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: 

Prepare resources and set up the environment to support the development of babies, toddlers and young children 
SAQA US ID UNIT STANDARD TITLE
244468  Prepare resources and set up the environment to support the development of babies, toddlers and young children 
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 3  NQF Level 03 
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
12838  Create an inclusive anti-bias learning environment in ECD settings  Level 3  NQF Level 03  12  Complete 
7401  Making ECD Learning Resources  Level 2  NQF Level 02  Complete 

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is for people who wish to enter or obtain recognition at an entry level of Early Childhood Development (ECD).

People credited with this Unit Standard are capable of:
  • Identifying activities that support the development of babies, toddlers and young children.
  • Sourcing and select resources.
  • Adapting resources.
  • Setting up the environment.
  • Reflecting on the use and effectiveness of the resources. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in Communication at NQF Level 2 or equivalent. 

    UNIT STANDARD RANGE 
    Practitioners should prepare resources to support activities within a given programme of designed activities. Practitioners will have access to a range of natural and other materials. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify activities to support the development of babies, toddlers and young children. 
    OUTCOME RANGE 
    Within the context of a daily and/or weekly programme. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Activity purposes are identified and are consistent with given frameworks, guidelines and/or plans. 

    ASSESSMENT CRITERION 2 
    Activities identified are appropriate to the given context and support the developmental outcomes. 

    ASSESSMENT CRITERION 3 
    Resources and space needed are identified as per the requirements of the activities. 

    SPECIFIC OUTCOME 2 
    Source and select resources. 
    OUTCOME RANGE 
    Resources could include objects, plants, people, animals, technology, toys, etc. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Resources selected are appropriate for use in planned activities and support their identified purpose. 

    ASSESSMENT CRITERION 2 
    Resources are available, safe, durable, and within the resource limitations of the programme. 

    ASSESSMENT CRITERION 3 
    Resources strike a balance between the familiar and unfamiliar, thus providing consistency and challenge for the children in their life-world experiences. 

    ASSESSMENT CRITERION 4 
    Resources are free from cultural, race and gender bias, and are adaptable for children with special needs. 

    ASSESSMENT CRITERION 5 
    Resources are appropriate to the developmental needs and interests of the children. 

    SPECIFIC OUTCOME 3 
    Adapt resources. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Adaptations are suited to children with special needs. 

    ASSESSMENT CRITERION 2 
    Resources adapted are appropriate for use in planned activities and support the identified purposes. 

    ASSESSMENT CRITERION 3 
    Resources adapted are safe and durable. 

    ASSESSMENT CRITERION 4 
    Adaptations help to strike a balance between the familiar and unfamiliar, thus providing consistency and challenge for the children in their life-world experiences. 

    ASSESSMENT CRITERION 5 
    Adaptations are free from cultural, race and gender bias. 

    ASSESSMENT CRITERION 6 
    Adaptations are appropriate to the developmental needs and interests of the children. 

    SPECIFIC OUTCOME 4 
    Set up the learning environment. 
    OUTCOME RANGE 
    This refers to the initial set up of the indoor and outdoor environment, taking into account the need to re-arrange the environment on a regular basis. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The environment is conducive to sensory and motor exploration, allowing children to apply their knowledge and to make meaning. 

    ASSESSMENT CRITERION 2 
    The environment is organised to maximise available space and to be adaptable to change according to the needs of the children and activities. 

    ASSESSMENT CRITERION 3 
    The environment is set up to cater for storage of resources and individual and group space. 

    ASSESSMENT CRITERION 4 
    The environment is ensured to be safe and healthy, taking into account the particular requirements of the ages and special needs of the children. 

    ASSESSMENT CRITERION 5 
    Materials and physical resources are stored in an organised and accessible manner. 

    SPECIFIC OUTCOME 5 
    Reflect on the use and effectiveness of the resources. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Reflections identify the extent to which the resources support the purpose of the activities. 

    ASSESSMENT CRITERION 2 
    Reflections identify the usefulness, effectiveness and appropriateness of the resources. 

