CHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE International

Hills International Institute of Education > CHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE International

(CRICOS Code 086066D)

Course Overview: 

Early Childhood Educators are highly sought after, they are responsible for the social, emotional, physical and educational needs of infants and young children in various care settings.

The Diploma of Early Childhood Education and Care is for anyone seeking a fulfilling career in the Early Childhood Education and care industry. Those who undertake this Diploma course have a passion for becoming a leader in the childcare industry.

Students who complete the course will be qualified to be an Early Childhood Educator Level 5

Twenty eight (28) units including twenty three (23) core units and five (5) electives

Include eight hundred (800) hours of practical placement

SUBJECT 1 - CHILDREN'S HEALTH AND SAFETY

CHCECE002 ENSURE THE HEALTH AND SAFETY OF CHILDREN

  • – Support each child’s health needs
  • – Provide opportunities to meet each child’s need for sleep, rest and relaxation
  • – Implement effective hygiene and health practices
  • – Supervise children to ensure safety
  • – Minimise risks
  • – Contribute to the ongoing management of allergies
  • – Contribute to the ongoing management of asthma

CHCECE004 PROMOTE AND PROVIDE HEALTHY FOOD AND DRINKS

  • – Promote healthy eating
  • – Plan food and drinks that are nutritious and appropriate for each child
  • – Maintain food safety while carrying out food‐handling activities

SUBJECT 2 - HLTAID004

HLTAID004 PROVIDE AN EMERGENCY FIRST AID RESPONSE IN AN EDUCATION AND CARE SETTING

  • – Respond to an emergency situation
  • – Apply appropriate first aid procedures
  • – Communicate details of the incident
  • – Evaluate the incident and own performance

SUBJECT 3 - WORKPLACE EFFECTIVENESS

CHCLEG001 WORK LEGALLY AND ETHICALLY 

  • – Identify and respond to legal requirements
  • – Identify and meet ethical responsibilities
  • – Contribute to workplace improvements

CHCECE009 USE AN APPROVED LEARNING FRAMEWORK TO GUIDE PRACTICE 

  •  – Identify learning frameworks
  • – Apply the learning framework

CHCPRT001 IDENTIFY AND RESPOND TO CHILDREN AND YOUNG PEOPLE AT RISK

  • – Implement work practices that support the protection of children and young people
  • – Report indications of possible risk of harm
  • – Apply ethical and nurturing practices in work with

SUBJECT 4 - PLAY AND DEVELOPMENT

CHCECE006 SUPPORT BEHAVIOUR OF CHILDREN AND YOUNG PEOPLE (elective)

  • – Contribute to a safe and supportive environment
  • – Use positive support techniques
  • – Observe and collect data to assist with development of appropriate strategies for support
  • – Implement strategies to support children or young   people who require additional support
  • – Monitor and review strategies

CHCECE007 DEVELOP A POSITIVE AND RESPECTFUL RELATIONSHIP WITH CHILDREN

  • – Communicate positively with children
  • – Interact positively with children
  • – Support and respect children
  • – Maintain the dignity and rights of children

CHCECE010 SUPPORT THE HOLISTIC DEVELOPMENT OF CHILDREN IN EARLY CHILDHOOD (elective)

  • – Support physical development
  • – Support social development
  • – Support emotional development
  • – Support cognitive development
  • – Support communication development
  • – Create an environment for holistic learning and development

CHCECE013 USE INFORMATION ABOUT CHILDREN TO INFORM PRACTICE (elective)

  • – Gather information about the child through observation
  • – Gather information about the child from secondary sources
  • – Record observations appropriately
  • – Use observations and information collected to contribute to program planning

SUBJECT 5 - PHYSICAL AND EMOTIONAL WELLBEING

CHCECE003 PROVIDE CARE FOR CHILDREN

  • – Provide physical care
  • – Promote physical activity
  • – Adapt facilities to ensure access and participation
  • – Help children with change
  • – Settle new arrivals

CHCECE005 PROVIDE CARE FOR BABIES AND TODDLERS  

  • – Promote safe sleep
  • – Provide positive nappy-changing and toileting expericences
  • – Promote quality mealtime environments
  • – Create a healthy and safe supporting environment
  • – Develop relationships with babies and toddlers
  • – Develop relationships with families

SUBJECT 6 - CULTURE AND COMMUNITY

CHCDIV001 WORK WITH DIVERSE PEOPLE (elective)

