CHC30121 Certificate III in Early Childhood Education and Care
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CHC30121 Certificate III in Early Childhood Education and Care
The CHC30121 Certificate III in Early Childhood Education and Care is the nationally recognised entry-level qualification for working in childcare centres, kindergartens, and family day care. This course prepares you to support children from birth to age five through play-based learning, care routines, and positive interactions. You’ll study online at your own pace with guidance from local trainers and complete your qualification in just 6 months.
As part of the CHC30121 Certificate III in Early Childhood Education and Care, you'll complete a 160-hour practical placement in a registered early childhood service. This gives you hands-on experience with babies, toddlers, and preschoolers—setting up activities, observing development, and contributing to safe, engaging environments that support each child’s learning and wellbeing.
You’ll develop a broad set of job-ready skills, including:
Building positive relationships with children and families
Guiding behaviour using respectful, child-focused strategies
Observing, documenting, and responding to children’s needs
Working within legal, ethical, and regulatory frameworks
These skills align with the Early Years Learning Framework (EYLF) and current expectations for professional early childhood educators.
Complete Your Course in Half the Time
Our integrated course structure means you can finish your qualification in just 6 months instead of the usual 12–18 months at other providers. By avoiding repetitive units, you'll build genuine workplace-ready skills faster, potentially earning $30,000–$60,000 more by starting your career sooner.
CHC30121 Certificate III in Early Childhood Education and Care
Qualification:
CHC30121 Certificate III in Early Childhood Education and Care
Accreditation:
Nationally Recognised
Availability:
Western Australia, Victoria, NSW, SA
Duration:
6 months standard (600 hours total); commonly faster for students with prior study, childcare, parenting, or related experience
Enrolment:
Flexible, 18-month enrolment window to accommodate life events
Content:
Foundational concepts including health and safety, nutrition and hygiene, infant care routines, child development, and play-based learning
Placement:
160 hours with support from local trainers [Read more]
Study Mode:
Online – enrol anytime, flexible self-paced study supported by expert local trainers [Read more]
Support:
Experienced trainers in all major states for personalised guidance, weekly live webinars, tutorials in select areas, phone and email support [Read more]
Time-Saving:
Our unique integrated structure condenses 17 units into 3 streamlined modules. Complete your qualification in a fraction of the time. [Read more]
$3500; Interest-free payment plans; eligible for Centrelink student payments; obligation-free 30-day trial; all materials included [See Fees tab]
The CHC30121 Certificate III in Early Childhood Education and Care is the nationally recognised entry-level qualification for working in childcare centres, kindergartens, and family day care. It prepares you to support children from birth to age five through play-based learning, care routines, and positive interactions. You'll gain the skills to plan activities, observe development, and contribute to safe and engaging early learning environments.
Most students complete the CHC30121 Certificate III in around 6 months. The course is self-paced with up to 18 months allowed. Prior experience in parenting or childcare may reduce completion time.
The CHC30121 Certificate III includes a 160-hour placement in a registered early childhood education and care service. You’ll work with children of all ages—babies, toddlers, and preschoolers—under the guidance of service staff and ITAC trainers. You’ll complete practical tasks in real settings as part of your course requirements.
Yes. You’ll receive direct support from experienced local trainers via phone, email, weekly live webinars, and placement visits. Trainer guidance is available throughout your course and during your placement.
There are no exams or essays. Instead, assessment includes short-answer questions, knowledge checks, practical tasks (e.g. activity planning), and a workplace portfolio. Your trainer will observe and assess you during your placement.
Yes. The course is fully self-paced, allowing you to fit study around work, parenting, or other responsibilities. Paid hours in early childhood settings may count toward your 160-hour placement.
Graduates typically work as:
Educators in long day care or kindergartens
Family day care educators
Occasional care workers
This is the minimum qualification required for most early childhood roles in regulated services.
Yes. The CHC30121 Certificate III is approved for Centrelink study assistance, including Youth Allowance, Austudy, and Abstudy. Check with Centrelink to confirm your eligibility.
