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Overview

The Bachelor of Early Childhood Education - Birth to 8 is an initial teacher education degree that prepares students with in-depth study of Early Childhood Education. This course aims to support pre-service teachers to become effective educators of young children (birth to age eight).

Course offerings

Bedford Park

Flinders City Campus

Courses / qualifications may not be offered in all locations and modes each year.  For more information on Mode of Delivery, visit Mode definitions

Student guidance

Study planner

Program of study overview

Program of study notes

Program of study
144 Units

Year 136 Units
Year 236 Units
Year 336 Units
Year 436 Units
Minor18 Units

Admission requirements

Admission requirements

Inherent requirements

Special requirements

English Language requirements

Aims

This course aims to produce quality graduates who apply a specialised body of content and pedagogical knowledge, skills and dispositions to:

  • Articulate a coherent and considered view of how young children learn and develop
  • Co-construct inclusive and intellectually challenging curriculum for children from Birth to age 8
  • Form sustained and effective relationships with children, colleagues, parents/caregivers and community members
  • Reflect critically upon research, data and theoretical knowledge to inform practice

  • Collaboratively implement policies and practices that actively consider and enhance the lives of children, families and communities

  • Utilise a purposeful and effective range of multimodal communication methods including information and communication technologies

Learning outcomes

On completion of the course you will be able to:
1.
Create opportunities to work with children as competent and active social participants within the contexts of their diverse families, local and global environments while ensuring opportunities for children to communicate and express ways of thinking using multi-modalities
2.
Create inclusive and intellectually challenging curricula, technologies, pedagogical approaches and techniques which extend children’s learning and development from Birth to age 8
3.
Articulate the importance of play, agency and relationships in young children’s lives in order to achieve high quality, equitable outcomes for young children, families, colleagues and the wider community
4.
Collaborate within inter-disciplinary teams to ensure that all children have opportunities to access and participate in high quality and inclusive Early Childhood settings
5.
Communicate effectively and professionally with a variety of audiences for a range of purposes
6.
Apply and embed knowledge, respect and understanding of Aboriginal and Torres Strait Islander histories, cultures and languages in teaching and learning and promote reconciliation between Indigenous and non-Indigenous Australians
7.
Engage in professional learning and meet professional ethical responsibilities

Student progression rules

The College of Education, Psychology and Social Work enact the Student Progress Policy to identify, intervene and provide assistance as required to pre-service teachers who are experiencing difficulty progressing in their enrolled course.

In addition, except with the permission of the Dean (Education) or nominee:

  • No professional experience placement may be taken more than twice
  • Pre-service teachers who demonstrate gross negligence or misconduct in the performance of an assigned duty will not be offered more than one professional experience placement
  • Students must pass both components of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) by the midpoint of their degree. The standard resit allowance permits an initial test attempt plus up to two additional resits for each component (literacy and numeracy) of the test. Students may only be granted a fourth or fifth attempt based on the judgement of the Dean (Education). This cap has been determined by the Australian Government LANTITE Governance Committee.
  • The degree must be completed within ten consecutive years


If a student is no longer able to meet the inherent requirements of the course, they should seek academic counsel from the Course Coordinator or Teaching Program Director, and/or they may be referred to the Student Progress Committee.

Professional accreditation and recognition

Professional accreditation

Associations

Course/Exit award association

Honours - 1 year/Bachelor association