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HomeAll coursesVocationalDiploma of Early Childhood Education and Care (CHC50121)

Diploma of Early Childhood Education and Care (CHC50121)

Category:
Vocational/

COURSE DESCRIPTION

Do you enjoy being around children and want to inspire the next generation of young learners?

Start your career in early childhood education!

With this qualification you’ll be entering a rewarding industry that provides education and care to children. With a strong emphasis on practical learning and work placements, you’ll be highly sought after upon graduation.

This course will allow you to potentially take on a supervisor or management role in early childhood education and care, preparing you to establish a safe and healthy environment and design and evaluate programs for children.

WANT TO KNOW MORE? ENQUIRE NOW!

QUICK INFO

Qualification Diploma of Early Childhood Education and Care
Nationally recognised Yes
National code CHC50121
CRICOS Course Code 107903E
Location Brisbane Campus
Gold Coast Campus
Delivery mode Face-to-face classroom delivery
Vocational Placement – 280-hours (compulsory)
Course Duration 56 weeks (including 8 weeks holiday)
Entry Requirements IELTS (Academic) overall 5.5, or equivalent
Successful completion of CHC30113 or CHC30121 Certificate III in Early Childhood Education and Care
Must be 18 years of age
Start dates

13/02/2023
17/04/2023
19/06/2023
23/10/2023
15/01/2024
18/03/2024
20/05/2024
22/07/2024
23/09/2024
25/11/2024

Awarded by Shafston International Pty Ltd, CRICOS Provider Code: 03917H, RTO Code: 45694

UNIT DETAILS

CHCECE043 - Nurture creativity in children

This unit describes the performance outcomes, skills and knowledge required to develop, implement and evaluate experiences that nurture creativity in children through construction, digital technologies, dramatic play, imaginative play, movement, music and visual art.

This unit applies to educators who develop and implement learning experiences in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, but according to the philosophy of the service.

CHCECE046 - Implement strategies for the inclusion of all children

This unit describes the performance outcomes, skills and knowledge required to promote inclusion and diversity and to plan, implement and monitor individual support strategies.

This unit applies to educators working at a leadership level in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

CHCECE041 - Maintain a safe and healthy environment for children

The unit describes the performance outcomes, skills and knowledge to monitor and maintain health and safety in the areas of individual health, hygiene, infectious disease, supervision, risk management, incident and emergency management. It includes the ability to contribute to the ongoing improvement of workplace health and safety policies and procedures.

This unit applies to educators who implement and monitor practices according to established service policies and procedures in a regulated children’s education and care service in Australia. They may also provide guidance to other workers.

CHCECE049 - Embed environmental responsibility in service operations

This unit describes the performance outcomes, skills and knowledge required to develop, implement and evaluate a sustainability management plan and support children’s environmental responsibility.

This unit applies to educators who develop and implement practices according to established organisational policies in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

CHCECE045 - Foster positive and respectful interactions and behaviour in children

This unit describes the performance outcomes, skills and knowledge required to develop guidelines that foster positive and respectful interactions and behaviour, and to monitor and support children’s learning, development and wellbeing in this area.

This unit applies to educators working at a leadership level in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

CHCPRP003 - Reflect on and improve own professional practice

This unit describes the skills and knowledge required to evaluate and enhance own practice through a process of reflection and ongoing professional development.

This unit applies to workers in all industry sectors who take pro-active responsibility for their own professional development.

CHCMGT003 - Lead the work team

This unit describes the skills and knowledge required to undertake supervisory and coordinating activities in work groups in health and community service organisations.

Workers at this level are team leaders or managers responsible for coordinating and monitoring the activities and performance of work teams and other service providers.

This unit applies to a range of leadership roles in health and community services workplaces.

CHCPOL003 - Research and apply evidence to practice

This unit describes the skills and knowledge required to establish the information need, gather information and critically analyse the information for relevance to own work.

This unit applies to health and community service workers who need to research existing information to support and improve their work practice. It does not cover primary research.

CHCECE044 - Facilitate compliance in a children’s education and care service

This unit describes the performance outcomes, skills and knowledge required to facilitate legislative, regulatory and National Quality Framework compliance in an education and care service.

This unit applies to educators working in regulated children’s education and care services in Australia. They provide guidance to others and have responsibilities in relation to continuous improvement of services provided.

CHCECE050 - Work in partnership with children’s families

This unit describes the performance outcomes, skills and knowledge required to establish relationships with families, connect with the local and broader community and promote opportunities for collaboration and sharing of information with families to support effective education and care for children.

This unit applies to educators working at a senior operational or leadership level in regulated children’s education and care services in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

CHCECE047 - Analyse information to inform children’s learning

This unit describes the performance outcomes, skills and knowledge required to gather and analyse information about children’s learning to inform practice.

This unit applies to educators who develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, but according to the philosophy of the service.

CHCECE042 - Foster holistic early childhood learning, development and wellbeing

This unit describes the performance outcomes, skills and knowledge required to foster and enhance the holistic learning, development and wellbeing of children from birth to six years of age. It includes the ability to use detailed knowledge of different developmental domains and developmental theory and how these domains link to support holistic development.

This unit applies to educators who develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, according to the philosophy of the service.

CHCECE048 - Plan and implement children’s education and care curriculum

This unit describes the performance outcomes, skills and knowledge required to plan, implement and evaluate curriculum over a period of time to foster children’s learning and development.

This unit applies to educators who develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, but according to the philosophy of the service.

BSBTWK502 - Manage team effectiveness

This unit describes the skills and knowledge required to lead teams in the workplace and to actively engage with the management of the organisation.

