Level 7

Study for a degree in early childhood education (ECE)

Get all the skills and knowledge you need for a rewarding career and get significant hands-on experience in an early childhood setting. With our flexible study options, you can study around your lifestyle and work commitments.
Overview
The July 2024 intake is only open to applicants pathwaying from the New Zealand Diploma in Early Childhood Education and Care (Field-based) (Level 5).
If you are a new applicant, we recommend applying for the February intake or to consider the New Zealand Diploma in Early Childhood Education and Care (Field-based) (Level 5) instead. If you successfully complete this diploma, you will be eligible under specified criteria to pathway into the second year of the bachelor's degree.

Programme highlights

Get prepared for a rewarding career in early childhood education.

Study with MIT to learn the hands-on skills you need to teach in a range of early childhood settings.

You will also develop skills in implementing a range of cultural teaching practices, including Māori and Pasifika worldviews.

This qualification involves plenty of real-world work experience. Along with 21 weeks of full-time placement, you will spend a minimum of 12 hours a week working in an early childhood centre.

Successful completion of this programme will lead to recognised qualified teacher status, and graduates are able to apply for provisional practicing certification with the Teaching Council of Aotearoa New Zealand.

How to qualify

If you don't yet meet the entry requirements for this degree programme, find out how you can qualify by completing our New Zealand Diploma in Early Childhood Education and Care (Field-based) (Level 5).

TeachNZ scholarship opportunity

TeachNZ scholarships will support you on your journey towards being a great teacher or kaiako.

They can cover the cost of your course fees and pay you an allowance throughout the duration of your study.

If you are planning on enrolling, or are already enrolled on our Bachelor of Education (Early Childhood Teaching) (Level 7), you are eligible to apply for one of TeachNZ’s five scholarships.

Find out more

Entry requirements

Entry requirements

Academic Requirements

In order to be admitted to the Bachelor of Education (ECT) programme, applicants must:

  • Be seventeen years of age or older at the start of the programme, and
  • Satisfy English Language Competency requirements as determined by the Teaching Council of Aotearoa New Zealand policy OR
  • Satisfy NZQA English Language Requirements (for international students, further see below), and
  • Meet the requirements as per the Children’s Act 2014 prior to gaining entry into the programme; and
  • Complete an interview with a selection panel of at least two registered teachers, and
  • Satisfy the minimum diagnostic literacy and numeracy entry assessments marks
  • An academic panel made up of members of the Schools Programme Committee including the Head of School will approve programme acceptance upon review of all evidence provided.

For individuals under 20 years of age, in addition to the above criteria:

  • Hold UE or a recognised equivalent such as International Baccalaureate or Cambridge International, or
  • Able to demonstrate to the satisfaction of the provider that they have the skills and ability to study at tertiary level.

Criteria to determine under 20 year old ability to study at tertiary level as exceptional individual cases:

NB: all other entry criteria must be met

  • Satisfactory marks in the literacy and numeracy diagnostic test set at UE level, and
  • Three of more years of secondary schooling in New Zealand, or
  • 10 UE literacy credits (5 reading, 5 writing), or
  • Completion of an Academic Study Skills programme of study at a tertiary level provider, and
  • An academic panel made up of members of the Schools Programme Committee including the Head of School will approve programme acceptance upon review of all evidence provided by the individual applicant on case by case basis

Note: There will be no exceptions for cohort entry

Additionally, should a student not be achieving the academic or professional experience expectations there will be multiple avenues of support and guidance:

  • Monitoring of their progression and early detection of issues through formative assessment and class discussions of practice, both in academic study skills and practice in order to meet the standards (in supported environment).
  • Appropriate support mechanisms such as pastoral care that includes academic support, support of teaching practice, emotional and physical wellbeing enacted with peer mentoring, lecturer support, an individual learning plans (as required), learning advisors, counsellors and/or subject librarians.
  • Regular professional dialogue and feedback from school-based learning associate teachers, mentor teachers (in partner schools) and any issues raised are escalated to the Practicum Lead.
  • Second visits by an alternative senior lecturer in school-based and practicum assessments of practice where the first lecturer/or mentor/associate teacher identifies that a student is not meeting the requirements.
  • Exit pathways for student teachers will be considered when they are not achieving the academic or professional experience learning outcomes; and are unlikely to meet the standards by the end of the programme. For example, connecting students with the career and employment solutions team to practice interviewing techniques, CV writing and job to skill matching.

