Certificate III in Early Childhood Education and Care
The CHC30121 Certificate III in Early Childhood Education and Care is the latest nationally accredited qualification for individuals who want to work in a range of early childhood education settings and within the requirements of the Education and Care Services National Regulations and the National Quality Standard.
Please select your student type to see all relevant information including fees and specific entry requirements.
Four academic terms consisting of up to 42 weeks (excluding holidays).
Expected study hours
Typical learners are expected to spend up to
1,300 hours depending on existing knowledge, skills, and experience.
Structure
All learners will be assessed through the following methods:
Credit transfer
Observation: during on-the-job or role play/simulation
Questioning: may include self-assessment, verbal answers, written questionnaires, activity modules or interview
Structured activities: may include Projects, Case studies, presentations, role play, demonstration, progressive tasks
Third-party
Note: Please read the HSTAEA Student Handbook and other policies and procedures including
Refund Policy, Complaints and Appeals Policy, RPL Procedure prior to enrolling.
Where can it take your career?
Participants in this program are typically individuals:
who want to gain knowledge, practical skills, and experience in early childhood education
who want to learn how to design and implement a curriculum in early childhood education and care services.
unemployed, seeking work and/or employed, seeking to upgrade skills/qualification
seeking to upgrade their skills and use this qualification as a pathway to Diploma of Early Childhood Education and Care
What will you learn?
This course is designed to develop your expertise in early childhood education and care. Among others, you will learn to:
Support inclusion and diversity
Nurture babies and toddlers
Support the holistic learning and development of children
Observe children to inform practice
Identify and respond to children and young people at risk
What are the entry requirements?
Are 18 years or older
Have sound language, literacy, and numeracy skills* (at least Year 10 English, or equivalent) to be assessed using HSTAEA’s Pre-enrolment LLN assessment tool
*Learners who do not meet the LLN requirements of the course may still enrol into the course provided the enrolment has been endorsed by the trainer and corresponding additional support strategies have been put in place.
**Students who do not have their Working with Children Check prior to enrolment must apply for and obtain this requirement prior to vocational placement as required by this course.
To support you in your new course with High Skilled Training and Education Australia, we will provide the following:
Learner guides
Learning activity booklets
Assessment workbooks
Skills workbooks
National Quality Framework
Relevant approved learning frameworks
National Quality Standard
Early Childhood Australia Code of Ethics
Education and Care Services National Law Act 2010
Education and Care Services National Regulations
National Anti-Discrimination law
Universal Declaration of Human Rights
Fair Work Act 2009
Other relevant legislation and regulations
Recommendations for physical activity in the National Physical Activity and Sedentary Behaviour Guidelines for Australians and Australian 24-Hour Movement Guidelines for the Early Years (Birth to 5 years)
Recommendations for children’s healthy eating as detailed in the following sources or their successors:
Australian Dietary Guidelines
Australian Guide to Healthy Eating
UN Convention on the Rights of the Child
Hazardous Manual Task Code of Practice applicable in their state/territory
Staying Healthy: Preventing Infectious Disease in Early Childhood Education and Care Services
Materials for practice activities such as:
Nappy Change Table
Steriliser, baby feeding bottles, bottle cleaning brush, and warmer
Art craft kits for kids
Baby manikin
Simulated workplace resources and scenarios
Simulated workplace policies and procedures
Simulated workplace templates
A vocational placement provider*
*Learners may choose to undergo vocational placement in HSTAEA’s partner facility, or request assistance from HSTAEA to find a different vocational placement provider. Learners may also choose to find their own vocational placement provider.
To complete your course, you will need ongoing access to the following:
Computer with:
Internet and email access
Aworking web browser
Installed software: MS Word, Adobe Acrobat Reader
Personal protective equipment:
Disposable gloves
Face mask
Safety goggles
Apron
Hair net/cap
What are the course units?
CHCECE030
Support inclusion and diversity
CHCECE031
Support children’s health, safety, and wellbeing
CHCECE032
Nurture babies and toddlers
CHCECE033
Develop positive and respectful relationships with children
CHCECE034
Use an approved learning framework to guide practice
CHCECE035
Support the holistic learning and development of children
CHCECE036
Provide experiences to support children’s play and learning
CHCECE037
Support children to connect with the natural environment
CHCECE038
Observe children to inform practice
CHCECE054
Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures
CHCECE055
Meet legal and ethical obligations in children’s education and care
CHCECE056
Work effectively in children’s education and care
CHCPRT001
Identify and respond to children and young people at risk
HLTWHS001
Participate in workplace health and safety
HLTDAID012
Provide First Aid in an education and care setting
CHCDIV001
Work with diverse people
CHCPRP003
Reflect on and improve own professional practice
*HLTAID012 Provide First Aid in an Education and Care Setting is not being offered by HSTAEA but is required in order to complete CHC30121 Certificate III in Early Childhood Education and Care. HSTAEA has arrangements with a first aid training provider so that this unit of competency is completed before vocational placement.
