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Bachelor of Education (Early Childhood)

Provided by  Swinburne Online

Course Overview

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Interested in making a difference in childrens lives? The Bachelor of Early Childhood Education from Swinburne gives you the ability to engage and teach children in kindergartens, childcare centres and primary schools for a rewarding career.

Discover skills to inform and inspire children such as art, music, maths and literacy during their importatant formative years.

Importantly this course is tought by industry professionals where you will learn both online and via placements in real early childhood environments.

Upon successful grauation, you’ll be qualified to practice as a childcare professional or primary teacher with accreditation from the Victorian Institute of Teaching (VIT).

Course Quick Look

Awarded By:
Swinburne Online
Bachelor Degree
Study Mode:
Nationally Recognised:


EDU10001 Introduction to Curriculum Planning and Assessment: Practicum 1

  • How children learn in the early years
  • Teaching with intention
  • Expectations for young children
  • Self-assessment of teaching
  • Learning experiences
  • Promoting confidence and engagement in learning
  • Adapting teaching methods to the young children’s skills, knowledge and interests
  • Demonstrating an awareness of children's interest contemporary technologies
  • Recognising individual difference and supporting learning accordingly
  • Promoting collaborative learning among children
  • Engaging collaboratively with colleagues and contributing to reflective practice
  • Planning for and assessing children’s learning in the early years
  • Creating and maintaining safe, healthy and challenging early years learning environments
  • Using relevant documents to plan, implement and evaluate learning experiences
  • Intervening effectively to encourage appropriate behaviour and deal with inappropriate behaviour
  • Using a range of practices and resources and materials to support children’s learning
  • Relevant curriculum documents
  • Link practices with key ideas in the national Early Years Learning Framework
  • Family partnerships - strategies for communication with families
  • Curriculum, theory and assessment
  • Links between theory, research and practice
  • Collaborating with families
  • Code of Ethics
  • Graduate Teachers Standards

EDU10002 Understanding Language and Literacy

  • What is literacy?
  • What is multi-literacy?
  • Theories of literacy
  • Theories of language development: behaviourist, nativist, interactionist, cultural-historical
  • How language and literacy develop
  • Culture, language and oral traditions
  • Components of language: phonology, semantics, grammar, morphology, pragmatics
  • Multi-lingualism
  • Contemporary research into literacy development
  • Technology, multimedia and literacies
  • Working with families to support language development

EDU10003 The World of Maths

  • Mathematics vs numeracy
  • Mathematics vs numeracy in learning environments (are we preparing children with adequate numeracy skills?)
  • The Golden Ratio, Tessellations, Spirographs, Oragami
  • Thinking mathematically
  • National Curriculum content
  • Relation to maths in the world
  • Theory of children’s development related to maths
  • Maths as a real world subject
  • Overcoming maths anxiety
  • Becoming engaged and enthusiastic about mathematics and numeracy
  • Problem solving skills related to numeracy
  • The Origins of number and base 10 counting system
  • Numeracy, Mathematics and ICTs
  • Contemporary research into teaching and learning mathematics

EDU10004 Theories of Teaching and Learning

  • Complexities of learning
  • What is a learning theory?
  • Where do theories come from and how are they used?
  • Benefits and limitations of learning theories
  • Application of learning theories to practice
  • World views and their impact on practice
  • Behavioral perspectives
  • Cognitive perspectives
  • Constructivist/Socio-cultural perspectives
  • Post structural perspectives
  • Contemporary theories from different perspectives
  • Teaching and learning processes/pedagogy
  • Learning and teaching with Virtual Learning Environments
  • Overview of how research is used in education
  • Qualitative and quantitative methods

EDU10005 Indigenous Education and Perspectives

  • History and culture of Australia’s first nation Aboriginal people
  • The positioning of Indigenous and traditional education systems within the nation state
  • The impact of colonisation and issues related to the retaining and maintaining Indigenous and traditional knowledge through education
  • The role of international organisations in protecting, preserving and maintaining Indigenous and traditional education systems
  • Current and past contributions of Indigenous people
  • Contemporary contexts for Indigenous people
  • Reconciliation and its implications for teachers
  • Anti-Bias Curriculum
  • Contemporary research into cross-curriculum dimension of Indigenous perspetives
  • Integrating authentic Indigenous studies in the curriculum
  • Indigenous perspectives and pedagogy in and Implications for teaching not only Indigenous children but all children.
  • Information Technology and Indigenous people
  • Roles of teachers in supporting reconciliation in a post-apology Australia

