Postgraduate Diploma in Childhood Education
Develop advanced early childhood teaching through critical reflection on curriculum, inclusion and child development.
About the course
Develop advanced early childhood teaching through critical reflection on curriculum, inclusion and child development. You will assess existing practice and design a focused improvement grounded in children’s learning evidence.
What you'll learn
Critically evaluate an early-years curriculum approach.
Design inclusive learning experiences for a defined age group.
Interpret observation evidence without labelling children.
Evaluate family participation and child-protection arrangements.
Report a practice improvement using suitable evidence.
Requirements
Entry requires a relevant bachelor’s degree or an assessed equivalent. English Language is required. BMIT assesses any professional registration, prior practice or supervised-placement requirement specific to this postgraduate diploma.
African Kalanga is a compulsory graduation subject in every year of this programme. BMIT confirms the approved entry route, any recognition of prior learning and access to required practical facilities before enrolment.
Course Content
The complete subject sequence below moves from foundations to specialist application. Levels show learning progression. Practical work and the final project draw together the subjects studied.
2 learning levels 16 subjects
Select a subject to read its learning outcomes, main topics, practical task and assessment.
Level 1: Foundations
Africa Indigenous Language: African Kalanga 101Compulsory graduation subject · Year 1
Develop African Kalanga through foundations for education, training and development. Practise with authentic tasks, feedback and reflection across the programme year.
Learning outcomes
- Use African Kalanga accurately for Year 1 study and practice.
- Explain language choices to the intended audience.
- Revise your work using speaker and facilitator feedback.
Main topics
- Pronunciation
- Everyday vocabulary
- Listening
- Reading and respectful introductions
Practical task
Record a short introduction and explain its meaning to a peer.
Assessment
Submit the practical work, a brief reflection and evidence of language review. Assessment checks meaning, audience fit and improvement after feedback.
Entrepreneurship, Creativity and Innovation 101Compulsory core module · Level 1
Identify a real need, study the people affected and develop a responsible idea for a product, service or process. Apply critical analysis and relevant research to a specialist setting. Apply this learning to Postgraduate Diploma in Childhood Education through an authentic brief and feedback from an appropriate audience.
Learning outcomes
- Investigate a defined opportunity and explain the evidence behind it.
- Develop and refine a creative response that fits the people and setting.
- Evaluate feasibility, ethical implications and the quality of the result.
Main topics
- Opportunity recognition
- Creative problem framing
- Community and user research
- Ethics and inclusion
- Idea generation and selection
Practical task
Investigate a need related to Postgraduate Diploma in Childhood Education. Interview or observe intended users with consent, compare possible responses and present one justified concept.
Assessment
Submit an opportunity brief, research notes, a concept sketch and a reflection on feedback. Support your decisions with current research and a critical account of limitations. Assessment considers the quality of the evidence, the response to feedback, feasibility and your individual explanation.
African History and Pan Africanism 101Compulsory core module · Level 1
Study African history through oral, written and archaeological evidence. Examine the diversity of African societies, knowledge and exchange, then trace the emergence of Pan African ideas about identity, solidarity and self-determination.
Learning outcomes
- Place selected African societies and events within a supported historical timeline.
- Compare historical sources and identify perspective, evidence and uncertainty.
- Explain the foundations of Pan Africanism and the contributions of Africans and the diaspora.
Main topics
- Historical inquiry, chronology, oral traditions and source evaluation
- African civilisations, states, trade, livelihoods and knowledge systems
- Southern African history, including Mapungubgwe and Great Zimbabwe
- Slavery, the African diaspora and changing ideas about identity
- Origins of Pan Africanism, solidarity, self-determination and cultural expression
Practical task
Create an annotated timeline or digital learning poster on a selected African society or historical development. Compare at least two credible sources and explain one connection with your field of study.
Assessment
Submit the timeline or poster, an annotated source list and a short explanation of the evidence. Assessment considers chronology, historical accuracy, source judgement and the clarity of your interpretation.
Learning resources
Child Development
Examine development across early and middle childhood in context. You will examine physical development, language development, social relationships. Prepare an observation framework and developmental support activity.
Learning outcomes
- Explain physical development in a relevant case.
- Analyse the relationship between language development and social relationships.
- Produce a reasoned response addressing emotional regulation, play and family context.
Main topics
- Physical development
- Language development
- Social relationships
- Emotional regulation
- Play
- Family context
Practical task
Prepare an observation framework and developmental support activity.
Assessment
Submit the practical output with supporting evidence and an individual written or oral explanation. Assessment considers subject knowledge, accuracy, reasoning and the quality of the completed work.
