SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Promote healthy development in ECD programmes 
SAQA US ID UNIT STANDARD TITLE
13854  Promote healthy development in ECD programmes 
ORIGINATOR
SGB Early Childhood Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Early Childhood Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
7397  Facilitating Healthy Development  Level 5  Level TBA: Pre-2009 was L5  12  Complete 

PURPOSE OF THE UNIT STANDARD 
This is a core unit standard of the Higher Certificate in ECD and the National Diploma in ECD at Level 5.

The learners are able to demonstrate the ability to implement comprehensive safety and health policies in a holistic, inclusive and developmentally appropriate way in association with families and the wider community. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The applied competence outlined in Facilitate Healthy Development in ECD Programmes at Level 4. 

UNIT STANDARD RANGE 
This unit standard is suitable for practitioners working with children between birth and 9 years and their families in all types of settings. Practitioners are required to demonstrate applied competence in one of the following developmental phases/ settings:

? 0 - 3 years (group or informal or family setting)
? 2 - 6 years (group or informal or family setting)
? 5 - 9 years (group or informal setting)


At this level, practitioners demonstrate the ability to:

o Prepare a detailed and comprehensive health and safety policies adapted to the specific setting and age group based on a thorough understanding of the health and safety needs of children from 0 - 9 years in different settings,

o Plan and implement developmentally-appropriate activities that help children understand and explore health and safety issues;

o Establish partnerships with families, community members and other organisations to promote the safety and healthy development of children, including those with special needs;

o Identify the implications for practice of relevant theories and research findings relating to children's learning and healthy development,

o Plan and provide specific activities and use appropriate strategies to support the learning and development of children with special needs;

o Plan and implement a range of strategies for facilitating the social and emotional development of children according to their individual needs.


The following contextual information relates to this unit standard:

o This unit standard focuses specifically on the competence required to protect children's safety and support the good health and nutrition of children between the ages of 0 and 9 years in an ECD learning site. It does not provide credits in specific areas of health care, such as First Aid (although it includes basic first aid requirements). Separate unit standards are or will be available in areas of health care that could be credited towards a Level 4 ECD qualification as electives.

o Safety refers to the children enrolled in the ECD programme and the adults (and older children) who are responsible for the care of the children or for assisting with, or contributing to, the programme in any way (e.g. family members assisting with outings, visitors, health practitioners).


o Children with barriers to learning and other special needs include children with all types of disabilities, children with special talents, and those coping with abuse, stressful home situations and/or communal crime and violence. The focus of this unit standard is on the identification and active support of children with special needs who are included in the ECD programme. For practitioners working with children with specific disabilities other qualifications may be more relevant. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Promote the safety of children and adults. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. A detailed written safety policy that complies with legal requirements is appropriately adapted to the setting in its community context and to the age of the children, and is implemented as planned. 

ASSESSMENT CRITERION 2 
2. Local environmental safety hazards are recognised, and where possible procedures are in place to protect children and adults. 

ASSESSMENT CRITERION 3 
3. Families and communities are encouraged to participate actively in ensuring the safety of children. 

ASSESSMENT CRITERION 4 
4. Children are helped to understand ways of protecting their own safety in relation to their own capacities. 

SPECIFIC OUTCOME 2 
Promote and advocate good health and nutrition practices. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. A comprehensive written health policy that complies with legal requirements is appropriately adapted to the setting in its community context and to the age of the children, and is implemented as planned. 

ASSESSMENT CRITERION 2 
2. Key child health and nutrition concerns in the local area, including the relationship between poverty and inequality and health, are understood (e.g. endemic diseases such as bilharzia, malaria; asthma, TB, AIDS, hepatitis B, parasites, gastro-enteritis, malnutrition, micro-nutrient deficiencies; water-borne diseases), and appropriate action is taken. 

ASSESSMENT CRITERION 3 
3. The role of family and community members in supporting the healthy development of children is strengthened through health education opportunities planned co-operatively to meet their needs. 

ASSESSMENT CRITERION 4 
4. Critical awareness of, and respect for, alternative medicine, including traditional and cultural beliefs and health practices, which have anecdotally proved to work, is demonstrated. 

ASSESSMENT CRITERION 5 
5. Planned activities appropriate to children's developmental level allow children to explore health issues. 

ASSESSMENT CRITERION 6 
6. A contextual awareness of the socio-economic influences on health and nutrition is demonstrated. 

SPECIFIC OUTCOME 3 
Facilitate the learning and development of children. 
OUTCOME NOTES 
Facilitate the learning and development of children with barriers to learning and other special needs. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. The development of children with all types of barriers to learning and other special needs is understood within the context of child development theory and research, and the implications for working with children across the whole range of special needs are identified. 

ASSESSMENT CRITERION 2 
2. Children with barriers to learning are appropriately supported, and specific activities for their learning are planned and provided. 

