Graduate Diploma in Education (Early Childhood)

Verbal expression and comprehension (understanding)

What do I need to be able to do?

Understand and respond to verbal communication.
In early childhood settings, this will assist you with listening, understanding and responding to feedback from supervising teachers.

Verbally communicate clear instructions and explanations in a time responsive way.
In early childhood settings, verbal communication is the primary source of communication between you, young children (birth to eight), parents, staff and peers.

Clear communication assists with fostering children’s learning and development safely

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Additional time allowances for comprehension and expression may be available to you for on-campus learning activities. 

Professional experience placement tasks in an early childhood setting may require time responsive communication. This should be discussed with your placement coordinator prior to commencement. 

Social communication

Social Communication refers to the capacity to understand and use appropriate non-verbal communication such as: eye contact, gestures, facial expression, speaking volume, tone of voice, proximity and verbal turn-taking. 

What do I need to be able to do?

Recognise, interpret, use and respond to non-verbal communication appropriately in both on-campus and early childhood settings to build relationships, foster student learning and establish trust.

In early childhood settings, tasks which require your use of social communication abilities include:

• recognising the social communication used by young children, particularly in situations when children may not be able to verbalise distress, discomfort or fear
• responding to young children by using your own social communication skills, such as open body language, eye contact, and facial expressions, to display understanding and empathy.

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.  

Consideration will be given to the use of non-verbal communication appropriate to your disability or condition for example, if you have a vision or hearing impairment, you may rely more on using either auditory or visual means of social communication. 

Reading

What do I need to be able to do?

Read and understand a range of written material in differing forms from a variety of sources such as: on screen material, screen-based, image-based and sign/symbol-based texts.

In early childhood settings, essential information is communicated in written form.  Tasks which require your use of reading include: 

• demonstrating accurate reading such as reading books to children
• reading and comprehending documentation related to planning and assessment of children’s learning and development which may include: curriculum planning formats, daily schedules, weekly reflections, records of child observations, children’s portfolios and assessment reports.

The ability to read, understand and interpret written information is fundamental for the delivery of teaching content.

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use specialised software to support your literacy for on-campus learning activities. The appropriateness and practicality of using such software during professional experience placements may vary between placements and should be discussed with the placement coordinator prior to commencing your placement.

Writing (Written Language)

The extent to which a person produces coherent written communication that is appropriate to both on-campus learning and simulated dispute resolution settings.

N.B. This refers not to the physical act of writing but rather to the written content.

What do I need to be able to do?

Produce coherent written communication appropriate to both on-campus learning activities and professional experience placements

In early childhood settings, tasks which require your use of writing include: 

• modeling accurate spelling and grammar in the classroom environment
• contributing to reports, school students’ profiles, lesson materials and curriculum plans 

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use specialised software to support your literacy for on-campus learning activities. The appropriateness and practicality of using such software during professional experience placements may vary between placements and should be discussed with the placement coordinator prior to commencing your placement.

Number Skills (Numeracy)

Numeracy is the ability to understand and work with numbers. Basic numeracy skills consist of comprehending fundamental mathematics like addition, subtraction, multiplication, and division.

What do I need to be able to do?

Demonstrate that you can correctly apply basic mathematics knowledge and everyday mathematical skills for on-campus learning activities and professional experience placement tasks.

In early childhood settings, tasks which require your use of number skills include:

• analysing and interpreting student learning data to inform teaching
• demonstrating and teaching basic number concepts

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use specialised software to support your numeracy for on-campus learning activities. The appropriateness and practicality of using such software during professional experience placements may vary between placements and should be discussed with the placement coordinator prior to commencing your placement.

What do I need to be able to do?

Correctly use and apply knowledge of theory, research, and practice gained from on-campus learning to classroom environments during your professional experience placement 

In early childhood settings, teaching assessment and planning tasks require:

• Observing and analysing children’s learning behaviour and learning evidence to inform curriculum planning
• Planning and organising effective learning experiences for children that apply theoretical knowledge 

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use assistive technology and strategies such as rest breaks to support your memory, planning and organisation in the on-campus learning environment. The use of these strategies during professional experience placements should be discussed with the placement coordinator prior to commencing your professional experience placement.

Vision

Visual acuity refers to the extent to which a person can see or interpret visual information. This may also include colour vision.

What do I need to be able to do?

In the early childhood setting, tasks which require your vision include: 

• monitoring children’s attention to task in the classroom environment
• visually scanning and managing children’s actions in the classroom environment and school ground to ensure their safety

Monitoring children’s safety and behaviour is essential to creating and maintaining a supportive and safe learning environment

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

The use of assistive technology to enhance vision will be considered. It is recommended that you discuss this with the ELS and placement coordinator prior to commencing your placement. 

Glasses and other visual aids can be used during on-campus simulation and professional experience placement settings.

If you have been deemed legally blind or have a medical condition that may impact your vision, it is recommended that you discuss your condition with Equitable Learning Services. 

Hearing

What do I need to be able to do?

In the early childhood setting, tasks which require your hearing or alternatives (e.g. accurate lip reading, amplification equipment) include:

• listening for inappropriate behaviour
• monitoring noise levels as an indicator of children’s engagement and safety

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

The use of augmentation such as lip reading and / or assistive technology e.g. ‘power’ amplified stethoscope to enhance hearing will be considered. 

Students who are deaf and use Auslan may be able to negotiate professional experience placement within a specialised setting, where Auslan is the preferred language. 

It is recommended that you discuss adjustments with the ELS and placement coordinator prior to commencing your placement.

In both the on-campus learning and professional experience settings, tasks may involve: lifting, carrying, standing, pushing, pulling, twisting, bending and maintaining balance.

What do I need to be able to do?

In the early childhood setting, tasks which require your gross motor skills include:

• manual handling i.e. safely physically assisting babies, toddlers and young children with varying physical capacities to move from lying or sitting to a standing position
• positioning and setting up play equipment, furniture, cots and/or bedding equipment for children
• manipulating and operating cleaning equipment, specific to the setting which may include, sweeping with brooms, vacuum cleaners, mops and buckets. 

Safe manual handling minimises the risk of injury to yourself and others .

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Adjustments will be considered in relation to your circumstances and physical capacities. Any adjustments considered should not compromise your safety or the safety of others.

This refers to the ability to undertake a task/s over a pre-determined period of time. This could include physical performance such as standing for a period of time, or cognitive (mental) performance such as concentrating for a particular length of time.

What do I need to be able to do?

In the early childhood setting, tasks which require your physical and mental endurance include:

• concentrating for a full day of teaching
• • managing the planning and teaching for your final professional experience placement over a substantial and sustained period relevant to an authentic early childhood educational environment e.g. over the period of a week.

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Adjustments will be considered in relation to your circumstances and physical capacities. You may use strategies such as rest breaks to support your performance for on campus learning contexts. It is recommended that you discuss the use of these strategies during placement with ELS and Placement Coordinator prior to commencing your placement.

Any adjustments should not compromise your safety or the safety of others.