Bachelor of Education (Early Childhood Teaching)
Course handbook
General Information
Overview
Our Bachelor of Education (Early Childhood Teaching) qualifies you to teach children from 0-5 years of age.
You’ll learn how to keep tiny attention spans interested and prepare for a rewarding career in kindergartens, preschools, early learning centres and more.
Discover how to respond to students and families of diverse cultures and backgrounds, including Indigenous cultures.
Study structure
Successful completion of the Bachelor of Education (Early Childhood Teaching) requires students to complete units of study to the value of 400 credit points. All units of study are valued at 12.5 credit points unless otherwise stated.
- Accelerated study: 12 units of study per academic year
- Full-time study: eight units of study per academic year
- Part-time study: four units of study per academic year
- Recommended study: six units of study per academic year
- One credit point is equivalent to one hour of study per week per semester (including contact hours and private study)
Full-time study: 100 credit points/eight standard units of study per year
One credit point is equivalent to one hour of study per week per semester (including contact hours and private study)
See the course planner for an example degree structure.
| Units of study | Unit code |
|---|---|
| Core units | |
|
Introduction to Academic Language, Literacy and Numeracy in Education
Core unit , 12.5 credit points |
EDU10026 |
|
Understanding Language and Literacy
Core unit , 12.5 credit points |
EDU10002 |
|
The World of Maths
Core unit , 12.5 credit points |
EDU10003 |
|
Theories of Teaching and Learning
Core unit , 12.5 credit points |
EDU10004 |
|
Indigenous Education and Perspectives
Core unit , 12.5 credit points |
EDU10005 |
|
Teaching and Learning in the 21st Century
Core unit , 12.5 credit points |
EDU10006 |
|
Contemporary Perspectives of Learning and Development
Core unit , 12.5 credit points |
EDU20003 |
|
Developing Literacy
Core unit , 12.5 credit points |
EDU20001 |
|
Mathematics in Practice
Core unit , 12.5 credit points |
EDU20002 |
|
Sustainable Education and Perspectives
Core unit , 12.5 credit points |
EDU20005 |
|
Understanding and Supporting Behaviour
Core unit , 12.5 credit points |
EDU20004 |
|
Imagining the World Through Language and Literature
Core unit , 12.5 credit points |
EDU30001 |
|
Science and Technology
Core unit , 12.5 credit points |
EDU30002 |
|
Wellbeing and Resilience
Core unit , 12.5 credit points |
EDU30004 |
|
Understanding and Supporting Inclusion
Core unit , 12.5 credit points |
EDU30005 |
|
Families, Community and Citizenship
Core unit , 12.5 credit points |
EDU30006 |
|
Imagining the World Through the Arts
Core unit , 12.5 credit points |
EDU30007 |
|
Educational Leadership, Management and Program Assessment
Core unit , 12.5 credit points |
EDU30062 |
|
The Healthy and Active Child
Core unit , 12.5 credit points |
EDU40001 |
|
Play and Environment
Core unit , 12.5 credit points |
EDU40002 |
|
Identity: The Early Childhood Profession(al)
Core unit , 12.5 credit points |
EDU40003 |
|
Advocacy and Social Justice
Core unit , 12.5 credit points |
EDU40004 |
|
Nature Pedagogies
Core unit , 12.5 credit points |
EDU40020 |
|
Achieving High Quality Early Learning
Core unit , 12.5 credit points |
EDU40021 |
|
Introduction to Curriculum Planning and Assessment: Practicum 1
Core unit , 12.5 credit points |
EDU10001 |
|
Curriculum Planning and Assessment: Practicum 2
Core unit , 12.5 credit points |
EDU20053 |
|
Planning, Teaching and Learning for Infants: Practicum 3E
Core unit , 12.5 credit points |
EDU30027 |
|
Ready to Teach Early Childhood: Practicum 5E
Core unit , 12.5 credit points |
EDU40006 |
Choose from a combination of the following course components to complete 50 credit points of other study. Students may also select elective units (12.5 credit points each).
Recommended elective units can deepen your understanding of your chosen major or an area of interest. A full list of available elective units can be found upon enrolment.
Aims and objectives
Students who successfully complete this course will be able to:
- show broad and coherent knowledge of children aged 0-5 years, notably in relation to how they learn, with comprehensive knowledge of early childhood curriculum and quality frameworks within the Australian context
- plan for and implement effective teaching and learning in diverse early childhood contexts, showing appropriate initiative and judgment
- create and maintain supportive, safe and engaging learning environments, with an ability to analyse information in diverse early childhood contexts critically
- critically review and apply theory to practice, showing initiative and informed judgment in decision making and problem solving
- assess children’s learning and use clear communication to report outcomes to parents and communities through critically analysing, consolidating and synthesising assessment information
- articulate a deep knowledge of the early childhood profession that is informed by critical thinking and synthesis of theoretical and practical knowledge and ongoing professional learning
- collaborate respectfully with colleagues, families and children, with communication skills that present clear, coherent and current knowledge
- develop teaching and learning strategies and understandings that encompass differentiated and inclusive approaches appropriate for diverse learners in varied contexts, including Aboriginal and Torres Strait Islander peoples and their histories, languages, and cultures.
