CHC50125 Diploma of Early Childhood Education and Care
Lead and Manage Educator Teams
Graduate in 6 Months
Trusted by 30,000+ Students
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CHC50125 Diploma of Early Childhood Education and Care
The CHC50125 Diploma of Early Childhood Education and Care is the nationally recognised qualification for advancing your career in early learning. This course prepares you for leadership roles in childcare centres, kindergartens, and family day care by building skills in curriculum planning, staff supervision, regulation compliance, and team leadership. Study online at your own pace, supported by experienced trainers across Australia.
The course includes a 280-hour placement in a registered early childhood service. You’ll work with babies, toddlers, and preschoolers—leading daily programs, mentoring junior staff, and ensuring quality practice aligned with national standards. Most students complete the Diploma in just 6 months, with flexibility up to 18 months if needed.
You’ll gain practical skills aligned with leadership responsibilities, including:
Designing and evaluating curriculum aligned to learning frameworks
Leading educator teams and mentoring staff
Managing compliance with national regulations
Partnering with families and communities
Embedding inclusive and sustainable practices
Using child development data to drive program quality
These competencies are directly aligned with the Early Years Learning Framework (EYLF), industry expectations, and regulatory requirements, ensuring your professional readiness as a senior early childhood educator.
Complete Your Diploma Faster
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.
CHC50125 Diploma of Early Childhood Education and Care
Qualification:
CHC50125 Diploma of Early Childhood Education and Care
Accreditation:
Nationally Recognised
Availability:
Western Australia, Victoria, NSW, SA
Duration:
6 months standard (600 hours); commonly faster for students with prior study, childcare, parenting or related experience
Enrolment:
Flexible, 12-month enrolment window to accommodate life events
Content:
Leadership, curriculum planning, managing compliance, guiding staff, ensuring quality practice, and building partnerships with families
Placement:
280 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]
$4000; Interest-free payment plans; eligible for Centrelink student payments; obligation-free 7-day evaluation period; all materials included [See Fees tab]
It’s the nationally recognised qualification for senior roles in childcare, kindergartens, preschools, and family day care. It prepares you to lead programs, supervise staff, and manage compliance in early learning settings.
Most students finish in about 6 months. The course is self-paced with up to 18 months allowed. Prior childcare or parenting experience may shorten completion time.
You’ll complete a 280-hour placement in a registered early childhood service, working across age groups and demonstrating skills in leadership, programming, and team collaboration. Your trainer supports you throughout.
No. The course uses practical, job-relevant assessments such as short answers, video tasks, planning projects, portfolios, and on-site observations. All content directly applies to real workplace scenarios.
Yes. This course is designed for busy adults. Many students study while working or parenting. Paid childcare hours may count toward placement if they meet unit requirements.
Graduates typically become Lead Educators, Room Leaders, Educational Leaders, Centre Directors, or Family Day Care Coordinators. This qualification meets regulatory requirements for leadership positions under the National Quality Framework.
You’ll receive:
Personalised support from local trainers
Weekly webinars and help sessions
Placement documentation guidance
Access to our JobAssist employment support program
24/7 access to online learning materials
Yes. The Diploma is approved for Youth Allowance, Austudy, and Abstudy. Contact Centrelink directly to confirm eligibility.
Fast-tracked study with no duplication
Local trainer support in all major regions
Practical, assessment-focused learning
Trusted by 10,000+ students nationwide
High employment outcomes in early childhood settings
Units of Competency for the CHC50125 Diploma of Early Childhood Education and Care
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.
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 gather and analyse information about children’s learning to inform practice.
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, 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 plan, implement and evaluate curriculum over a period of time to foster children’s learning and 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, 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 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.
Fees & Payments
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
Entry to this qualification is open to individuals who hold:
CHC30121 Certificate III in Early Childhood Education and Care OR
CHC30113 Certificate III in Early Childhood Education and Care OR
An Australian diploma in Early Childhood Education and Care OR
An Australian diploma or certificate III in Children’s Services AND EITHER:
Hold the CHCSS00147 Entry into Diploma of Early Childhood Education and Care OR
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.
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.
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.
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 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 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 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 is an experienced Early Childhood Educator with over 13 years’ experience in the industry. She is extremely passionate about Early Childhood Education. Tahlia loves to be outdoors exploring with her family.
I have a long history in education and I’m passionate about helping people build confidence and succeed in their learning. I’m WA-born and spent six years living in the Northern Territory, which shaped my love of community and nature. Outside of work, I enjoy spending time with my two grown children, reading, and being outdoors, along with my rescue cat, Jasper.
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!
I have worked in the early years industry for more than 10 years and have a passion in particular for Bush Kinder and the outdoor classroom. On the weekends you can find me and my family taking our dog out for adventures and I love running (but am not very fast!).
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 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 is a university-qualified Early Childhood Teacher with over 20 years of experience, including nine years as a Long Day Care Centre Director. Amy is passionate about the Early Childhood Education and care sector and supporting new graduates to deliver high-quality care and education. She enjoys seeing live music and having meaningful conversations with others.
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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