Bachelor of Early Childhood Studies

Teaching

Bachelor of Early Childhood Studies

Canada only
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This program offering is currently under review. Applications for September 2015 intake will not open before March 2015. If you would like to be kept up-to-date about the Bachelor of Early Childhood Studies, please use the enquiry form below.

  • Why study this course?

    The Bachelor of Early Childhood Studies is a two-year Honours degree completion program that builds on the Diploma of Early Childhood Education offered at Ontario colleges. The program was developed in collaboration with faculty from Mohawk College of Applied Arts and Technology, and Sheridan Institute of Technology and Advanced Learning. Graduates of early childhood education programs in Ontario colleges will be granted recognition of their diploma, and will enter directly into year three of this Honours degree completion program.

    The program aims to bring multiple and critical perspectives to the forefront in the preparation of early childhood professionals, and seeks to develop graduates who are leaders and advocates in the early childhood field.

    The Bachelor of Early Childhood Studies recognises the importance of highly qualified early childhood educators and the contribution they make to the economic, social and cultural fabric of society. This program aims to produce graduates who are committed to continuing personal and professional growth, resulting in highly qualified early childhood educators who can make a difference in the lives of children, families and communities.

    The curriculum incorporates key perspectives and practices including:

    • pedagogical documentation
    • social justice and equity
    • research and critical perspectives
    • curriculum studies
    • the practice of relationships
    • professional experience.

    This program is offered full-time or part-time on Tuesday and Thursday afternoons and evenings each week on our campus. Our students have found that this consistent schedule allows them to balance their academic life with family, work, and other social commitments by knowing in advance when they will be required to attend classes.

    This course allows students to develop and demonstrate:

    • specialised knowledge and critical understandings of a range of theoretical approaches used in early childhood education, particularly those relating to early childhood pedagogies, curriculum content and approaches
    • a commitment to working with children, families and communities based on critical evaluation of issues related to diversity, social justice, equity principles and the commitment to promoting these in leadership and advocacy roles
    • an understanding of current social, political and economic contexts, both national and international, and an understanding of the implications of these for early childhood education
    • the ability to critically analyse, reflect upon, synthesise and evaluate current theories, approaches, pedagogies, policies and practices within early childhood in order to articulate a personal philosophy of early childhood education
    • a developing competence in accessing, synthesising, critically evaluating and applying research approaches and outcomes
    • the capacity to work collaboratively and effectively with colleagues and other professionals, within and across disciplines
      leadership skills appropriate to their educational context.

  • Career opportunities

    This program aims to produce graduates who are committed to continuing personal and professional growth and who aspire to positions as leaders and advocates in their field, resulting in highly qualified early childhood educators. Graduates could go on to complete further study in several related disciplines e.g. child life specialists, speech and language pathologists. Those who choose to further their education will be qualified to apply for elementary teacher education programs, such as CSU's Bachelor of Primary Education Studies, and to enter graduate programs at the Master level.

    Other career opportunities include:

    • early learning classrooms and family resource centres
    • teaching in community college ECE programs
    • government settings
    • social services and non-governmental organisations
    • children’s programs in museums, libraries and art galleries.
  • Credit and pathways

    Students admitted to the Bachelor of Early Childhood Studies will normally be awarded 96 transfer credit points towards the degree.

    A further 160 points of study will be required for graduation.

    This standard entry credit level package will be represented as:

    • EDU96C Education Studies Credit - 96 subject points

    Credit for prior learning and credit for current competencies will be granted to eligible applicants.

    More about Credit


  • Workplace learning

    The aim of the professional experience component of the Bachelor of Early Childhood Studies program is to enable students to put into practice advanced knowledge and skills developed through the program and to reflect critically on their practice and the knowledge that informs it. This approach is designed to facilitate the development of a community of practice within the University program and beyond, and provide a model that students may continue to work with following graduation. It sets up an initial local community of practice with the potential for graduates as expert practitioners and critically reflective professionals to be members of a much broader community of practice in provincial, national and international settings.
                                
    There are two professional experience placements in the Bachelor of Early Childhood Studies program. The first is associated with the course Communities as Contexts for Professional Practice and will be undertaken in Term 1 of the second year. The experience period is 21 days in duration and specific arrangements will be made with the site.

    This professional experience will be undertaken in an early childhood service where students will be able to work directly or indirectly with children, families and the community in which the service is located. For example, regulated and/or licensed full-day and half-day child care, nursery schools, early years programs and junior / senior kindergarten.