Upcoming course dates
Vocational Placement
Learners are required to undertake a minimum of 160 hours of vocational placement within a regulated children’s education and care service in Australia. This must occur after the student has satisfactorily completed all the other units/subjects in this qualification.
Learners have the option to:
look for a vocational placement provider themselves. (HSTAEA to check suitability of the workplace.)
request HSTAEA to assist in looking for a suitable vocational placement provider.
choose among HSTAEA’s network of childcare providers for their vocational placement.
Learners are recommended to decide on their vocational placement providers as soon as enrolment is confirmed to ensure that enough slots are available at each provider and to allow sufficient time for HSTAEA and the workplace partners to make the necessary preparations.
Several units included in this course require direct observation by the assessor.
First Aid Unit
HSTAEA does not deliver the first aid unit included in this qualification. We have a third-party partnership with Stitches First Aid Education Pty Ltd (RTO #21672) for the delivery of First Aid courses. The First Aid unit will be applied for Credit Transfer and recognised by HSTAEA.
The First Aid unit is typically delivered as a 1-day program. This will be accommodated in the students’ schedules accordingly without disrupting the block calendar.
Police Check, Blue Card, or Working With Children Check
This is a requirement prior to students starting vocational placement. Costs associated with completing required Police Check, Blue Card or Working With Children Check will be shouldered by the student.
CHCECE031Support children’s health, safety, and wellbeing
support a child to wash their hands
support one or more children during mealtimes
support a child with toileting
support a child with dressing/undressing
CHCECE032Nurture babies and toddlers
change nappies
assist toddlers with toileting
prepare bottle, bottle feed babies and clean equipment
prepare pre-made solid food and feed babies
assist toddlers during mealtimes
respond appropriately to baby and toddler signs and cues
prepare and settle babies and toddlers for sleep
monitor and encourage age-appropriate physical exploration and gross motor skills – rolling over, sitting, crawling and walking
CHCECE033Develop positive and respectful relationships with children
Communicate positively and respectfully during interactions with children between the ages of birth and 6 years that collectively include:
group interactions
play opportunities
physical care routines
sustained individual interaction
times of transition – at least one of the following: from one activity to another, from one location to another, during arrival at the service.
CHCECE036Provide experiences to support children’s play and learning
set up and support of one indoor experience
set up and support of one outdoor experience
CHCECE037Support children to connect with the natural environment
Support children’s knowledge, appreciation and understanding of the natural environment.
This unit requires three occasions, and at least one of these occasions must involve Aboriginal and/or Torres Strait Islander peoples’ use of the natural environment plan and implement two opportunities that encourage children to engage positively with the natural environment, using one indoor and one outdoor opportunity.
Personnel in the early years learning centre
At least two colleagues/educators
Mentors
Workplace supervisor
Learning supervisor
At least two stakeholders who are responsible for developing and reviewing policies and procedures in the workplace
Children enrolled in the early years learning centre ages birth to six years old among which must include:
At least two culturally and linguistically diverse (CALD) children
At least two babies (younger than 12 months)
At least two toddlers (aged between 13–23 months)
Families of the children enrolled in the early years learning centre among which must include:Families of at least two CALD children
At least two families must have babies in the centre
At least two families must have toddlers in the centre
Groups in the early years learning centre (i.e., three or more individuals in the centre that can be classed together based on common characteristics, backgrounds, or interests)
Other people relevant to supporting the diversity-related needs of children (e.g., child’s doctor, nanny, and community member that can help you address the needs of the child)
Community members from diverse groups represented in the centre
Information/records about the child including:
Their families, caregiver(s), and their community etc.
Social and physical environments within the child’s home and community.
Social and physical environments within the education and care setting.
The child’s developmental milestones and progress with respect to these milestones.
The child’s temperament and personality.
Medical information of children in the centre
Notes of other educators on children in the centre
Children’s nappy/toileting routines
Children’s sleep routines
Children’s eating routines
Documentation of child assessments or evaluations for delivery of the educational program
Incident, injury, trauma, and illness record
Child’s attendance record
Child’s enrolment records
Record of visitors to the centre
Service standards, policies, procedures, protocols, and guidelines
Organisational documents relevant to:
Practical routines
Learning experiences
Curriculum documentation, including children’s schedule of daily routines
Rights and responsibilities as an early childhood educator, e.g. contract of employment, policies and procedures, your job description and key performance indicators, etc.
