New Zealand Diploma in Early Childhood Education and Care (Level 5)

Note: As a subsidiary of Te Pūkenga - New Zealand Institute of Skills and Technology, UCOL is committed to providing the best learning outcome for you. As part of this, all programmes are currently being reviewed to make them portable, consistent, and closely aligned with the needs of the industry. When published, this course information is correct, but the courses offered may change over time.

All students must attend two compulsory noho marae, one in your first semester and one in your second semester. These noho are overnight stays. The dates are:

• Wairarapa campus  - 21/22 August
• Palmerston North campus - 14/15 August
• Whanganui campus - TBC
  

This programme comprises 120 credits. The courses include:

• Describe key local and global theories of child development and learning approaches.
• Explain the significance of understanding child development and learning theories in teaching mokopuna in early childhood settings.
• Explain the connections between current neuroscience and child development and learning theories, perspectives and approaches.
  

• Describe how knowledge of the history of te Tiriti o Waitangi informs Treaty-based relationships in early childhood education in New Zealand.
  
• Explain how the education system shapes the role of teachers in Aotearoa.
  
• Analyse concepts of equity and equality in Early Childhood Education (ECE) settings in New Zealand.

• Document observations of children’s learning and development.
  
• Describe your developing teaching practices to facilitate children’s learning and development.
  
• Develop the use of te reo and tikanga Māori.
  
• Apply reflective practice in an ECE context.
  
• Demonstrate beginning/emerging skills and knowledge related to The Standards for the Teaching Profession.

• Develop effective communication and collaborative relationships as part of the professional responsibilities of early childhood teachers.
  
• Apply appropriate cultural protocols when communicating with Māori and Pasifika learners and their families.
  
• Discuss the roles and responsibilities of a professional early childhood teacher.
  
• Develop the correct pronunciation and use of te reo and tikanga Māori in the Practical Experience Placement.
  
• Demonstrate emerging skills and knowledge related to The Standards for the Teaching Profession.

• Use correct pronunciation of te reo Māori words and sentences appropriate for teaching and learning experiences at an introductory level in an early childhood setting.
  
• Recite karakia, mihi, pepeha and perform waiata ā ringa while participating in pōwhiri on the marae.
  
• Retell significant local pūrākau of hapū and iwi of the area.
  
• Reflect on participation in noho marae.

• Explain how play contributes to young children’s learning and development within the context of New Zealand, from a range of national and international perspectives.
  
• Analyse children’s learning and development based on observations using various techniques.
  
• Explain the role of the teacher in supporting children’s play.

• Describe how the visual arts and music and movement experiences contribute to young children’s learning and development.
  
• Explain the importance of artistic, cultural images and experiences and how these support children’s sense of cultural identity.
  
• Plan and implement artistic and music and movement curriculum in response to diverse abilities, interests and needs.

• Compare the ideas of a historical and contemporary educationalist who inform early childhood education.
  
• Examine the range of early childhood approaches to education in New Zealand.
  

NCEA Level 3

OR

New Zealand/National Certificates in Early Childhood Education and Care (Level 3 or Level 4),

OR

equivalent academic achievement,

OR

on a case-by-case basis 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 the completion of 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.

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). UCOL is a TOEFL testing centre.

Under 20 years of age
In addition to this, international applicants under 20 years of age must have NCEA equivalency.

As UCOL becomes Te Pūkenga on 1 January 2023, learners enrolling in a programme that is likely to continue into semester 1 2023 or starting in semester 1 2023 will become Te Pūkenga learners. They will receive their qualification from Te Pūkenga on completion.

Practicum
Students will be placed in an early childhood setting organised by UCOL to complete 120 hours of work experience across two semesters. Work placements and successful completion of the programme are dependent on a satisfactory police check and UCOL’s ability to place students successfully.

Recognition of prior learning
Applications for Recognition of Prior Learning, including Cross Credit, Credit Transfer and Assessment of Prior Learning may be made on the Recognition of Prior Learning Form where a student believes all learning outcomes for a course have already been met. Applications will be evaluated on a case-by-case basis in accordance with the UCOL Academic Statute and other relavant policies and procedures.

Application checklist
It will make the process easier if you prepare the following before you apply:

• National Student Number (NSN) (If you don't have a NSN, you may request one from NZQA, or you can supply a verified copy of your birth certificate, passport or Whakapapa statement.)
• Evidence of your highest level of academic achievement (and evidence of prior learning, if applicable)
• Evidence that you meet the entry requirements of the programme
• Check if you're eligible for additional support or a scholarship. If you're 19 years or younger, you may be eligible to enrol in one of our free Youth Transition programmes.

Note that you will need to provide any verified documents in person, via post or email (not via the online application form).