Early Childhood Education and Care (13ECE)

Course Overview

Term 1
Module 1 ( Covered in Term 1)
What is this module about?
This module will prepare you to work alongside children and adults in early childhood settings in New Zealand. You will gain knowledge and understanding of the relevance, structure and implementation of the early childhood curriculum Te Whāriki.Learn about the bicultural nature of Te Whāriki, within own culturally responsive practice.Use introductory knowledge of childrens learning including the value of play. Develop resources for children’s play

• You will also develop an awareness of the benefits of effective communication with parents, family and whanau and the skills used in effective communication.
• You will develop an understanding of the importance of developing and maintaining partnership with parents.
• Knowing about the diversity, values and practices of families in New Zealand will help you to understand the realtionship between family / whanau and the development of early childhood services in New Zealand.
• Demonstrate knowledge of ethical responsibility in relation to own values and beliefs to guide practice in an early childhood setting The ethics, professional responsibilities and personal health and wellbeing in an early childhood setting.
• Ethical behaviour an understanding of professional ethics will help to guide your practice.
• Factors contributing to a safe environment for children in terms of regulatory requirements for current ECE practice. Appropriate emergency plans in your centre.
• Contributing to a safe environment for children in an ECE service. Strategies to assist a child to use safe practices in an ECE service. Your own safety and protection is important and you will learn strategies to deal with possible hazards you may face when on your centre practicum.
• Use basic Te Reo and Tikanga Māori within a familiar early childhood context to promote awareness of Māori as tangata whenua. This module helps you understand the roles and responsibilities of adults in an early childhood setting. Professional development.

What will I be expected to know and to be able to do by the end of this module?
1. Demonstrate knowledge of and reflect on own professional practice in relation to adult safety and protection in an early childhood setting.
2. Describe the diversity of New Zealand families
3. Describe strategies that promote an awareness of and respect for cultural diversity in an ECE service.
4. Describe the purpose, structure and content of Te Whāriki as a framework for programme development
5. Describe the relationship between Te Whāriki, the adult’s role and provision of quality learning opportunities for young children
6. Identify cultural sensitivities to be considered in early childhood education
7. Use a range of effective communication strategies. Describe the benefits of effective communication with parents, family and whānau.
8. Reflect on own play experiences and engage in play with young children
9. Describe how play contributes to the learning and development of young children.
10. Demonstrate an understanding of the concept of ethics.
11. Identify ethical situations and own ethical values.
12. Demonstrate knowledge of, and reflect on professional behaviors and strategies to manage own personal health and wellbeing in an ECE service.
13. Using basic te reo Māori and tikanga Māori within a familiar early childhood context to promote awareness of Māori as tangata whenua.

Term 2
Module 2 (Term 2)
What is this module about?

This module will help you to develop the competencies and skills you will need to work effectively within early childhood education.

Early childhood teachers need to know how to plan for, and provide learning experiences for
children based upon knowledge of the children they are working with and an understanding of learning and development theory. Your knowledge of how children learn and develop will help you to respond with understanding and senstivity to their needs, behaviour, interests and abilities.
The module introduces a range of observation methods to collect information about infants, toddlers and young children and the ethical implications of observation. Describe the purpose of observation in an early childhood setting and explain the ethical implications of observation for in ECE services.
This module introduces you to the requirements of legislation and helps you to understand the roles and responsibilities of adults in an early childhood setting
Describe the Education (Early Childhood Services) regulations, community and government services that assist in the operation of an early childhood education and care setting
Interpret roles and responsibilities of management, licensee, persons responsible and other staff. Examine services to assist Ministry of Education, Education Review office, Work and Income New Zealand, New Zealand Qualifications Authority, Ministry of Social Development, Office of the Children’s Commissioner, Ministry of Health, Iwi organisations, Education Council, Plunket
The relevance of the principles of Te Tiriti o Waitangi/The Treaty of Waitangi is described in terms of its application in an ECE service.
Statutory organisations are described in terms of their relevance to the operation of an ECE service.


What will I be expected to know and to be able to do by the end of this module?
1. Demonstrate knowledge of the ways children learn
2. Relate knowledge of the theories of learning to learning opportunities for young children and demonstrate knowledge of current theories
3. Demonstrate knowledge of safe supervision techniques for young children in an early childhood setting
4. How to minimize hazards in relation to providing a safe environment
5. Describe a safe environment for children in an ECE service.
6. Contribute to a safe environment and assist a child to use safe practices in an ECE service.
7. Evaluate techniques that assist children to keep themselves safe
8. Practice and review safe supervision of young children in an early childhood setting.
9. Develop and review emergency plans for early childhood settings.
10. Describe the developmental continuum of young children from birth to school entry.
11. Relate developmental patterns of young children to their learning.
12. Describe environmental factors that may inhibit or enhance the development of young children.
13. Describe support available for parents in their child rearing practice
14. Demonstrate knowledge of theories on human development across the lifespan.
15. Reflect on the influences on human development across the lifespan.
16. Demonstrate use of observation techniques in an early childhood setting.
17. Describe a variety of observation techniques applicable to early childhood settings
18. Have knowledge of ways to provide an early childhood environment that enhances young children’s health.
19. Review policies and practices that promote young children’s health.
20. The purpose, influence and provision of services by organisations such as Te Taura Whiri i te Reo Māori – Māori Language Commission, NZEI Te Riu Roa, Teaching Council, Iwi organisations are described in terms of their relevance to ECE.
21. Identify organisations relevant to the operation of early childhood services
22. The relevance of the principles of Te Tiriti o Waitangi/The Treaty of Waitangi is described in terms of its application in an ECE service
23. Use basic te reo Māori and tikanga Māori within a familiar early childhood context to promote awareness of Māori as tangata whenua

Term 3
Module 3 (Term 3 and 4)

What is this module about?
Early childhood teachers in Aotearoa New Zealand are expected to be reflective, ethical and responsive practitioners who engage in collaborative self-review processes. This module provides opportunities for you to reflect on your personal teaching philosophy, your approach to curriculum, and participation in the early childhood. Reflecting on your own experiences and personal values will help you to define your own personal philosophy in relation to the education and care of young children.
The module provides you with the opportunity to develop an understanding of the delivery of quality programs. It also examines how teachers are able to support children's learning and development through planned curriculum experiences.
It is important that you have an understanding of policies and practices that help to promote the health and safety of children in an early childhood setting, Workplace first aid and providing nutritional meals is included in this module giving you valuable life skills.


What will I be expected to know and to be able to do by the end of this module?
• Describe expectations of professional practice for a competent teacher/educator.
• Reflect on own experience and values in relation to expectations of early childhood professional practice.
• Explain and review own philosophy of early childhood professional practice
• Describe programme planning for an early childhood setting and define the components of programme planning.
• Reflect on the ways the organisations impact on early childhood services
• Demonstrate knowledge of age-related food and nutrition needs of children.
• Plan nutritious food for three days for a nominated child; and prepare and serve a meal for the nominated child.
• Identify learning and developmental characteristics in infants, toddlers, and young children.
• Demonstrate knowledge of workplace first aid.
• Demonstrate understanding of attachment theories and strategies to assist with transition
• Demonstrate and reflect on your ability to build respectful and responsive relationships