along with the ways these can be applied to support children’s social and emotional learning.||1||1|
|EDU105||Play-Based Pedagogies||Core||This first-year subject provides an introduction to curriculum theory and praxis and critically examines play-based learning as a pedagogical approach in early years education. You will begin to develop your knowledge of the connections between learning, teaching and play, and the skills required to question and reflect on this in order to implement responsive, reciprocal and respectful teaching practices across diverse contexts in the early years.||1||2|
|EDU106||Language, Literacy and Communication (Birth – 8)||Core||This subject investigates how language and emergent literacy develop in infants and young children from birth to 8 years. You will investigate theories and approaches to supporting early language and literacy development, taking into account the experiences of children from a diverse range of linguistic and cultural backgrounds. You will consider the relationship between family, community, care and educational settings and their implications for practice. You will also learn to assess, monitor and plan children’s language and literacy development to enable them to become effective communicators.||1||2|
|EDU107||Global Perspectives and Comparative Education||Core||This first-year subject introduces you to the global context of early childhood education, educational debates, changes and reforms, both locally and globally. You will be introduced to framework documents, political contexts and the practical elements of education around the world. You will examine the concept of comparative education and the benefits and limitations involved with this process. You will have the opportunity to critically examine chosen countries alongside the Australian context and begin to recognise global approaches to education, and the need for collaborative knowledge building when working in the profession at the political level and as teachers in the field.||1||2|
|EDU201||Visual Arts and Media||Core||This is the second year arts subject, focusing on media arts and visual arts. You will learn how to engage children in learning by integrating these art forms into other discipline areas, such as literacy and numeracy. You will engage with contemporary research to build your philosophical and pedagogical position on how the arts can both engage and support learners. The subject will require you, through hands-on art experiences, to question your own philosophical and pedagogical biases in order to deepen your understandings of the core themes: multiple perspectives, intentional & strategic teaching, social justice & equity and critical reflection. This subject requires you to investigate how children engage with and develop knowledge and skills through the arts.||2||1|
|EDU203||Exploring Science and Technology in the Early Years||Core||This second-year subject explores the diverse theories that underpin science education and how these inform curriculum design and teaching practices. It critically examines the historical contexts of science education with particular attention to equity considerations such as gender and culture in relation to teacher confidence and efficacy. You will gain knowledge about scientific concepts and a range of approaches to teaching science and continue to develop the skills to plan, implement and evaluate early learning science experiences that support children to critically problem-solve and develop creative thinking skills.||2||1|
|EPX201||The Evolving Professional 1: Childcare (3-5 years) 15 days||Core||This second-year subject is the second of seven professional experience subjects and is designed to support you as evolving professional prior to your early childhood placement with children aged three to five years old. The focus of this subject is for you to explore the significance of professional relationships and identity to learning and teaching, within the context of leadership, advocacy and teacher as researcher. You will revisit and refine your data-gathering techniques drawing on the Mosaic approach and gain knowledge about implementing each stage of the curriculum cycle. You will also expand your repertoire of teaching strategies, further enhance your documentation skills and examine the purpose and significance of critically reflective practice.||2||1|
|EPX101||The Emerging Professional: Childcare (Birth-2 years) 15 days||Core||This second-year subject is one of seven professional experience subjects and is designed specifically to support you as emerging professionals prior to your first childcare placement. The focus of this subject is establishing and maintaining relationships with children and colleagues as the foundation for ethical and equitable engagement within teaching communities. You will gain knowledge about how the relevant frameworks and policies, anti-bias curriculum and the curriculum cycle inform teaching and learning. You will also explore a range of teaching strategies, develop an in-depth understanding of the importance of using inclusive and multi-modal data gathering techniques and be introduced to using Mahara ePortfolios as a documentation tool for your learning.||2||1|
|ECE202||Thinking with Children (Numeracy, Maths & ICT)||Core||This second-year subject explores the teaching and learning of numeracy, maths, and technology (ICT) from birth to five years. It critically examines the pedagogical approaches for how children build their mathematical foundations in numeracy and understanding of mathematical concepts and the underpinnings at different stages of early childhood. This subject will provide opportunities to develop strategies that will support and develop children’s problem solving skills and promote understanding of technology, numeracy and mathematical concepts. You will gain knowledge about how children construct knowledge in numeracy, maths and technology through meaningful experiences in music, play, art, languages, manipulative and other hands-on learning activities. You will develop the skills to design an environment that promotes integrated learning for children to develop numeracy and mathematical knowledge in early childhood settings, and further develop skills to design technologically engaging learning spaces for children.||2||1|
