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Bachelor of Early Childhood Education

VTAC Code: HEBOECE CRICOS: 111526B VTAC Number: Preston 6900610451

Overview

Campus
Campus
Duration

3 years full time / available part time

Duration

3 years

Next Intake

February, July, February, July

Next Intake

February, July

Our new Bachelor of Early Childhood Education

With our three-year  Bachelor of Early Childhood Education program, you'll be prepared for your career as a childcare educator and a recognised 3-year old and 4-year old kinder teacher.

Recognised by Australian Children's Education and Care Quality Authority (ACECQA), our innovative teacher education program prepares pre-service teachers to meet the needs of early childhood education.

You'll draw on national and international policy, research, and the benchmarking of Australian teacher education courses.

Study with established experts

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.

Career Pathways

Where will the Bachelor of Early Childhood Education take me?

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.
  • Early Childhood Educator
  • Early Childhood Teacher
  • Kindergarten Teacher

Study Pathways

If you have a childhood education diploma such as the Diploma of Early Childhood Education and Care CHC50113, 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.

Course Details

Delivery methods

Your professional placement includes an embedded practical component of 85 days placement in childcare and kindergarten settings.

Class Schedule

Classes run on Tuesdays, Wednesdays and Thursdays.

Assessment Methods

Assessment methods include written research papers, personal and group presentations, reflective journal practice, and e-portfolio.

Units of Study

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.

Code Subject Elective Description Year Semester
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

Attend an Information Session

Our information sessions will give you an in-depth look at your chosen area of study and answer your questions about your course.

Fees & Costs

Per year $4124
Per semester $2062
Per year $19800
Per semester $9900

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.

Find out more information about FEE-HELP.

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.

For more detailed information please read the International Student Fees.

Please note: The above fees are for Commonwealth Supported Place (CSP) students. Non-CSP fees are $20,200 per year.

Scholarships on offer

Portrait of Natalie Butler

'We’d been discussing what projects we had coming up that we needed to go and buy materials for.  And so then the scholarship came and it was just a sigh of relief.'

See what scholarships are available

Requirements

ADMISSION REQUIREMENTS

Bachelor of Education (Early Years and Primary)

COURSE ADMISSION REQUIREMENTS

ALL APPLICANTS

  • Have completed an Australian Senior Secondary Certificate (VCE or equivalent). 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.
  • Attend an interview, demonstrating personal attributes suitable for the teaching profession.

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.

NOTE:
Applicants do not require an ATAR to meet the admission requirements for this course. Successful completion of secondary school studies and the minimum study score in English is required.

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).

NOTE:
Applicants who have successfully completed a Diploma of Early Childhood Education and Care may be awarded credits to a maximum of one year towards the Bachelor degree.

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)

  • Must possess a valid Working with Children Check prior to commencing placement.
  • Must comply with the COVID-19 vaccination status in line with the Department of Education and Training mandate.

SPECIAL TERTIARY ADMISSIONS TEST (STAT)

https://stat.acer.org/au

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.

Higher Education Admissions Criteria

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.

Read more about higher education admissions criteria.

  • Completion of an Australian Year 12 equivalency;
  • Academic IELTS 6.5 or Melbourne Polytechnic recognised equivalency with no individual band below 6.5.*

*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.

Next Steps

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:

  • Your CV outlining your relevant work and life skills and experience
  • Any letters of reference from employers
  • Documents relating to prior study including course transcripts and subject outlines from other Higher Education Providers if you wish to apply for credit

You are currently looking at information for local students

Local student means; you are an Australian citizen or permanent resident, a New Zealand citizen or a permanent humanitarian visa holder.