Play-Based Early Learning
Organise purposeful play around children's developmental needs. You will examine play environments, exploration, language in play. Create a play-based learning area and observation record.
Learning outcomes
- Explain play environments in a relevant case.
- Analyse the relationship between exploration and language in play.
- Produce a reasoned response addressing early numeracy, social interaction and observation.
Main topics
- Play environments
- Exploration
- Language in play
- Early numeracy
- Social interaction
- Observation
Practical task
Create a play-based learning area and observation record.
Assessment
Submit the practical output with supporting evidence and an individual written or oral explanation. Assessment considers subject knowledge, accuracy, reasoning and the quality of the completed work.
Emergent Literacy
Support reading and writing foundations through language-rich learning. You will examine oral storytelling, print awareness, listening. Create a story sequence using TjiKalanga or another home language alongside English.
Learning outcomes
- Explain oral storytelling in a relevant case.
- Analyse the relationship between print awareness and listening.
- Produce a reasoned response addressing sound awareness, early writing and home literacy.
Main topics
- Oral storytelling
- Print awareness
- Listening
- Sound awareness
- Early writing
- Home literacy
Practical task
Create a story sequence using TjiKalanga or another home language alongside English.
Assessment
Submit the practical output with supporting evidence and an individual written or oral explanation. Assessment considers subject knowledge, accuracy, reasoning and the quality of the completed work.
Early Mathematical Learning
Develop early mathematical ideas through everyday situations. You will examine counting, comparison, sorting. Prepare guided early-mathematics activities with observation prompts.
Learning outcomes
- Explain counting in a relevant case.
- Analyse the relationship between comparison and sorting.
- Produce a reasoned response addressing pattern, shape and spatial language.
Main topics
- Counting
- Comparison
- Sorting
- Pattern
- Shape
- Spatial language
Practical task
Prepare guided early-mathematics activities with observation prompts.
Assessment
Submit the practical output with supporting evidence and an individual written or oral explanation. Assessment considers subject knowledge, accuracy, reasoning and the quality of the completed work.
Inclusive Practice in Early Childhood
Develop early identification, accessible play and family support. Use the foundation principles in more demanding teaching cases and evaluate the resulting learner evidence.
Learning outcomes
- Explain learning barriers in a relevant case.
- Analyse the relationship between universal design and differentiation.
- Produce a reasoned response addressing assistive resources, referral and family collaboration.
Main topics
- Early identification
- Accessible play and family support
- Assistive resources
- Referral
- Family collaboration
Practical task
Plan, teach and evaluate a supervised activity focused on early identification, accessible play and family support.
Assessment
Submit the practical output with supporting evidence and an individual written or oral explanation. Assessment considers subject knowledge, accuracy, reasoning and the quality of the completed work.
Observation and Assessment in Early Childhood
Develop play observation, learning records and developmental feedback. Use the foundation principles in more demanding teaching cases and evaluate the resulting learner evidence.
Learning outcomes
- Explain assessment purpose in a relevant case.
- Analyse the relationship between task design and marking criteria.
- Produce a reasoned response addressing feedback, moderation and use of results.
Main topics
- Play observation
- Learning records and developmental feedback
- Feedback
- Moderation
- Use of results
Practical task
Plan, teach and evaluate a supervised activity focused on play observation, learning records and developmental feedback.
Assessment
Submit the practical output with supporting evidence and an individual written or oral explanation. Assessment considers subject knowledge, accuracy, reasoning and the quality of the completed work.
Families and Early Childhood Communities
Build respectful relationships between learning settings and families. You will examine family diversity, home languages, communication. Develop a family engagement and school-transition plan.
Learning outcomes
- Explain family diversity in a relevant case.
- Analyse the relationship between home languages and communication.
- Produce a reasoned response addressing participation, community resources and transition to school.
Main topics
- Family diversity
- Home languages
- Communication
- Participation
- Community resources
- Transition to school
Practical task
Develop a family engagement and school-transition plan.
Assessment
Submit the practical output with supporting evidence and an individual written or oral explanation. Assessment considers subject knowledge, accuracy, reasoning and the quality of the completed work.
Early Childhood Centre Management
Coordinate a centre's learning, staffing and administrative work. You will examine centre planning, staff roles, resources. Prepare a centre operating plan and improvement priorities.
Learning outcomes
- Explain centre planning in a relevant case.
- Analyse the relationship between staff roles and resources.
- Produce a reasoned response addressing records, family services and quality review.
Main topics
- Centre planning
- Staff roles
- Resources
- Records
- Family services
- Quality review
Practical task
Prepare a centre operating plan and improvement priorities.