|EDU205||Australian Indigenous Education||Core||This second-year subject provides a theoretical framework for understanding colonisation and its impacts broadly across Australia and applying this to understand the impact of colonisation on local Indigenous peoples. You will develop skills in implementing curriculum that addresses the realities of Australia’s history and in employing culturally appropriate and respectful approaches to introducing Indigenous Australian content within and through curricula for all children.||2||2|
|EDU206||Critical Education in a Global World||Core||This second-year subject develops understanding of the theories, principles and pedagogies that inform critical education. It critically examines the relationships among power, society, oppression, education and change as a philosophical and pedagogical exploration. This critical examination is then used to draw attention to the connection between leadership and advocacy and highlight the importance of these for creating critical communities. In this subject, you will gain knowledge of a range of strategies for building critical communities and professional partnerships. You will also further develop your skills to critically reflect on your own identities and articulate how this informs your capacity to advocate for social justice and transformation across diverse contexts.||2||2|
|EDU304||Inclusive Education||Core||This third-year subject continues to prepare you to support diverse learning requirements of all students in their future classroom contexts in inclusive and responsive ways. The subject will focus on the fundamental concepts underpinning inclusive education and educators’ obligations under national legislation, with emphasis on evidence-based universal strategies that support participation and learning across a range of abilities. You will develop an understanding of the historical, philosophical and theoretical background of inclusion, as well as developing scholarly knowledge of current research and the implications for teaching practice for diverse learners in inclusive settings. Throughout this subject, you will engage with learning tasks to consider how beliefs, attitudes, values and theoretical understandings impact on practices related to making content, instructional strategies and assessment accessible to diverse learners in inclusive settings. The subject aims to build pedagogical practice for creating safe and supportive inclusive learning environments.||2||2|
|EPX102||The Emerging Professional: Childcare (Birth-2 years) 15 days||Core||This first-year subject is the first of seven professional experience subjects that is designed specifically to support you as emerging professionals prior to your first childcare placement. The focus of this subject is establishing and maintaining relationships with children and colleagues as the foundation for ethical and equitable engagement within teaching communities. You will gain knowledge about how the relevant frameworks and policies, anti-bias curriculum and the curriculum cycle inform teaching and learning. You will also explore a range of teaching strategies, develop an in-depth understanding of the importance of using inclusive and multimodal data-gathering techniques and be introduced to using Mahara ePortfolios as a documentation tool for your learning.||2||2|
|EPX302||The Dynamic Professional 2: Kindergarten & Preferential 15 and 5 days||Core||This third-year subject is the fifth of seven professional experience subjects and includes two placements: a three-week block in kindergarten and a one-week preferential placement. This subject is designed to support you as dynamic professionals prior to your second kindergarten placement. The focus of this subject is for you to explore the significance of professional engagement to learning and teaching, within the context of broader professional communities. You will gain knowledge about diverse roles, workplace contexts and learning and teaching communities, and critically examine how diversity is informed by the intersection of power, place and pedagogy. You will also continue to consolidate your knowledge and implementation of all stages of the curriculum cycle and nuance your documentation skills using Mahara ePortfolio.||2||2|
|ECE302||his third-year subject explores the diverse theories that underpin leadership and management models in early childhood education, with a particular focus on the potential of critical theories to transform these practices. It critically examines the intersection of leadership, team building and advocacy, drawing attention to the significance of these for creating critical communities. You will gain knowledge about a range of strategies for building critical communities and professional partnerships within the context of relevant early childhood policies, regulations and frameworks. You will continue to develop the skills to critically reflect on your own professional identity and articulate how this informs your capacity to engage ethically with social justice and equity frameworks and advocate for change across diverse educational contexts.||Core||3||1|
|ECE303||This third-year subject explores the principles, practices and professional issues relating to health and active play across children’s educational settings and frames these considerations within inclusive education. A focus on this subject includes a recognition of the importance of health and active play in early childhood, why this is important and how an understanding of this informs the ways in which early childhood educators plan environments. Pre-service teachers will gain skills in understanding key physical development during early childhood, how physical development is interconnected across domains and the implications for young children’s early growth. It critically examines the educator’s role in reflection and evaluation to improve children’s health and active play with a focus on equity. You will gain knowledge in relation to embedding a curriculum with a focus on health and active play and develop pedagogical knowledge including practical strategies and tools that can be used. In addition to this, pre-service teachers are encouraged to consider the Early Years Learning Framework, National Regulations and the National Quality Standard and continue to reflect on the necessary skills required for supporting young children’s health and active play in early childhood.||Core||3||1|