Skill and knowledge requirements of a person working as an early childhood educator
A safe place to hold meetings in
Eating areas equipped with tables and chairs
Drinking water
Handwashing facilities
Food preparation areas
Indoor and outdoor play areas
Sleeping and rest areas equipped with cots, beds and linen
Sun protection materials
Toilet facilities and bathroom (equipped with age-adjusted toilets or potties)
Toys and other play equipment
Digital media and information technology for:
record keeping and documentation
researching relevant information
Tools for recording observations
Equipment for:
Eating
Bottles
Solid food
Heating equipment
Utensils
Highchairs
Bibs
Nappy changing
Nappies
Wipes
Change tables
Receptacles
Ointments or creams
Gloves
Nappy bags
Paper towels
Resources that support the specific play and learning experiences covering all developmental domains
Resources to accommodate the following needs of children:
Privacy
Quiet
Solitude
Equipment that will develop the following physical skills:
Fundamental movement skills
Fine motor skills
Gross motor skills
Materials, resources, technology, and experiences that support exploration and problem-solving
Developmentally appropriate books
Developmentally appropriate texts other than books (e.g., posters, brochures, flyers, and signs)
Resources about the environment and the impact of activities on natural environments, e.g. children’s books, info sheets, online resources such as websites, etc.
Resources needed to implement the lesson plans, e.g. access to natural and constructed environments, materials, etc.
Information sources relevant to Aboriginal and/or Torres Strait Islander peoples’ cultures, histories, and ways of learning
Natural materials, e.g. rocks, leaves, shells, etc.
Recycled materials, e.g. paper bags, plastic bottles, etc.
Opportunities for candidate to:
Implement hygiene and health procedures
Support children’s health needs, including promoting physical activity and healthy and safe eating
Provide sleep, rest, and relaxation for children
Minimise risks in the centre and provide a safe and healthy environment
Assist children in responding to risks
Interact positively with children in children at the centre
Support and respect children in children at the centre
Support pro-social behaviours in children at the centre
Observe one child and gather information relevant to understanding their behaviour, including:
Observe two groups of children, each group consisting of three children (ages birth to six years old), including:How they developed relationships with two childrenat the centre.
How two other educators developed their relationships with children at the centre
How children developed relationships with other children at the centre
Participate in three workplace tasks/activities conducted by the centre which must support the implementation of the learning framework applicable to the centre and ensure interactions with other educators, the candidate’s supervisors, and children.
Participate in two workplace tasks/activities conducted by the centre which must support children’s learning using the learning framework applicable to the centre
Conduct work activities in each of the following areas while being observed by the assessor and while being supervised by their workplace supervisor:
Play
Learning
Health
Safety
Wellbeing
Incidents
Injury
Trauma
Illness
Response to medical condition
Emergency response
Participate and contribute in meetings to identify opportunities for further learning and development and to develop and review policies and procedures in the centre
Conduct a meeting with fellow educators in the centre
Implement ways of improving awareness of Aboriginal and/or Torres Strait Islander cultures in the centre
Embed Aboriginal and/or Torres Strait Islander cultures in the centre
Promote Aboriginal and/or Torres Strait Islander languages in the centre
Facilitate and support the learning experiences of children in the centre
Model respect for Aboriginal and/or Torres Strait Islander ways of knowing and communicating
Encourage children to reflect on and engage with Aboriginal and/or Torres Strait Islander ways of knowing
Collaborate with families and community
Plan for five activities
Routinely employ work practices to children and young people while being observed by the assessor
Provide services to children and young people while being observed by the assessor
Conduct a meeting with the supervisor
Opportunities to interact with children in the following situations:
group interactions
play opportunities
physical care routines
sustained individual interaction
times of transition – at least one of the following:
from one activity to another
from one location to another
during arrival at the service
Opportunities for the candidate to demonstrate the following:
Verbal and non-verbal communication
Communicating information clearly
Actively listening to requests
Exchanging information with other people
Resolving conflicts.
What are the qualification pathways?
Learners may also consider additional training to complement your skills in early childhood education and care, with courses such as:
CHC30221 Certificate III in School Based Education Support*
TAE40116 Certificate IV in Training and Assessment*
*This course is not currently offered by HSTAEA.
Is Recognition of Prior Learning (RPL) available?
HSTAEA has a Recognition of Prior Learning (RPL) Policy, to ensure that an individual’s prior learning, achieved through formal and informal training, work experience or other life experiences, is appropriately recognised. This recognition may assist students to progress faster through a unit of competency or allow the student full credit.
