Bachelor of Education (Early Childhood)

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Bachelor of Education (Early Childhood)


And how quickly children learn and how excited they are about learning. Being able to work across the age range means that you’re qualified when on graduation to work in an early childhood setting which includes in Queensland, kindergartens and long day care services, but also in primary school settings so in terms of your job prospects, an Early Childhood degree will allow you to work in a range of settings.

We share some units with the Bachelor of Education (Primary) and we also have some units that are just for Early Childhood students to undertake. So for example we have a unit that relates to pedagogy, so that’s teaching with young children. We have another unit that focuses on looking at the Arts in Early Childhood, another unit that focuses on leadership and advocacy and there are other units that I could explain as well, and but within the broader units for example if we had something like development and learning, we would be looking at learning across the lifespan so there is if in other unis there is a focus also on early childhood matters if you like. Whether it is development or you know how to approach the teaching of science for example.

The Bachelor of Education (Early Childhood) has the competencies from the Diploma of Early Childhood Education and Care embedded in the first nine units of our degree. So some of you might have been working in a child care service and have a Diploma of Early Childhood Education and Care already. If that’s the case then using that existing qualification will give you some credit of up to six units towards the first year of your Bachelor of Education (Early Childhood)

As with the Bachelor of Education (Primary) degree, the Bachelor of Education (Early Childhood) has professional placements in all years of our degree. So in the first year of the Bachelor of Education (Early Childhood) students will do a placement in the second semester of their degree and they will also do a professional placement with babies and toddlers in the third semester of their degree. So across the time that they’re enrolled in the degree they will do a range of placements which meets the requirements for being accredited as a teacher of young children and children in a primary classroom.

While they’re out on placement they will have materials that will guide the tasks that they need to do while on that professional placement. So it’ll be things about what they need to observe, what they need to record, activities that they need to work with children, in relation to those kind of what planning they need to do, so all of the professional placements are highly scaffolded by university requirements.

We have partnerships with obviously with schools so and across the providers of school so state education catholic education and grammar schools and in other independent schools and also with stakeholders in non-school settings.

We have high employability of our graduates across the footprint of the university so yes we believe that our graduates are highly regarded by the profession.

So we’ve been very lucky in accessing federal government funding to be able to take students overseas. So at the moment we have funding to go to Cambodia and also the Philippines. Just recently we returned in late January from Cambodia where we 20 students came with us and we worked in schools in Phnom Pehn and that was the most amazing experience for students.

I do see amazing growth in students and I see them towards the end particularly towards the end of the program being inspired to make a difference with children and to recognising that the work that they do is intellectual and practical work that makes a difference in the lives of young children.