Assessment
Submit the practical output with supporting evidence and an individual written or oral explanation. Assessment considers subject knowledge, accuracy, reasoning and the quality of the completed work.
Level 2: Core subjects
Entrepreneurship, Creativity and Innovation 201Compulsory core module · Level 2
Turn a promising idea into a testable proposal using evidence, creative methods and basic resource planning. Apply critical analysis and relevant research to a specialist setting. Apply this learning to Postgraduate Diploma in Childhood Education through an authentic brief and feedback from an appropriate audience.
Learning outcomes
- Investigate a defined opportunity and explain the evidence behind it.
- Develop and refine a creative response that fits the people and setting.
- Evaluate feasibility, ethical implications and the quality of the result.
Main topics
- Co-design and prototyping
- Value proposition
- Feasibility and costs
- Risk and responsible practice
- Testing and iteration
Practical task
Develop a small prototype or service model for a Postgraduate Diploma in Childhood Education problem. Test it with relevant users, record feedback and revise the proposal.
Assessment
Submit a prototype, a feasibility note, user feedback and a record of revisions. Support your decisions with current research and a critical account of limitations. Assessment considers the quality of the evidence, the response to feedback, feasibility and your individual explanation.
African History and Pan Africanism 201Compulsory core module · Level 2
Examine colonial change, resistance and liberation across Africa, with attention to Zimbabwe and South Africa. Compare Pan African movements, organisations and debates, including contributions from women, workers and diaspora communities.
Learning outcomes
- Analyse the effects of colonial rule on land, labour, institutions and social relations.
- Compare liberation movements and Pan African arguments using contextual evidence.
- Explain how different groups shaped independence, solidarity and debates about freedom.
Main topics
- Colonial rule, land, labour, education and forms of resistance
- Nationalism, liberation and the end of colonial rule and apartheid
- Pan African congresses, organisations and contrasting interpretations
- Women, labour movements and diaspora participation
- The Organisation of African Unity and debates about unity, sovereignty and development
Practical task
Develop a comparative case study of a liberation issue or Pan African debate relevant to Southern Africa. Use a historical document alongside a scholarly account and explain differences in purpose and interpretation.
Assessment
Submit the case study, a source comparison and a reflection on your conclusions. Assessment considers context, evidence, recognition of different perspectives and the quality of your argument.
Learning resources
Research Methods and Evidence Analysis
Plan an enquiry suited to a specific social or organisational question. You will compare qualitative and quantitative approaches, prepare ethical data collection and assess evidence quality. The module connects research questions to sampling, analysis and clear reporting of uncertainty and limitations.
Learning outcomes
- Formulate a research question
- Select a defensible research design
- Prepare an ethical data collection plan
Main topics
- Research questions
- Literature review
- Design choices
- Sampling
- Ethics
- Data analysis
Practical task
Submit a research proposal, instruments and a worked analysis of a pilot dataset.
Assessment
Assessment combines applied exercises, a documented case or practical portfolio and an individual written or oral explanation. Judgement considers technical accuracy, reasoning, evidence quality and the feasibility of recommendations.
Classroom Action Research
Investigate a teaching problem through an ethical enquiry cycle. You will examine problem identification, evidence review, action planning. Conduct an approved classroom enquiry using anonymised evidence.
Learning outcomes
- Explain problem identification in a relevant case.
- Analyse the relationship between evidence review and action planning.
- Produce a reasoned response addressing classroom evidence, evaluation and revision.
Main topics
- Problem identification
- Evidence review
- Action planning
- Classroom evidence
- Evaluation
- Revision
Practical task
Conduct an approved classroom enquiry using anonymised evidence.
Assessment
Submit the practical output with supporting evidence and an individual written or oral explanation. Assessment considers subject knowledge, accuracy, reasoning and the quality of the completed work.
Teaching Practice III: Professional Integration
Integrate planning, teaching and assessment in an approved placement. You will examine independent planning, supervised delivery, learner support. Complete supervised teaching and defend a professional portfolio.
Learning outcomes
- Explain independent planning in a relevant case.
- Analyse the relationship between supervised delivery and learner support.
- Produce a reasoned response addressing professional collaboration, evidence of learning and development planning.
Main topics
- Independent planning
- Supervised delivery
- Learner support
- Professional collaboration
- Evidence of learning
- Development planning
Practical task
Complete supervised teaching and defend a professional portfolio.
Assessment
Submit the practical output with supporting evidence and an individual written or oral explanation. Assessment considers subject knowledge, accuracy, reasoning and the quality of the completed work.
