2511 Early Childhood (Pre-primary School) Teachers
2511 Early Childhood (Pre-primary School) Teachers
Design, plan, teach and evaluate educational programs and practices for young children, including following and implementing an approved learning framework in an early childhood setting.
Early Childhood Educators and Room Leaders, preschool directors and Special Education Teachers are excluded from this unit group. Early Childhood Educators and Room Leaders are included in Unit Group 4311 Early Childhood Educators and Room Leaders. Preschool directors are included in Occupation 141231 Children's Education and Care Service Director. Special Education Teachers are included in Occupation 251431 Special Education Teachers.
OSCA skill level
The occupations in this unit group have a skill level corresponding to the qualifications and experience below.
- Skill Level 1: Bachelor Degree, higher qualification, or at least five years of relevant experience
251131 Early Childhood (Pre-primary School) Teacher
Designs, plans, teaches and evaluates educational programs and practices for young children, including following and implementing an approved learning framework in an early childhood setting.
Registration or licensing is required.
Early Childhood Educators and Room Leaders, preschool directors and Special Education Teachers are excluded from this occupation. Early Childhood Educators and Room Leaders are included in Unit Group 4311 Early Childhood Educators and Room Leaders. Preschool directors are included in Occupation 141231 Children's Education and Care Service Director. Special Education Teachers are included in Occupation 251431 Special Education Teacher.
Alternative titles
- Kindergarten (Pre-primary School) Teacher
- Preschool Teacher
Skill level: 1
Main tasks
- Develops and delivers educational programs based on an approved learning framework
- Promotes the safety, health, wellbeing, learning and development of young children
- Provides pedagogical leadership
- Coaches, mentors and supervises staff
- Builds and maintains strong reciprocal relationships with young children and their families
- Complies with service policies and national and/or state-based education legislation
- Works in partnership with families, community members and external agencies to promote the education, care and wellbeing of children
- Maintains records of each child's learning, wellbeing, development, participation and progress, and communicates this with families