ITAC offers:
Fast-tracked study (complete in 6 months)
Local trainer support in all major regions
160-hour placement with trainer visits
Flexible, self-paced online learning
No hidden fees and interest-free payment options
Units of Competency for the CHC30121 Certificate III in Early Childhood Education and Care
* This unit is completed externally at the student's own cost.
This unit describes the performance outcomes, skills and knowledge required to reflect on and understand the impact of own values and biases, demonstrate respect for inclusion and diversity, and support children’s understanding of inclusive principles and behaviours.
This unit applies to all educators who work according to established policies and procedures in regulated children’s education and care services in Australia.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the performance outcomes, skills and knowledge to support and promote children’s health, safety and wellbeing in relation to physical activity, healthy eating, sleep, rest and relaxation and individual medical requirements.
This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the performance outcomes, skills and knowledge required to develop relationships with babies and toddlers and their families and attend to the specific physical and emotional needs of babies and toddlers from birth to 23 months. It requires the ability to follow individualised care routines for sleep, feeding and toileting.
This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the performance outcomes, skills and knowledge required to communicate and interact respectfully with children and to guide their behaviours in ways that support their agency, positive sense of self and self-regulation.
This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the performance outcomes, skills and knowledge required to source and use an approved childhood learning framework.
This unit applies to educators who support children’s learning according to established curriculum under the guidance of others in regulated children’s education and care services in Australia.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the performance outcomes, skills and knowledge to recognise and support the interrelationship between the physical, social, emotional, cognitive and communication development of children.
This unit applies to educators who support children’s learning and development according to established curriculum under the guidance of others in regulated children’s education and care services in Australia.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the performance outcomes, skills and knowledge required to set up, support and review experiences for children’s play and learning.
This unit applies to educators who support children’s learning according to established curriculum under the guidance of others in regulated children’s education and care services in Australia.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the performance outcomes, skills and knowledge required to support and encourage children’s connection with the natural environment.
This unit applies to educators who contribute to the curriculum planning process under the guidance of others in regulated children’s education and care services in Australia.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the performance outcomes, skills and knowledge required to identify and gather information about children from observation and other sources as part of a collaborative process and as a basis for curriculum planning.
This unit applies to educators who contribute to the curriculum planning process under the guidance of others in regulated children’s education and care services in Australia.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the performance outcomes, skills and knowledge required to identify different perspectives on Aboriginal and/or Torres Strait Islander peoples’ cultures, develop an understanding of the local and broader cultural contexts, and use the identified information to embed culturally appropriate experiences, interactions, behaviours and physical environments into daily practice with children.
This unit applies to educators who work in regulated children’s education and care services or schools in Australia, including those who identify as Aboriginal and/or Torres Strait Islander and educators from other cultural backgrounds.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the performance outcomes, skills and knowledge required to identify and meet legal and ethical obligations. This includes the ability to recognise potential and actual examples of non-compliance with regulatory requirements and contribute to the continuous improvement of practice.
This unit applies to educators who work according to established policies and procedures in regulated children’s education and care services in Australia.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the performance outcomes, skills and knowledge required to work in a children’s education and care context using effective communication and knowledge of job roles, responsibilities and service procedures to complete daily work activities.
This unit applies to individuals who work according to established policies and procedures and under the supervision and guidance of others in regulated children’s education and care services in Australia.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the skills and knowledge required to support and protect children and young people who are at risk of harm. This work occurs within legislative and policy frameworks and carries a duty of care responsibility.
This unit applies to workers in a range of job roles providing services to children and young people including in community services and health contexts.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
This unit describes the skills and knowledge required to provide a first aid response to infants and children in line with first aid guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies.
This unit applies to a range of workers within an education and care setting who are required to respond to a first aid emergency, including asthma and anaphylactic emergencies. This includes early childhood workers and educators who work with school age children in outside school hours care and vacation programs.