    ASSESSMENT CRITERION 3 
    Reflections identify the usefulness of the resources and suitability of the environment in relation to the whole Early Childhood Development (ECD) service. 

    ASSESSMENT CRITERION 4 
    Ways to improve upon the selections and adaptation are identified and noted for future resourcing. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the relevant accredited ETQA responsible for the quality assurance of this Unit Standard.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the appropriate quality assuring ETQA, or Learning Programme approval with an ETQA that has a Memorandum of Understanding with the quality assuring ETQA.
  • Verification (external moderation) of assessment and moderation by the provider, will be conducted by the relevant quality assuring ETQA according to the moderation guidelines in the relevant Qualification and the agreed ETQA policy and procedures.
  • An individual wishing to be assessed through RPL against this Unit Standard, may apply to an assessment agency or provider institution accredited by the relevant quality assuring ETQA, or by an ETQA that has a formal agreement/accreditation with the relevant quality assuring ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following areas of knowledge are embedded within the Unit Standard, and will be assessed directly via assessment of the specific outcomes in terms of the given assessment criteria:
  • Development of children (0-9).
  • Theories of child development and learning.
  • How the environment impacts on child development.
  • Health and safety considerations.
  • How play aids development. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively through the organisation of own and children's space. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system through the manner in which the preparation and set-up impacts on Early Childhood Development (ECD). 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    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 Standards:
  • 12838, which is "Create an inclusive anti-bias learning environment in ECD settings", Level 3, 12 credits.
  • 12838, which is "Making ECD Learning Resources", Level 2, 8 credits.

