study early childhood education online nz

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Bachelor of Teaching (Early Childhood Education)

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The Bachelor of Teaching (Early Childhood Education) will equip ākonga with a recognised, flexible and applied teaching qualification in the early childhood education context.

Availability

Our distance learning courses are offered throughout the year to help you fit study around your work and life commitments. Courses are offered up to 12 times per year depending on demand and availability of academic staff. Exact start dates are in the course information pages and in our Enrolment dates page:

• Course costs   can be found on all course pages.  The fees may increase annually.
• Qualification cost  – to give you an idea of how much a qualification may cost in total over the duration of your studies, an approximate cost is provided for many of our qualifications. This is based on the required number of courses to complete the qualification and the average cost of those courses. It does not include annual administration fees, text books and course materials or external exam fees, and is subject to annual course fee increases. 

Courses are assigned credits depending on how much time and effort is needed to complete their learning outcomes. In general, each credit represents approximately 10 hours of study time.

Delivery method

• Online  – The course materials for online courses are delivered in an online format and all assignments are submitted online.
• Mixed  – These courses are delivered using a mix of online and paper based course materials. This may include receiving paper course materials, submitting  assignments online, or being required to participate in online forums and learning activities.
• Print Only  - The course will be delivered using paper based courses materials, and assignments may need to be submitted in hard copy rather than online. This will depend on the course.

Whether courses are delivered online, on paper or a mixture of both, there may also be components such as workshops, noho marae, work experience and practicum to participate in. To find out what your course involves check the course information page.

EFTS stands for equivalent full-time student . An EFTS is the study time required for each course and is used by the Tertiary Education Commission to decide if a course is part-time or full-time. 

One year of full-time study is generally between 0.8 and 1.2 EFTS.

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• Levels 1-4 are about the same as secondary school and basic trades training.
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• Prerequisites are courses that must be completed before another course can be studied. 
• Co-requisites are courses that can be studied at the same time as another course.

If a course has a specific prerequisite or co-requisite course, it will be listed on the course page under the title 'Prerequisites'. If no courses are listed, check the entry and other requirements under the qualification you are studying for. Some courses require you to have studied at a particular level prior to enrolling.

Not all qualifications or students are eligible for student loans. You will need to meet criteria such as studying a minimum number of credits over a specific study period. It is up to you to apply for a student loan via StudyLink - Open Polytechnic does not do this for you.

Information about student loans and eligibility

StudyLink website

Teaching weeks

Teaching weeks is the number of weeks that we teach a course. This differs from the enrolment period, which is based on the course start and end dates.

For example, a 20-week enrolment period will have 16 teaching weeks, followed by four weeks to accommodate marking, any extensions and reassessments, or exams.

The workload estimate given on a course page is calculated like this:

Number of credits x 10, divided by the number of teaching weeks for the course. The hours will be rounded up to nearest whole number.

Please note, this is a guide only. You may need more or less time for study, and you may also need to do more hours during assessment due dates or exams times.

•   Level 7
•   Credits 360

Not including any course materials or external exam fees.

Available. 

Student loans and eligibility

Practical courses connect theory with practice and are strongly aligned with sector needs to ensure work-ready graduates equipped with skills and knowledge required for ECE teaching positions or for further study at postgraduate level.

This qualification will prepare you for a career as an early childhood teacher within a range of ECE settings including, kindergartens, education and care centres, teacher-led home-based care agencies, and puna reo or other language immersion settings. Graduates of the programme are eligible to apply to the Teaching Council Aotearoa for Teacher Registration

What you will learn:

Graduates of the programme will have the skills to:

• Demonstrate an in-depth understanding and knowledge of Te Tiriti o Waitangi, te reo Māori and tikanga Māori in early childhood education settings to support tamariki Māori to enjoy educational success as Māori
• Utilise skills for engaging appropriately and effectively with tamariki, their parents, families and whānau, aiga, as well as colleagues, stakeholder professionals and external organisations supporting early childhood education settings.
• Critically analyse effective practices for planning, differentiating and implementing learning and teaching practices for tamariki and rangatahi of diverse backgrounds and which meet specific learning needs across the full range of abilities in early childhood education settings
• Utilise current research on tamariki development in the physical, social, intellectual, emotional and cultural domains to facilitate accurate and useful planning, programming and assessment of learning and for learning in early childhood education settings
• Demonstrate learning gained in multiple, varied early childhood practicum opportunities with the support of accomplished mentors
• Apply critical reflection to continually improve teaching knowledge and skills, and collaborate effectively with professional colleagues within and beyond their early childhood education context.

 Programme Delivery

You will access courses online with academic support from academic staff members. Contact with your academic staff members and other students will occur at regional workshops, noho marae, tutorials and during practicums over the course of your study.

My role at the Open Polytechnic is to support our ECE students throughout their study. Regional Lecturers have a group of students that they mentor in their area, meaning that this is a unique method of flexible learning, where you are able to study via distance, but also have a local point of contact. I am available to point my students in the right direction for support on their course work and any other questions they may have around academic study. I also offer support and guidance to students throughout their placements in Early Childhood Centres. Shannon Nearey - Regional Lecturer, ECE

Noho marae are held at urban and rural marae around New Zealand and give you the opportunity to build your skills and knowledge required to teach effectively in a bicultural context.