EDU10006 Teaching and Learning in the 21st Century

  • What is 21st century learning?
  • What does it mean and how and why is it different.
  • Personalised learning and the autonomous learner
  • Teachers building learning around the needs of children, rather than learners conforming to the system
  • New views of equity, diversity and inclusivity: Diversity needs to be recognised as strength and be actively fostered to encompass everyone's variations, differences, cultures and backgrounds.
  • Curriculum that uses deep knowledge: curriculum in early childhood and primary education that is designed to create knowledge rather than acquiring it through a content transmission approach.
  • Rethinking learners and teachers roles
  • Moving beyond seeing learning in terms of being student-centered or teacher-driven and instead to think about how learners and teachers would work together in a knowledge-building, learning environment.
  • A culture of lifelong learning
  • Twenty-first century educational thinking requires teachers (as well as students) to see themselves as lifelong learners, able to adapt to changing educational circumstances and changing groups and needs of students.
  • Future oriented education, leadership and innovation: skilled leaders; expert teachers; collaborations; advocates for change; shared exemplary practice; holistic approach; culture of continuous learning and innovation; new technologies; Developing a vision.
  • The role of new technologies: how technologies that have transformed our jobs, our homes, and our lives, can also transform our schools. Multiliteracies.
  • Technology in practice: key trends and emerging technologies that can be used in teaching and learning
  • Global perspectives and social change: globalisation and a dynamically changing global world – the impact on education.

EDU10007 Contemporary Perspectives of Learning and Development for Early Childhood

  • Revision of traditional and contemporary theoretical approaches (including humanist, behaviourist, social constructivist, social learning, ecological, critical, queer, post-structuralist, social cultural-historical)
  • Revision of development and learning as categorised in the national Early Years Learning Framework
  • Identity, contribution and connection to the world, wellbeing, confident learner, communicator
  • Historical and philosophical underpinnings of each childhood education
  • Traditional and contemporary influential philosophies and approaches (Reggio Emilia, Steiner, Montessori, Te Whariki)
  • Past and present images of children and childhood
  • Contemporary research perspectives of child and childhood
  • The sociology of childhood
  • The effects on children and families of attitudes to social class, gender, ethnicity, race and the dominant culture
  • Cross-cultural perspectives on children, childhood and early childhood education

EDU20001 Developing Literacy

  • Government policy and curriculum on literacy – links to EYLF and The National Curriculum
  • Teaching reading, writing, speaking, listening
  • New literacies and inclusion
  • Literacy assessment
  • Supporting multi-literacies
  • Contemporary research into meta-cognition and meta-linguistics
  • Planning for literacy learning
  • Strategies to support informal literacy learning
  • Strategies to enable ICT to expand literacy teaching
  • Technological Interventions in Early Literacy
  • Strategies to teach children whose home/first language is a language other than English
  • Effective literacy programming options for children in school-based group settings

EDU20002 Mathematics in Practice

  • Mathematics in Early Childhood education
  • Pedagogical approaches to mathematics in early childhood and early primary environments
  • Supporting children’s development of numeracy skills
  • Strategies to support informal numeracy skills
  • Australian curriculum outcomes for Mathematics from Foundation to Grade 2
  • Mathematics vs. numeracy
  • Formal vs. informal numeracy learning
  • Strategies to enable ICT to expand numeracy teaching
  • Planning and assessing mathematics in early childhood and early primary settings
  • Creating a numerate environment

EDU20003 Contemporary Perspectives of Learning and Development

  • Revision of traditional and contemporary theoretical approaches (including humanist and behaviourist, social constructivist, social learning, ecological, critical, queer, post-structuralist, social cultural-historical)
  • The sociology of childhood
  • Ecology of the child
  • Ecology of socialisation
  • Emotional, physical and cognitive development
  • Issues that affect the school aged child in the 21st century eg bullying, social media and childhood obesity
  • The role of effective learning environments