ASSESSMENT CRITERION 3 
3. Legal requirements and policies for dealing with abuse, children with AIDS and violence are understood and implemented. 

ASSESSMENT CRITERION 4 
4. The impact on children's well-being and development of socio-economic factors (poverty, unemployment, disempowerment), crime and violence, both communal and domestic, substance abuse and addiction is taken into consideration in helping children develop the life skills to cope with abuse, violence or stressful home situations. 

ASSESSMENT CRITERION 5 
5. Partnerships with health and welfare practitioners, government agencies and specialist agencies are set up with a clear definition and understanding of roles. 

SPECIFIC OUTCOME 4 
Promote each child's emotional and social development. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. A thorough understanding of how children develop socially and emotionally is demonstrated, and the implications for practice (with children 0 - 9 years) are identified. 

ASSESSMENT CRITERION 2 
2. Current theories relating to social and emotional development, including indigenous theories underlying traditional child rearing practices, and their application to practice are critically evaluated. 

ASSESSMENT CRITERION 3 
3. The social and emotional development of individual children is observed and assessed as the basis for planning and implementing strategies for supporting their further development. 

ASSESSMENT CRITERION 4 
4. Children are helped to deal with family disruption (e.g. divorce, separation from key family members), bereavement, and birth of a sibling. 

ASSESSMENT CRITERION 5 
5. Children are helped to develop anti-bias attitudes and values and conflict resolution skills. 

SPECIFIC OUTCOME 5 
Specific strategies are used to help individual children learn. 
OUTCOME NOTES 
Specific strategies are used to help individual children learn to manage their own behaviour. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. The knowledge of each child's personality and developmental level is used to guide interactions with individual children to help them learn to manage their own behaviour. 

ASSESSMENT CRITERION 2 
2. The implications and underlying values of different theories for managing children's behaviours are critically evaluated, and a consistent set of principles for own practice is described. 

ASSESSMENT CRITERION 3 
3. Families are helped to understand the attitudes and values underlying children's rights and relevant protective legislation, and to learn a range of positive strategies for managing children's behaviour. 

ASSESSMENT CRITERION 4 
4. Careful observation and a knowledge of the child's background and recent experiences is used to help identify possible causes of, or contributing factors to, patterns of behaviour which are not consistent with progressive development. 

ASSESSMENT CRITERION 5 
5. Specific strategies are used appropriately for managing different types of disruptive and/or unacceptable behaviour, e.g. conflict resolution skills and cultural resources of respect and honouring. 


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
o Direct observation of performance in a relevant work setting.

o Scrutiny of health and safety records and reports, child observations.

o Oral questioning to determine the practitioner's level of understanding of child development and justification of practices observed.

o Written examination of knowledge required performing competently, especially with regard to health and safety outcomes,

o Portfolio of assignments, relevant case studies, notes that show ability to link theory and practice.

o Moderation: Scrutiny of all relevant written records, portfolio, written work and other evidence; random workplace assessment by an external assessor, including oral interviews. 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
Learners can analyse and explain the following:

o Children's needs within a perspective of holistic human development through the lifespan;

o Relevant theories and research findings relating to the safety and healthy physical, social and emotional development of children aged 0 to 9 years,

o The socio-economic context, like the effects of poverty, class background and inequality, impact on the healthy development of children, and the role of the ECD service in mediating this;

o The elements of a comprehensive safety policy for children and adults in ECD settings: the recording of regular safety checks, the identification and correction of hazards, outings and transportation, emergency plans, including evacuation procedures and first aid, protecting children from health hazards, supervision;

o The elements of a comprehensive health policy for ECD settings: enrolment policy regarding health matters; record keeping, sanitation and hygiene requirements, child health monitoring, care of ill children and outbreaks of infectious diseases, medication policy, food, rest and sleep (if appropriate), staff health policy, and health education policy;

o Relevant health and safety issues and the role of the wider community in ensuring children's health and safety;

o Strategies for the effective inclusion of children across the whole range of special needs;

o Legislation and policies relating to the safety, health and welfare of children aged 0 - 9 years (including child abuse and neglect);

o The national school curriculum, especially with regard to the life orientation learning area;

o A range of strategies for facilitating children's social and emotional development, and for managing disruptive/unacceptable behaviour;

o A range of strategies for challenging all types of discriminatory and biased behaviour, based on relevant theoretical understanding of oppression and cultural worldviews.

Learners demonstrate the following attitudes and values:

o A caring and concerned attitude towards children's health and safety;

o Inclusive anti-bias values and attitudes towards the children, co-workers and families;

o Warmth, trust and respect for children as capable individuals,

o Respect for traditional childbearing practices which are used as a basis for supporting children's holistic healthy development provided that they do not reinforce racial or gender stereotypes or conflict with children's rights, e.g. physical punishment,

o Religious and cultural practices regarding health and diet in the community are respected. 

