New Zealand Certificate in Early Childhood Education and Care (Level 4)

This programme consist of 60 credits. The courses includes;

Learning and Development Theories (15 Credits)

Gain a broad theoretical understanding of the learning and development of infants, toddlers and young children. The course covers:

• Concept of Ako
• Significance of neuroscience
• Attachment relationships and transitions
• Socio-culture theories and holistic development
• Models of wellbeing
• Health, safety, care and nutrition requirements

Culture and Identity (15 Credits)

Learn to communicate and interact with a diverse range of cultural groups within Aotearoa New Zealand.

Professional and Ethical Principles and Practices (15 Credits)

Gain an understanding of relevant fundamental legislative documents and their impact on ethical practice in an early childhood setting.

Early Childhood Practicum (15 Credits) (60 practicum hours)

Participate in authentic practical experiences within an early childhood setting, engaging with children, families/whānau and fellow educators.

Domestic Entry Requirements

NCEA Level 2;

OR

New Zealand Certificate in Early Childhood Education and Care (Level 3) 

OR

equivalent academic achievement on a case-by-case basis;

OR 

at the discretion of the Executive Dean.

Students must authorise UCOL to obtain a background check from the New Zealand Police Licensing and Vetting Agency. If a conviction and/or a matter of concern is identified, the decision for accepting the applicant’s enrolment onto the programme is at the discretion of the Head of School.

UCOL will undertake a safety check of all students to ensure UCOL meets the legislative requirements of the Vulnerable Children Act, 2014.  UCOL will do this on behalf of early childhood education institutions and providers of private childcare placements hosting UCOL students.  The safety check involves confirming the student’s work history, verifying their suitability to work with children with a trusted referee, and completing New Zealand Police vetting. 

English language proficiency

If English is not your first language, you must also demonstrate English language skills equivalent to an IELTS overall band score (academic) of 5.5 with no band score less than 5 (or equivalent including TOEFL). IELTS scores used must be taken from a single IELTS Test Report Form (i.e. combining scores from more than one test is not permissible). UCOL is a TOEFL testing centre.

International Entry Requirements

In addition to the Domestic Entry Requirements, the following applies to international student applicants.

English language proficiency

International student applicants whose first language is not English must have an IELTS Academic score of 5.5 with no band score lower than 5 (or equivalent including TOEFL). IELTS scores used must be taken from a single IELTS Test Report Form (i.e. combining scores from more than one test is not permissible).

Domestic Fees: *
$3395.50

International Fees:*
$10,250.00

Graduates of UCOL's New Zealand Certificate in Early Childhood Education and Care will be able to:

• understand key early childhood socio-cultural theories of learning and development to inform and guide the holistic development and learning of children in an early childhood setting;
• use knowledge of multiculturalism, family diversity, and the bicultural nature of the New Zealand early childhood curriculum framework, Te Whāriki, to plan, provide and review enriching learning experiences for infants, toddlers, and young children;
• contribute to providing a culturally inclusive early childhood environment to foster the health, holistic well-being, and care of infants, toddlers, and young children;
• communicate effectively and engage in respectful, reciprocal, and responsive relationships within an early childhood education and care community;
• implement strategies to manage personal health, wellbeing, and professional development in an early childhood setting;
• demonstrate knowledge and understanding of legislation and regulatory requirements, and how community and government services impact on early childhood settings and guide practices, to protect and support the wellbeing of children and families;
• understand the diverse philosophical and cultural contexts and approaches informing early childhood education in Aotearoa New Zealand to develop a personal philosophy of practice;
• implement bicultural early childhood education practice and promote awareness of Māori as tangata whenua, through using te reo Māori and tikanga Māori with infants, toddlers, young children and families/whānau in early childhood settings.