EDU20004 Understanding and Supporting Behaviour

  • Factors that influence behavior in the learning environment
  • Principles, policies and practices for establishing a productive learning environment
  • Frameworks and models for understanding and responding to a range of challenging student behaviours
  • Positive behavior support principles and practice
  • Classroom climate
  • Restorative practice
  • Behaviour management techniques
  • Behaviour intervention versus preventative behavior techniques
  • External organisations and agencies working with families
  • Considerations for right of ethics

EDU20005 Sustainable Education and Perspectives

  • Definitions of sustainability and environmental education
  • The nature of Education for Sustainability
  • History of Education for Sustainability
  • Global perspectives on Education for Sustainability
  • Rationales for including Education for Sustainability in the curriculum
  • Ecological literacy
  • Developing an Education for Sustainability curriculum
  • Creating and maintaining natural play spaces
  • The Forest school movement
  • Case studies of sustainable practice, natural play spaces and Forest schools
  • The Australian Sustainable Schools Initiative (AuSSI)

EDU20006 Curriculum, Planning and Assessment for Primary: Practicum 2

  • Engagement in a professional practicum under the guidance of a mentor teacher
  • Lower primary School (Foundation to Grade 2) curriculum policies and documents
  • Introduction to assessment practices their relationship to effective learning
  • Lesson planning and documentation
  • Forming professional relationships
  • Self-assessment of teaching performance
  • Creating and maintaining a safe and challenging learning environment
  • Using a range of teaching practices and resources
  • Strategies for supporting students' well-being and safety, including policy and legislative requirements
  • Strategies for evaluating learning and teaching programs to improve learning
  • Applying ICT strategies to engage literacy and numeracy teaching
  • Code of Conduct
  • Code of Ethics
  • Graduate Professional Teachers Standards

EDU30001 Imagining the World through Language and Literature

  • Criteria for selecting literature for children from birth, based on knowledge of a range of theories of literary criticism (for example, structuralism, post modernism, feminism)
  • Exploration of a range of children's literature including:
    • genres in children’s literature (for example, picture books, big books and illustrated texts, poetry, narrative/novels (fantasy, historical, realistic), short stories, informational texts)
    • folklore and fairy tales
    • the oral tradition
    • significant authors
    • historical and contemporary trend
    • literature for different age groups
    • cultural influences on literature
  • Strategies that support children's appreciation and understanding of literature
  • Relationships between children's literature and social contexts and cultures
  • Effective storytelling in early childhood

EDU30002 Science and Technology

  • The nature of science and scientific thinking
  • The fundamentals of technology – how things work
  • Attitudes and dispositions – a sense of wonder
  • Science experiences for children birth to eight years
  • Essential instructional content for teaching science and technology up to and including Grade 2
  • The use of ICT for communication purposes and for work preparation, presentation and implementation
  • Integrating science in the curriculum
  • Design and sequencing of tasks in teaching science and technology
  • Enquiry-based and problem-solving approaches
  • Dealing with diversity and individual differences
  • Maintaining a safe and challenging learning environment in school-based science classes
  • Tools and practices for assessing, recording and reporting on children’s learning in science and technology
  • Using ICT to facilitate children’s learning
  • Federal and State departmental policy documents relating to teaching science and technology and their implications for teaching

EDU30003 Curriculum, Planning and Assessment for Infants: Practicum 3

  • How infants and toddlers learn
  • Self-assessment of teaching performance
  • Assessing, reflecting and planning infants’ and toddlers’ learning
  • Appropriate learning opportunities in the first two years
  • Recognising individual differences and supporting learning accordingly
  • Engaging collaboratively with colleagues and families
  • Creating and maintaining healthy, safe and rich learning environments that support learning
  • Helping infants and toddlers begin to learn to guide their own behaviour
  • Strategies for evaluating learning and teaching programs to improve learning (e.g. environmental checklists)
  • Practices and resources for supporting and assessing infants’ and toddlers’ learning
  • Implementing a holistic notion of curriculum with infants and toddlers (e.g. treasure blanket)
  • Routines and transitions
  • Sensorial play
  • Attachment theory and its implications for practice
  • Importance of attachments, supported transitions and family-based approaches
  • Code of Ethics
  • Graduate EC Teachers Standards

