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CHC50125 Diploma of Early Childhood Education and Care

The CHC50125 Diploma of Early Childhood Education and Care is a nationally recognised qualification for people seeking to advance their career in early childhood education and care.

The Diploma is suited to students who want to move beyond entry-level childcare work and develop the skills required to become a qualified educator or move towards supervisory and leadership roles in early childhood services.

The course is delivered online and self-paced, with structured learning materials and support from experienced local trainers. Many students aim to complete within 12 months, depending on their prior experience, weekly study routine, workplace access, assessment progress, support needs and placement arrangements. [Read more about course duration]

As part of the qualification, students complete a minimum 280-hour placement in a registered early childhood service. ITAC also conducts a placement site visit for students, providing an additional layer of support and quality assurance during the practical component of the course.

Students develop the practical skills expected of Diploma-qualified early childhood educators, including:

planning, implementing and evaluating curriculum using approved learning frameworks
supporting children’s learning, development, safety and wellbeing
guiding educator teams and contributing to professional practice
working within national regulations, service policies and quality standards
building partnerships with families and communities
supporting inclusion, diversity and child wellbeing
using observations and documentation to inform program planning
contributing to safe, sustainable and high-quality early childhood environments

The CHC50125 Diploma of Early Childhood Education and Care reflects current early childhood practice, including the Early Years Learning Framework, and prepares students for Diploma-qualified educator roles in approved early childhood education and care services.

Qualification
CHC50125 Diploma of Early Childhood Education and Care
Accreditation
Nationally recognised qualification
Availability
Available in WA, VIC, NSW, QLD, SA and ACT
Duration
Many students complete within 12 months, depending on their experience, study routine, workplace access, support needs and placement arrangements. [Read more]
Enrolment
Flexible 12-month enrolment period to support self-paced study and common life interruptions. Extensions are available where additional time is required.
Content
Higher-level early childhood education and care skills, including curriculum planning, educational leadership, compliance, quality practice, team support, inclusion, child development, documentation and partnerships with families
Placement
Minimum 280 hours in a registered early childhood service, with placement support, trainer guidance and required workplace assessment. [Read more]
Study Mode
Online Mode: enrol anytime, with flexible self-paced study. [Read more]
Recognition of
Prior Learning
Available for highly experienced learners. [Read more]
Support
Experienced trainers, regular check-ins, weekly live webinars, assessment support, placement guidance, site visits and tutorials in selected areas. [Read more]
Module-Based Learning
Related course content is organised into work-like study modules, so students can work through connected topics and avoid unnecessary repetition. [Read more]
Fees & Payment
$4,000. Interest-free payment plans available. Eligible students may be able to access Centrelink student payments. Includes a 7-day obligation-free evaluation period and required course materials. [See Fees tab]

How long will the course take?

The CHC50125 Diploma of Early Childhood Education and Care is designed as a 12-month self-paced course. Completion time is not fixed and may vary depending on each student’s early childhood experience, weekly study routine, workplace role, confidence, support needs, access to workplace evidence and personal circumstances.

Students may complete sooner where they have:

current employment in an early childhood education and care service
substantial experience with routines, documentation, observations, programming and family communication
transferable workplace skills, such as communication, teamwork, WHS, following policies and procedures, documentation, leadership and time management
prior study experience, such as completing another certificate, diploma or degree

For students who are newer to Diploma-level responsibilities, workplace documentation, curriculum planning, online learning or professional English, the full enrolment period or an extension may be more realistic.

Sarah – less than 12 months

Sarah is 39 and already holds the required Certificate III in Early Childhood Education and Care. She has over fifteen years of experience in early childhood services and currently works in a long day care centre. She also holds a Bachelor of Business and Accounting, giving her strong skills in documentation, compliance, organisation, planning and professional communication.

Sarah is confident with care routines, observations, family communication, service policies, WHS requirements and programming. Because she studies consistently and can collect Diploma-level workplace evidence through her existing role, she may complete the course in less than 12 months.