  • – Reflect on own perspectives
  • – Appreciate diversity and inclusiveness, and their benefits
  • – Communicate with people from diverse backgrounds and situations
  • – Promote understanding across diverse groups

CHCDIV002 PROMOTE ABORIGINAL AND/OR TORRES STRAIT ISLANDER CULTURAL SAFETY

  • – Identify cultural safety issues in the workplace
  • – Model cultural safety in own work
  • – Develop strategies for improved cultural safety
  • – Evaluate cultural safety strategies

CHCECE001 DEVELOP CULTURAL COMPETENCE

  • – Reflect on own cultural identity and biases
  • – Identify and develop cultural competency
  • – Research Aboriginal and/or Torres Strait Islander communities
  • – Support individual cultural identities
  • – Create environments to support children’s cross‐cultural understanding and relationships
  • – Support the implementation of inclusive learning experiences
  • – Support children in developing confidence strength in personal cultural identity

SUBJECT 7 - HEALTH AND SAFETY MANAGEMENT

CHCECE016 ESTABLISH AND MAINTAIN A SAFE AND HEALTHY ENVIRONMENT FOR CHILDREN

  • – Support each child’s health needs
  • – Provide for each child’s comfort
  • – Promote and implement effective hygiene practices
  • – Take steps to control the spread of infectious diseases
  • – Ensure adequate supervision of children
  • – Take precaution to protect children from harm
  • – Develop plans to effectively manage incidents and emergencies

HLTWHS003 MAINTAIN WORK HEALTH AND SAFETY

  • – Contribute to workplace procedures for identifying hazards and controlling risks
  • – Implement policies and procedures into work team  processes
  • – Support consultation, cooperation and communication

SUBJECT 8 - LEADERSHIP AND SERVICE MANAGEMENT

CHCECE019 FACILITATE COMPLIANCE IN AN EDUCATION AND CARE SERVICE

  • – Interpret the National Quality Framework
  • – Facilitate an organisation self‐assessment
  • – Facilitate the development of a quality improvement plan
  • – Coordinate the service for a site visit

CHCECE025 EMBED SUSTAINABLE PRACTICES IN SERVICE OPERATIONS

  • – Develop a sustainability management plan
  • – Support children to develop an understanding and  respect for the natural environment
  • – Support others in implementing sustainable practices
  • – Embed sustainability into service policies and procedures

CHCMGT003 LEAD THE WORK TEAM   (elective)    

  • – Contribute to and promote effective work practices
  • – Develop and implement staffing processes
  • – Maintain professional approach to leading work team
  • – Promote effective workplace relations
  • – Evaluate plans
  • – Review individual performance

SUBJECT 9 ‐ PROGRAM DESIGN AND IMPLEMENTATION

CHCECE017 FORSTER THE HOLISTIC DEVELOPMENT AND WELLBEING OF THE CHILD IN EARLY CHILDHOOD

  • – Foster physical development
  • – Foster social development
  • – Foster emotional development
  • – Foster cognitive development
  • – Foster communication development
  • – Foster an environment for holistic learning and development

CHCECE018 NURTURE CREATIVITY IN CHILDREN

  • – Foster creativity through the physical environment
  • – Foster creativity through the human environment
  • – Foster creativity through a learning framework
  • – Provide experiences
  • – Evaluate experiences

CHCECE022 PROMOTE CHILDREN’S AGENCY

  • – Establish a learning environment that reflects children’s interests
  • – Provide opportunities that stimulate learning and development
  • – Design, implement and evaluate learning experiences for children
  • – Support children to participate

CHCECE023 ANALYSE INFORMATION TO INFORM LEARNING

  • – Gather and document information about children
  • – Monitor children’s learning and development
  • – Use evidence to inform practice
  • – Share information appropriately

CHCECE024 DESIGN AND IMPLEMENT THE CURRICULUM TO FOSTER CHILDREN’S LEARNING AND DEVELOPMENT

  • – Develop appropriate settings and environments
  • – Design and implement curriculum in consultation with others
  • – Design learning experiences to foster children’s learning and development
  • – Implement learning experiences to foster children’s learning and development
  • – Assess and evaluate planned and unplanned teaching and learning

SUBJECT 10 - CHILDREN'S BEHAVIOUR AND INCLUSION

CHCECE020 ESTABLISH AND IMPLEMENT PLANS FOR DEVELOPING COOPERATIVE BEHAVIOUR

  • – Establish and apply limits and guidelines for behaviour
  • – Identify and review behaviour as required
  • – Develop a plan to guide a particular child’s behaviour where required
  • – Implement and monitor a behaviour plan