Career opportunities
Graduates will have the skills, knowledge and dispositions to be pedagogical leaders, effective advocates for social justice and equity, capable teachers of children from birth to five years in a variety of settings, and professionals whose practice is informed by critical reflection and ongoing learning.
Professional recognition
The Bachelor of Education (Early Childhood Teaching) has the Australian Children's Education and Care Quality Authority ACECQA - accreditation. It is recognised by the Victorian Institute of Teaching as a VIT registerable Early Childhood Teacher qualification.
Informed choices
Further information for students
Swinburne supports students to make informed choices when applying for and enrolling in courses. In education there are functional and behavioural abilities required to undertake tasks, learning activities or assessments. These functions are described below to assist prospective students when assessing whether they can successfully undertake an Initial Teacher Education Course.
Reasonable adjustments
Swinburne upholds inclusive academic practices, ensuring that students with disabilities and other conditions can undertake courses and participate in study. Reasonable adjustments can be implemented to support students through viable arrangements to enable students with a disability or a chronic health condition to undertake the studies while maintaining the academic integrityof core course requirements.
Students considering whether they may be eligible for reasonable adjustments should contact Swinburne’s AccessAbility Services and will need to complete an AccessAbility Registration Form.
Sensory abilities
Some tasks in education courses require certain sensory abilities, including: visual ability and auditory ability.
Will reasonable adjustments be considered?
Yes. Please contact AccessAbility to consider reasonable adjustments suitable for your situation.
| Sensory ability | What is this? | How is this relevant to education courses? |
|---|---|---|
| Visual ability | The extent to which a person can see or interpret visual information. This may also include colour vision. | If you have any concerns about your visual ability, please contact us to determine what rasonable adjustments may be possible to support you. |
| Auditory ability | The sense of hearing, and the extent to which a person can be responsive to aural cues, and differentiate vocal sounds and tone. | If you have any concerns about your auditory ability, please contact us to determine what reasonable adjustments may be possible to support you. |
Strength and mobility
Some tasks in education courses require strength and mobility, including: gross motor skills and fine motor skills.
Will reasonable adjustments be considered?
Yes. Please contact AccessAbility to consider reasonable adjustments suitable for your situation.
| Strength and mobility | What is this? | How is this relevant to education courses? |
|---|---|---|
| Gross motor skills | The use of large muscle groups that coordinate body movements and provide strength for activities such as lifting, pushing, pulling, walking and maintaining balance. | If you have any concerns about your gross motor skills, please contact us to determine what reasonable adjustments may be possible to support you. |
| Fine motor skills | The ability to undertake precise coordinated movements of the hands for activities such as writing and manipulating small objects. | If you have any concerns about your fine motor skills, please contact us to determine what reasonable adjustments may be able to support you. |
Behaviours
Some tasks in education courses require certain behaviours, including: ethical behaviour, mental wellness and behavioural stability, as well as sustainable performance and endurance.
Will reasonable adjustments be considered?
Yes. Please contact AccessAbility to consider reasonable adjustments suitable for your situation.
| Behaviours | What is this? | How is this relevant to education courses? |
|---|---|---|
| Ethical behaviour | Ability to comply with and be governed by quality and professional standards. Acting in ways consistent with the recognised values of society and avoiding activities that do harm. | Learning and assessment activities require confidentiality and integrity in order to perform in academic and professional settings. Practice and registration requires adherence to the Australian Professional Standards for Teachers. |
| Mental wellness and behavioural stability | A state of well-being in which an individual can cope with the normal stresses of life and can work productively and fruitfully, maintaining consistent behaviour that is acceptable and appropriate. | Exposure to situations which are challenging and unpredictable is common in teaching practice. Learning and assessment activities require sensitive, perceptive and delicate interactions and responses. Learning and assessment activities require behavioural stability to manage challenges objectively and professionally |
| Sustainable performance and endurance | The ability to undertake a task over a predetermined period of time, including physical performance such as standing for a period of time, or mental performance such as concentrating and maintaining focus for a particular length of time | Teaching practice while on placement requires exposure to unexpected and sometimes emergency situations. There is a requirement for a sustained level of physical and mental performance in learning and assessment activities. |
Admission criteria
Information about Swinburne's general admission criteria can be found at Admissions at Swinburne - Higher Education webpage.
Interested in the Bachelor of Education (Early Childhood Teaching)?
From state-of-the-art facilities to opportunities to engage with industry – this course is designed with your future in mind. Let's get started.