Mia – about 12 months

Mia is 28 and already holds the required Certificate III in Early Childhood Education and Care. She has worked in early childhood for about five years full-time and is confident with daily routines, supervision, child relationships and working as part of an educator team. Before entering early childhood, she completed a Certificate IV in Business and worked in retail administration.

Mia is capable and organised, but is newer to Diploma-level responsibilities such as curriculum planning, reflective practice, compliance, documentation and supporting other educators. For Mia, completing within 12 months is realistic if she studies steadily.

Amina – longer than 12 months

Amina is 34 and already holds the required Certificate III in Early Childhood Education and Care. She works in an early childhood service and has strong practical skills with children, routines and family communication. She also completed a degree overseas and has substantial life and work experience.

Amina is smart, capable and motivated, but needs more time with professional English, written assessments, planning tasks, service policies and early childhood documentation. She may understand the practical work well but need longer to read regulatory documents, complete written responses and prepare workplace evidence.

Amina may need an extension beyond the standard enrolment period due to the additional time required for English language, written assessment and documentation tasks.

The CHC50125 Diploma of Early Childhood Education and Care is a nationally recognised qualification for people who want to advance their career in early childhood education and care.

The course develops higher-level skills in curriculum planning, educational leadership, compliance, documentation, child development, inclusion, family partnerships and supporting educator teams.

Yes. The CHC50125 Diploma of Early Childhood Education and Care is commonly required or preferred for more advanced early childhood roles.

Job titles vary by employer and state. Common roles may include Diploma-qualified educator, room leader, lead educator, educational leader, responsible person, assistant director and other senior early childhood education and care roles.

Many students complete the Diploma within 12 months, depending on their experience, study routine, workplace access, support needs and placement arrangements.

Students with existing early childhood experience may progress more efficiently where they are confident with service routines, documentation, programming, workplace communication and regulatory requirements. Students who are newer to Diploma-level study, leadership concepts or professional documentation may need more time.

The course is self-paced and includes a flexible enrolment period. Extensions are available for a published monthly fee.

Yes, many students aim to complete within 12 months. This is most realistic for students who study consistently, complete assessments steadily, organise workplace access early and already have relevant early childhood, childcare, parenting, leadership, administration or workplace communication experience.

Completion in 12 months is not guaranteed. Students must complete all required learning, assessment tasks, workplace evidence, placement requirements and any required credit transfer evidence to the required standard.

Yes. The course requires 280-hour of logged employment in a registered early childhood education and care service in a relevant role.

During this time, you apply your learning in a real early childhood setting. This may include contributing to curriculum planning, supporting educator teams, observing children’s development, documenting learning, communicating with families, applying service policies and working under the direction of experienced early childhood professionals.

An ITAC trainer and assessor visits each student during placement to provide guidance, advice and support, and to collect evidence of the student’s practical skills and workplace competency.

The CHC50125 Diploma of Early Childhood Education and Care is designed for students who are already employed in an early childhood education and care service.

Students typically complete their placement and workplace tasks through their existing employer, where the service meets the course and assessment requirements. This is the most practical option because Diploma-level assessment requires ongoing access to service routines, documentation, planning, programming and workplace practice.

ITAC provides placement guidance to help students understand the workplace evidence requirements and confirm suitability of their existing workplace. Students who are not currently employed in the sector should contact ITAC before enrolling to discuss whether this course is suitable.

Students receive support from experienced trainers, weekly live webinars, phone and email support, placement guidance, assessment support and access to ITAC’s online learning materials.

Students may also access targeted support programs where suitable, including EnablePath, Dandjoo Support, YouthWay, Academic Engagement Program, JobAssist and other student support services. These programs support students with different learning needs, cultural support needs, youth transition needs, career goals and personal circumstances.

No. The Diploma of Early Childhood Education and Care does not use formal exams or academic essays.

Assessment is practical and workplace-focused. Tasks may include short answer questions, projects, curriculum planning tasks, workplace documentation, portfolio evidence, supervisor feedback and trainer observation during placement.

Yes. The course is designed for adult learners who may be balancing study with work, parenting, volunteering or other responsibilities.