CHCECE021 IMPLEMENT STRATEGIES FOR THE INCLUSION OF ALL CHILDREN

  • – Promote inclusion
  • – Respect diversity
  • – Identify children with barriers to learning
  • – Develop a plan for support and inclusion
  • – Implement strategies to meet the child’s additional needs
  • – Monitor and review strategies

CHCECE026 WORK IN PARTNERSHIP WITH FAMILIES TO PROVIDE APPROPRIATE EDUCATON AND CARE FOR CHILDREN

  • – Provide families with opportunities to be involved in the service
  • – Provide information to families about their child
  • – Provide information to families about the service
  • – Provide information about community services and resources

SUBJECT 11 ‐ VOCATIONAL PLACEMENT SKILLS WORKBOOK

Practical assessment tasks from all units (except HLTAID004)

The Diploma of Early Childhood Education and Care will take up to 2 years for completion and the program of study for this qualification comprises of the following.

  •  Face to face training
  •  Self-paced study
  •  Self-paced research
  •  Theory Assessment
  •  Case Scenario Assessment
  •  Practical Assessment/ Workplace Observations (800 hrs)
  •  Ongoing communication provided by trainer and assessor
  •  Ongoing training driven by the trainer and assessor
  •  Ongoing student support provided by trainer and assessor

Students are supplied with their assessment materials and associated resources on a USB device or via email. Hard copies of resource materials can also be provided in person or via Australia Post.

  •  International students seeking to study childcare in Australia
  •  International students seeking professional development
  •  Pathway for international students who have previously studied Early Education and Care at certificate level.
  •  Workers within the childcare industry internationally may choose to formalise their experience by attaining this qualification in Australia.

The program is delivered over a period of two (2) years, specifically ninety eight (98) weeks.

  •  EILTS test with a pass of 5.5 with no less than a 5 in each section.
  •  Student Visa – subclass 500
  •  Working with Children Blue Card / Voluntary Working with Children Blue Card

Each student must have access to specific resources in order to complete the course. These requirements apply to each unit within the course. Prospective students must have access to the following resources:

  •  Desktop computer or laptop
  •  Compatible operating systems on the computer/laptop: Windows 7, 8 or higher OR MAC
  •  Stable internet connection with a minimum download speed of 3mbps. Prospective students can go to www.speedtest.net to perform a speed test of their internet connection
  •  Current version of a web browser, for example: Chrome OR Mozilla Firefox
  •  An email account – this can be created through yahoo, hotmail and gmail
  •  The latest version of Adobe Reader, Windows Media Player, Team Viewer and Skype (voice and/or video)
  •  Microsoft Office (2007 version or later) that includes Word, Excel and PowerPoint
  •  Printer and scanner

Each unit comprises primarily of Theory Assessments, Case Studies and Practical Assessments which must be completed in full before being submitted for marking. Practical Assessments include workplace observations where students will be assessed by a qualified trainer/assessor for competency. Assessments for qualifications are competency based, which means students are assessed against the unit of competency (unit) requirements

Assessment marking system:

  •  Satisfactory (S) result: the student’s submitted work satisfies the learning requirements and all competency standards for the unit (in accordance with the National Register www.training.gov.au).
  •  Not Yet Satisfactory (NYS) result: the student’s submitted work does not demonstrate their understanding of all competency standards in the unit. If a student receives a ‘not yet satisfactory’ outcome, he or she will receive written feedback from a trainer/assessor, clearly outlining where the gaps are. The student will then be required to rectify these gaps and re-submit their assessment for marking.

Once a student receives a satisfactory result for all required assessment tasks a satisfactory (S) outcome will be awarded for the entire unit. The student must demonstrate their understanding of all competency standards in each unit before receiving a satisfactory outcome.

Students have three (3) attempts to demonstrate competency, if the unit is still unsatisfactory the student will have to re-enrol in the unit of competency and pay any associated fees.

All HIIE students are provided with and have access to the following resources

  •  Course introduction
  •  Training Plan
  •  Compliant Learning Resources – electronic version
  •  Theory Assessment Booklet
  •  Practical Assessment Booklet
  •  Case Scenario Booklet
  •  Student Study Guides
  •  Additional research and reference sources
  •  Recommended reading texts
  •  Relevant websites.