EDU30004 Wellbeing and Resilience

  • Theories of wellbeing including attachment theory
  • Emotional wellbeing and involvement scales
  • Common causes of stress in children
  • Effective communication with children of different ages
  • Resilience and development
  • Collaborating respectfully with children, families and other professionals to develop plans to support constructive behaviour in individual children
  • Impact of family, culture and community on children’s identity, behaviour and wellbeing
  • Common contemporary factors that impact on children’s wellbeing
  • Diverse theories about causes of disruptive or destructive behaviour
  • Strategies for supporting constructive behaviour
  • Setting up environments and implementing curriculum to promote positive behaviour

EDU30005 Understanding and Supporting Inclusion

  • Inclusion – theory and practice (inclusive curriculum and environments)
  • Ethics and inclusion
  • Image and language of inclusion
  • Family-centred practice - Work in partnership with families to access support, resources and additional services
  • Strength-based approaches
  • Early intervention services and specialists – roles, relationships and communication
  • Policies, funding and legal requirements
  • Characteristics of common disabilities such as Autism, Asperger’s Syndrome, Attention Deficit Hyperactivity Disorder, Cerebral Palsy and Down Syndrome
  • Inclusive pedagogy and practices that support children with particular types of disability
  • Equity and social justice
  • Anti-bias curriculum revision and how it supports children with additional needs
  • Collaboration with other professionals
  • Government policies and their impacts on funding

EDU30006 Families and Community

  • What are the humanities in education?
  • Communities and citizenship
  • Cultural diversity and its impact on Australian communities
  • Family structures and functioning in the contemporary Australian context and their impacts on children
  • Cross-cultural child rearing
  • Community engagement and partnerships
  • Family-centered practice and its application to teaching in early childhood settings and schools
  • Linking early learning services to their geographical and professional communities through strategic relationships

EDU30007 Imagining the World through the Arts

  • The historical and pedagogical contexts for a creative arts curriculum
  • The value of arts based curricula
  • Inquiry based studio practices
  • Exploring visual and aesthetic dimensions
  • Exploring musical and rhythmic dimensions
  • Exploring story and dramatic dimensions
  • Creating an inclusive curriculum that encourages all children to participate in music, dance, drama and visual arts experiences
  • The roles of the teacher in facilitating children's creative, aesthetic, musical and dramatic development and confidence
  • Evaluating music, creative movement, and drama resources for children birth – 8 years using contemporary pedagogical frameworks
  • Using voice and singing to promote language development, physical skills and movement.

EDU30008 Introduction to Educational Leadership and Management

  • The nature of leadership and management
  • The visionary leader
  • Dispositions of leadership
  • The critical importance of communication
  • Developing philosophy
  • Quality assurance: rethinking issues of quality
  • Legal issues
  • Occupational health and safety issues
  • Strategic planning
  • Effective communication skills
  • Change management
  • Marketing and promotion
  • Administration in children’s services and schools
  • Project management
  • Ethical dilemmas and issues
  • Financial management
  • Systems operations
  • Policies and governance
  • Human resource management
  • Policy development

EDU40001 The Healthy and Active Child

  • Common childhood illnesses – symptoms and treatment
  • Children’s growth
  • Childhood nutrition
  • First aid
  • Safety issues in educational settings – policies, procedures and legal requirements
  • Supervision for safety
  • Emergency procedures in educational settings
  • Hygiene
  • The role of physically active play for health and wellbeing
  • Challenging and creative educational environments
  • Nature and outside play environments
  • Physical education
  • Teaching children about health, safety and nutrition
  • Contemporary health issues
  • Natural play spaces and connections with nature
  • Risk aversion and benefit assessment
  • Sharing information about children's health with children, families and communities
  • Stress and the impacts of cortisol on children’s growth and development

