In this field-based, practical programme you will develop the skills to become a competent, informed and reflective early childhood teacher who is committed to young children and their learning and development. We believe people learn through participation and we value the experience and insight you'll gain from working in early childhood centres. There will be plenty of opportunities to relate these experiences to theory during campus sessions. When you graduate, you will be eligible to become a registered teacher in licensed early childhood education centres.
- Teacher registration: once you've completed this degree, you can apply for teacher registration with the New Zealand Teachers Council.
- We aim for informed and reflective teaching based on observation and understanding of how people learn.
- A thorough grounding in educational theory and relevant practice of teaching and learning, child development, relevant te reo and tikanga Maori and working with children and their families in Aotearoa New Zealand.
- Emphasis on teaching practice: you'll be working (paid or voluntary) in a licensed early childhood centre for at least 12 hours per week during the programme.
- Experience teaching in a range of centres: each year you will also take part in a practicum, working full-time in an early childhood education centre for 37.5 hours per week.
- A strong emphasis on the New Zealand early childhood curriculum document, Te Whariki, and a bicultural and sociocultural approach to learning.
- Acknowledgment of Te Tiriti o Waitangi, which prepares you to implement te reo Maori me ona tikanga in your teaching practice.
- A focus on research: you'll develop an understanding of research methodologies with a particular emphasis on action research (self-study) in an early childhood setting.
To be eligible for admission, applicants must meet the general, or the discretionary, or the special admission requirements and they must also meet any programme-specific admission requirements. Applicants must also meet the English language requirements and may be interviewed.
Generic Admission Requirements
The admission requirements set out in the Bachelors Generic Regulations do not apply to this programme.
Programme Specific Admission Requirements
To be admitted to this programme, applicants must also meet the requirements set out in this schedule.
The admission requirements set out in the Bachelors Generic Regulations do not apply to this programme. To be admitted to this programme, applicants must meet the following requirements:
a. Complete a self-declaration of criminal conviction(s) and any medical condition(s) that may prevent full participation in the programme and/or prevent registration with a regulatory authority (as applicable); and
b. Sign a consent form allowing a Ministry of Justice convictions database search by a third party (in this instance Unitec Institute of Technology). Any applicants with undeclared convictions identified will be referred to the Admissions Committee; and
c. Be at least 17 years of age when the programme begins; and
d. Be prepared to work in a licensed early childhood centre for a minimum of 12 hours per week for the duration of study in the programme, and pass the interview process, which will assess relationships, literacy and numeracy skills.
e. Applicants under 20 years of age must have completed University Entrance or an international equivalent. If over 20 years of age, they must comply with Unitec’s entry requirements.
University Entrance requires the following:
- NCEA Level 3
- Three subjects at Level 3, made up of:
- 14 credits each, in three approved subjects
- Literacy: 10 credits at Level 2 or above, made up of:
- 5 credits in reading
- 5 credits in writing
- Numeracy: 10 credits at Level 1 or above, made up of:
- achievement standards: specified achievement standards available through a range of subjects, or
- unit standards: package of three numeracy unit standards (26623, 26626, 26627 - all three required).
f. Applicants for whom English is an additional language (EAL) must provide evidence of achieving an overall IELTS (Academic) band score of no less than 7.0 in each band of the test.
- Not exempted are applicants whose medium of instruction was fully in English in a university in a country (other than New Zealand or Australia) where English is an official language, and who are graduates at degree level 7;
- Exempted from IELTS examination are:
- EAL applicants who have studied in NZ for a minimum of two years at secondary school, and who had ten, level 2 NCEA literacy credits (5 credits in reading, 5 in writing);
- Applicants whose medium of instruction was fully in English in a NZ or Australian tertiary education organisation and who are graduates at degree level 7 or higher.
Courses and timetables
The following courses are valid for 2015. The courses may be offered as part of the programme. Click on the course links below to see the course details and timetables.
|Te Kete Manaaki Tangata (EDUC5905)||15 credits (0.125 EFTS)||To assist students to develop understandings of Maori values and tikanga through deepening understandings of Te Reo Maori me ona tikanga.|
|Contexts of Early Childhood Education in Aotearoa/ New Zealand (EDUC5911)||15 credits (0.125 EFTS)||To examine the social, cultural and ecological contexts of early childhood education in Aotearoa/ New Zealand, including the diversity of early childhood education services.|
|Partnership and Professionalism (EDUC5912)||15 credits (0.125 EFTS)||To encourage the development of knowledge, skills and attitudes required for early childhood educators to work in professional partnership with whanau and community.|
|Human Development (EDUC5913)||15 credits (0.125 EFTS)||To examine theories of development, in order to gain an understanding of human development across the lifespan and its applications to learning in early childhood contexts.|
|Academic Literacy for Early Childhood Studies (EDUC5914)||15 credits (0.125 EFTS)||To explore a range of academic study, research, referencing and writing skills and tools in order to provide a foundation for early childhood research and study.|
|Introduction to Curriculum and Te Whariki (EDUC5915)||15 credits (0.125 EFTS)||To enable students to examine curriculum, observation, planning and assessment in Early Childhood Education including the relationship between play and learning for your children.|
|Enquiry and Communication (HSDV5142)||15 credits (0.125 EFTS)||This course introduces the principles of communication, knowledge construction, and academic literacy and develops scholarly skills in preparation for academic and professional practice|
|Te Kete Manaaki Whenua (EDUC6905)||15 credits (0.125 EFTS)||To further develop Te Reo Maori language skills, advance knowledge of Tikanga Maori, and develop students understandings of Manaaki Whenua and its application in teaching practice.|
|Historical and Current Contexts of Early Childhood Education in Aotearoa/ New Zealand (EDUC6921)||15 credits (0.125 EFTS)||To critically examine the history and current social and political status of early childhood education in Aotearoa/New Zealand and its impact upon centres especially in the Pasifika community.|
|The Ethical Teacher (EDUC6922)||15 credits (0.125 EFTS)||To assist students to extend their knowledge and skills in professional communication and respond to ethical dilemmas in the workplace.|
|Infants and Toddlers: Relating and Playing (EDUC6923)||15 credits (0.125 EFTS)||To assist students to analyse and critically evaluate theoretical perspectives on learning and development of the young child.|
|Curriculum Content Knowledge (EDUC6924)||15 credits (0.125 EFTS)||To enable students to critically examine theories and practices relating to curriculum content knowledge.|
|Research and Research Design in Early Childhood Education (EDUC6927)||15 credits (0.125 EFTS)||To critically assesses the quality of research underpinned by a variety of research methodologies, with a particular focus upon action research.|
|Te Kete Manaki Taonga (EDUC7905)||15 credits (0.125 EFTS)||To enable students to synthesise Te Reo Maori me ona tikanga in their teaching praxis, and articulate their understandings of manaaki taonga and its application in teaching practice.|
|Policy and Discourse in Context: The Early Childhood Education (EDUC7931)||15 credits (0.125 EFTS)||To critically examine social and educational policy, and contemporary discourses and issues relevant to early childhood education.|
|Personal Pedagogy and Leadership (EDUC7932)||15 credits (0.125 EFTS)||The course facilitates the development and justification of a personal pedagogical philosophy for early childhood education in relation to children, whanau and communities. Students will critically analyse ethical, professional and leadership issues guiding their practice.|
|Advanced Curriculum and Pedagogical Documentation (EDUC7935)||15 credits (0.125 EFTS)||To enable students to critically analyse and consolidate understanding of a range of curriculum issues and discourses.|