Reasonable adjustment options are available to accommodate students who have a learning need, disability or impairment. Any reasonable adjustments that are made to the training materials and/or assessments will be recorded in the student’s training plan and file.

Support services offered by HIIE are listed below

  •  Literacy and Numeracy Specialist is available to all students whom require extra assistance with their studies
  •  Enlarged font size for learning materials
  •  Allowing trainers to read assessment materials to students
  •  Having a student’s spoken responses to assessment questions recorded
  •  Allowing a student to sit for an assessment alone in a different room.
  •  Bilingual support and counselling staff (Korean, Chinese, Japanese)
  •  ESL Teachers Aids available for all students from non-English speaking backgrounds

Trainer Support

Each enrolled student will have access to trainer support. Trainers can be contacted by telephone, email and Skype during business hours. There is no additional cost to chat with a trainer. All of our trainers are passionate industry experts who are available to guide you through this learning experience.

HIIE offers all candidates the opportunity to be assessed through an assessment only pathway also known as recognition of prior learning. Prospective students are encouraged to apply for RPL immediately after enrolment if they believe they may be eligible. An RPL Application form can be requested by email enquiries@hiie.edu.au

Recognition of Prior Learning (RPL) is a method of assessing your current knowledge, skills and experiences that may have been acquired through informal training such as work history or formal training. HIIE’s Recognition of Prior Learning RPL Policy and associated fees can be found in HIIE’s Student Handbook link to student handbook or alternatively by contacting enquiries@hiie.edu.au

Evidence Gathering

Documented evidence to support your RPL claims is imperative and collecting as much evidence as possible will allow HIIE to assess your competency in your chosen qualification and/or units of competency. You need to ensure that all areas are covered and supply supporting evidence to build a portfolio of your skills and experience.

Without documented evidence, your RPL application will not be successful, so it is important to link your evidence to the outcomes of the units you have selected. Remember that collecting your evidence can take time; however, we require this evidence to ensure that we can establish your competencies in the relevant areas.

Authenticity and validity of your documents

It is vital that all evidence you supply is authentic and valid. This simply means it must be what you say it is and be verifiable as such. Work samples must be a product of your own work output either wholly or collaboratively. Ensure any evidence supplied that includes other people’s work product or other sources, is appropriately referenced to prevent any issues regarding plagiarism. For more information on plagiarism, refer to the Student Handbook.

Verified Documents

When providing certificates and transcripts to support your RPL claims, it is part of our compliance requirements that these are certified by a Justice of the Peace, to ensure these are reliable and accurate. This will also allow us to apply direct credits where previously completed units of competency are applicable to your RPL application and have exactly the same unit code and title. Please note that a credit transfer is recognition of your formal training completed through another registered training organisation (RTO). Credit transfers are considered as part of the RPL process.

Credit Transfer (CT)

HIIE also recognises Statements of Attainment and Record of Results issued by other registered training organisations (RTOs). Candidates must submit a JP certified copy of their certificate and transcripts.

Full course fee – $18240.00

For further information please contact HIIE directly at enquiries@hiie.edu.au

The course fee is inclusive of the following items;

  •  The learning resources
  •  Trainer and assessor support by phone, email and Skype
  •  Certificate and Record of Results issuance (does not include replacement certificates)

 

 

Payment Methods

  • Bank deposit – see details below

 

HIIE’s bank details

Account Name – Hills Educational Foundation Ltd

Bank – Commonwealth Bank Beaudesert Qld Australia 4285

BSB – 064400

Account No – 00793984

All successful applicants are required to pay an enrolment fee (non-refundable) of $500 immediately before commencing any studies.

 

Payment Options

Enrolment fee $500 – non-refundable must be paid immediately

Option 1 – full course fee including enrolment fee paid upfront

Option 2 – monthly payment plan

Option 3 – pay per semester

HIIE have the right to suspend any study if payment plans are not adhered to at all times.

Refunds

HIIE is committed to fair and transparent application fees and charges as well as the processing of refunds where applicable. HIIE’s refund policy for international students can be found in the student handbook supplied with your enrolment pack or alternatively can be found on our website.

International Student Handbook

Early Childhood Educator

Nanny

Family Day Care Coordinator

Children’s Services Coordinator

Pathway into a Bachelor of Child and Family Studies. May also include credit towards Early Childhood Teaching qualifications.

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