    The second professional experience is associated with the course Leadership in Early Childhood Education and will be undertaken in Term 2 of the second year of the program. The experience period is 20 days in duration and specific arrangements will be made with the site.

    This professional experience will be undertaken in an early childhood setting where students will be able to take on a leadership role which could include the types of services listed above. Other possibilities include resource centres, research centres, private home child care agencies, colleges and government agencies.

    Alternative models for either professional experience may be negotiated with individual students and services to meet the needs of part-time employed students in the program.

    N.B. Where applicable, students are responsible for travel and accommodation costs involved in workplace learning experiences.

    Criminal Record Check 

    Students may be required to undergo a Vulnerable Sector Police Record Check as part of professional experience requirements. These checks are intended to identify people who might, because of convictions for such things as violence or sexual offences, put children's personal safety or health at risk. Traffic violations and other minor offences are not of interest.

    Prospective students should be aware that an inability to obtain a Vulnerable Sector Police Record Check  may limit practicum opportunities in some organisations and industries. Criminal convictions involving violence or sexual offences may limit continued enrolment in a program and/or employment opportunities after completing the program.

    If you have any queries regarding these matters, including the opportunities available for review of a particular case, contact the Program Director.

    Please note that the following subjects have a Workplace Learning component:

    EPT318 Communities as Contexts for Professional Practice
    EPT428 Leadership in Early Childhood Education

  • Subjects

    The below information is for new students. Current students should select their subjects by checking the Handbook for the year of their enrolment

    Course structure

    The Bachelor of Early Childhood Studies course structure will consist of the equivalent of 32 subjects (256 credit points). A standard credit package of a maximum of 96 credit points (equivalent to 12 x 8 point subjects) will be given based on the applicant's prior completion of a Diploma in Early Childhood Education.

    Thirteen (13) Core Subjects - 120 subject points
    EEB309 Wellness and Wellbeing
    EEP304 Diversity and Difference in Early Childhood Education
    EEP305 Multiple Understandings: Early Childhood Teaching and Learning
    EEP417 Rights of the Child
    EER412 Issues in Early Childhood Education
    EER413 Research and Practice in Early Childhood Education
    EMA305 Thinking and Learning Through the Arts in Early Childhood
    EMC305 Investigation: Mathematics, Science and Technology
    EMH302 Pedagogy of Relationships
    EML307 Language and Communication
    EPT318 Communities as Contexts for Professional Practice (16 point subject)
    EPT428 Leadership in Early Childhood Education (16 point subject)
    ESS424 Early Intervention and Inclusion

    Two (2) Breath Subjects – 16 subject points
    EEB313 Citizenship, Indigenous Perspectives and Sustainabilities
    EMT304 Critical Engagements with Technologies and Media

    Three Unrestricted Electives (3 x 8 subject points non-Early Childhood Education subjects) - 24 subject points
    Three subjects are to be chosen from the University's subject availability list.

    Key Subject/s
    The Key Subject which will applies from 201515 is:
    EMH302 Pedagogy of Relationships

    Enrolment pattern

    TERM 1 INTAKE

    Year 1, Term 1
    EEB309 Wellness and Wellbeing
    EEP304 Diversity and Difference in Early Childhood Education
    EMC305 Investigation: Mathematics, Science and Technology
    EMH302 Pedagogy of Relationships
    EEB313 Citizenship, Indigenous Perspectives, and Sustainabilities

    Year 1, Term 2
    EEP305 Multiple Understandings: Early Childhood Teaching and Learning
    EEP417 Rights of the Child
    EER413 Research and Practice in Early Childhood Education
    EMA305 Thinking and Learning Through the Arts in Early Childhood
    EMT304 Critical Engagements with Technologies and Media

    Bachelor of Early Years Education (Exit Point)

    Year 2, Term 1
    EPT318 Communities as Contexts for Professional Practice
    ESS424 Early Intervention and Inclusion
    [           ] Elective
    [           ] Elective

    Year 2, Term 2
    EPT428 Leadership in Early Childhood Education
    EER412 Issues in Early Childhood Education
    EML307 Language and Communication
    [           ] Elective

    TERM 2 INTAKE

    Year 1, Term 2
    EEP305 Multiple Understandings: Early Childhood Teaching and Learning
    EEP417 Rights of the Child
    EER413 Research and Practice in Early Childhood Education
    EMA305 Thinking and Learning Through the Arts in Early Childhood
    EMT304 Critical Engagements with Technologies and Media