For ākonga enrolled in Tō Tātou Tiriti courses below are the details for noho marae offered in the second half of 2024. Please note that while these dates and venues are confirmed, a change might occassionally be required:

• 03-04 August – Ara Marae, Te Kura Wanaka, Christchurch
• 10-11 August – Te Noho Kotahitanga Marae, UNITEC, Auckland
• 17-18 August – Puketeraki Marae, Karitane, Dunedin
• 07-08 September – Ōrongomai Marae, Upper Hutt, Wellington
• 21-22 September – Maungatapu Marae, Tauranga 

Workshop & noho marae Schedule

February 2024 workshop schedule

During the programme you will gain teaching experience in five assessed practicums, totalling 120 days in a number of approved licenced early childhood centres. Each practicum offers you the opportunity to work alongside children and qualified early childhood teachers to integrate your learning in relation to everyday teaching experiences. You will attend practicum workshops each year to prepare you for the practicum experience.

 During each practicum:

• you will have support from an associate teacher working in the early childhood centre and your regional lecturer.
• you will be part of all aspects of the centre’s programme during this time.

This programme's enrolment dates differ from our standard dates.

New learners need to apply five weeks before their preferred start date. Re-enrolling learners can follow the standard enrolment dates for this programme. 

Please use this table for specific enrolment close dates for new learners: 

Maximum Programme Completion Time  

To be awarded the qualification, the programme must be completed in no more than 6 years of first enrolment, unless there are exceptional circumstances.

•   Factsheet (PDF) Bachelor Of Teaching (Early Childhood Education) (705 KB pdf)

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/ Study Options / ECE / NZ Diploma in Early Childhood Education and Care (Level 5)

EARLY CHILDHOOD EDUCATION

Nz diploma in early childhood education and care (level 5).

34 weeks with 2 weeks break

Work placement

Programme overview.

Are you passionate about looking after and teaching children? Light up your life and the lives of others with a New Zealand Diploma in Early Childhood Education and Care (Level 5). Through NZSE’s ECE diploma programme, you’ll further your ECE teaching career by becoming a skilled and sought-after educator. From here, you can choose to work in ECE or progress to a bachelor’s degree to gain ECE teacher registration.

This highly accessible, engaging and creative online programme will give you the required skills and knowledge to become a competent Early Childhood Kaiako who can work within a range of early childhood contexts providing support and education to infants, toddlers and young children and enhance community outcomes. To enrol in this programme, you must have a certificate in Level 3 ECE or equivalent, are already working in the sector as an unqualified reliever at an ECE centre, or you are currently a home-based educator needing to become qualified at Level 5.

Start date by campus

What you study.

Develop the skills to work with tamariki and ensure both their wellbeing and development in crucial stages of their upbringing. Our programme covers best practices and theory to apply to your work, including:

• Te Whāriki – bicultural curriculum; ethics and professionalism; professional behaviours; nutrition needs of infants, toddlers and young children; parent and whanau communication; culturally safe environments
• Tikanga Māori and te reo; tikanga concepts including ako and whanaungatanga
• Treaty of Waitangi; Whakapapa and heritage of families;
• ECE philosophies; Diverse ECE contexts in Aotearoa New Zealand; Legislation and regulations; Operation of an ECE service
• Relationships; attachment; transitions; child development; value of play; resources; observations; planning; learning plans;
• Pasifika Education Strategy;
• Models of Early Childhood

You will undertake 120 hours of work placement (spread over the fourth and eighth courses). Work placement can be undertaken in a licensed home-based service, an ECE Centre, a kindergarten, or a language nest.

Career opportunities

• Childhood educator
• Kindergartens or playgroup worker
• Teacher aide

Entry requirements

• Students enrolling are recommended to hold either NCEA Level 2 or 3 or the New Zealand Certificate in Early Childhood Education and Care (Level 3) or equivalent knowledge, skills and experience
• A compulsory criminal record check
• Two referees (not family or friends)
• An interview and a short statement of intent on why the learner wishes to pursue an Early Childhood Education qualification
• This programme requires students to have access to a laptop/desktop that can connect to the internet with a web browser (Must have access to the internet at home) and a required minimum screen size of 10 inches. For device specifications, please talk to your Course Advisor.
• This programme is not available for international students.

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EDUCATION & SOCIAL WORK

Master of Education in Early Childhood (Online)

Med in early childhood.

Shape the future of early childhood education with a Master of Education (Early Childhood) from the University of Auckland. Develop innovative and research-informed expertise to influence the broader landscape of the early years.

Register for Webinar

Entry requirements.

Undergraduate degree in Education with a GPA/GPE of 5.0 or higher*

*If you do not have the required prior study, you can still gain entry by passing 60 points towards the Postgraduate Certificate in Education in Early Childhood with a GPA of 5.0 or higher

Next Start Dates

• Semester Two: 15 July (Applications close 1 July)
• Semester One: 3 March

Full Programme Fees

International fees

Admission is subject to regulatory approval. For all official programme information, including regulations about entry, enrolment, fees, examinations and requirements for degrees, diplomas and certificates, see the University Calendar.

Programme Overview:

Embark on your journey into the thriving sector of early childhood, a field calling for highly qualified individuals to drive progress and positive change in diverse services for tamariki and their whānau. The Early Childhood specialisation in the Master of Education ensures you will cultivate advanced expertise in psychology, leadership, child development, pedagogy, and contemporary perspectives on child development. 

• Programme Summary
• Programme Structure
• Programme Benefits

The Master of Education (MEd) specialised in Early Childhood is designed specifically for early childhood educators, leaders, play and curriculum specialists, as well as dedicated professionals in other related disciplines.

