The decision to enrol into your CHC50125 Diploma of Early Childhood Education and Care can be a hard one and many are faced with having to redo the Certificate III in Early Childhood Education and Care all over again to then commence the Diploma. On the 5th of September 2025, several changes were made and a new version of the Diploma Early Childhood Education and Care CHC50125 was released. This diploma not only broadens the entry requirements but also saw the introduction of a “skill set“ unit. This skill set is called CHCSS00147 Entry to Diploma of Early Childhood Education and Care.
KKTC CEO Sam Hendry said “Our team is excited that this will open up the diploma to so many more qualified educators, and professionals who have been in the ECEC sector and have so much to offer. It is important that we keep them motivated for their own learning and sharing their knowledge”.
The new skills set will cover:
- CHCECE037 Support children to connect with the natural environment
- CHCECE038 Observe children to inform practice
- CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander Peoples’ cultures
As Early Childhood Educators, our study and practice are guided by both the CHC Community Services Training Package units and the Early Years Learning Framework (EYLF). These two frameworks work together: the units provide the professional skills and knowledge required, while the EYLF gives us a vision for children’s learning and development.
Let’s explore how CHCECE037, CHCECE038, and CHCECE054 connect to the EYLF principles, practices, and outcomes—and how they support each other in everyday practice.
CHCECE037 – Support children to connect with the natural environment
This unit focuses on creating opportunities for children to engage with, respect, and learn from the natural world. It links directly to:
- EYLF Principle: Sustainability – fostering respect for the environment and building children’s sense of responsibility.
- EYLF Practices: Learning environments & Intentional teaching – creating outdoor play spaces and experiences that encourage curiosity, problem-solving, and care for living things.
- EYLF Outcomes:
- Outcome 2: Children are connected with and contribute to their world.
- Outcome 4: Children are confident and involved learners.
CHCECE038 – Observe children to inform practice
Observation is at the heart of quality education and care. This unit equips educators with the skills to watch, listen, and document children’s play and interactions to guide learning.
- EYLF Principle: Ongoing learning and reflective practice – observations help educators reflect and plan meaningful learning.
- EYLF Practices: Assessment for learning & Responsiveness to children – using observations to understand children’s strengths, needs, and interests.
- EYLF Outcomes:
- Outcome 1: Children have a strong sense of identity.
- Outcome 5: Children are effective communicators.
CHCECE054 – Encourage understanding of Aboriginal and/or Torres Strait Islander Peoples’ cultures
This unit builds cultural competence and supports educators in embedding Aboriginal and Torres Strait Islander perspectives into everyday practice.
- EYLF Principle: Respect for diversity – valuing different ways of knowing, being, and doing.
- EYLF Practices: Cultural competence & Partnerships with families and communities – ensuring inclusive, respectful approaches to teaching.
- EYLF Outcomes:
- Outcome 2: Children are connected with and contribute to their world.
- Outcome 3: Children have a strong sense of wellbeing (through belonging, identity, and cultural pride).
While each unit has its own focus, together they build a holistic approach to practice
When observing children (CHCECE038), Educators may notice their curiosity about insects, plants, or the weather—this links directly to providing opportunities through CHCECE037 to connect with the natural world.
Through observation, Educators may also see ways to respectfully embed Aboriginal and Torres Strait Islander perspectives (CHCECE054) into learning environments, such as through storytelling, natural materials, or land-based activities.
Encouraging sustainability and cultural awareness (CHCECE037 & CHCECE054) becomes far more meaningful when Educators use their observation skills (CHCECE038) to tailor experiences to children’s interests and learning styles.
In this way, the three units overlap to support children’s sense of identity, belonging, wellbeing, and connection to the world—all central goals of the EYLF.
Why these units matter?
When we connect our learning in these units to the EYLF, we deepen our practice. The EYLF ensures that the skills we gain in our training are always centred on what matters most: children’s learning, development, and wellbeing.
By engaging with nature, observation, and cultural competence, educators build strong foundations for delivering meaningful, respectful, and holistic education and care.
What this means for People and Culture, HR, and Centre Managers
This change will support your current educators to upgrade to the CHC50125 Diploma of Early Childhood Education and Care without the need to redo the Certificate III in Early Childhood Education and Care. By doing this, your educator — once enrolled in the Diploma — will be considered “actively working towards” their qualification and counted in your Diploma ratio for staffing, easing the pressure of rostering.
Encouraging educators who have been working for many years to upgrade means that their skills and knowledge are not lost. They may now take on further leadership roles in your service, giving them the ability to mentor the next generation of educators while also being a team leader. They may also use the Diploma as a pathway into a university degree.
If you are in recruitment and actively looking for Diploma-qualified educators or people to commence their Diploma study, this change will give you access to more applicants who can now apply for positions and enrol in the course. Another advantage is that educators will no longer need to rely on RPL to redo their Certificate III, which often brings unnecessary cost and workload.
What this means for an educator who would like to complete their CHC50125 Diploma of Early Childhood Education and Care
This change means that you now have the opportunity to complete your Diploma without having to redo the Certificate III you achieved many years ago. This will mean lower costs, as you will not have to pay for a qualification you already hold, and it also recognises the time and skills you bring as a qualified educator.
Educators who would like to complete their Diploma should contact KKTC on 1300 048 133 or speak with the KKTC trainer who comes to your service. To help your application and ensure that you meet the eligibility requirements, you will need to provide:
- Verifiable evidence of your work history in regulated education and care in Australia over the last 5 years
- Copies of your previous Australian qualifications
If you are not able to provide the evidence of employment mentioned above then this skill set is your perfect pathway!
