Bachelor of
Early Childhood Education

(Birth to 5)

Make an impact on the youth of tomorrow

Qualification / Award Bachelor of Early Childhood (Birth to 5)
Course Duration 4 years full-time/ 8 years part-time
Credit Points 192 (32 units)
Delivery On Campus
Available to Domestic (FEE-HELP available)/International
IELTS 6.0 with no band less than 6.0
Course Accreditation ACECQA
CRICOS Code 097424G
Financial Information Course Fees Page
AQF Level 7
Key Dates Application Deadlines and other Key Course Dates
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The Bachelor of Early Childhood Education Degree (BECE) is designed to provide graduate early childhood teachers with the knowledge, skills and understanding to provide a quality early childhood education and care to young children in Australia.

The course is designed to support childhood teaching students in building a deep understanding of child development, early childhood contexts, educational issues, teaching theories and considerations for the diverse needs of children, five years old and under.

There is a vast opportunity in studying this early childhood education course either as an undergraduate or even for your professional development. A continuing shortage of well qualified staff in the early childhood sector in Australia makes it only more vital that we continue providing this course for students interested in educating the future. Graduates of the Bachelor of Early Childhood Education degree will have a sound theoretical foundation of the fundamental knowledge and practical skills required of an early childhood educator with a particular focus on:

  • agentic and play-based approaches to early childhood education (Broadhead, Howard and Wood 2010; Fleer 2013)
  • using a range of effective, contemporary educational techniques and strategies to plan, deliver and assess effective learning for a complex and diverse range of children and family populations in a continually changing society
  • creating a safe and challenging educational environment to facilitate learning and wellbeing
  • key theorists and theoretical perspectives in the fields of education, in general and early childhood in particular
  • demonstrating a sound knowledge of the professional behaviour and ethical conduct expected of an educator
  • meeting the AQF level 7 criteria and ACECQA outcomes.


The Early Childhood Education course is particularly suited to:

Individuals seeking an undergraduate qualification to become an early childhood teacher in Australia and acquiring the experience to teach in early childcare institutions and schools.


English Language Proficiency

Applicants whose recent secondary education ( or equivalent) were taken in a language other than English will be required to demonstrate English proficiency. Specific English Language Proficiency requirements for this course are outlined in the table below:

Examination Minimum Score
IELTS 6.0 with no band less than 6.0
TOEFL iBT (Internet-based) 60 with no score less than 20
PTE Academic 50 with no score less than 50

Applicants with Recent Secondary Education (School Leavers)

Applicants with recent secondary education are those whose admission is primarily based on the completion of year 12 within the last two years. This also includes applicants who may have completed their senior secondary studies with a TAFE or VET provider within the last two years and includes applicants whose secondary education was undertaken interstate or overseas.

Applicants with recent secondary education may be admitted to the Bachelor of Early Childhood (Birth to 5 years) if they have successfully attained the NSW Higher School Certificate or interstate or overseas equivalent and they meet the English Language Proficiency (please see table above).

For more information visit the Applicants with Recent Secondary Education page.

International Applicants

International applicants may be admitted to the Bachelor of Early Childhood (Birth to 5 years) if they have successfully attained the NSW Higher School Certificate or interstate or overseas equivalent and they meet the English Language Proficiency requirement (please see table above).

Overseas students applying for admission to Excelsia College courses must have reached the age of 18 years by the commencement of their studies. Excelsia College will not admit overseas students who have not yet reached 18 years of age.

For more information visit the International Student page.

Applicants with Work and Life Experience

Applicants who do not have a NSW Higher School Certificate (or equivalent) or completed their secondary education more than two years ago and have not undertaking or completed vocational education training (VET) or higher education study since then can apply for admission using work and life experience.

“Experience” could include a combination of factors which demonstrate readiness for higher education. Includes mature age entry, professional experience whether completion of the Special Tertiary Admission Test (STAT) is required or not, community involvement or work experience.

Please visit the Applicants with Work and Life Experience information page.

Applicants with Higher Education

Please refer to Credit and RPL Policy and Procedures.

Applicants with VET or TAFE studies

Applicants with a Diploma in Early Childhood from an Australian institution may apply for Credit for all First Year courses of the Bachelor of Early Childhood degree. Applicants who have partially completed an Early Childhood degree elsewhere may be considered for Credit for such courses. For further information please refer to Credit and RPL Policy and Procedures.

Download the Student Selection and Admissions Policy and Procedure.


The Course is designed to meet the ACECQA standards and AQF level 7. As such, graduates of this 4 year degree will be equipped with comprehensive, coherent knowledge and skills of early childhood education as well as the ability to apply this experience in a range of early childhood teaching environments.


This unit provides an introduction to the historical, theoretical, and developmental foundations for educating young children. The study of children and early childhood is viewed from a socio-historical perspective with an understanding that childhood is socially constructed and experienced in specific time and place contexts that may vary considerably.

This unit provides a broad overview of the goals of education, including the promotion of equity and excellence and support of young Australians to become successful learners, confident and creative individuals, and actively participating, contributing and informed citizens.

This unit explores the major language, physical, social, psychosocial, emotional and cognitive development of children, both typical and atypical, from conception to eight years of age.

The formation units of study recognise that the spiritual, emotional and professional development of a person are closely interlinked, and that wellbeing and development of mature identity relies on the integration of character, values and ethics in the professional context. This unit aims to provide students with analytical tools, and an overview of spiritually and culturally diverse worldviews, the relationship between Christianity and Western culture, and Biblical foundations.

This unit prepares initial teacher education students for establishing and maintaining health and safety in early learning environments.