As a MEd in Early Childhood student, you will be equipped with multidisciplinary knowledge and expertise, critical thinking skills, and the ability to advocate for diverse communities and stakeholders. This programme will empower you to seamlessly navigate a diverse spectrum of early childhood practice concepts, you will be sought after in different professional sectors and at world-ranked universities looking for promising doctoral candidates.

To meet the requirements of the Master of Education specialised in Early Childhood, the following six courses have been carefully selected to maximise your learning experience. Each course is taught across a 12-week Semester, entailing interactive online course engagement, as well as self-directed online learning. You will take one course at a time, and complete the programme in three years, all while you can continue to work.

As a graduate of the online MEd in Early Childhood , you will be able to:

• Master and apply a body of multidisciplinary knowledge, including a high level and in-depth understanding of theories and practices, particularly pertaining to early childhood
• Demonstrate critical, conceptual and reflective thinking that includes the ability to synthesise understandings from multidisciplinary theoretical perspectives on early childhood.  
• Effectively support, engage and include diverse learners within various teaching and learning contexts within education and related fields. 
• Identify, analyse, and generate fluid and flexible solutions to complex and uncertain multidisciplinary issues experienced by children. 
• Use academic conventions coherently to organise and express ideas, and communicate appropriately with diverse individuals and groups.
• Demonstrate an ongoing commitment to promoting and advocating for Te Ao Māori, Mātauranga Māori, and Te Tiriti o Waitangi, and using culturally responsive practices to embrace difference and diversity.
• Build collaborative relationships to work with children, colleagues, parents and whānau, and other professionals, to engage in constructive and academic argumentation and critical debate regarding complex and difficult topics. 
• Build confidence, capacity and capability to work and think independently, and take personal responsibility for ongoing, autonomous, and self-regulated learning.

Where could the MEd in Early Childhood take you?

As a graduate of the MEd in Early Childhood programme, you would be well equipped with a set of comprehensive skills that will open doors to a multitude of rewarding career paths within the field of early childhood education. By engaging in coursework and research, you will be able to seize the chance to enrich your own work and empower your workplace.

Jobs related to this programme

• Early childhood teacher
• Early childhood centre manager 
• Early childhood curriculum specialist or pedagogical leader
• Early years policy maker
• Health professional with a focus on early childhood
• Social worker engaged with whānau and tamariki
• Psychologist specialising in early childhood 
• Experienced play specialist

*Our programme Advisors will provide all official programme information, including regulations about entry, enrolment, course fees, examinations and requirements for degrees, diplomas and certificates as per the University Calendar. Please note that the programme fees are indicative and estimates only. Fees are set in advance of each calendar year and will be updated on this website. Fees are inclusive of 15% GST, but do not include the Student Services Fee course books, travel and health insurance, or living costs. Fees will be confirmed upon completion of enrolment into courses.

Master of Education in Early Childhood – Enquiry Form

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Studying at EIT | Te Pūkenga in 2024  Click here for more information about the recent Government announcement

NZ Diploma in Early Childhood Education and Care (Level 5)

Hawke's Bay Campus Tairāwhiti Campus in Gisborne

Study Options

Online, Full-time

Make a difference to the lives of tamariki

Thinking about being an early childhood educator?

This one year programme prepares you for a career in the early childhood sector. You could become a non-registered educator in an early childhood centre or home-based delivery, or go on to complete a degree and become a registered teacher.

The NZ Diploma in Early Childhood Education and Care (NZDipECE&C) is a one year programme that will give you the opportunity to gain a qualification that will support the practice-based education and care of infants, toddlers, and young children in a range of early childhood contexts.

This is a field-based programme which provides a balance between theory, research and practice. You will attend campus two days a week and undertake a minimum of 12 hours per week in a licensed early childhood education service.

The level 5 NZ Diploma in Early Childhood Education and Care is equivalent to the first-year courses in the Bachelor of Teaching (Early Childhood Education).

Subject areas include:

• Child development
• How children learn
• Supporting children’s learning
• Reflecting on your practice
• Communication
• Te Reo Māori
• Artistic languages of children

You are welcome to make an appointment to discuss your study options with our staff and to view our facilities.

Your future career and study opportunities

Graduates of this programme will either be able to work as unregistered teachers in a range of early childhood education contexts or continue on to further study in the Bachelor of Teaching (Early Childhood Education) to graduate as registered early childhood educators.

There is one entry date per year:

Entry requirements

Academic entry requirements

The academic entry requirement for the NZDipECE&C is one of the following:

• NCEA Level 3 (as defined by the NZQA), or equivalent (for international applicants not schooled in New Zealand); or
• New Zealand Certificate in Early Childhood Education (Level 4); or
• New Zealand Certificate in Study and Career Preparation (Level 4).
• For applicants under the age of 20 years at the beginning of the academic year, who do not have NCEA Level 3 or equivalent, entry may be considered on a case-by-case at the discretion of EIT | Te Pūkenga.
• For applicants over the age of 20 years at the beginning of the academic year, evidence of the potential to succeed in tertiary study at degree level, including demonstrated literacy and numeracy competence equivalent to that required for NCEA Level 3.

Additional requirements

• All applicants must be over the age of 17 years at the beginning of the academic year.
• In support of their application, all applicants must supply a CV that includes a detailed account of their educational background, evidence of a commitment to the education of mokopuna, experience with children and an openness to learning.
• Applicants must authorise EIT | Te Pūkenga to obtain a background check from the NZ Police Licensing and Vetting Agency Early Childhood Education and Care Setting Requirements.

