Qualification Overview
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Qualification Title | New Zealand Diploma in Early Childhood Education and Care (Level 5) | |||
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Qualification Type | Diploma | |||
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Level | 5 | |||
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Credits | 120 | |||
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Subject Area |
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Strategic Purpose Statement |
The purpose of this qualification is to provide Aotearoa New Zealand with proficient early childhood educators who can provide and/or support the practice-based education and care of mokopuna - infants, toddlers, and young children in a range of early childhood contexts.
This qualification is intended for people who intend to work as early childhood educators or proceed to further study. This qualification does not lead to teacher registration. Graduates may work independently or as part of a team in a range of early childhood contexts including those underpinned by specific philosophies, and to proceed to further study. It is also intended to enhance community outcomes. |
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Graduate profile |
Graduates of this qualification will be able to:
- Engage in early childhood education practices which reflect Te Tiriti o Waitangi/Treaty of Waitangi and the place of Māori as tangata whenua. - Apply knowledge of key early childhood teaching, learning and development theories and approaches, and historical influences, to inform and guide practice in Aotearoa New Zealand. - Implement the philosophy, principles, and practices embodied in Te Whāriki, and supporting resources, to promote children's learning. - Provide a healthy, safe, and inclusive environment for the protection, care, wellbeing and education of children/mokopuna as guided by legislative and regulatory requirements and children's rights (UNCROC). - Communicate effectively and include cultural protocols, whanaungatanga, and manaakitanga concepts, to develop and maintain inclusive and collaborative relationships with a wide range of people in an early childhood education and care community. - Manage personal wellbeing and engage in the personal, professional, ethical and reflective practices required of an early childhood educator. - Support children's language, culture and identity, through the application of emerging knowledge of cultural competence, with consideration of diverse families and aspirations for their children's learning. - Use knowledge of philosophies, perspectives and contexts of early childhood education in Aotearoa New Zealand, including contemporary Māori and Pasifika education developments and implications for practice, to inform an emerging personal philosophy of practice. |
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Education pathways |
This qualification provides an education pathway from:
New Zealand Certificate in Early Childhood Education and Care (Introductory Skills) (Level 3) [Ref: 2849] New Zealand Certificate in Early Childhood Education and Care (Level 4) [Ref: 2850]. This qualification may lead to the New Zealand Diploma in Early Childhood Education and Care (Level 6) [Ref: 2852]. This qualification does not lead to teacher registration, but it may be possible to proceed to commence an initial teacher education (ECE) qualification under specified criteria. |
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Employment pathways |
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Entry Requirements |
Regulatory:
Programmes leading to this qualification must reflect quality practice and maintain currency with amendments to, and replacements of, relevant legislation, regulations, Australia/New Zealand standards (AS/NZS), and security responsibilities including cyber safety (particularly related to young children). -Current legislation and regulations can be accessed at: legislation.govt.nz -Current AS/NZS standards can be accessed at: standards.co.nz -Current regulatory framework and licensing criteria for ECE can be accessed from the Ministry of Education at education.govt.nz/early-childhood/. -Information on the Children's Act 2014, safety checking regulations and guidelines can be accessed from: orangatamariki.govt.nz/working-with-children/childrens-act-requirements/ Relevant supporting resources: -Action Plan for Pacific Education 2020-2030 available at www.education.govt.nz/our-work/overall-strategies-and-policies/action-plan-for-pacific-education-2020-2030/ -Early Learning Action Plan (ELAP) -Ka Hikitia and Tau Mai Te Reo -Kei Tua o te Pae - Assessment for learning - Early Childhood- available at www.education.govt.nz/early-childhood/teaching-and-learning/assessment-for-learning/kei-tua-o-te-pae-2/ -Tapasā - Cultural competencies framework for teachers of Pacific learners- available at https://teachingcouncil.nz/resource-centre/tapasa/ -Tātaiako - Cultural competencies framework for teachers of Māori learners- available at https://teachingcouncil.nz/resource-centre/tataiako-cultural-competencies-for-teachers-of-maori-learners/ -Te Kete Ipurangi (TKI) - Te Whāriki online resources, which can be accessed at tewhariki.tki.org.nz/ including He Māpuna te Tamaiti - supporting Social and Emotional Competence in Early Learning; Talking together, Te kōrerorero -Te Whare Tapa Whā - available at www.health.govt.nz/our-work/populations/maori-health/maori-health-models/maori-health-models-te-whare-tapa-wha -Te whatu pōkeka - available at www.education.govt.nz/early-childhood/teaching-and-learning/assessment-for-learning/te-whatu-pokeka-english/ -Teaching Council Our Code Our Standards- available at https://teachingcouncil.nz/professional-practice/our-code-our-standards/ -The New Zealand Curriculum- available at https://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum |
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Education Organisation | 17 Organisations can assist in gaining this qualification | |||
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Developed By | Toitu te Waiora Community, Health, Education and Social Services Workforce Development Council | |||
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Quality Assured By | New Zealand Qualifications Authority | |||
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Number | 2851 | |||
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Status | Current | |||
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Created | 2016-02-16 14:00:08.0 | |||
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Next Review | 2026-04-30 00:00:00.0 | |||
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Content | View full qualification details | |||
Qualification Title
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Listed under Te Reo Māori title with English equivalent.
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There are different types of qualifications including certificate, diploma, degree and post-graduate certificates and diplomas. Qualification types relate to NZQF levels.
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The NZQF has ten levels. Level one is least complex and is often entry-level, for example foundation certificates. Levels eight to ten are the most complex, and include post-graduate study.
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The credit value relates to the size of the qualification. One credit equates to ten hours of learning. One year's full-time study at a provider is usually 120 credits, but if you are studying part-time or in the work place the credit value may vary.
+Click anywhere in this window to close it, or press [Esc]Subject Area
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Strategic purpose statement explains the reason why the qualification has been developed. It identifies the target learners and for what roles the qualification prepares them.
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