Practical Learning
Authentic e-learning at BMIT
BMIT uses Authentic E-Learning to connect your studies with practical problems in your field. You use digital resources to investigate a realistic brief, make decisions and produce work for a defined purpose and audience. Your qualification's activities below put this approach into practice.
How you will learn
The approach draws on nine elements of authentic learning:
- Realistic contexts: Work with situations relevant to your profession or community.
- Purposeful tasks: Investigate a substantial problem with more than one possible solution.
- Expert examples: Examine demonstrations and examples of professional reasoning.
- Different perspectives: Compare sources and consider the needs of different people.
- Collaboration: Share ideas and review work with peers, while showing your own contribution.
- Reflection: Record what worked, what changed and what needs improvement.
- Explanation: Present your reasoning and support your decisions with evidence.
- Guidance: Use tutor feedback and structured support as you develop independence.
- Authentic assessment: Demonstrate learning through the task and its practical outcome.
From a brief to a practical outcome
Start by identifying the problem, intended audience and assessment criteria. Investigate relevant evidence, plan your response and develop an initial solution. Use discussion and feedback to test your ideas, then revise your work and explain your choices.
Digital tools support research, collaboration, simulation and the presentation of evidence. Your output depends on the module. Examples include a business proposal, technical design, tested program, investigation report or community resource. Keep drafts, calculations, test results and reflections to show how your work developed.
The module brief sets the required tasks, individual and group responsibilities, submission format and assessment criteria. The practical activities and supervision requirements for this qualification are set out below.
Research informing this approach
- Herrington, J. Authentic Learning: nine elements of authentic learning.
- Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. EDUCAUSE Learning Initiative.
- Parker, J., Maor, D. and Herrington, J. (2013). Authentic online learning: Aligning learner needs, pedagogy and technology. Issues in Educational Research, 23(2), 227–241.
Use guided online cases, realistic briefs and feedback to develop practical work. Any workplace or community activity requires suitable supervision and permission.
What you will practise
- Inclusive Practice in Early Childhood: Plan, teach and evaluate a supervised activity focused on early identification, accessible play and family support.
- Classroom Action Research: Conduct an approved classroom enquiry using anonymised evidence.
- Child Development: Prepare an observation framework and developmental support activity.
Applied project
Complete a proposed improvement enquiry within an approved early-years setting. Document the teaching problem, planned change, consent arrangements, observations and reflective conclusions.
Evidence and feedback
- Critical curriculum and practice reviews.
- A revised learning sequence with observation tools.
- An applied professional enquiry and presentation.
Assessment considers the practical work you submit, the evidence behind your decisions and how you respond to feedback.
African History and Pan Africanism practical learning
- African History and Pan Africanism 101: Create an annotated timeline or digital learning poster on a selected African society or historical development. Compare at least two credible sources and explain one connection with your field of study.
- African History and Pan Africanism 201: Develop a comparative case study of a liberation issue or Pan African debate relevant to Southern Africa. Use a historical document alongside a scholarly account and explain differences in purpose and interpretation.
Career Prospects
These examples show work across this qualification pathway, from support roles to specialist and management posts. Your entry point depends on your study, experience and employer requirements. Regulated roles require separate recognition or registration.
Top Career Paths and Job Titles
- Early learning assistant: Supports play-based activities and observes children's learning.
- Early childhood educator: Plans learning experiences and works with families and colleagues.
- Early learning programme lead: Reviews curriculum, inclusion and quality across an early years setting.
- Family support practitioner: Works with carers and educators to support early learning routines.
- Early years centre manager: Leads staffing, safeguarding and curriculum quality in an early learning setting.
Growth and Leadership Trajectory
- Starting practice: After meeting entry and any registration requirements, begin with the work represented by Early learning assistant. Build supervised experience and keep a record of reliable work.
- Specialist progression: Relevant study and evidence from more complex projects support a move towards Early childhood educator or Early learning programme lead.
- Leadership: With substantial experience, a role such as Early years centre manager adds responsibility for people, quality, budgets or service decisions.
Further Education to Boost Prospects
- Next study step: A relevant master’s degree in early childhood education is a possible next step. Research preparation or bridging study may be required.
Professional Certifications and Registrations
- SACE: Teaching in South Africa requires educator registration. SACE checks the specific teaching qualification and registration category. Check official requirements.
Potential Government and Industrial Employers
- Entrepreneurship and Small Business Management: Start or manage a small venture related to this field. Regulated work still requires the relevant professional registration or licence.
- Private and commercial organisations: Early learning centres.
- Specialist employers: Private schools and education providers.
- Research and community organisations: Education NGOs.
- Government departments and public bodies: Education departments and public ECD programmes.