This course builds on the knowledge acquired in EDEC 101. It examines early childhood development and learning through the study of major concepts, theories, and processes related to the cognitive, linguistic, social, emotional, physical, and moral development of children ages birth through eight years.

The unit is a foundational unit in the Bachelor of Early Childhood providing students with a broad introduction
to the field of religious education in contemporary educational settings.

This course examines the appropriate use of assessment and observation strategies to document development,
growth, play and learning.

This unit provides students with a foundational introduction to a resilience model for spiritual and holistic wellbeing including practical strategies for coping and responding to change using Christian pillars of prayer, forgiveness, supportive communities, rest and renewal, gratitude and hope. The unit explores the principles underpinning virtue ethics, intentional character and identity development, bioethics and a Biblical response to relevant contemporary environmental, cultural and social issues.

Educators are faced with a variety of professional expectations, responsibilities and constraints. This unit specifically deals with a range of these expectations, responsibilities and constraints including: ethical and equitable practice, legal and legislative responsibilities facing educators, ongoing professional development, and managing relations with the wider school and the community.

This unit explores research-based principles and practices for cultivating numeracy and mathematical understanding during the early childhood years ( birth through age five ) with developmentally appropriate methods.

This course examines the developing child in societal contexts, focusing on interrelationships among the young child, family, teacher and community. The unit further emphasizes historical and cultural factors which influence the nature and composition of families and the processes of socialization for young children.

This unit examines social, emotional, and behavioural interventions and how they relate to student growth in the classroom. Worldviews and the impact of the teacher’s role on social, emotional, and behavioural interventions are also analysed. This unit considers the importance of, and how to identify, appropriate resources that provide intervention services for students.

This unit explores research-based principles and practices for cultivating literacy during the early childhood years (birth through age five) with developmentally appropriate methods.

This unit begins by defining curriculum and the factors that shape it. The unit includes a critical examination of principles underlying curriculum development and program planning for young children (birth to five).

This unit begins with an introduction to the Arts and Arts Integration. The introduction to the Arts consisting of an examination of key underlying principles of Arts education and the role and importance of the Arts in Early Childhood.

This unit provides a basic understanding of the current philosophies and practices relevant to including and serving prior to school and school students with diverse abilities within the regular classroom.

The unit explores the role of movement in a child’s development and well-being. Building on previous concepts of child development as they relate to health and physical growth, initial teacher education students investigate basic movement competencies and essential formative motor skills pertaining to children in the early years.

This unit focuses on multicultural and multilingual issues in education in prior to school and school settings in contemporary Australia. Diversity issues surrounding a multicultural classroom and multilingual classroom and the importance of using culturally responsive pedagogies and resources are investigated.

This unit builds on Early Childhood Numeracy (EDEC 113) and teaches concepts and principles related to the mathematical understandings of young children. The integration of numeracy, hands-on construction and exploration, comprehension of computational foundations, and the relationship of math with literacy is examined.

This unit examines the issues involved with administering an early childhood programme, including programme and staff planning and evaluation, centre operations, legal and ethical principles and responsibilities as presented in relevant current professional bodies’ codes of practice, professionalism and advocacy for children.

This unit is designed to equip teacher education students with the understandings and skills required to facilitate effective teaching and learning in Science and Technology. They will become familiar with Science and Technology curriculum documentation and resources, and critically evaluate relevant educational theories and practices.

This unit builds on Early Childhood Literacy (ECEC 111) and extends understanding of the development of listening, speaking, reading, writing and viewing knowledge and skills in children from birth to five.

The focus of this unit is specifically on the development of the language modes of reading, writing and viewing. Reading comprehension, meaning making through viewing and reading, as well as how young children develop writing skills are examined.

This unit examines the core principles and practices of approaches such as the Response to Intervention approach including multi-tiered systems of support; intensive support or intentional teaching; differentiated teaching; monitoring of progress and data-based decision making to support teaching and learning.

This unit is designed to assist initial teacher education students to master the knowledge and skills required for effective teaching in History and Geography. Relevant curriculum documents and teaching resources are examined in detail, and an understanding of the implications of a biblical worldview for these subject areas is also explored.

This unit presents methods best suited for educating young children who have exceptional learning needs, whether through disabilities/special needs or high/gifted abilities.

The content of this unit is designed to help prepare students for the internship by planning and preparing for teaching in their chosen contexts. Students integrate and apply theory and knowledge from their previous semesters.

The unit offers an introduction to educational research with a view to developing an understanding of different approaches and methods currently used and the capacity to critically evaluate designs and outcomes.

This unit provides an overview of the planning and preparation of curriculum for young children. It includes a critical examination of principles underlying curriculum development and program planning for young children.

This unit is based on the key premise that, in contemporary professional contexts, including early childhood education, creativity and innovation are core competencies for individual and organisational productivity and success.

This unit enables final year initial teacher education students to experience the professional roles and responsibilities of early childhood teacher practice over a sustained period of 30 days in an early childhood setting of their choice (birth to five).


Applicant background
2019 Semester 2
Number of Students Percentage of all students
(A) Past higher education study
(includes a bridging or enabling course)
0 0%
(B) Past vocational education and training (VET) study 0 0%
(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 impact of adjustment factors such as equity or subject bonus points)
0 0%
  • Admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR)
0 0%
  • Admitted on the basis of other criteria only and ATAR was not a factor (e.g. special consideration, audition alone, schools recommendation with no minimum ATAR)
0 0%
International students 265 100%
All students 265 100%

What do our students say?

Choosing to study at Excelsia was one of the best decisions I have ever made. The learning environment has been fantastic, the academic staff have been very supportive and continue to model to me how to become a great teacher. I have also made friends from a diverse cultural background and I can see a great career ahead of me.

Sonu Khadka
Student of the Bachelor of Early Childhood