Other requirements

Persons wishing to undertake the programme must complete the prescribed application form and submit it to the School of Education. The application form includes a declaration of physical and mental health, a declaration of all criminal and pending criminal convictions and consent for a police check.  Applicants may be required to provide a health declaration that they are emotionally, mentally and physically capable of undertaking the demands of the teaching programme as required in the Teaching Council of Aotearoa New Zealand Code of Professional Responsibility and Standards for the Teaching Profession. Reports may be requested with the consent of the Applicant.

The application form must be submitted with the following:

  • Evidence of educational qualifications
  • Evidence of Language Proficiency (as per Teaching Council of Aotearoa New Zealand Policy) as required

As well as;

Children’s Act (2014) safety check requirements:

  1. Two forms of identification – one form must include a photo (if the name differs from the name of the document students must produce supporting document that shows evidence of name change).
  2. Two satisfactory written referee reports, from independent referees, who will provide confidential information on the applicant. Referees will be asked to affirm that the applicant is of good character, is likely to be ‘fit to be a teacher' and can communicate well with adults and children. Referees may not be relatives of the applicant and must have known the applicant for at least two years. Referees must send the completed form directly to the enrolment team on behalf of the School of Education.
  3. A completed New Zealand Police Vetting Service Request and Consent Form and satisfactory result
  4. Attend an interview with two School of Education staff
Interview Requirements:

All applicants who meet the entry requirements and have provided all necessary documentation will be interviewed in groups of two to three by two interviewers. The interviewers will be teaching staff on the programme or qualified certificated teachers who work closely with the School. Whānau interviews are offered upon request. Visual technologies will be used where distance is an issue.

The interviewers will consider whether applicants demonstrate potential to develop the qualities and dispositions to meet the Code of Professional Responsibility and Standards for the Teaching Profession on completion of the programme, the ability to relate to and communicate with others, and their ability to be successful on the programme.

During the interview the applicant will be assessed against the following aspects to determine their admission to the programme:

  1. Motivation to work in with young children
  2. Personal awareness of own competencies when working with others
  3. Potential to uphold the public and professional reputation of teachers
  4. Promote and nurture the safety of learners within his or her care.
  5. Show understanding of current issues or challenges in the sector
  6. Understand the characteristics required for effective teaching in a multicultural setting
  7. Knowledge of appropriate skills in dealing with conflict
  8. Ability to listen and comprehend and respond to the questions asked
  9. Articulate some knowledge of education in Aotearoa and commitment to te Tiriti o Waitangi

After the interview, the applicants will complete the Personal and Professional Safety Form, and answer questions regarding guidance of children’s behaviour as required under the Children’s Act (2014) and undertake the numeracy and literacy diagnostic test.

Language Competency Requirements

Prior to entry, applicants must demonstrate language competency by providing one of the Teaching Council’s approved evidence of language competency, as follows:

