Bachelor of Education (Early Childhood Teaching)

Required components

Required components are essential functions and attributes that are encountered in different learning and assessment contexts throughout the course.

The examples below show how these components appear in practice, which can guide your approach to learning and participation throughout the course. 

Sight 

Students in the Bachelor of Education (Early Childhood Teaching) will use and interpret visual information, including colour and facial cues, to maintain safety and make accurate assessments.   

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Noticing visual cues during routines (e.g. meals, sleep and transitions) to support safety, hygiene and wellbeing

• Watching indoor and outdoor spaces to spot risks, supervise children and respond quickly to safety issues 

• Observing children’s expressions, body language and play to understand their wellbeing and learning needs.
   

Sound 

Students in the Bachelor of Education (Early Childhood Teaching) will use hearing to respond to vocal cues and differentiate sounds and tone, to maintain safety and make accurate assessments.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Listening and responding to children's sounds, including cries, distress and early language

• Noticing and separating different sounds in busy spaces (e.g. playgrounds and group settings) to keep children safe.
   

Touch 

Students in the Bachelor of Education (Early Childhood Teaching) will use touch to feel tactile differences and changes in objects, assess physical conditions, and respond to discomfort or danger, to maintain safety and make accurate assessments.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Supporting children with routines (e.g. feeding, nappy changing and dressing) while maintaining hygiene and comfort

• Noticing changes in children's physical condition (e.g. illness, discomfort or injury) through touch

• Guiding children during play and activities to support safe movement and participation

• Supporting sensory play (e.g. water, sand, and exploring materials and spaces) while watching how children respond.
   

Smell 

Students in the Bachelor of Education (Early Childhood Teaching) will use smell to distinguish the differences and changes in smell for identifying odours, detecting hazards (like smoke or gas), and enhancing taste, to maintain safety and make accurate assessments.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Noticing and acting when children need changing or are unwell (e.g. soiled nappies or vomit)

• Noticing and acting when there are hygiene or safety issues in learning and eating areas (e.g. spoiled food, waste or a need for cleaning).

Required components

Required components are essential functions and attributes that are encountered in different learning and assessment contexts throughout the course.

The examples below show how these components appear in practice, which can guide your approach to learning and participation throughout the course. 

Endurance 

Students in the Bachelor of Education (Early Childhood Teaching) will develop and use endurance to sustain physical effort and concentration over extended periods without experiencing excessive fatigue.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Supervising children for extended periods across full placement days 

• Staying actively involved in routines and transitions to maintain safe practice 

• Transitioning regularly between standing, walking, bending and floor-based interaction.
   

Stamina 

Students in the Bachelor of Education (Early Childhood Teaching) will develop and use stamina to perform short-term, high-intensity physical tasks while maintaining control and energy.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Responding quickly and moving between children and learning areas to maintain active supervision

• Acting promptly during routines and transitions while maintaining calm, controlled support for children's safety and interactions. 
   

Strength 

Students in the Bachelor of Education (Early Childhood Teaching) will develop and use strength to lift, move, or hold objects safely using physical effort.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Lifting and carrying children when required to support care, safety and participation

• Setting up and moving learning materials and equipment to ensure indoor and outdoor spaces are safe.
   

Dexterity 

Students in the Bachelor of Education (Early Childhood Teaching) will use fine and coordinated movements of the hands and limbs to complete tasks that require precision and control.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Supporting care routines that require careful hand use (e.g. hygiene tasks and dressing support).
   

Steadiness 

Students in the Bachelor of Education (Early Childhood Teaching) will use steadiness to maintain balance, control, and stable movement while standing, walking, or performing physical tasks.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Maintaining balance when working at the floor level with infants and toddlers

• Being physically positioned on or close to the floor to interact with children 

• Navigating busy rooms and outdoor spaces while carrying resources and maintaining supervision.

Required components

Required components are essential functions and attributes that are encountered in different learning and assessment contexts throughout the course.

The examples below show how these components appear in practice, which can guide your approach to learning and participation throughout the course. 

Activities in this course where required components are applicable will be observed and assessed during compulsory placements to meet standards overseen by Australian Children's Education and Care Quality Authority for professional registration.

Codes of conduct 

Students in the Bachelor of Education (Early Childhood Teaching) will follow professional rules, standards, and ethical guidelines provided by professional association(s). 

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Demonstrating the application of professional standards of conduct, integrity and legal obligations.

