The Rangi Ruru Certificate in Early Childhood Education and Care, incorporating the
New Zealand Certificate in Nanny Education (Level 5), is a one-year qualification that prepares students for nannying both in New Zealand and overseas.
New Zealand Certificate in Nanny Education (Level 5), is a one-year qualification that prepares students for nannying both in New Zealand and overseas.
The Diploma of Teaching (ECE) is at Level 7 on the NZQA framework and is a three-year qualification for teaching in early childhood centre settings.
Applicants to the Diploma of Teaching (ECE) qualification must also meet the requirements set down by NZ Teachers Council for registration as a teacher in New Zealand in terms of good character and fitness to be a teacher.
The usual period of enrolment for the Diploma of Teaching (ECE) is 3 years and the qualification must be completed within 6 years of the student's initial enrolment.
Students who are accepted for the Diploma of Teaching (ECE) qualification can also enroll in and complete the nanny certificate in their first year, thereby obtaining a dual qualification. Year 1 students enrolled in both qualifications work together in class groups for most of their programme. The teaching students meet different requirements for specific practical placements and for some assessments.
The emphasis in Year 2 of the teaching qualification is on developing skills for working with infants, toddlers and young children in group settings. In Year 3 there is a focus on becoming a reflective educator with strong emphasis on self-directed learning.
The Year 1, 2 and Year 3 programmes cover the following areas of study:
Human Development and Learning enables students to discover through theoretical knowledge and practical experience, how children learn and develop. In Year 3 there is a focus on in-depth study of children’s development with an emphasis on the work of recent researchers and current educational theory.
Curriculum Studies develops students’ knowledge and understanding of the early childhood curriculum, Te Whāriki and its implementation in homes and early childhood centres. In Year 2 of the teaching diploma, students focus on programme planning and the emergent curriculum. Year 3 involves in-depth learning and understanding of assessment for children’s learning.
Learning Experiences incorporates a range of practical workshops emphasising different areas of the curriculum. Through these workshops, students develop an appreciation of arts, sciences, information technology and outdoor environments. Year 1 incorporates practical workshops and theory. Year 2 includes working with children from the Preschool in the Discovery Room at the Teaching House (No 58 Rossall Street). In Year 3 there is an emphasis on research.
Māori Studies and Diversity Studies enables students to explore the values and customs of their own cultural background as well as developing an appreciation of children and families from a range of cultural groups. In Year 2, Diversity Studies addresses in-depth study of inclusive practices for children with special needs and an understanding of partnerships with families/whanau. The Year 3 Diversity Studies strand addresses family diversity and planning appropriate programmes that respect differences in children. Māori Studies focuses on developing students’ competence in Te Reo Māori, and their understanding of Tikanga Māori.
Health & Well-being is a comprehensive strand covering a range of health related aspects essential for the care and well-being of infants, toddlers and young children. Students learn about childhood conditions, maternal health, newborn babies’ needs, safety issues and accident prevention. In Year 2, students focus on safety, protection and support for adults and children in early childhood settings.
Foods Studies is a component of the Year 1 Health strand, which includes aspects of nutrition and hygiene. In weekly practical sessions the students prepare food for a wide range of needs.
Management Studies in Year 1 addresses the development of essential management skills for home settings and early childhood centres. In Year 3, students gain an understanding of centre management and leadership and study features of quality centre environments.
Personal and Professional Development and Studies is a key area of focus in Year 1, emphasising communication, employment related skills and ethical practice. Students begin to develop their philosophy of early childhood education. Year 2 students study historical influences on current early childhood education. Year 3 students interpret and evaluate research papers and demonstrate research skills through undertaking action research in early childhood centres.
Practical Placements
Practical Opportunities in homes and early childhood centres
Throughout the College year, all students experience practical placements in a variety of settings. All Year 1 students have placements in a range of home settings.
Placements in home settings - Year 1 (Nanny and Teaching Programme)
The placements are designed for students to integrate the theory gained in their course with the practical skills essential for nannying and early childhood teaching. The placements are in homes with newborn babies, children with special needs and families with multiple births (eg twins). All placement families have at least two children under school age. One placement is a 'live-in' experience.
The placement families are carefully selected by the College and have an essential role working with our students. Some families have been associated with the College for a number of years. While on home placements, students become fully involved in family life and enjoy a range of opportunities to be a part of the family.
One placement parent comments:“I really appreciate having these wonderful students coming into our home. The exciting activities the children (Luke 3 years, Sian and Cole 18 month) now expect from each new student, the extra set of hands for outings I daren’t attempt on my own, time to catch upon those odd jobs that don’t get done otherwise. Each student has something different to offer and after having eight students here, Luke has never tired of welcoming each with open arms.”
College tutors visit students during each practical placement in home settings. The tutor's role is to provide guidance and support to the student and placement parent.
Diploma of Teaching (ECE) placements
All teaching students are placed in a range of early childhood centres under the guidance of trained associates who provide on-going professional guidance to the student, in collaboration with the student’s College tutor.
Rangi Ruru Early Childhood College tutors provide guidance and support to the student during each placement in early childhood centre settings.
Year 1 teaching students experience 12 weeks on practical placement in both home and centre settings. Placements in early childhood centres commence during the second half of the first year, after the student has completed some placements in home settings.
Year 2 teaching students spend 15 weeks of placement in a range of early childhood centre settings.
Year 3 teaching students spend 15 weeks on placement in a range of early childhood settings.
All teaching students must experience placements in a range of centre settings with infants, toddlers and young children to meet the requirements of the Diploma of Teaching (ECE) and the NZ Teachers Council requirements for provisional teacher registration.