    Year 1, Term 1
    EEB309 Wellness and Wellbeing
    EEP304 Diversity and Difference in Early Childhood Education
    EMC305 Investigation: Mathematics, Science and Technology
    EMH302 Pedagogy of Relationships
    EEB313 Citizenship, Indigenous Perspectives, and Sustainabilities

    Bachelor of Early Years Education (Exit Point)

    Year 2, Term 2
    EPT428 Leadership in Early Childhood Education
    EER412 Issues in Early Childhood Education
    EML307 Language and Communication
    [           ] Elective

    Year 2, Term 1
    EPT318 Communities as Contexts for Professional Practice
    ESS424 Early Intervention and Inclusion
    [           ] Elective
    [           ] Elective

  • Admission information

    Canadian students who have already completed studies within early childhood education (Diploma in Early Childhood Education) are eligible to apply for entry into the Bachelor of Early Childhood Studies.

    Minimum admission requirements are that applicants have attained their Diploma within the last 5 years, and have an average percentage grade of 70 across their Diploma program. The numeric value of 70 equates with an alpha grade of B- (Mohawk College of Applied Arts and Technology) and B (Sheridan Institute of Technology and Advanced Learning). It also equates with a grade-point average of 3.0 for Sheridan Institute of Technology and Advanced Learning and a weighted grade-point average of 70% from Mohawk College of Applied Arts and Technology.

    Five (5) student positions will be allocated for each intake to those applicants with excellent work experiences, but where their qualifications exceed the five-year limit.

    See standard CSU admission criteria

  • Cost of study

    Fees are relevant for 2015 only and are subject to change in future years. Tuition fees quoted do not include the Student Services and Amenities Fee.

    Tuition costs

    This course in not available to Australian or New Zealand students

    CAD * Tuition fee per 8 point course

    * Fee for students commencing study in 2015.

    NOTE: Tuition is paid for each term prior to the start of the term (usually in July & December). As part of the initial Acceptance of Offer to the program, students will be required to pay their first term tuition fees in order to be enrolled.

    More information about fee-paying places

    * Fee for students commencing study in 2015.

    More information about international student fees

  • Course details
    Enrol TypeModeCampusFee typeSession1Session2Session3Admission Code
    DirectOn CampusCSU, OntarioFPOSNNNIECS
    DirectOn CampusCSU, OntarioFPOSNNNIECT

    LEGEND
    CGS: Commonwealth Government supported places
    FFPG: Fee-paying postgraduate places
    FPOS: Fee-paying overseas student places
    Admission Code: For your reference if required during your application process
    NO TAC: An admission code is not required for applications to CSU Study Centres
    TEMP: An admission code has not yet been assigned for this course

    Graduation requirements

    To graduate, students must satisfactorily complete 256 credit points.

  • How to apply

    This course is not available to Australian or New Zealand students

    Apply direct to CSU

    Apply direct to CSU for on campus study at a CSU regional campus, or study by distance education.

    Apply online

    Recruitment agent

    Contact a Recruitment agent in your country who can answer your questions about CSU as well as help with the student visa application process.

    International recruitment agents

    CRICOS Code(s)

    Thinking of deferring?

    Find out more about deferral

  • Academic expectations

    For each 8 point subject at CSU, students should normally expect to spend between 140-160 hours engaged in the specified learning and assessment activities (such as attending lectures or residential schools, assigned readings, tutorial assistance, individual or group research/study, forum activity, workplace learning, assignments or examinations). The student workload for some subjects may vary from these norms as a result of approved course design.

    Students will be assessed on the basis of completed assignments, examinations, workplace learning, or other methods as outlined in specific subject outlines.

    Where applicable, students are responsible for travel and accommodation costs involved in workplace learning experiences, or attending residential schools (distance education students).

    Expectations relating to academic, workplace learning, time and cost requirements for specific subjects are provided in the subject abstracts and in course materials.

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Charles Sturt University has been granted consent by the Minister of Training, Colleges and Universities to offer the Bachelor of Early Childhood Studies for a five-year term starting 17 April 2009. An application for renewal of the consent has been submitted and the current consent remains in effect until a decision on the renewal application is made. Charles Sturt University shall ensure that all students admitted to the Bachelor of Early Childhood Studies during the period of consent will have the opportunity to complete the program within a reasonable time frame. Prospective students are responsible for satisfying themselves that the programs and the degrees will be appropriate to their needs (e.g. acceptable to potential employers, professional licensing bodies or other educational institutions).

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