Bachelor in Early Education

• The integration of good practice with educational principles dictate how courses are taught and students’ development of their teaching-learning strengths.
• All lessons are experiential in scope with classroom and centre based application.
• Most assignments included empirical components and connect with the ECCE educators and carers.
• Theoretical discussion and exploration are based on review and reflection of research studies with a local consideration.
• The emphasis is on the development of the reflective-reflexive teaching behaviour.
• Every course is facilitated by the e-learning portal through which lecture hand outs, assignment instructions and notes, readings and references, etc. are given.

• Two TP are required, a 16 weeks experience to complete the nursery (8 weeks) and kindergarten (8 weeks) programs carried out in two semesters, which are assessed as follows:
• Practicum Centre Log Book
• Educator-Carer Record Book
• TP Supervisor’s Observation Report
• Cooperative Educator-Carer’s Report

• HELP BECE graduates thus far, are in demand and enjoy full employment before graduation with several identifiable qualities.
• Ample opportunities to master thematic webbing and classroom application.
• Trial-run of lesson plans to appraise the appropriateness for differing age groups.
• Commencement of the process of pedagogical documentation
• Mastery of the integrated, thematic, integrated curriculum
• Adherence to educational principles of best practice as the workplace code of conduct
• Adaptability to the range of ECCE settings, workplace requirements and language, cultural and social needs, and resources
• Acquisition of child advocacy skills and strategies that support and meet the growing and developmental needs of every child.
• Understanding of policy shift that impacts on curriculum development and ECCE practice
• Commencement of collegial professional development and career path of the EDU-CARER
• Acquisition of the reflective teaching behavior based on classroom or action research.

• The professionally prepared graduate EDU-CARERS are capable of functioning competently beyond nursery and kindergarten, school and institution of learning. They are able to do work in the following fields:
• Hospitality and Recreation
• Games and Toys Manufacture
• Learning Material and Resource Development
• Journalism and Publication
• Food Industry