Early childhood education and care setting requirements

Prior to the beginning of the academic year to undertake field-based teacher education all enrolled students must:

• Be working (employed or non-employed) for a minimum of 12 hours a week in a licensed early childhood setting, during the EIT | Te Pūkenga term.
• Be supported at the setting by a qualified mentor teacher who is registered and holds a current full practicing certificate. Please Note: The Memorandum of Agreement between the setting and EIT | Te Pūkenga must be signed by the setting and returned prior to commencement of the programme. As necessary, two copies of the Terms of Reference document for non-employed students’ needs to be signed by the setting and student prior to commencement of the programme. The setting keeps one copy, and the other is returned prior to commencement of the programme.
• Meet the requirements of the Children’s Act (2014), CA letter must be sighted by the setting and signed by student.

Internal selection process

Entry to the programme may be limited by the number of places available.

Upon the application satisfying “eligibility to apply” requirements, applicants are then required to participate in an internal selection process.

Interviews will be conducted in conjunction with applicants for the Bachelor of Teaching (Early Childhood Education) and include both a group and individual interview.

Selection decisions are based on the applicant’s submitted documents and their performance in the interview process.

Entry with credit

There is provision for both Cross Credit (CC) and Recognition of Prior Learning (RPL).

For further information and enquiries about CC and RPL please contact Tania Du Plessis, on 06 830 1032.

This qualification has been approved by the New Zealand Qualifications Authority.

This programme leads to the award of a nationally approved qualification and may be delivered at a number of other tertiary institutes around New Zealand. If you were to transfer to one of those other institutes you may be granted academic credit for some of the papers completed but this is at the discretion of the other institute.

International entry requirements

Professional requirements

• Be free from criminal convictions which would preclude them from working with children.
• Provide evidence of the personal and professional qualities appropriate for undertaking a Bachelor of Teaching (ECE) by furnishing two references from persons who are not related to the applicant, using prescribed Referee Forms. One of the referees must be someone who has observed the applicant working with children. The appropriate qualities are specified in the New Zealand Teachers Council’s Good Character and Fit to be Teacher Policy 2007.
• Submit a Police Clearance Certificate.
• Sign a declaration that they are in good health (having no medical, physical or psychological conditions that would preclude working with children).

Setting requirements

Prior to the beginning of the academic year all enrolled students must:

• Be working (voluntarily or in paid employment) for a minimum of 12 hours a week in a licensed early childhood setting, during the EIT | Te Pūkenga term.
• Be supported by a qualified registered ECE teacher at the setting where they are working or volunteering to undertake field-based teacher education. NOTE: The Memorandum of Agreement between the setting and EIT | Te Pūkenga must be signed by the setting and returned prior to commencement of the programme. As necessary, two copies of the Terms of Reference document for volunteers need to be signed by the setting and volunteer prior to commencement of the programme. The setting keeps one copy, and the other is returned prior to commencement of the programme.

English language entry requirements

IELTS score of 7.0 (academic) in all bands. A skype interview and references will also be required.

Upon the application satisfying eligibility to apply requirements, the applicants are then required to participate in an internal selection process. This is the first step to ensure the graduating student teacher has the qualities and dispositions which enables them to meet the registration criteria of the New Zealand Teachers Council.

A panel comprising an EIT | Te Pūkenga early childhood lecturer, assisted by an early childhood sector representative or other EIT | Te Pūkenga academic representative, conducts these.

The selection process consists of two parts:

• An online interview process
• A diagnostic test to measure applicants’ literacy and numeracy competency

The interviews will be conducted in an equitable, professional manner with every endeavour to make applicants feel at ease. Applicants are welcome to bring family/whanau for support. Areas considered by the interviewers are:

• Personal qualities
• Professional qualities
• Early childhood knowledge and experience
• Other work and community experience
• Cultural knowledge understanding

Academic learning services

Academic Learning Services is here to assist you on your journey towards the successful completion of your studies at EIT | Te Pūkenga. Our aim is for you to become confident, competent and independent learners.

We have dedicated advisors who can assist with your learning.

Find out more:

Hawke’s Bay Campus Tairāwhiti Campus

Scholarships

You can find a list of EIT | Te Pūkenga scholarships here however there are many more scholarships offered nationally.  Information about these is on an database called “givME”. givME is accessible at EIT | Te Pūkenga or at some public libraries. If you would like to come to EIT | Te Pūkenga to look through the giveME database don’t hesitate to contact [email protected] or call in for a chat.

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Early Childhood Education

Do you want to work with young children and make a difference in their lives? Early childhood teachers work in kindergartens, puna reo, and education centres. Study early childhood education and you’ll soon see the positive impact you can have on children, their whānau, and society.

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Early childhood teacher education is practical and hands-on. You’ll build lots of experience from the very start, working in early childhood education centres for at least 12 hours a week, and you’ll perfect your skills with a full-time placement before you graduate.

But first, you’ll get a thorough grounding in educational theory, child development, and teaching techniques. You’ll also get a good understanding of te reo and tikanga Māori, and how to work with children and their whānau in Aotearoa New Zealand.

All this helps you build the confidence to set foot in an early childhood centre where the experience of teaching itself is invaluable. Back in the classroom, there’ll be lots of opportunities to reflect on what you’ve learnt with your teachers and classmates.

By the end of the programme, you’ll be eligible to apply for teacher certification with the Education Council of Aotearoa New Zealand (NZ Teachers Council).