    Glossary:
  • Activities: Refer to the active involvement of babies, toddlers and young children with a range of resources, materials and actions that contribute towards their development. This includes routine-based and play-based activities.
  • Babies, toddlers and young children:
    > Babies: Refers to an approximate range of 0-12 months, taking into account individual variations in development.
    > Toddlers: Refers to an approximate range of 12-30 months, taking into account individual variations in development.
    > Young children: Refers to an approximate range of 30 months to 5 years old, taking into account individual variations in development.
  • Developmentally appropriate although it is accepted that there are multiple and contested ways in which the term may be used and understood, at its heart, "developmentally appropriate" is intended to convey the sense that children do develop in recognisable ways, even if at different rates and in line with different models of development. Hence, we may speak of something being developmentally appropriate if it meets the developmental needs of babies, toddlers and young children, supported by justifiable theories will inform the programme.
  • Early Childhood Development (ECD) Service: The care, facilitation, observation, reporting and working with families and others in a variety of settings for the development of babies, toddlers and young children.
  • Early Childhood Development (ECD) Settings: To any place where a child is or children are, including but not limited to Early Childhood Development (ECD) centres, institutions such as prisons and hospitals, and at home.
  • Facilitate: Means the use of a range of activities, all of which combine in various ways to contribute to the holistic development of babies, toddlers and young children.
  • Framework: Guidelines to outline the range of Early Childhood Development (ECD) services, programmes and legal, health and social practices.
  • Inclusion: The inclusion of all children including those with special needs.
  • Programme: Refers to the routines or schedules that spell out the sequence of daily and weekly events. The schedules may be very loose or highly structured depending on context and preference. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  58761   Further Education and Training Certificate: Early Childhood Development  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 
    Elective  66749   National Certificate: Community Development  Level 3  NQF Level 03  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. 3 At Work Recruitment Agency 
    2. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
    3. Access Employment Skills & Development Agency 
    4. Adelaine Training Solutions Pty Ltd 
    5. African Learning & Development Academy (Pty) Ltd (ALDA) 
    6. Amogelang Marketing and Training 
    7. Ariyan and Ariyan Learning Warehouse t/a Southern African Institute of Learning (SAIL) 
    8. Assessment & RPL College (Pty) Ltd 
    9. Avax Training & Development 
    10. Bangwaketse Trading and Projects 
    11. Barcor Learn to Earn cc 
    12. Bella Onke General Trading Pty LTD 
    13. Berry Rose Project Consultants & Service Providers 
    14. Boikgantsho Consulting & Events cc 
    15. Boitjhorisong Resource Centre 
    16. Bopaditshaba Community Project 
    17. Brain Boosters Business Education (PTY) LTD 
    18. Brainwave Projects 1997 CC 
    19. Browers Entertainment 
    20. C Botha Educational Training cc t/a Edu-Experts 
    21. Caversham Education Institute 
    22. Certified Au Pairs (Pty) Ltd 
    23. Changing Lives Community Development Training 
    24. Compass Academy of Learning 
    25. Custoda Trust 
    26. D M Management and Consulting 
    27. DEVELO CC 
    28. Dintshang Trading 
    29. Directflo 
    30. Early Inspiration 
    31. Early Learning Foundation Montessori Teacher Training 
    32. Early Learning Resource Unit (ELRU) 
    33. EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) 
    34. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
    35. Edu P Earl Education For Practitioners in Early Childhood Development (Pty) Ltd 
    36. Edu-Build Development 
    37. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    38. Elective Training Institute Enterprise CC 
    39. Enjo Consultants 
    40. Environment and Language Education Trust 
    41. Eskilz College (Pty) Ltd 
    42. Faranang Marketing 
    43. Fundukuzimela Investments (Pty) Ltd t/a FdZ Investments 
    44. Future Performance Training and Development 
    45. Future-Teacher (Pty) Ltd 
    46. Gauteng Baobab Early Learning Training Programme 
    47. Golang Kulani ELC 
    48. Goldfields FET College 
    49. Grassroots Adult Education and Training Trust 
    50. Greater Soweto Association for Early Childhood Development 
    51. GWALA TRAINING SERVICES 
    52. Happy Day Training and Development Services 
    53. HOPE ACADEMIC AND SKILL CENTRE 
    54. ICM t/a Institute for Career Management 
    55. Igugu Training and Investments 
    56. Ikusasa Lothisha t/a ECD Training Provider 
    57. Institute of Professional Studies and Services 
    58. Isamon Integrated 
    59. Isamon Vocational College of Excellence Pty Ltd 
    60. Isibani Skills Academy 
    61. Isibani Soluntu Development Trust 