The unit applies to individuals working at a managerial level who lead and build a positive culture within their work teams. At this level, work will normally be carried out using complex and diverse methods and procedures requiring the exercise of considerable discretion and judgement. It will also involve using a range of problem solving and decision-making strategies.

BSBPEF502 - Develop and use emotional intelligence

This unit describes the skills and knowledge required to develop and use emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the workplace.

The unit applies to individuals who are required to identify, analyse, synthesise and act on information from a range of sources and who deal with unpredictable problems as part of their job role. These individuals may be responsible for leading a team or work area.

A total of 15 units of competency is required to obtain this qualification. On successful completion of the course students will be issued with the CHC50121 Diploma of Early Childhood Education and Care recognised within the Australian Qualification Framework.

BLUE CARD - WORKING WITH CHILDREN CHECK


Volunteers 
who work with children and young people must hold a Blue Card, unless an exemption applies.

A volunteer or unpaid trainee student must not commence regulated child-related work (vocational placement) until they hold a valid blue card.

Shafston initiates the Blue Card application process at orientation.  The application may take up to 28 working days to be processed. 

For more detailed information about the Blue Card please click on the link to Government website (below) and you will find further information about the volunteer Blue Card as listed below.

If your Blue Card application is declined you will be unable to commence placement, this will affect your course outcomes.  Please note, if you are unsure if you will meet the eligibility requirements please visit the website.

  • https://bluecard.qld.gov.au/volunteers/index.html

Volunteers & students

Shafston initiates the Blue Card application process at orientation.  The application is free and may take up to 28 working days to be processed. 

  • Do I need a blue card?
  • Who is disqualified from applying for a blue card?
  • When do I need to apply?
  • How do I apply?
  • Your rights
  • Your obligations
  • Deciding who is eligible to work with children

VOCATIONAL PLACEMENT


You will need to complete the minimum hours of vocational placement for  CHC50121 Diploma of Early Childhood Education and Care (minimum 280 hours).

You will be assisted in securing your vocational placement in an Approved Education and Care Service and be mentored by an experienced educator.

During vocational placement you will put into action everything you have learnt throughout your course.


For more information on Vocational Placement see the Best Practice Guide and Frequently Asked Questions for Students | Frequently Asked Questions for Organisations.

STUDENT TESTIMONIALS

  • I have just graduated from my Certifiate III in Early Childhood Education and Care and I am currentely studying the Diploma. Shafston is helping me to develop my knowledge and skills in the Child care sector through teachers and staff who are professionals, friendly and helpful. The classess are challenging and the campus is beautiful with a great green area and an awesome view to the river. The staff assisted me with finding vocational placement in a childcare centre and helped me with all the arrangements. Thanks to my vocational placement, I have already started to work in the childcare industry.

    Ana Maria ~ Spain

  • What I liked about Shafston was the small class sizes. This allowed the teachers to help each student and it made it easier to ask questions. The teachers would always give me advices on how to improve my English which helped me gain more confidence. Although I had a lot of difficulties with my English, I was able to improve my understanding from the supplementary classes where I received one-on-one lessons from my teacher.

    Misa ~ Japan

  • Shafston’s campus and teachers are amazing! I love the fact that there are many different cultures and students here. Back home, there were only two international students in my class. The teachers used very traditional teaching methods. Our entire day was basically writing down notes, which were hard to understand and extremely boring. I really appreciate the conversations I can have with my teacher at Shafston, rather than reading and writing notes all day.

    Shela ~ Malaysia

  • I was really happy with Shafston when I got here. Compared to classrooms back home, it was a complete difference. Classrooms in Taiwan are extremely boring and based highly on information and recall. There is no time for conversations, only time for absorbing information. It was really robotic. I love how Shafston offers conversational learning! I have time to discuss topics with my teacher and classmates, which is a lot more interesting than writing down theory. I also love the environment here. The campus is awesome.

    Mike ~ Taiwan

  • I currently study the Diploma of Business at Shafston, a very popular international college in Australia because of their multicultural community. It has a beautiful environment situated by the river, The classes are enjoyable and attending my classes has also helped me improve my English.

    FeiQuo ~ China

  • Very much valuable. The course is designed in a manner that learning is not limited. I am gaining lot of knowledge through the course. The assignments are really good as they help the students to think out-of-the box and answer. I am very happy doing this course as I am gaining a lot of insight. Also, professionalism and the support being extended by my tutor is really great and I am thankful to Gael.

    Abhayjot ~ India

CAREER OUTCOMES

The Diploma of Early Childhood Education and Care (CHC50121) will prepare you to become qualified as an early childhood educator and will provide you with the skills, knowledge and understanding required for this demanding but rewarding career. Career outcomes include:

  • Early Childhood Educator
  • Childhood Education Manager
  • Outside School Hours Coordinator

Qualified early childhood educators have responsibility for the supervision of staff, students and volunteers. In most states of Australia this is the qualification required at Director or Service Manager Level. This course provides a qualification that is nationally recognised and in high demand. Our course will cover children’s development, care and wellbeing; design along with development of the curriculum; legal ethics and workplace health and safety.

We have specialist, experienced childcare trainers, offering you the skills, knowledge and experience to succeed in this rapidly growing industry.

APPLY OR DOWNLOAD OUR PDF APPLICATION FORM!

PDF applications should be emailed to admissions@shafston.edu when complete.

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Shafston has been operating for 25 years, educating students in both English language and Vocational Courses. There have been in excess of 120,000 students educated at Shafston, from over 100 countries since its foundation in 1996. The school has received numerous accolades including being rated the number 1 English school in Australia in 2013, 2014 and 2019 by Ryugaku Journal.

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