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GRCC’s Early Childhood Learning Laboratory provides tailored developmental learning experiences

May 23, 2024

It’s easy to think that learning begins when children enter school. But as any parent will tell you, kids figure things out much earlier than that. 

Two-year-olds, for example, know what adults do with cell phones. They know how to put toys away, even if they don’t always do it willingly. They certainly know where the snacks are stored! And they’ve figured out how to get what they want before they even have the right words.

The truth is that children start learning from the moment they are born. In fact, 90% of a child’s brain development occurs before age five. Early childhood education is vitally important to help little brains reach their full potential. Children benefit when they can experience age-appropriate learning prior to attending school. That’s one reason why Grand Rapids Community College offers an education and child development program, including a hands-on space called the Early Childhood Learning Laboratory (ECLL).

“Early childhood education is highly personalized,“ said Melissa Boman, director of the ECLL. "Our faculty and students are down on the floor, working one-on-one with each child individually. They’re also working with families. We don’t have one lesson plan…we have one plan per child!”

The ECLL is both a community service and an educational asset. Families can enroll their children from infant up to age six. Children receive age-appropriate care and development support from professional, licensed educators. 

“We ensure that children have experiences in various areas of development every day, including language arts, motor development and STEM for little ones,” Melissa notes. “The learning is tailored to their developmental needs, but they are absolutely learning.”

This experience supplements parental caregiving and instruction, and provides a way for parents to learn as well.

However, the ECLL is also a proving ground for future early childhood educators. GRCC students enrolled in the education program complete various lab rotations as they learn to work with different age groups and study human growth and development. Students work side-by-side with instructors as they write lesson plans, create age-appropriate play experiences, perform learning assessments, handle conflict resolution and much more. 

“Students gain knowledge but also the experience of putting it into practice,” Boman said. “They can take that information into the programs they serve after graduation and be leaders in this field.”

Graduates agree that the experience is priceless. Kristen Spoelman, a GRCC graduate, knows this firsthand.

“I enrolled at GRCC, seeking my bachelor’s degree in elementary education,” Spoelmen said. “I was required to take several early childhood courses, which had lab components at the ECLL. While completing my first lab, I was captivated with the learning environment, staff, and children at the ECLL. That inspired me to change my degree to early childhood education rather than elementary education.”

Spoelman said the hands-on experience provided her with a strong foundation. 

“The staff at the lab was nurturing, engaging and supportive of both children and college students. They served as a model of high-quality early childhood education, while also supporting me as a student learner,” she said. “I have the educational background that allows me to understand how children grow and develop, and how they can be best supported in a classroom setting.”

Spoelmen is now the director at an early childhood education center and she carries her ECLL experience with her into that role.

Each year, GRCC has approximately 200 students enrolled in education career pathways. All of those students engage with young children through hands-on learning at the ECLL. 

“We’re sending highly trained educators into the field every year, “ Boman said. “This isn’t an easy job, but our students are passionate about it.” 

Spoelman agreed.

“I know what a high quality early childhood environment looks like,” she said. “I strive to replicate many of the practices and strategies that I observed and engaged in at GRCC.”

Learn more about the ECLL and the educational opportunities it offers.

This story was reported by Julie Hordyk.

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• New Zealand Diploma in Early Childhood Education and Care (Field-based) (Level 5)

Study early childhood education (ECE)

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Duration and study methods

Full-time for 1 year (34 teaching weeks), part-time available. The maximum time to complete this programme part-time is 3 years.

Start dates

February, July

Qualification

Domestic fees.

$6,800 (approx.)

Individual course fees

International fees

Free* study.

Explore the free options available for this programme, and check your eligibility:

First year free

Programme highlights

Get the skills and knowledge necessary for becoming a proficient educator.

On completion of this programme you will be able to provide and support the education and care of infants, toddlers, and young children in a range of early childhood contexts.

Students learn about early childhood education and curriculum in Aotearoa, human development and learning, Te Tiriti o Waitangi and Te Ao Māori, belonging and well-being and professional relationships.

Spend up to three days a week learning with a blend of classroom and online experiences and activities. You will also spend two days per week (12 hours) in an early childhood centre where you will apply classroom theory to practical scenarios.

In Semester 1 you will spend one week full time (35 hours) in your home centre. In Semester 2 you will also experience a three-week full-time (105 hours) placement in another early childhood setting. This placement will be organised by the School of Education Practicum co-ordinator. Get real experience working in an early childhood setting with four weeks of full-time placement.

On successful completion of the diploma programme, you will be eligible under specified criteria, to pathway into the second year of the Bachelor of Education (Early Childhood Teaching) (Level 7).

This programme has been developed to align with the first year of our Bachelor of Education (ECT) Degree. This programme does not lead to teacher registration, but it may provide opportunities for graduates, under specified criteria, to pathway into the second year of the degree. Students wanting to pathway to our Level 7 ECE initial teacher education qualification will need to; successfully complete this programme and meet all other entry criteria of the degree, including being interviewed and supplying new referee reports,  and those who are EAL achieving Academic IELTS 7 in all bands.

Entry requirements

Academic admission requirements.

Applicants under 20 years of age: NCEA level 2 or equivalent

Entry over 20 years of age: Applicants who are 20 years of age at the commencement of the programme and have relevant life and/or work experience do not have to meet the minimum academic requirements (with the exception of English Language criteria).