    62. Itireleng Bokamoso Training and Development 
    63. J and N Ikwekwezi Yokusa Development Training 
    64. Jabulani Training & Development 
    65. Josmap Training Institute 
    66. Kainav Conservation Global (Pty) Ltd 
    67. Katiso-kuno Consulting 
    68. Keetileafrika Training Institute 
    69. Keletsong Community Training & Resource Centre 
    70. Kgang-Kgolo Consulting 
    71. Khaas Training Academy 
    72. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    73. Khathazeka Ngentuthuko Constractors 
    74. Khululeka Community Education Centre 
    75. Kids Academy 
    76. Kitso Bokamoso Training Solution 
    77. KITSO TRAINING AND DEVELOPMENT 
    78. Klein Karoo Resource Centre 
    79. KWAZULU NATAL EXPERIMENTAL COLLEGE 
    80. Leratham Supply Distribution and Enterprise 
    81. Leronsa Trading Enterprise 
    82. LESEDI EDUCARE ASSOCIATION 
    83. Letlhabile Institute Of Management and Training 
    84. Letlhokoa Management Services CC 
    85. Little Elephant Training Centre For Early Educationt/a LETCEE 
    86. Loago Business Consulting 
    87. Lynne Hobbs cc 
    88. Mahube Skills Development Academy 
    89. Majahd Educational Services Multi-Purpose Primary Co-operative Limited 
    90. Mapheto Business Enterprises t/a MBE 
    91. MASAKANE TRUST 
    92. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    93. MATHS CENTRE INCORPORATING SCIENCES 
    94. MENTORNET (PTY) LTD 
    95. MIDLANDS COMMUNITY COLLEGE 
    96. Mnambithi FET College - Central Office 
    97. Mochochonono Training Solutions cc 
    98. Mopani Development Academy 
    99. Motheo Training Institute Trust 
    100. Motlou Training Development 
    101. NATAL EARLY LEARNING RESOURCE UNIT TRUST 
    102. Ndoma Mathodi Trading Enterprise 
    103. Netgrow Training Solutions 
    104. Networx for Career Development 
    105. New Beginnings Training and Development Organisation 
    106. Nkqubela Community Developers 
    107. Noni Community Development 
    108. Northern Cape Urban College: Kimberley Campus 
    109. NORTHLINK COLLEGE 
    110. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    111. Nsovo Learning Academy 
    112. Ntataise Lowveld Trust 
    113. NTATAISE TRUST 
    114. Ntevho-Ketso Training and Recruitement Consultancy cc 
    115. Ntsangalala Business Enterprise 
    116. Omphile Botshelo Trading 
    117. Orbit FET College - Rustenburg Campus 
    118. Organisation Test 1 
    119. Peddie Development Centre 
    120. Peddie Development Culture 
    121. Penreach 
    122. Petra institute of Development (PTY) Ltd 
    123. PHAKAMANI AGENCY CC 
    124. PMA Holding (Pty) Ltd 
    125. PND Academy of Learning cc 
    126. POPUP UPLIFTMENT 
    127. Pro Ed Training 
    128. PRO-ACTIVE PUBLIC SERVICES COLLEGE/PTY/LTD 
    129. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
    130. Professional Development and Training Institute (Pty) Ltd 
    131. Rampadise Education Training & Development Centre 
    132. Realeboga Development Services 
    133. Realeboga-Bakubung Training and Development Agency 
    134. Reflections Development Institute 
    135. REGIONAL EDUCARE COUNCIL 
    136. Reyapele Human and Organisational Development 
    137. Rhodes University 
    138. Right 4 u College 
    139. Safe and Sound Learning Association 
    140. SANTS College 
    141. Siragelaphambili Abet Skills Development 
    142. SITHUTHUKILE TRUST 
    143. Siyahluma Education Institute 
    144. SIYATHELA EARLY LEARNING ASSOCIATION 
    145. Siyathuthuka Nursery School 
    146. South African Congress For Early Childhood Development 
    147. Southern African Youth Movement 
    148. Spotru Training Centre 
    149. SPS Consulting (Pty) Ltd 
    150. Step Up Training and Skills Development (Pty) Ltd 
    151. Sustainability Institute Trust 
    152. T Mabuya & Associates (Pty) Ltd 
    153. Takatso Educare Training and Development Services 
    154. Teachers Learning Centre PTY LTD 
    155. Tembe Service Providers 
    156. Tendazwau Trading 8 
    157. Thabelanang t/a Thabelanang Trading Enterprise 
    158. The Iscariota Group (Pty) Ltd 
    159. The Port Elizabeth Early Learning Centre 
    160. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    161. THUSANANG TRUST 
    162. Thuto Adult Centre 
    163. Thuto Botshabelo Training Academy 
    164. Thuto Ya Setshaba Training Services (Pty) Ltd 
    165. Tiakeni Training Centre 
    166. TLHARIHANI TRAINING CENTRE (PTY) LTD 
    167. TLHOAFALO TRAINING CENTRE 
    168. TMG Quality Services 
    169. TPN Training and Recruitment cc 
    170. Training and Resources in Early Education (TREE) 
    171. Tshase Education Group (Pty) Ltd 
    172. TSHEPANG EDUCARE TRUST 
    173. Tshepo Hope Consulting 
    174. Ubuntu Care and Development 
    175. Umthombo Wolwazi Training and Constructions 
    176. Unathi Training 
    177. UNIVERSAL COLLEGE OUTCOMES SA 
    178. VH Consulting 
    179. Vuselela FET College - Potchefstroom Campus 
    180. Winston Academy 
    181. WonderKids Academy 
    182. Wonderkids Montessori Training Centre 
    183. World Wide Education Providers(Pty)Ltd 
    184. Wozabona Early Childhood Community Service Group 
    185. Yellow Media Publishers (Pty) Ltd 
    186. Zuzulwazi Development 



    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.