Study is self-paced, so students can progress more quickly during quieter periods and slow down when life is busy. The key requirement is that all assessment and placement requirements must be completed to the required standard within the enrolment period.

Graduates may apply for roles such as Diploma-qualified educator, room leader, lead educator, educational leader, responsible person, assistant director and other senior roles in approved early childhood education and care services.

Employment requirements vary between states, territories, service types and individual employers. If in doubt or unsure of employment requirements, please contact local employers or the relevant regulator for advice prior to enrolling.

Yes. CHC50125 Diploma of Early Childhood Education and Care is a nationally recognised qualification.

The qualification is recognised across Australia, although employment requirements, service requirements and regulatory expectations may vary between states, territories and employers.

The Certificate III is suitable for students who are new to early childhood education and care or who want an entry-level childcare qualification.

The Diploma may suit students who already have early childhood experience or who want to develop more advanced skills for room leadership, programming, supervision or higher-responsibility roles.

The Early Childhood Combo may suit students who want broader long-term options and plan to progress beyond entry-level work in the early childhood sector.

ITAC uses an integrated course structure because real early childhood work does not happen one unit at a time. Educators use communication, safety, supervision, care routines, inclusion, documentation, child development, curriculum planning and family communication skills together throughout the day.

The integrated structure groups related skills and knowledge into practical learning modules. This reduces unnecessary repetition while still requiring students to complete all required training, assessment, placement and workplace evidence.

ITAC has supported tens of thousands of students across Australia and designs courses for adult learners who need structure, flexibility and practical support.

Students choose ITAC because the course is nationally recognised, purpose-built for early childhood education and care roles, delivered online with structured support, includes practical placement and site visits, and is supported by experienced trainers and student support services.

Units of Competency for the CHC50125 Diploma of Early Childhood Education and Care

BSBTWK502	Manage team effectiveness
CHCECE041	Maintain a safe and healthy environment for children
CHCECE042	Foster holistic early childhood learning, development and wellbeing
CHCECE043	Nurture creativity in children
CHCECE044	Facilitate compliance in a children’s education and care service
CHCECE045	Foster positive and respectful interactions and behaviour in children
CHCECE046	Implement strategies for the inclusion of all children
CHCECE047	Analyse information to inform children’s learning
CHCECE048	Plan and implement children’s education and care curriculum
CHCECE049	Embed environmental responsibility in service operations
CHCECE050	Work in partnership with children’s families
CHCPRP003	Reflect on and improve own professional practice
CHCECE037	Support children to connect with the natural environment
CHCECE057	Use collaborative practices to uphold child protection principles
CHCINM002	Meet community information needs

This unit describes the skills and knowledge required to lead teams in the workplace and to actively engage with the management of the organisation.

The unit applies to individuals working at a managerial level who lead and build a positive culture within their work teams. At this level, work will normally be carried out using complex and diverse methods and procedures requiring the exercise of considerable discretion and judgement. It will also involve using a range of problem solving and decision-making strategies.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

The unit describes the performance outcomes, skills and knowledge to monitor and maintain health and safety in the areas of individual health, hygiene, infectious disease, supervision, risk management, incident and emergency management. It includes the ability to contribute to the ongoing improvement of workplace health and safety policies and procedures.

This unit applies to educators who implement and monitor practices according to established service policies and procedures in a regulated children’s education and care service in Australia. They may also provide guidance to other workers.

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 foster and enhance the holistic learning, development and wellbeing of children from birth to six years of age. It includes the ability to use detailed knowledge of different developmental domains and developmental theory and how these domains link to support holistic development.

This unit applies to educators who develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, according to the philosophy of the service.

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, implement and evaluate experiences that nurture creativity in children through construction, digital technologies, dramatic play, imaginative play, movement, music and visual art.

This unit applies to educators who develop and implement learning experiences in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, but according to the philosophy of the service.

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 facilitate legislative, regulatory and National Quality Framework compliance in an education and care service.