Safety checks

To satisfy the risk assessment and safety check required in compliance with the Vulnerable Children Act (2014) the following requirements are in place:

• Provide a New Zealand Police Check (using the NZ Police and Vetting Consent to Disclosure of Information form) that demonstrates that the applicant has no criminal record and thus meets the requirements to work with at-risk and vulnerable children as required by the Vulnerable Children Act (2014)
• Interviews will be conducted in person. Skype or other electronic means as outlined in the Vulnerable Children Act (2014) will be used where distance is an issue
• Sign a statement agreeing to the release of pertinent information relevant to the Vulnerable Children Act 2014 that a Childcare centre may request
• Provide two satisfactory written referee reports
• Provide one photograph that meets the criteria defined by the New Zealand passport office:  https://www.passports.govt.nz/Passport-Photo-Requirements

English language entry requirements

Applicants must demonstrate that they have sufficient competence in English language and literacy to undertake this programme.

• Applicants for whom English is not their first language (including International students) must demonstrate that they meet an IELTS (International English Language Testing System) Academic version minimum score of 5.5 with nothing lower than 5.0 in all components.
• International students must further meet the English language requirements as specified by NZQA

Visit the  IELTS test centre for more information.

http://www.nzqa.govt.nz/assets/Providers-and-partners/Registration-and-accreditation/Programme-approval-and-provider-accreditation/guidance-English-entry.pdf

Exempted case: EAL applicants who have completed the New Zealand Certificate in English Language (Professional/Academic) (Level 5) or achieved 10 literacy credits (5 reading and 5 writing) from the New Zealand Certificate in English Language (Academic) (Level 4).

Applicants who do not meet the IELTS requirement are able to re-apply for future intakes to the programme once this English language requirement has been met.

Special & discretionary admission

Any ākonga who is 20 years of age or older and has not reached the general admission requirements for their intended programme is eligible for Special Admission. Te Pūkenga works with the ākonga to ensure they are prepared for their intended programme. Any ākonga who is not yet 20 years of age and has not reached the general admission requirements for their intended programme may be eligible for Discretionary Admission. In assessing whether to grant Discretionary Admission, the delegated authority focuses on the applicant’s level of preparedness for their intended programme.

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Give yourself credit with Recognition of Prior Learning (RPL)

Did you know you can use the knowledge and experience you already have to your advantage?

Your previous work experience and on-the-job skills, volunteering, professional development, and other providers’ qualifications can be recognised as prior learning, matched against credits in our courses, and put towards your qualification – potentially saving you money and possibly helping you to complete your qualification faster Learn more .

Programme structure

You will need to complete the below five courses (120 credits):.

922.501 Tikanga Māori and te Tiriti o Waitangi (20 credits)

Engage in early childhood education practices which reflect Te Tiriti o Waitangi/Treaty of Waitangi and the place of Māori as tangata whenua.

902.538 Belonging, health and well-being (20 credits)

Provide a healthy, safe, and inclusive environment for the protection, care, wellbeing and education of children/mokopuna as guided by legislative and

regulatory requirements and children's rights (UNCROC).

922.540 Learning and development 0-6 (25 credits)

Apply knowledge of key early childhood teaching, learning and development theories and approaches, and historical influences, to inform and guide practice in Aotearoa New Zealand.

922.539 Early childhood curriculum in Aotearoa (25 credits)

Implement the philosophy, principles, and practices embodied in Te Whāriki, and supporting resources, to promote children's learning.

Use knowledge of philosophies, perspectives and contexts of early childhood education in Aotearoa New Zealand, including contemporary Māori and Pasifika education developments and implications for practice, to inform an emerging personal philosophy of practice.

922.541 Professional relationships (30 credits)

Communicate effectively and include cultural protocols, whanaungatanga, and manaakitanga concepts, to develop and maintain inclusive and collaborative relationships with a wide range of people in an early childhood education and care community. Manage personal wellbeing and engage in the personal, professional, ethical and reflective practices required of an early childhood educator. Support children's language, culture and identity, through the application of emerging knowledge of cultural competence, with consideration of diverse families and aspirations for their children's learning.

Do you want to study a single course, without enrolling into the full programme?

Courses within some of our programmes may be offered as an individual Certificate of Proficiency (COP). Programme entry requirements and course fees apply. For more information, please speak to our friendly Ask Me! team.

Further training or study

Bachelor of Education (Early Childhood Teaching) (Level 7)

Career opportunities

Graduates of this qualification will have the skills and knowledge to work in a range of early childhood contexts, such as centre-based, hospital-based (play specialist assistant), home-based, nanny, parent-led, or culturally-based contexts including Pasifika or Māori. Graduates may provide supervision or guidance of volunteers or other staff, in some early childhood settings.  They may also be involved in voluntary roles in early childhood settings. For potential salaries visit careers.govt.nz .

* This programme does not lead to New Zealand Teacher Certification, to gain this you must have a level 7 teaching qualification .

See why more people choose early childhood at MIT

My advice to anyone looking to study would be just hang in there. It's worth it in the end, and you deserve it."

Jasmine Bellamy MIT graduate

My friends encouraged me to study at MIT. The lecturers here are amazing. I have never met lecturers that are so enthusiastic. I love the ako in our classrooms and the diversity of our lecturers who bring fun, wisdom and knowledge to our classroom. The best part is the way they encourage student relationships with each other. I value my classmates and we are an amazing team together.