  • New Zealand University Entrance literacy credits at either NCEA level 2 or 3;
  • New Zealand University Entrance;
  • New Zealand tertiary entrance qualification gained on completing senior secondary school prior to the introduction of the current University Entrance;
  • International Baccalaureate full diploma in English medium (24 points minimum).
  • Cambridge International Examinations minimum of 120 points on the UCAS Tariff plus meeting the CIE literacy requirements;
  • All primary schooling and at least three years secondary schooling completed in the English language while living in New Zealand, Australia, Canada, the Republic of Ireland, the United Kingdom, the United States of America, or South Africa. For South Africa, applicants also need to provide a South African Matriculation Certificate Minimum Higher-Grade D pass or Standard Level 5 in English or a South African Senior Certificate Minimum Higher-Grade D pass or Standard Level 5 pass in English;
  • Six years of education comprising secondary schooling to at least year 12 and at least two years of successful tertiary education, taught in English as the primary language of instruction and through face-to-face learning and assessment such as tutorials, presentations, seminars, and supervisory meetings, and was gained while living in New Zealand, Australia, Canada, the Republic of Ireland, the United Kingdom, the United States of America, or South Africa.  For South Africa, applicants also need to provide a South African Matriculation Certificate Minimum Higher-Grade D pass or Standard Level 5 in English or a South African Senior Certificate Minimum Higher-Grade D pass or Standard Level 5 pass in English;
  • Awarded a single qualification at NZQF level 7 or above which took two or more years of full-time study to complete and was taught in English as the primary language of instruction and through face-to-face learning and assessment such as tutorials, presentations, seminars, and supervisory meetings, and was gained while living in New Zealand, Australia, Canada, the Republic of Ireland, the United Kingdom, the United States of America, or South Africa.  For South Africa, applicants also need to provide a South African Matriculation Certificate Minimum Higher-Grade D pass or Standard Level 5 in English or a South African Senior Certificate Minimum Higher-Grade D pass or Standard Level 5 pass in English;
  • Awarded Cambridge Certificate in Teaching English to Speakers of Other Languages (CELTA);
  • Awarded Trinity College London Certificate in Teaching English to Speakers of Other Languages (CertTESOL);
  • Achieved an outcome in one of the approved tests which is equivalent to or better than those specified (see table below) within the past two years:

Test

Listening

Reading

Writing

Speaking

Overall Mark (in one test)

Cambridge English

exams

C2 Proficiency (CPE) or C1 Advanced (CAE) or Cambridge English exams B2 First (FCE)

Minimum of 185

Minimum of 185

Minimum of 185

Minimum of 185

Minimum of 185

IELTS Academic

7.0

7.0

7.0

7.0

7.0

International Second

Language Proficiency

Ratings (ISLPR)

4

4

4

4

4

Pearson Test of English (PTE)

Academic

65

65

65

65

65

TOEFL Internet-based test (iBT)

24

24

27

23

Minimum of 94

Trinity ISE III (3)

Pass with Merit

Pass with Merit

Pass with Merit

Pass with Merit

Pass with Merit

LanguageCert C1 Expert IESOL

High Pass

High Pass

High Pass

High Pass

High Pass

LanguageCert C2 Mastery IESOL

Pass

Pass

Pass

Pass

Pass

NB: Any future changes by the Teaching Council of Aotearoa New Zealand around academic requirements for admission and language proficiency will supersede regulations in the programme document until the appropriate type 2 changes are made.

International students

English Language Entry Requirements For the minimum English language requirements refer to the requirements set out in Rule 18 of the NZQF Programme and Accreditation Rules https://www.nzqa.govt.nz/providers-partners/qa-system-for-teos/english-international-students

Literacy and numeracy competency:

Prior to entry, applicants must:

  • pass (with a minimum of 50%) the Programme Committee approved literacy competency assessment, and
  • pass (with a minimum of 50%) the Programme Committee approved numeracy competency assessment.

In accordance with the Teaching Council’s requirements for ITE providers, the literacy and numeracy test measures applicant’s competency in reading, writing and numeracy. The test was developed to meet the equivalent level of the required literacy and numeracy credits for university entrance. The assessment tools were adapted from the Tertiary Education Commission’s learning progressions. The mapping tool provided by the Ministry of Education indicates that literacy ability at NCEA level two and three is equivalent to steps four to five of the learning progression and numeracy ability at NCEA level is equivalent to steps two to three.  The final test and marking schemes were assessed by an institute literacy and numeracy expert who confirmed the test was of an appropriate level.  The passing test level for the literacy and numeracy test is comparable to New Zealand University Entrance.