UNIT STANDARD DEVELOPMENTAL OUTCOME 
1. Reflect on and explore a variety of strategies to learn more effectively;

2. Participate as responsible citizens in the life of local communities around general health and safety issues,

3. Be culturally and aesthetically sensitive across a range of social contexts.

4. Explore education and career options related to work with children.

5. Develop entrepreneurial opportunities in setting up ECD services. 


Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO IDENTIFYING 
Identify and solve a variety of problems showing that responsible decisions using critical thinking have been made in caring for children and facilitating their development. 

UNIT STANDARD CCFO WORKING 
Work effectively with others as a member of a team and a community, especially in helping to create a safe and healthy environment for young children. 

UNIT STANDARD CCFO ORGANISING 
Organise and manage oneself and one's activities responsibly and effectively. 

UNIT STANDARD CCFO COLLECTING 
Collect, analyse, organise and critically evaluate information relating to the community context, children's needs and development. 

UNIT STANDARD CCFO COMMUNICATING 
Communicate effectively (with children and adults) using visual, mathematical and language skills in both oral and written modes. 

UNIT STANDARD CCFO SCIENCE 
Use science and technology effectively and critically, showing responsibility towards the environment and health of others. 

UNIT STANDARD CCFO DEMONSTRATING 
Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. 

REREGISTRATION HISTORY 
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

UNIT STANDARD NOTES 
This unit standard replaces unit standard 7397, "Facilitating Healthy Development", Level 5, 12 credits.

The following general principles need to be taken into account in assessing practitioners on this unit standard:

o All health practices and requirements for cleanliness and safety are appropriate to the setting within its community context, and respect family religious and cultural practices.

o All routines, activities and interactions with children are appropriate to their developmental level and individual needs.

o The inclusive anti-bias approach specifically demonstrated in relation to children's social development is integrated into all aspects of ECD practice.



The unit standard on Promote Healthy Development in ECD Programmes is relevant to the six roles defined in the Norms and Standards for Educators, especially regarding the first role listed below, which are all interpreted through the phase specialist role:

1. Community, citizenship and pastoral role: the practitioner treats the children, their languages cultures and families with respect; works with the family and community to protect the safety and promote the healthy development of children; creates a supportive and empowering learning environment.

2. Leader, administrator and manager: the practitioner manages the learning environment in ways which are democratic and supportive towards children and colleagues; keeps administrative records relating to children's health and physical, social and emotional development.


3. Interpreter and designer of learning programmes and materials: the practitioner adapts the learning programme to include children with special needs; selects and makes or adapts materials and resources; sequences and paces the learning to suit the developmental needs and interests of the children, especially within the life skills area.

4. Learning mediator: the practitioner mediates learning in a manner that is sensitive to the diverse and developmental needs and interests of the learners, including those with barriers to learning; creates a supportive learning environment to enhance learning and development in a holistic way; communicates effectively showing respect for others.


5. Assessor: the practitioner understands different approaches, issues and trends in the assessment of young children, uses of a variety of assessment practices that are appropriate to the preschool phase, maintains efficient records, and reports on children's development in ways that are fair, valid, reliable and constructive.


6. Scholar, researcher and lifelong learner: the practitioner develops skills for reflection and self-evaluation allowing her/him to understand how best to meet the learning and developmental needs of the children; analyses different approaches in ECD practice based on different theoretical perspectives; develops basic research skills in assessing community needs. 

QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
  ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
Core  64649   Higher Certificate: Early Childhood Development  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
Core  64650   National Diploma: Early Childhood Development  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
Elective  80946   National Certificate: Community Development  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
Elective  49710   National Diploma: Development Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 


PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
 
1. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
2. Access Employment Skills & Development Agency 
3. Accreditation & Training Services 
4. Adelaine Training Solutions Pty Ltd 
5. Amogelang Marketing and Training 
6. Arden School of Management 
7. Assessment and Entrepreneurship Centre 
8. ATS Institute 
9. Berry Rose Project Consultants & Service Providers 
10. Boikgantsho Consulting & Events cc 
11. BOITUMELO TRAINING & RESOURCE CENTRE 
12. Bopaditshaba Community Project 
13. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
14. Botho Ubuntu Contract Cleaning (Pty) Ltd 
15. Brainwave Projects 1997 CC 
16. Caversham Education Institute 
17. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
18. Compass Academy of Learning 
19. Continuing Education For Africa 
20. Custoda Trust 
21. D and D Lwazi Renaissance Research and Development Institute 
22. D M Management and Consulting 
23. Directflo 
24. DM Training Consultants 
25. Early Learning Foundation Montessori Teacher Training 
26. Early Learning Resource Unit (ELRU) 
27. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
28. Edu Experts SA 
29. EDU-Bless College 
30. Edu-Build Development 
31. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
32. Elective Training Institute Enterprise CC 
33. Environment and Language Education Trust 
34. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
35. Faranang Business and Training Solutions PTY(LTD) 
36. Faranang Marketing 
37. Fizazad Projects t/a Kajal and Associates 
38. Goldfields FET College 
39. Grassroots Adult Education and Training Trust 
40. GWALA TRAINING SERVICES 
41. Haggai Contractors 
42. Happy Day Training and Development Services 
43. HDPSA 
44. Headspace Consulting (PTY) Ltd 
45. HUGENOTE COLLEGE 
46. Institute of Professional Studies and Services 
47. Isibani Skills Academy 
48. Isibani Soluntu Development Trust 
49. Itireleng Bokamoso Trading Development Services and Associates 
50. Jabulani Training & Development 
51. Josmap Training Institute 
52. Karabo Info Centre and Trading 
53. Katiso-kuno Consulting 
54. Kgaka Kgolo Institute 
55. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
56. Khululeka Community Education Centre 
57. Kimomanzi Training Academy Pty Ltd 
58. KITSO TRAINING AND DEVELOPMENT 
59. Klein Karoo Resource Centre 
60. Leronsa Trading Enterprise 
61. Li Lichule Trading cc 
62. Little Elephant Training Centre For Early Educationt/a LETCEE 
63. Loago Business Consulting 
64. Ma-Usi Education Training and Skills Development 
65. Mapheto Business Enterprises t/a MBE 
66. Marematlou Training Institute 
67. MASAKANE TRUST 
68. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
69. Mass Computer Training And Printers 
70. MATHS CENTRE INCORPORATING SCIENCES 
71. Mbila Consulting Services 
72. Mochochonono Training Solutions cc 
73. Montessori Teacher Training Centre South Africa 
74. Motheo Training Institute Trust 
75. MWG Logistical Services 
76. Networx for Career Development 
77. New Beginnings Training and Development Organisation 
78. Nkqubela Community Developers 
79. NOMAKU TRADERS CC 
80. Northern Cape Urban College: Kimberley Campus 
81. NORTHLINK COLLEGE 
82. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
83. Ntevho-Ketso Training and Recruitement Consultancy cc 
84. Orbit FET College - Rustenburg Campus 
85. Organisation Test 1 
86. Paradise Institution Training and Learning Centre 
87. Petra institute of Development (PTY) Ltd 
88. Pineridge Training Centre 
89. PMA Holding (Pty) Ltd 
90. Pro-Ed Training 
91. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
92. Professional Development and Training Institute (Pty) Ltd 
93. Rampadise Education Training & Development Centre 
94. Renaissance Training Services cc 
95. Retshetse Training Project 
96. Rhodes University 
97. Right 4 u College 
98. SANTS College 
99. Save the Children South Africa 
100. SERITI INSTITUTE 
101. Sirius Training 
102. Sisazi Consulting 
103. Siyahluma Education Institute 
104. South Cape Public FET College - George Campus 
105. Southern African Institute of Learning (SAIL) 
106. Starplex 489 cc 
107. Sustainability Institute Trust 
108. T Mabuya & Associates (Pty) Ltd 
109. Teachers Learning Centre PTY LTD 
110. Tembe Service Providers 
111. Tendazwau Trading 8 
112. Thabelanang t/a Thabelanang Trading Enterprise 
113. Thasha Training and Consulting 
114. The College of Modern Montessori 
115. The Iscariota Group (Pty) Ltd 
116. The Port Elizabeth Early Learning Centre 
117. THINK TWICE 
118. Thobologo Training and Education Group (Pty) Ltd 
119. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
120. Thuto Ya Setshaba Training Services (Pty) Ltd 
121. Thuto-Botshabelo Training and Projects (Pty) Ltd 
122. TLHARIHANI TRAINING CENTRE (PTY) LTD 
123. TMG Quality Services 
124. Tshase Education Group (Pty) Ltd 
125. TSHEPANG EDUCARE TRUST 
126. Tshwane sign language centre and interpreting services 
127. Tshwane South College for (ECD Academy) 
128. Ulwazi Training & Development 
129. Umthombo Wolwazi Training and Constructions 
130. Unathi Training 
131. UNIVERSAL COLLEGE OUTCOMES SA 
132. VH Consulting 
133. Vuselela FET College - Potchefstroom Campus 
134. Waterberg FET College - Central Office 
135. West Coast Public FET College - Central Office 
136. Winston Academy 
137. WonderKids Academy 
138. Wonderkids Montessori Training Centre 
139. World Wide Education Providers(Pty)Ltd 
140. Yellow Media Learning Institute (Pty) Ltd 
141. Yellow Media Publishers (Pty) Ltd 
142. Zisize Educational Trust 



All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.