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Postgraduate Course

Graduate Diploma in Early Childhood Education

Our Graduate Diploma in Early Childhood Education is industry focused and prepares students for employment in the sector.

Applications Open

Course Overview

Qualification Info

Award
Graduate Diploma

AQF Level
Level 8

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Study Method

In class face to face and blended delivery

Entry Requirements

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Duration

1 Year

Credit Points

80 credit points

(Each unit is worth 10 credit points).

Unit Summary

8 Core EC units

Course Structure

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Potential Job Opportunities

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Important Enrolment Dates

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Accreditation

ACECQA Accredited

CRICOS Course Codes

  • Graduate Diploma in Early Childhood Education (121260G)
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About this Course

Career-focused
Our Graduate Diploma in Early Childhood Education prepares students for employment or career progression with the early childhood education sector. The course is designed to meet the needs and aspirations of early childhood education specialists. The program ensures developing strong industry connections and professional opportunities.

Student Centered
It enables students to further their studies by enrolling in a postgraduate early childhood education course. It also fulfils career needs of those interested in a career progression into this dynamic sector.

Transition Enabled
The Graduate Diploma is comprised of the first eight units of the Masters’ program. This allows students to transition directly in the Masters’ qualification with 8 units of credit towards the 16 units required.

Course Diagram
Sistc courses early childhood 01.00
Our Graduate Attributes

Graduates of the Graduate Diploma in Early Childhood demonstrate comprehensive alignment with SISTC’s Graduate Attributes through their mastery of theory, practice, and reflective professionalism.

  • GA1 (Discipline knowledge and skills): All CLOs emphasise advanced knowledge of child development, pedagogy, curriculum, and inclusive strategies, ensuring graduates can apply their discipline expertise directly to early childhood education contexts.
  • GA2 (Innovation and entrepreneurship): While not the primary focus of this award, graduates display innovation in applying contemporary approaches, inquiry-based learning, and play pedagogies to create engaging, future-focused learning environments.
  • GA3 (Communication across diverse audiences): CLO4 ensures graduates can communicate confidently with families, communities, and professionals across culturally diverse contexts, building effective partnerships.
  • GA4 (Problem-solving using evidence and creativity): CLO1, CLO2, and CLO5 develop graduates’ ability to use evidence-informed approaches, creative pedagogy, and reflective practice to solve problems independently and collaboratively.
  • GA5 (Professional integrity and ethical practice): CLO3, CLO5, and CLO6 ensure graduates act with integrity and uphold ethical, socially just, and culturally inclusive practices in their professional contexts.
  • GA6 (Resilience and adaptability): CLO1–CLO6 collectively require graduates to respond with adaptability to diverse challenges, such as inclusion, equity, trauma-aware practice, and responsiveness to community needs.
Course Learning Outcomes
  • CLO1: Critically analyse and apply diverse theoretical and contemporary approaches to early childhood education to inform inclusive, ethical, culturally responsive, and evidence-based teaching practices across a range of early learning contexts
  • CLO2: Apply advanced knowledge of child development, neuroscience evidence, and learning processes to design, implement, and evaluate inquiry-based, play-focused, and curriculum-informed learning experiences that promote children’s holistic development.
  • CLO3: Apply inclusive and equity-driven strategies, including Aboriginal and Torres Strait Islander perspectives and practices, to foster respectful, sustainable, and socially just early childhood learning environments.
  • CLO4: Establish and sustain collaborative partnerships with families, communities, and professionals, integrating advocacy, leadership, and communication skills to support children’s learning, well-being, and successful transitions.
  • CLO5: Reflect critically on professional identity, ethical responsibilities, and ongoing research-informed professional learning, demonstrating leadership, accountability, and commitment to continuous improvement in early childhood education settings.
  • CLO6: Apply inclusive and equity-driven strategies to support responsive and differentiated pedagogical practices, including Aboriginal and Torres Strait Islander perspectives and practices.
Course Units
Graduate Diploma in Early Childhood Education

8 Core EC units

Course Units
  • ECE501
    Foundations of Early Childhood Education
    Core Unit

    ECE501 introduces students to the historical, philosophical, and theoretical foundations of early childhood education for children from birth to five years. Through critical engagement with theoretical perspectives, learning frameworks, policies and regulations in the Australian context, students explore the value of early childhood education and the role of the early childhood teacher in quality early childhood education. Students will also examine Aboriginal and Torres Strait Islander histories, cultures, and perspectives, and consider their significance for inclusive and culturally responsive early learning. The unit contributes to the development of their professional identity as an Early Childhood Teacher, and legal and ethical responsibilities in diverse early childhood settings.