|EPX300||This third-year subject is the fourth of five professional experience subjects and includes a five-day transition placement before the start of semester and a ten-day preferential placement in a location of your choosing. This subject is designed to support you as courageous professionals through your transition and preferential placements, and through the completion of an action learning research project. In this subject, you will be introduced to the role and importance of research in forming education policy and practice and introduced to basic research methods used in educational research as it applies to practice in teaching contexts. The subject will examine action learning research methodologies, ethical considerations and data analysis methods as they apply them to research in educational practice and will investigate the contexts in which these might be best utilised. Examples of recent teacher action learning research in education will be reviewed and analysed to assist students to form an understanding of the value of research to inform their own philosophy and pedagogy. Their action learning project will require them to reflection their own biases and understandings of the core themes: multiple perspectives, intentional and strategic teaching, social justice and equity and critical reflection. During the transition and preferential placements you will be required to document all of your learning using Mahara ePortfolio.||Core||3||1|
|ECE304||This third-year subject explores the anti-bias approach to education, with a focus on social justice and equity and diversity, multiple perspectives, intentional teaching and critical thinking. This subject critically examines traditional and contemporary understandings of family groups and explores the role of education in providing equitable learning environments for children, families and communities. Students will learn about strengths and potential weaknesses of the anti-bias approach, and methods for meaningfully/appropriately incorporating it into practice. Students will research the historical and contemporary perspectives of families and communities within Australian society and the economic, political and social policy contexts that impact on family groups and communities and education. Students will examine equity areas in relation to children, families and communities and the structural, gender, religious, cultural, racial and linguistic diversity in Australia. They will explore the interconnections between policy and the definitions of families, communities and education. This will include the historical and cultural perspectives of local Aboriginal families and communities and Torres Strait Islander peoples and their experiences and connections with educational services.||Core||3||2|
|ECE305||This third-year subject explores designing early childhood environments and learning spaces, including considerations for the physical environment, materials provided, and elements of the program. It critically examines the ways in which the early childhood environment influences child wellbeing, relationship building, and learning, and highlights the value in a carefully designed learning space. You will gain knowledge about early childhood education approaches and philosophies of the environment, including nature programs, Reggio Emilio, Steiner and Montessori, and the regulations, policies, and guidelines that surround designing early childhood environments. This subject will help you to further develop the skills to design and implement inclusive, accessible and appropriate early learning spaces.||Core||3||2|
|ECE306||This third-year subject focuses on the promotion of a healthy cultural learning space through relationship building within the early childhood education context. It primarily centres on the wellbeing of the child using Bronfenbrenner’s ecological model to frame the approach. Topics covered include the importance of play, socialisation, emotional expression, natural spaces as well as art-based processes for holistic development. Social and emotional health feature within this program with practical strategies to facilitate prosocial learning and emotional regulation. Once foundational concepts are developed, pre-service teachers will focus on trauma sensitive practices to support children and their families who may be experiencing difficulties, for example bush fire trauma, death of a parent or displacement. Pre-service teachers will also learn about self-care and the warning signs of burn out, unhappiness, mental illness that can lead to job dissatisfaction. They will learn about the implications for children and practical ways to prevent burn out leading to longevity within the teaching profession.||Core||3||2|
|EPX303||This third-year subject is the final early childhood professional experience subject and includes a five-week block placement towards the end of the semester. This subject is designed to support you as transformational professionals prior to your ready-to-teach kindergarten placement. The focus of this subject is for you to explore the significance of embodying the professional in your learning and teaching. You will gain knowledge about kindergarten transitions and establishing relationships with children and families at the beginning of the teaching year. In preparation for becoming graduate teachers, you will develop the requisite skills for employment and job applications. Additionally, there will be an opportunity to critically reflect on your own transition from pre-service teacher to graduate teacher and articulate how this is underpinned by the Australian Professional Standards for Teachers. You will lead the teaching and learning in the placement setting and are required to take full responsibility for designing and delivering the curriculum for a full three-week period and to document all of your learning using Mahara ePortfolio.||Core||3||2|
The Bachelor of Early Childhood Education has commonwealth supported places (CSPs).