It is an eye-opening experience working alongside an Associate Teacher. Assisting and engaging with the Tamariki is the highlight of my week. If you want adventure in a classroom, excitement from engaging with the Tamariki, and linking your theory to your school-based learning, nothing beats that. I am already building lasting relationships with my principal, the teachers and the students.

I encourage you to come along and be a part of this great course.

Go for gold, it is the best place.

MIT will change your life."

La-Rochelle Bernstein MIT student

I chose the Primary Pasifika course because as a pākehā I have noticed there is not enough cultural awareness within schools, we need more of it. This course provides an opportunity for us to deepen and enrich our understanding and create a safe space for students to bring who they are into the classroom, and not leave their culture at home.

MIT provided the exact course I was looking for – ticked all the boxes and exceeded well above my expectations. This course provides a hands-on approach to learning. I know I will be a great teacher because of it.

What I also love is the community they have built and the ongoing support and encouragement they give to help us achieve, not because they have to, but because they want to. They support us every step of the way and treat us not just as a student but as part of their whānau. I can't think of any other place that would provide this much support.

We need more Primary Pasifika teachers; it does not matter where you come from if you have the opportunity to change a life and make a difference in this world for our tamariki, take it.

Be brave, be bold, our tamariki need you more then you realise.”

Lexi Williams MIT student

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Margaret Ritchie School of Family and Consumer Sciences

Margaret ritchie school of family & consumer sciences.

University of Idaho

Physical Address: Mary Hall Niccolls Building, Rm 103 751 Campus Drive

Mailing Address: 875 Perimeter Dr. MS 3183 Moscow, ID 83844-3183

Phone: 208-885-6546

Fax: 208-885-5751

Email: [email protected]

Web: uidaho.edu/cals/fcs

Mailing Address: 322 E. Front Street, Suite 180 Boise, ID 83702

Phone: 208-334-2999

Fax: 208-364-4035

Email: [email protected]

Web: uidaho.edu/boise

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Mailing Address: 1031 N. Academic Way, Suite 242 Coeur d'Alene, ID 83814-2277

Phone: 208-667-2588

Fax: 208-664-1272

Email: [email protected]

Early Childhood Education, B.S.

Career information is not specific to degree level. Some career options may require an advanced degree.

Current Job Openings and Salary Range

in ID, WA, OR, MT and HI

Entry-Level

Senior-Level

• Career Options
• Education Administrator, Preschool and Childcare Center/Program
• Child, Family, or School Social Worker
• Preschool Teacher, Except Special Education
• Kindergarten Teacher, Except Special Education

Regional Employment Trends

Employment trends and projected job growth in ID, WA, OR, MT & HI

*Job data is collected from national, state and private sources. For more information, visit EMSI's data sources page .

• Degree Prep

To prepare for courses required to earn a degree in early childhood education and development, we recommend you:

• Volunteer in your community (e.g., schools, nonprofit organizations)
• Work with young children with and without special needs
• Develop leadership skills in student office
• Participate in early childhood events in your community
• Degree Roadmap
• Sample 4-year plan (pdf)

Course descriptions and up-to-date program requirements can be found in the U of I General Catalog .

To find out about deadlines and eligibility requirements, please visit the University of Idaho Financial Aid office .

• Scholarships

Over 400 scholarships are offered exclusively to College of Agricultural and Life Sciences (CALS) students based on GPA and other qualifications.

You can find general need- and merit-based scholarships on the Financial Aid office's scholarships page .

• Hands-on Learning
• Laboratory classes and clinics (child development laboratory)
• Internships with state/federal funded early childhood programs
• Study abroad
• Collegiate Family, Career and Community Leaders of America (FCCLA)
• Phi Upsilon Omicron
• Job Openings and Salary Range
• Employment Trends

Educating Our Future Leaders

Quality care and education for young children is critically important, and demand for teachers is great. You will study teaching methods, explore child development and family relations, and learn about special education strategies in real-world settings. Upon completion, you are eligible for the Idaho Blended Early Childhood Education/Early Childhood Special Education (Birth — Grade 3) teaching certification.

• Program is offered in Moscow and Coeur d'Alene
• The Child Development Laboratory  and U of I Children's Center  offer real-world settings to practice and learn
• Service learning at local elementary schools
• Intern at state/federal funded early childhood programs
• Join the Collegiate FCCLA and meet professionals in the field
• Participate in an undergraduate research project to expand your knowledge

share this!

May 23, 2024

This article has been reviewed according to Science X's editorial process and policies . Editors have highlighted the following attributes while ensuring the content's credibility:

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trusted source

Structured early literacy approach achieves outstanding results for children in New Zealand

by University of Canterbury

A New Zealand-developed structured literacy program is delivering outstanding results for Kiwi children, new research by the University Of Canterbury shows.

The research paper , "Large scale implementation of effective early literacy instruction," provides evidence that the Better Start Literacy Approach (BSLA)—developed by lead researchers at the University of Canterbury—is delivering real benefits for children in terms of improved literacy achievement outcomes in their early years at schools.

The study published May 21 in the journal Frontiers in Education examines assessment data gathered from more than 29,000 5-year-old children who received the BSLA between February 2020 and May 2023.

Key results of the research into BSLA's effectiveness include:

• BSLA is more effective for accelerating children's early literacy skills than other classroom literacy approaches.
• BSLA is equally effective across schools of different socio-economic demographics.
• After 10 weeks of BSLA teaching, students of all ages showed a higher rate of proficiency on letter knowledge and phoneme awareness tasks than students of the same age who had not received BSLA teaching.
• BSLA was effective across all cultural groups. Maori and Pasifika children showed accelerated learning in their early literacy skills.
• By 30 weeks, children with greater learning needs who received BSLA small group teaching had caught up with their peers in word reading and spelling skills.