  • ECE502
    Learning, Development and Wellbeing
    Core Unit

    ECE502 examines the learning domains of early childhood development, including cognitive, physical, social, and emotional development and their influence on children’s learning and wellbeing from birth to five years. Grounded in neuroscience evidence and science of learning and aligned with the Early Years Learning Framework V2.0 (EYLF), this unit equips students with the knowledge and skills to design and implement practices and learning experiences that support children’s health and holistic wellbeing and development. Students will explore strategies to foster children’s sense of being, belonging, and becoming, and will critically reflect on their role in promoting positive outcomes for all children within diverse early childhood settings. Evidence of Child Protection training completion is a hurdle requirement to this unit.

  • ECE503
    Play, Art and Creativity in Early Years
    Core Unit

    ECE503 explores the pivotal role of play, art and creativity in early childhood education. Students will examine different types of play and recognise the intentional roles that both children and teachers play in learning. They will plan and implement play-based learning with intentionality; while exploring how visual arts, music, movement, and dramatic play foster young children’s imagination and self-expression. Grounded in contemporary theories and aligned with the Early Years Learning Framework (EYLF) V2.0 (AGDE, 2022) the unit emphasises designing inclusive, culturally responsive, and play-based learning experiences, nature pedagogy, and principles of sustainability. Students will critically reflect on nurturing creativity and supporting holistic children’s learning and development in diverse early childhood settings.

  • ECE504
    Curriculum and Pedagogies Professional Experience 1
    Core Unit

    ECE504 introduces students to the foundational principles of curriculum design and teaching pedagogies in early childhood education, with a focus on birth to 5 years old children. Through a combination of 9 weeks campus- based learning and a 30-day supervised professional placement (including 15 days with birth to 35-month-old children and15 days with 3-5 years old children), students explore responsive learning environment design, relationship building approaches, intentional teaching strategies and the use of planning cycle in curriculum design. Grounded in the Early Years Learning Framework (EYLF) V2.0 (AGDE, 2022) version and reference, the unit also emphasises ethical and reflective practice in professional context, preparing students to engage professionally with young children, families, and colleagues in diverse early childhood settings.

  • ECE505
    Diversity, Inclusion and Social Justice
    Core Unit

    ECE505 equips students with the knowledge and skills to develop inclusive and responsive teaching strategies that foster equitable learning environments for children from birth to five years. Grounded in contemporary research and theories and aligned with the Early Years Learning Framework (EYLF), the unit explores strategies to support access, participation, belonging, and wellbeing of all children. The unit places a strong emphasis on inclusive practices for children with diverse needs, including those with additional needs, children from culturally and linguistically diverse backgrounds, and those who have experienced trauma. A distinct focus is placed on Aboriginal and Torres Strait Islander education, recognising the unique histories, cultures, and perspectives of First Nations peoples and their central place in early childhood education and reconciliation. Students will critically examine policies, legislation, and ethical considerations, and reflect on their professional responsibilities in fostering inclusive practices that uphold the rights of every child to access and engage meaningfully in early childhood education.

  • ECE506
    Science, Technology, Engineering and Mathematics (STEM) in Early Childhood Education
    Core Unit

    ECE506 introduces students to the principles and pedagogical practices of STEM (Science, Technology, Engineering, and Mathematics) education in early childhood contexts. Through play-based and inquiry-led approaches, students explore how young children engage with scientific inquiry, technological thinking, engineering design, and mathematical concepts in everyday experiences. The unit emphasises creating inclusive, engaging environments that nurture dispositions such as curiosity, persistence, creativity, and problem-solving. Students critically examine their role as facilitators of STEM learning and reflect on the ethical and intentional use of digital technologies. Alignment with the Early Years Learning Framework (EYLF) V2.0 (AGDE, 2022) version and reference and the Australian Curriculum version and reference are key foci throughout the unit.