A CSP is a place at a university or higher education provider where the government pays part of your fees.
This means a significant reduction in payable fees for eligible domestic students.
When you are studying higher education courses you may qualify for FEE-HELP payments for part or all of your tuition fees. FEE-HELP loans do not cover materials costs.
Fees displayed are effective for new applications received on or after 1 November 2021. Tuition fees do not include textbooks, course materials or overseas student health insurance and visa fees.
After initial deposit, international students are able to pay tuition fees in installments, four times per year.
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Bachelor of Education (Early Years and Primary)
COURSE ADMISSION REQUIREMENTS
APPLICANTS WITH RECENT SECONDARY EDUCATION (CURRENT YEAR 12 or within the past two years)
Completion of an Australian Senior Secondary Certificate (VCE or equivalent) including a study score of at least 30 in English (EAL) or 25 in any other Units 3 and 4 English.
Our courses and support programs are designed to prepare students from diverse backgrounds for success; regardless of ATAR, age, prior experience, socioeconomic or educational circumstances.
APPLICANTS WITH VOCATIONAL EDUCATION AND TRAINING (VET/TAFE) STUDY
(including Diploma ECEC)
Completion of an Australian Diploma or Advanced Diploma (or equivalent).
APPLICANTS WITH PRIOR HIGHER EDUCATION STUDY
Completion or partial completion of a Bachelor degree level qualification may satisfy the course academic pre-requisites.
APPLICANTS WITH WORK AND LIFE EXPERIENCE
Applicants may demonstrate the equivalence by completing the multiple-choice component of the Special Tertiary Admission Test (STAT).
Refer below for information about the STAT.
PRIOR TO ENROLMENT (PROFESSIONAL PLACEMENT)
SPECIAL TERTIARY ADMISSIONS TEST (STAT)
Applicants must not have been enrolled in secondary studies for at least two years.
Applicants for our course should apply for the STAT multiple choice.
As well as the specific entry requirements above, Melbourne Polytechnic admits students on the basis of the following categories:
If you have already studied higher education: Y ou may meet the admissions criteria for higher education at Melbourne Polytechnic if your highest level of study since leaving secondary education is a higher education course, such as a university degree.
If you have studied a VET course: You may meet the admissions criteria for higher education at Melbourne Polytechnic if your highest level of study since leaving secondary education is a vocational education and training (VET) course.
If you have recent secondary education: You may meet the admissions criteria for higher education at Melbourne Polytechnic if you are a recent secondary education student whose admission is primarily based on the completion of Year 12 within the past two years.
If you have work and life experience: You may meet the admissions criteria for higher education at Melbourne Polytechnic if you have work and life experience and left secondary education more than two years ago and have not undertaken vocational education training (VET) or higher education study since then.
*To register with the Victorian Institute of Teaching (VIT), international students undertaking fewer than four years of study in Australia may be required to achieve a specified IELTS score. For further details visit the VIT website.
Melbourne Polytechnic is committed to providing transparency to the admissions process. In line with this commitment, we provide you with information that will help in making informed choices about your future studies.
Find out more about Melbourne Polytechnic’s commitment to admissions transparency.
Applicants for this course will need to have met the academic requirements. Meeting the minimum admission criteria does not guarantee entry into this course. Past academic performance may be considered.
You may also be required to attend an interview to discuss your career plans, aptitude and understanding of your chosen course of study and the requirements of tertiary study. (This may be conducted face-to-face or by through a video conference call using Skype or other application).
During your interview, you may be asked to provide:
Victorian Institute of Teaching (ADEYS) The Associate Degree of Early Years Studies has accreditation from VIT as a pathway program.
Local student means; you are an Australian citizen or permanent resident, a New Zealand citizen or a permanent humanitarian visa holder.