• Respecting professional boundaries, legislative requirements, education policies, procedures and standards 

• Maintaining professional boundaries and acting in line with child-safe and ethical standards when working with children and families

• Applying confidentiality and privacy requirements when handling information about children, families and services.
   

Duty of Care 

Students in the Bachelor of Education (Early Childhood Teaching) will act in ways that support personal safety and the safety of others. 

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Demonstrating the application of professional standards to make ethical decisions, and to be accountable for your actions and conduct

• Supervising children continuously to identify risks and respond immediately to unsafe situations

• Acting quickly to maintain safe environments during routines (e.g. meals, sleep, transitions and play)

• Following mandatory reporting requirements and reporting concerns about child safety or wellbeing

• Responding appropriately to incidents, emergencies and health needs during placement.
   

Cultural sensitivity (including equity awareness) 

Students in the Bachelor of Education (Early Childhood Teaching) will use awareness to remain conscious of surroundings and external factors to be able to respond appropriately and safely, even when managing interruptions or medication effects.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Demonstrating professional and ethical behaviours that are informed by cultural awareness and competence

• Interacting respectfully with diverse students and family members through culturally safe practices, without bias or discrimination. This will be observed and assessed through compulsory placements 

• Supporting inclusive learning environments that reflect children's identities, cultures and experiences.
   

Engage Effectively 

Students in the Bachelor of Education (Early Childhood Teaching) will interact with others honestly, respectfully, and responsibly to build trust and professional relationships.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Demonstrating respectful communication with integrity, honesty and accountability towards students, families, school staff and peers

• Accepting feedback to build professional practice
   

Professional reflection 

Students in the Bachelor of Education (Early Childhood Teaching) will develop skills to review their learning and performance and identify areas for improvement.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Reflecting on feedback and incorporating feedback on safe and professional practice.

Adaptable components

Activities in this course where the use of the following learning and knowledge creation abilities are required can likely be supported with reasonable adjustments.

Required components

Required components are essential functions and attributes that are encountered in different learning and assessment contexts throughout the course.

The examples below show how these components appear in practice, which can guide your approach to learning and participation throughout the course. 

Verbal Communication 

Students in the Bachelor of Education (Early Childhood Teaching) will use spoken language to express ideas clearly, supported by tone and body language, to support understanding and feedback.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Giving clear, simple instructions to children during play, routines and transitions 

• Using tone and voice to provide guidance, support, comfort and respond to distress

• Communicating with families about children's learning, care and wellbeing

• Speaking with colleagues during placement to coordinate safe and consistent practice.
   

Social Cues 

Students in the Bachelor of Education (Early Childhood Teaching) will use social cues to notice and respond to unspoken communication such as body language, facial expression, gestures and pace of conversations.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Noticing children's non-verbal signals (e.g. distress, discomfort and withdrawal) during play and routines

• Considering interactions based on children's cues to support engagement and emotional safety.
   

Conflict Resolution 

Students in the Bachelor of Education (Early Childhood Teaching) will develop and use skills to address disagreements calmly and respectfully to reach beneficial outcomes.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• De-escalating incidents by addressing aggression, refusal or conflict between children in real time 

• Intervening in peer conflict by resolving disputes such as bullying, exclusion, or physical or verbal disagreements 

• Engaging in professional discussions with parents and colleagues where concerns or disagreements arise.

Professional expectations require independent judgement and response, which cannot be delayed or delegated.

Emotional Regulation 

Students in the Bachelor of Education (Early Childhood Teaching) will develop and use skills to take part in interactions with others in a way that supports respectful and productive communication. 

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Responding calmly to children's distress, including anxiety, frustration or conflict 

• Engaging in difficult conversations with parents or carers about student anxiety, frustration, conflict, progress or concerns in a respectful and professional manner 

• Participating in professional interactions with colleagues, including receiving feedback, addressing disagreements and working within team environments during practicum.

Professional expectations require interactions with children and parents to remain calm to avoid risks to child safety, wellbeing and to ensure effective professional relationships are developed and maintained.

Adaptability 

Students in the Bachelor of Education (Early Childhood Teaching) will develop and use skills in responding to change through adjusting plans and managing different tasks as situations change. 

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Adjusting activities and routines in real time based on children's needs and responses

• Responding to unexpected situations (e.g. changes to situations, safety issues and interruptions)

• Moving between tasks quickly (e.g. supervision, care routines and learning activities)

• Adapting practice based on feedback from supervisors during placement.

These activities require constant task-switching and reprioritisation to respond to changing circumstances.

Adaptable components

The following interpersonal components are required in this course. Reasonable adjustments can likely be supported.