  • ECE507
    Communication, Language and Literacy
    Core Unit

    ECE507 examines the development of oral language, emerging literacy including digital literacy, and multimodal communication in children from birth to five years. Drawing on contemporary theories and research, students explore the interrelationship between language, culture, and learning, and the pivotal role of adult–child and peer interactions in fostering communication skills. The unit emphasises creating language-rich environments and implementing inclusive, play-based strategies that support all learners. Students will critically reflect on their pedagogical practices and develop research and learning trajectory-reformed learning experiences to promote effective language and literacy development in early childhood settings.

  • ECE508
    Assessment and Evaluation Professional Experience 2
    Core Unit

    ECE508 builds on the foundations established in ECE504, extending students’ professional competence in early childhood settings with children aged 3 to 5. Through 9 weeks of campus-based learning followed by a supervised placement, students critically engage with assessment and evaluation practices aligned with the Early Years Learning Framework (EYLF) and Australian Professional Standards for Teachers (APST). The unit emphasises intentional teaching, reflective practice, ethical leadership, and professional engagement within diverse educational communities. Students will widen their experience by using different assessment strategies to assess children’s learning, plan and evaluate teaching strategies, and build meaningful partnerships with children, families, professionals, and communities to support positive learning outcomes.

Entry Requirements

SISTC’s entry criteria for the Graduate Diploma and Master of Teaching in Early Childhood Education courses align with its existing standards for postgraduate admissions. SISTC’s Graduate Diploma and Master of Teaching in Early Childhood Education courses adopt a comprehensive admissions framework, which aligns with national standards and sector best practices.

Academic Requirements

For both the Graduate Diploma and Master of Teaching in Early Childhood courses:

  • Applicants must be at least 18 years old at the commencement of their studies.
  • Completion of an Australian Bachelor’s degree (AQF Level 7 or higher) in any discipline, or an equivalent overseas qualification, preferably with studies in education, social sciences, health sciences, or related fields.

Non-Academic Requirements

In accordance with Australian regulatory requirements, applicants must provide evidence of the following prior to census date:

  • A valid Working with Children Check or Similar Jurisdiction
  • Completion of Child Protection Training
  • Approved First Aid qualification
  • Approved Anaphylaxis Management Training
  • Approved Emergency Asthma Management training

English Language Proficiency

Applicants (Graduate Diploma and Master of Teaching) must demonstrate English proficiency through one of the following:

  • IELTS (Academic) Overall, 6.5, no band less than 6.0
  • TOEFL iBT Overall, 79, minimum 21 in writing and speaking
  • PTE Academic Overall, 58, no communicative skill below 50
  • Cambridge C1 Advanced (CAE) Overall, 176, no band below 169

Alternatively, completion of at least 12 months of full-time study in Australia in English at AQF Level 7 or above may satisfy the English requirement.

Note: International applicants must meet both the English language proficiency requirements for course entry and the English language requirements stipulated by the Department of Home Affairs for Australian student visas.

Applicants require an IELTS Test Score result of minimum 6.5, with no band lower than 6.0 (or equivalent TOEFL or Pearson Test for English).

Credit for Recognition of Prior Learning

View our Credit for Recognition of Prior Learning

Fees and Charges

Fees and Charges
Our fees and charges are set periodically by our Board of Directors.

How to Pay
It is easy to pay your fees to Sydney International School of Technology and Commerce. You’ll find various fee payment options when you receive your application to study with us.

Fees and Charges Schedule
View our Fees and Charges Schedule

Orientation and Induction

View our Orientation and Induction Program

Potential Job Opportunities

On completion of the Graduate Diploma of Early Childhood Education there are a number of potential jobs you might consider:

  • Early childhood teacher – teach in childcare centres, kindergartens, preschools or other early learning settings, subject to professional accreditation and registration requirements
  • Educational leader or curriculum coordinator – guide curriculum planning, assessment and teaching practice.
  • Centre director or service manager – lead staff, operations, compliance and continuous improvement in an early learning service.
  • Inclusion or early intervention specialist – support children with diverse learning and developmental needs and collaborate with families and multidisciplinary teams.
  • Professional learning facilitator – design and deliver training, mentoring or coaching for educators.
  • Sector advocate or consultant – advise organisations and promote quality, inclusion and improved outcomes for children and families.
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