EDU40002 Play and Environment

  • Contemporary and cultural considerations with respect to children's play; an overview of the exploration of major theorists and theories
  • Theories about and constructs of play
  • Categories of play
  • Pedagogy and play – the teacher’s role
  • The environment as the third teacher – Reggio Emilia
  • Setting up learning environments – theory of loose parts
  • Indoor and outdoor play experiences
  • Nature, natural materials and outdoor playspaces
  • Selection and maintenance of learning materials and equipment
  • Exploration of current understandings of the place of play in appropriate curriculum for children, in both school and prior-to-school settings
  • Daily living experiences (routines) in early learning settings and their potential for learning
  • Implications for multi and single age groups
  • Equity and inclusion in play

EDU40003 Identity: The Early Childhood Professional

  • Overview of children’s services in Australia
  • History of children’s services in Australia
  • Commonwealth and jurisdictional policies and initiatives in children’s services
  • National Quality Reform Agenda
  • Care-education divide
  • Early Childhood Australia Code of Ethics
  • United Nations Convention on the Rights of the Child
  • Key components of early childhood education, including play, images of children, collaborations with families, diversity and difference and the critical importance of relationships
  • What it means to be a professional and a member of a profession
  • Maintain and strengthen their own resilience and wellbeing and contribute to others’ wellbeing
  • What it means to be a professional
  • Professional learning and identity
  • Personal and professional resilience and wellbeing
  • Reflective practice
  • Professional associations, networks and collaborations
  • Communities of practice
  • Mentoring others

EDU40004 Advocacy and Social Justice

  • Advocacy and the role of the professional
  • Advocacy and professional identity
  • Tools and dispositions for advocacy
  • Critical and Socratic thinking
  • Ethics and ethical decision making
  • Ethical thinking and practice, including attention to the ECA Code of Ethics
  • Anti-bias Curriculum
  • The concept of global citizenship
  • Interdependence and globalisation
  • Identity and cultural diversity
  • Social justice and human rights
  • Peace building and conflict resolution
  • Sustainable futures
  • Rights of children – UN Convention on the Rights of the Child
  • Diversity, equity and social justice
  • Children’s agency
  • Guiding children’s moral, social and ethical understandings
  • Children as advocates
  • Children as active contributors to communities – case studies

EDU40005 Ready to Teach Primary: Practicum 4e

  • How children learn
  • Transition to school
  • Self-assessment of teaching performance
  • Children’s cognitive, social and emotional development
  • Managing groups of children
  • Guiding children’s behaviour
  • Adapting curriculum content to children’s abilities, knowledge, skills and interests
  • Assessing children’s learning
  • Recognising individual differences and adapting teaching accordingly
  • Promoting collaboration and group learning among children
  • Engaging collaboratively with colleagues and families
  • Planning, assessing and evaluating for effective teaching
  • Creating and maintaining safe, healthy and challenging learning environments
  • Dealing effectively with typical inappropriate behaviour
  • Using relevant curriculum documents to design learning experiences
  • Using a range of teaching practices and resources
  • Organisational policies and practices in primary school
  • Code of Conduct
  • Graduate Professional Teachers Standards

EDU40006 Ready to Teach Early Childhood: Practicum 5e

  • Learning content/subject discipline areas for early childhood education
  • Health and safety considerations
  • Diversity, difference and inclusion
  • Designing learning environments
  • Organising the curriculum (including routines, transitions, timing, choices)
  • Documenting planning decisions
  • Assessing children’s learning
  • Transition to school
  • Inquiry-based and problem-solving approaches
  • Diversity and individual differences
  • Maintaining safe and challenging learning environments
  • Tools and practices for assessing, recording and reporting on children’s learning
  • The use of ICT to communicate and to plan, implement and evaluate curriculum.
  • Code of Ethics
  • Graduate EC Teachers Standards
  • Advocacy

COM10003 Learning and Communicating Online

  • Social media and communication technologies
  • Models of online communication
  • Current and evolving learning theories
  • Identifying and evaluating sources of knowledge
  • Critical analysis skills
  • Referencing and attributing sources
  • Creating and publishing in the online environment
  • Strategies for reflecting on your own and others work

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