This unit applies to educators working in regulated children’s education and care services in Australia. They provide guidance to others and have responsibilities in relation to continuous improvement of services provided.

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 guidelines that foster positive and respectful interactions and behaviour, and to monitor and support children’s learning, development and wellbeing in this area.

This unit applies to educators working at a leadership level in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

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 promote inclusion and diversity and to plan, implement and monitor individual support strategies.

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 gather and analyse information about children’s learning to inform practice.

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 plan, implement and evaluate curriculum over a period of time to foster children’s learning and development.

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, implement and evaluate a sustainability management plan and support children’s environmental responsibility.

This unit applies to educators who develop and implement practices according to established organisational policies in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

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 establish relationships with families, connect with the local and broader community and promote opportunities for collaboration and sharing of information with families to support effective education and care for children.

This unit applies to educators working at a senior operational or leadership level in regulated children’s education and care services in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

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 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.

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 apply child protection principles in an education and care setting. It also covers standard protocols to maintain a safe environment for children and work using a collaborative practice model.

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 skills and knowledge required to work with community groups and individuals to identify and address their information needs.

This unit applies to work at all levels in a range of community service or 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.

Course Fee:
$4,000
Payment Plan:
Interest-free options available
Transaction fees:
None
Centrelink:
Eligible for student payments during study
Materials:
Included – no additional costs
Textbook:
PDF version provided free; optional paperback available for purchase
Evaluation Period:
7 days
Terms and Conditions:
Enrolment Terms and Conditions
Direct Debit Terms and Conditions

Interest-Free Payment Options

Plan	$/Pay	Total
Weekly x 52	$76.92	$4,000.00
Weekly x 26	$153.85	$4,000.00
Fortnightly x 26	$153.85	$4,000.00
Fortnightly x 12	$333.33	$4,000.00
Fortnightly x 6	$666.67	$4,000.00
Monthly x 12	$333.33	$4,000.00
Monthly x 6	$666.67	$4,000.00
Monthly x 3	$1,333.33	$4,000.00

Prerequisites	Entry to this qualification is open to individuals who hold: CHC30121 Certificate III in Early Childhood Education and Care (or its equivalent successor) OR CHC30113 Certificate III in Early Childhood Education and Care. Alternatively, individuals may hold: An Australian diploma in Early Childhood Education and Care OR An Australian diploma or certificate III in Children's Services. AND Demonstrate at least 12 months of cumulative employment (full-time equivalent) within the last 5 years in a regulated education and care service in Australia, supported by verifiable evidence. OR Hold the CHCSS00147 Entry into Diploma of Early Childhood Education and Care.
Language Requirements	Students must demonstrate functional English suitable for early childhood leadership roles, including interpreting policies, writing curriculum documentation, communicating clearly with staff, families, and external parties, and understanding regulatory requirements.
Literacy Requirements	Students must have the literacy skills required to read, interpret, and apply regulatory documents such as the Early Years Learning Framework (EYLF), National Quality Standards (NQS), and operational policies, as well as effectively document observations, assessments, and quality improvement plans.
Numeracy Requirements	Students must demonstrate numeracy skills sufficient for calculating educator-to-child ratios, interpreting basic operational budgets, accurately managing medication dosages, nutrition measurements, and recording children's developmental progress data.
Digital Literacy Requirements	Students require regular access to a computer with internet connectivity and basic software (PDF reader, browser, word processor). Students must competently navigate childcare management systems, complete digital assessments, document children's learning electronically, and communicate effectively using digital technologies relevant to early childhood environments.
Physical Requirements	Students must be physically capable of participating in all indoor and outdoor learning activities. This includes sitting on the floor, lifting small children, setting up equipment, responding quickly to emergencies, and actively supervising children's play. Reasonable adjustments may be available for physical limitations—contact ITAC before enrolling.
Age Requirement	Students must turn 18 in the calendar year of enrolment.
Location	Students must reside in Australia.
Visa Status	This course is not available to student visa holders (subclass 500). [Find CRICOS providers here]
Clearances	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 at a leadership level in early childhood settings, including appropriate communication, professionalism, reliability, emotional maturity, respectful interactions, and commitment to ethical and safe conduct at all times.
Workplace Expectations	Students must meet professional standards expected in early childhood services, including being drug and alcohol-free, dressing professionally, maintaining personal hygiene, and presenting in a professional, respectful, and safe manner during 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.