The diagnostic test will be undertaken in an environment equivalent to group exam conditions. Therefore, the test is invigilated, timed to a maximum of 2 hours, no tools are permitted (i.e. calculators/phones).

Candidates maybe offered a resit on either test should they reach a mark between 45-49%.

Selection Criteria:

The outcomes of the interview and testing are collated together with the results of the referee reports and provided to a selection panel. The Selection Panel, which comprises of the Curriculum Lead, a senior or principal lecturer within the School of Education, and a member of the external advisory committee who is a registered/certificated teacher, will consider each applicant who has been interviewed and makes the final decision regarding acceptance.  The selection panel will make an overall judgement as to whether the applicant meets the entry requirements, has the potential to be successful on the programme and is likely to meet the Professional Responsibilities and Standards for Teaching on completion.

Decisions regarding those applicants who have a returned Police Vet with criminal conviction/s will consider the severity, date of the offence(s), age, and pattern of offending. The Head of School along with the Programme Committee will make decisions based on results, and a possible further interview with the applicant to assess whether the applicant can:

Demonstrate a mature and positive approach to study, commitment and motivation to succeed

AND

Be able to relate to and communicate with young children, their parents and family/whānau

AND

Have no criminal convictions which would preclude them from working with children in a position of trust and no medical, physical, or psychological condition which could preclude working with children.

AND

Displaying respect for persons, for cultural and social values of New Zealand, for the law and for the views of others

AND

Be mentally and physically fit enough to carry out the teaching role safely and satisfactorily

AND

Applicants must be able to attend teaching practicum at specified times and places

All applicants will be notified in writing of the outcome of their application.

Successful applicants will be reminded that while they have been accepted into the programme based on the best judgment of the selection panel, it is the Teaching Council of Aotearoa New Zealand that will assess suitability for teacher certification upon successful completion of the programme.

Successful applicants will be required to inform the School of Education Programme Committee of all criminal and pending criminal convictions they receive at any point after acceptance onto the programme. Good Character and Fit to be a Teacher declaration will be completed annually to ensure students are given every opportunity to disclose any potential issues.

Unsuccessful applicants will be informed of the reason their application is unsuccessful and provided with information on alternative learning pathways and possible options to enhance future applications.

Special & discretionary admission

Any ākonga who is 20 years of age or older and has not reached the general admission requirements for their intended programme is eligible for Special Admission. Te Pūkenga works with the ākonga to ensure they are prepared for their intended programme. Any ākonga who is not yet 20 years of age and has not reached the general admission requirements for their intended programme may be eligible for Discretionary Admission. In assessing whether to grant Discretionary Admission, the delegated authority focuses on the applicant’s level of preparedness for their intended programme.

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Give yourself credit with Recognition of Prior Learning (RPL)

Did you know you can use the knowledge and experience you already have to your advantage?

Your previous work experience and on-the-job skills, volunteering, professional development, and other providers’ qualifications can be recognised as prior learning, matched against credits in our courses, and put towards your qualification – potentially saving you money and possibly helping you to complete your qualification faster Learn more.

Programme structure

Programme structure

You will need to complete the below 12 courses (360 credits):

Level 5

902.526 Professional Inquiry 1: Introduction to Early Childhood Teaching (30 credits)

Develop knowledge, skills and understanding of the professional role of the early childhood teacher and the value of a play based curriculum.

902.529 Professional Inquiry 2: Responsive, Reflective Teaching (30 credits)

Understand and apply the principles of collaborative assessment to reflect on and refine your teaching practice along with appropriately planning for and documenting children’s learning.

902.532 Manākitanga Whānaungatanga: Principles and Practices (30 credits)

Develop and extend their own knowledge and understanding of manākitanga and whānaungatanga principles and practices to support professional, respectful and collaborative relationships.

902.533 Hauora, Kotahitanga: Children’s Well-being and Development (30 credits)

Develop knowledge and understanding of the holistic nature of development from conception to six years. You will investigate issues around child protection, food safety and nutrition and other influences on children’s learning and well-being.