This unit of competency may contribute towards approved first aid, asthma and anaphylaxis training under the Education and Care Services National Law, and the Education and Care Services National Regulations (2011).
Specific licensing/regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities
This unit describes the skills and knowledge required for workers to participate in safe work practices to ensure their own health and safety, and that of others.
The unit applies to all workers who require knowledge of workplace health and safety (WHS) to carry out their own work, either under direct supervision or with some individual responsibility.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.
This unit applies to all workers.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
This unit describes the skills and knowledge required to evaluate and enhance own practice through a process of reflection and ongoing professional development.
This unit applies to workers in all industry sectors who take pro-active responsibility for their own professional development.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Fees & Payments
Course Fee:
$3,500
Payment Plan:
Interest-free options available
Evaluation Period:
30-day trial period
Centrelink:
Eligible for student payments during study
Materials:
Included – no additional costs
Textbook:
PDF version provided free; optional paperback available for purchase
* Due to regulations ITAC cannot receive more than $1500 in advance. The second payment is scheduled soon after the 30-day census period. Students may request fees be paid over 2-3 payments.
Admission
Prerequisites
No formal prerequisites specified in the accredited training package.
Language Requirements
Students must demonstrate functional English suitable for early childhood contexts, including reading and interpreting service policies, understanding regulatory documents, and communicating clearly with children, families, and colleagues.
Literacy Requirements
Students must have the literacy skills required to read and apply basic documentation such as safety procedures, children's routines, and policies, and to accurately complete observations, incident reports, and daily communication records.
Numeracy Requirements
Students must demonstrate basic numeracy skills for tasks such as measuring and recording medication dosages, nutrition and hygiene practices, reading graphs, and performing routine calculations required in childcare settings.
Digital Literacy Requirements
Students must have regular access to a computer with internet and basic software (PDF reader, browser, word processor). Students must also be able to access and effectively use e-learning tools, complete digital assessments, and use basic technologies relevant to early learning environments (e.g., tablets, electronic documentation).
Physical Requirements
Students must be physically capable of participating in indoor and outdoor learning activities. This includes sitting on the floor, lifting small children, assisting with play and movement, and setting up equipment. Reasonable adjustments may be available for students with physical limitations—contact ITAC before enrolling.
Age Requirement
Students must turn 16 in the calendar year of enrolment. Students under 18 require a career guidance interview with an ITAC trainer.
Students must obtain the relevant working with children clearance for their state or territory (e.g., WWCC, Blue Card, WWVP). [Read more]
Disposition Requirements
Students must demonstrate a suitable disposition for working with children, including appropriate behaviour, communication, attitude, reliability, professionalism, emotional maturity, and a commitment to ethical and safe conduct at all times.
Workplace Expectations
Students must meet common workplace standards for early childhood settings, including being drug and alcohol-free, dressing appropriately, maintaining personal hygiene, and presenting in a professional, respectful, and safe manner when attending placement.
ITAC Discretion
ITAC reserves the right to accept or decline enrolment based on any factor it reasonably considers relevant, including capability, support needs, conduct, or course suitability.
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Carolyn is a degree-qualified teacher who also works as a university lecturer. She enjoys helping future teacher aides and spending weekends cheering on her son at swim meets.
Catherine has dedicated 25 years to supporting students with learning difficulties and disabilities. Outside work, her family life keeps her smiling—and she adores giraffes!
Shelley is a qualified special education teacher who enjoys supporting students with diverse learning needs. She’s passionate about music and loves combining creativity with teaching.
Carla is an experienced primary teacher and former Assistant Principal specialising in special education. Outside work, she enjoys painting and beach adventures with family.
Joy is an experienced primary and specialist education teacher who's passionate about education support and technology. She loves reading, travel, and discovering amazing food along the way.
Margie is a secondary-trained teacher experienced in special education and vocational training. She loves exploring Queensland’s countryside and beaches in her free time.
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