Professor Gail Gillon, Director of the University of Canterbury's Child Well-being Research Institute and co-developer of BSLA, says the results of the latest research into the effectiveness of BSLA are significant.

"They demonstrate when our class teachers are well supported with quality professional learning and development based on the science of reading, they can rapidly develop children's foundational literacy skills," Professor Gillon says.

Professor Gail Gillon says the results are important for providing evidence of effective structured literacy approaches designed for the New Zealand context.

"This is critical given the government's recent announcement that by Term One, 2025, all state schools will be required to teach using a proven 'structured literacy' approach.

"Because it was developed by New Zealand researchers for use in New Zealand schools, the BSLA has significant advantages for teachers and children. It is aligned to inclusive and culturally responsive teaching practices. We need to ensure that large-scale implementation of structured literacy approaches is reducing current education inequities. The data from teachers implementing BSLA provide evidence that the approach is effective in working toward this aspiration."

The advantage of BSLA is that it was designed for large-scale application, Professor Gillon says, meaning it is an ideal fit for the New Zealand-wide requirement for a structured literacy approach. Quality online learning with follow-up in-class coaching and support for teachers from literacy specialists in their community, means that teachers across the country—in urban or rural areas—can access and implement the approach effectively.

The positive results published in the research article are endorsed by Marian Meehan, Principal / Tumuaki of Khandallah School in Wellington, who says that the BSLA system has produced a significant shift in all tamariki learning to read and write.

"Our data show that BSLA teaching has really increased both writing and reading in our children. The program has raised children's confidence, particularly in learning to write, and it's exciting to see their progress as they attempt to spell new and exciting vocabulary," Meehan says.

She adds that the appeal of BSLA is that it is New Zealand researched, has New Zealand-themed readers, comes with support from the university, is grounded in the science of learning, and comes with online comprehensive assessments.

"Children are happy to be voicing their decisions on why they believe a word is pronounced in a certain way and how a word would be spelt. They have significant power and control in the learning to read and spell. Parents are constantly using the word 'amazing' to describe the literacy progress and knowledge their child is developing."

Provided by University of Canterbury

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Shedding new light on New Zealand's first photographs

28 May 2024

Ingenio , Alumni , Faculty of Arts

Shaun Higgins and Catherine Hammond's new book digs into the origins of photography in Aotearoa. They talk with Megan Fowlie about what they uncovered.

Photography arrived in Aotearoa in the early decades of colonisation, recording and manipulating moments of place and time.

Shaun Higgins and Catherine Hammond, both University alumni, have sleuthed their way through the image collections of Auckland War Memorial Museum, Alexander Turnbull Library and the Hocken Collections to answer who first engaged with the camera here, and when and why.

They explore, for example, what a glass plate negative can tell us, or why you would sit for up to 45 seconds for an early daguerreotype.

Here the editors of A Different Light: First Photographs of Aotearo a, which digs into such territory, talk with Megan Fowlie about the book, and what it uncovers.

What was the spark that led to this book? The inspiration for A Different Light germinated in a conversation at the close of another photography exhibition, Being Chinese in Aotearoa, discussing early photographs, seldom displayed and with multiple perspectives.

What big question did you set out to answer? We set out to experience early photography in Aotearoa: what it looked like, its wonder and meaning. Rather than the story of individual photographers, our focus became closely tied to its social impact, the photograph as a tool of colonisation and the complex impact for Māori, examining how we can look past one narrative and see another.

What do these photos tell us about ourselves? While it was a time when we were encouraged to say ‘prunes’ rather than ‘cheese’ – to be serious and still – many aspects of photography are the same today: a desire to alter our image beyond how we appear, and to document our lives. These images tell us about human interaction with technology – the rapid global rise of photography, its democratisation, its use, and misuse – that has many parallels today.

As time progresses, our own perspectives shift, and we can continually look back with new questions. 

What did you find most satisfying in creating this publication? Working across the three enormous collections. Together, they hold around 10 million photos. Even for the 19th century, we had many thousands of potential images to show. Then, exploring them in more detail during conservation preparation for imaging and display let us look behind the cases, see the plates inside and further try to solve some of the mysteries around their creation.

Why document this? As we proceed through the digital 21st century, we look back on collections from the past and how we might revisit them. Memory institutions keep safe these moments, but as time progresses, our own perspectives shift, and we can continually look back with new questions.

What do you find most tantalising about the collections and the images you accessed? The bursts of colour from a time of largely monochrome imagery. We call it black and white, but it is shades of brown, sepia, even cyan, and then all the brass, gold and velvet that accompanies them in cases and frames. The photographs themselves hold, more than visible at first glance, people, not necessarily miserable, but simply sitting for a long time in a Victorian setting. They are complemented by the burst of colour that challenges our perception of the black and white age.

How are we misled by photographs – and does A Different Light aim to set the record straight? Since the beginning, photographs have been manipulated – from the moment someone chooses what to place in the frame, to retouching the image, to creating new montages. The book shows some of these examples and allows the reader to think about what is real and what is false. Does the camera lie?

Shaun Higgins and Catherine Hammond work at Tāmaki Paenga Hira Auckland War Memorial Museum, where Shaun is pictorial curator and Catherine is director of collections and research.

This article first appeared in the Autumn 2024 edition of Ingenio .