Bachelor of Early Childhood Education
– Birth to 5
Duration: 4 years full-time/8 years part-time (domestic students only)
Delivery: On campus
Credit points: 192 (32 units)
CRICOS CODE: 097424G
Available to: Domestic (FEE-HELP) and International
IELTS: 6.0 with no band less than 6.0
Course accreditation: ACECQA
AQF: Level 7
Tuition fee: International students: $7,800 semester/$62,400 total tuition fee
Enquiry form
Course overview
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.
Where this will take me
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.
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
Early Childhood Student
First year
Foundations of Early Childhood
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.
Foundations of Teaching and Learning
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.
Growth and Development in Early Childhood
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.
Formation 1
The formation units of study recognise that the spiritual, emotional and professional development of a person are closely interlinked. This unit allows students to explore their personal world view and cultural context as well as understand the context of Christianity and the Bible within Western culture.
Health, Safety, and Nutrition
This unit prepares initial teacher education students for establishing and maintaining health and safety in early learning environments.
Educational Psychology for Early Learners
This unit builds on the knowledge acquired in Foundations of Early Childhood. 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 from birth to eight years.
Christian Foundations of Education
This unit is a foundational unit in the Bachelor of Early Childhood Education (Birth to 5), providing students with a broad introduction to the field of religious education in contemporary educational settings.
Observation, Assessment and Professional Experience I
This course examines the appropriate use of assessment and observation strategies to document development, growth, play and learning.
Second year
Formation 2
This unit provides students with an introduction to a resilience model for spiritual and holistic wellbeing. In the development of mature identity, it explores an ethical approach to current issues and character formation, and encourages the student to explore the integration of these into the educational context.
Ethical and Professional Issues in Education
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.
Early Childhood Numeracy
This unit explores research-based principles and practices for cultivating numeracy and mathematical understanding during the early childhood years (birth through to age five) with developmentally appropriate methods.
The Young Child, Family and Community Partnerships
This unit examines the developing child in societal contexts, focusing on interrelationships among the young child, family, teacher and community. The unit further emphasises historical and cultural factors which influence the nature and composition of families and the processes of socialisation for young children.
Social, Emotional, and Behavioural Interventions
This unit examines social, emotional, and behavioural interventions and how they relate to student growth in the classroom. World views 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.
Early Childhood Literacy
This unit explores research-based principles and practices for cultivating literacy during the early childhood years (birth through to age five) with developmentally appropriate methods.
Curriculum Approaches for the Early Years
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).
Visual and Performing Arts in Early Childhood
This unit begins with an introduction to the arts and arts integration. The introduction to the arts consists of an examination of key underlying principles of arts education and the role and importance of the arts in early childhood.
Third year
Teaching for Diverse Abilities
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.
Personal Development, Health and Physical Education Learning
This unit explores the role of movement in a child’s development and wellbeing. 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.
Multicultural and Multilingual Perspective in Early Childhood
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.
Developing Mathematical Concepts in Early Childhood
This unit builds on Early Childhood Numeracy 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.
Early Childhood Ethics and Administrative Responsibilities and Professional Experience
This unit examines the issues involved with administering an early childhood program, including program 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.
Science and Technology
This unit is designed to equip teacher education students with the understanding and skills required to facilitate effective teaching and learning in science and technology. Students will become familiar with science and technology curriculum documentation and resources, and critically evaluate relevant educational theories and practices.
Foundations of Language Structures and Modes for Early Childhood
This unit builds on Early Childhood Literacy and extends understanding of the development of listening, speaking, reading, writing and viewing knowledge and skills in children from birth to five years.
Reading, Writing and Viewing in Early Childhood Professional Experience I
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.
Fouth year
Assessment and Response to Intervention in the Early Childhood Profession
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.
Human Society and Its Environment
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 world view for these subject areas is also explored.
Planning, Instruction and Assessment for Exceptional Learners in Early Childhood
This unit presents methods best suited for educating young children who have exceptional learning needs, whether through disabilities or special needs, or high or gifted abilities.
Student Teaching in the Pre-K to Primary Grades
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.
Engaging in Practice-Based Research
This 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.
Early Childhood Curriculum in Action
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.
Leadership, Creativity and Innovation
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.
Professional Experience Internship
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).
Academic staff for Early Childhood
Education Professional Experiences Manager
Helen Fittler
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 please visit the Future Students information 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.
Language requirements
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 |
PTE Academic |
| 50 with no score less than 50 |
Other applicants
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.
For more information please visit the Future Students 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 experience
| Applicant background | Number of students | Student Percentages |
|---|---|---|
|
29 International. Other basis |
51 |
7.6 |
|
31 A. A higher education award course (Australian or overseas equivalent; complete or incomplete) |
137 |
20.3 |
|
33 International. Secondary education undertaken at school, VET or other education provider (Australian or overseas equivalent) |
161 |
23.9 |
|
34 B. A VET award course or VET delivered enabling or bridging course other than a secondary education course (Australian or overseas equivalent; complete or incomplete) |
44 |
6.5 |
|
41 D (i). Recent secondary education (whether undertaken at school, VET or another Australian provider) – ATAR only |
2 |
0.3 |
|
42 D (ii). Recent secondary education (whether undertaken at school, VET or another Australian provider) – ATAR plus other criteria |
15 |
2.2 |
|
42 D (iii). Recent secondary education was undertaken (whether undertaken at school, VET or another Australian or overseas provider) – only other criteria, ATAR not considered |
265 |
39.3 |
| International Student number | Domestic student number | Total Number | International Student Percentage |
|---|---|---|---|
|
669 |
6 |
675 |
99.1 |
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