Complete in 12–18 months
Online with placement
Site visit included
Start anytime
Local trainer support
Trusted by 30,000+ students
Centrelink approved
Interest-free payment plans
No exams or essays
Materials included

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High Quality Course

Who is it for:

For students who want a high-quality course with all essential resources and full support.

Includes:

Unlimited support
Textbook (soft copy)
E-learning modules
Live webinars
Supplementary materials
Placement site visit
No Interest or set up fees
7-day no-obligation
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MEET YOUR LOCAL TRAINERS

Kylie W

Kylie is a degree-qualified early childhood teacher with over 10 years in adult education. She enjoys the variety of her role and planning family adventures.

Lisa

Lisa is an experienced early childhood teacher who balances teaching and training roles. At home, she's happiest spending time with her family and their beloved pets.

Candace

Candace is a qualified primary teacher with nearly 10 years' classroom experience. She enjoys helping students succeed and relaxing at the beach with family and friends.

Aliesha

Aliesha has over 20 years' experience in education and loves supporting ITAC students and staff. Outside work, she enjoys camping trips and time with her grandchildren.

Tahlia

Tahlia is an experienced Early Childhood Educator with over 13 years’ experience in the industry. Tahlia loves to be outdoors exploring with her family.

Louise

Louise has many years of experience in WA schools and has lectured at TAFE and private providers. Louise enjoys nature, reading and spending time with her cat, Jasper.

Carolyn

Carolyn is a degree-qualified teacher who and university lecturer. She enjoys helping future educators and cheering on her son at swim meets.

Catherine

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!

Natasha

Natasha is an experienced educator with more than 10 years’ experience. She is especially passionate about Bush Kinder and enjoys running with her dog.

Krystal

Krystal has over 23 years of experience in childcare and a strong passion for educating. In her spare time, she enjoys shopping and spending quality time with her family.

Kylie S

Kylie has nearly 12 years' experience supporting primary students, especially in literacy. She loves helping others achieve their goals and sharing the joy of reading.

Amy

Amy holds an early childhood degree and has over 20 years’ experience in the sector, including as a director. She enjoys live music and meaningful conversations.

Joy

Joy is an experienced primary and specialist education teacher. She loves reading, travel, and discovering amazing food along the way.

Margie

Margie is a secondary teacher experienced in special education and vocational training. She loves exploring Queensland’s countryside and beaches.

Why Students Choose ITAC

Study Modes

Structured, supported & flexible options for mature learners.

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Module-Based Learning

Structured Modules

Study related content together through a clearer, more efficient course structure.

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Work Placement

Trainer visits and tailored support during your school or childcare placement.

Learn More

Support Programs

Experience our range of innovative programs at ITAC, enhancing your educational journey towards success.

JobAssist

Only at ITAC, JobAssist connects students with 1000s of employers around Australia – helping students to land their dream job in a local school. Free for all ITAC students.

MumED

This program provides tailored support for mothers balancing educational commitments with family life, such as by offering flexible schedules and support.

Academic Engagement

Designed to support consistent learning towards academic goals, this program offers regular one-on-one contact with experienced staff and other services.

EnablePath

Aimed at creating an inclusive environment, this program offers customized learning plans, specialist staff, and one-on-one support for students with disabilities.

Dandjoo Support

Targeted for Indigenous students, this program offers culturally sensitive support, mentorship, and resources to help students navigate their academic journey.

Flexible Learning

Fit Study Around Your Schedule

Build a study routine around work, family and other commitments, without fixed class times or due dates.

Online Course Access

Access all webinars, assessments and course resources online whenever you are ready to study.

Support When Needed

Experienced local trainers to help with course content, assessments, placement and study planning.

CHC50125 Diploma of Early Childhood Education and Care

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