Level 6

902.631 Tūhura Ngā Toi Āhuatanga: Exploring the role of the Expressive Arts in Education (30 credits)

Develop theoretical knowledge and practical skills in the expressive arts in order to foster your own and children’s dispositions, learning and expression in the arts.

902.632 Professional Inquiry 3: The World of the Infant and Toddler (30 credits)

Develop theoretical knowledge and practical skills in respecting the unique nature of infant and toddler care and education.

902.633 Te Reo Ataata Mātauranga: Early Childhood Curriculum (30 credits)

Deepen understanding, knowledge, and skills of working with children to promote language, literacy, numeracy and science development in early childhood settings in Aotearoa/New Zealand within a critical pedagogical framework.

902.634 Professional Inquiry 4: Teacher Identity, Learning Environments  and Nature Pedagogy (30 credits)

Examine teacher identity and your own personal philosophy about learning environments and exploring the value of being outside in nature. Investigate topics of environmental sustainability, planning for children’s holistic development, excursions and the importance of fundamental movement skills for development.

Level 7

902.737 Professional Inquiry 5: Practice-based Research (30 credits)

Develop the knowledge, skills and understanding in research methodology to undertake a research project on a topic of your choosing to improve your personal practice in an early childhood setting.

902.741 Creativity and Technology in a Community of Learning (30 credits)

Develop understanding of exploring social studies as a means to foster your own and children’s creativity, including the reflective use of technology.

902.742 Influences of Politics, Educational Ideas and Social Justice Issues on Early Childhood Education (30 credits)

Investigate and critically reflect on political, social justice and other influences on the evolvement of early childhood education in Aotearoa New Zealand.

902.743 Professional Inquiry 6: Leadership and Professional Responsibility (30 credits)

Develop knowledge, skills, and understanding of management and leadership practices within early childhood education and professional responsibility reflecting te Tiriti o Waitangi principles. Articulate and represent your learning journey, growth and achievement in meeting all the Standards for the Teaching Profession as outlined by the NZ Teaching Council of Aotearoa New Zealand).

Do you want to study a single course, without enrolling into the full programme?

Courses within some of our programmes may be offered as an individual Certificate of Proficiency (COP). Programme entry requirements and course fees apply. For more information, please speak to our friendly Ask Me! team.

Careers and pathways

Further training or study

Career opportunities

Early childhood teaching, management of early childhood centres or home-based care co-ordinator. For potential salaries visit careers.govt.nz.

Find more online study options with Open Polytechnic

Now that we're part of Te Pūkenga, we also have access to a wider range of options from throughout the network. Follow the link in the banner below to explore Open Polytechnic’s online study options.

Free study for the first year of your Level 3 or above qualification may be available under the government’s fees-free study scheme. Visit feesfree.govt.nz for eligibility criteria and more information. Students must be eligible to study as a domestic student. All free study is subject to funding confirmation. Proof of residency status required. Entry criteria, and some costs, may also apply. Eligibility for student allowances or student loans may vary. Contact StudyLink for more information.

Information is correct as at 29 November 2023. Programme fees are based on a full-time student and may vary depending on your final selection of courses that make up your programme. To provide you with an indication of costs, the approximate fees quoted in this publication are based on the indicative 2024 fee structure. The indicative programme fees for 2024 do not include the Compulsory Student Services Fee (CSSF). The CSSF is an additional levy to your 2024 programme or course fees. Further information about the CSSF can be found here www.manukau.ac.nz/cssf. Programmes stated as eligible for free study in 2024 are based on the 2023 fee structure and subject to funding confirmation for 2024. All fees are in New Zealand Dollars. You will be advised of the current fees at the time of enrolment. All courses and programmes will proceed subject to numbers and academic approval. Manukau Institute of Technology is part of Te Pūkenga – New Zealand Institute of Skills and Technology. Te Pūkenga is accredited under the provisions of the Education and Training Act 2020. International students must study in class and will not be able to enrol for online study options.