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: 

Facilitate the holistic development of babies, toddlers and young children 
SAQA US ID UNIT STANDARD TITLE
244480  Facilitate the holistic 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 4  NQF Level 04  16 
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
7402  Facilitating Learning Through Play  Level 2  NQF Level 02  12  Complete 
7403  Facilitating Learning Through Stories, Songs and Rhymes  Level 3  NQF Level 03  8  Complete 
7404  Facilitating Language Development Bilingual/Multilingual ECD Programmes  Level 3  NQF Level 03  8  Complete 
7405  Facilitating Creative Art Activities in ECD Programmes  Level 3  NQF Level 03  8  Complete 
12840  Include children experiencing barriers to learning and development in ECD settings  Level 3  NQF Level 03  12  Complete 
12836  Facilitate the learning and development of toddlers (18-36 months) in ECD settings  Level 3  NQF Level 03  12  Complete 
12835  Facilitate the learning and development of babies (0-24 months) in ECD settings  Level 3  NQF Level 03  12  Complete 
13850  Facilitate active learning in ECD programmes  Level 4  NQF Level 04  30  Complete 
13851  Facilitate healthy development in ECD programmes  Level 4  NQF Level 04  14  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.

People credited with this Unit Standard are capable of:
  • Facilitating development of babies, toddlers and young children.
  • Reflecting on own facilitation. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • It is assumed that learners are competent in Communication at NQF Level 3 or equivalent.
  • It is recommended that learners have an understanding of the development of young children. 
    		•

    UNIT STANDARD RANGE 
    "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. The following lists provide examples of the range of activities that must be demonstrated, but these examples are not intended to be seen as exhaustive although all those listed below must be demonstrated as appropriate to the age group:
  • Sensory activities e.g. sand and water play, exploratory art.
  • Music, movement, dance.
  • Song, rhymes, stories, language activitie.
  • Creative activities such as imitative play; drama, fantasy play.
  • Games.
  • Manipulative play, construction e.g. use of blocks.
  • Discovery pla.
  • Gross-motor play.

    The above activities may sometimes be practitioner initiated, some may be initiated by babies, toddlers and children, and some may be routine activities. The above activities may happen in different groupings and settings as follows:
  • Adult-adult e.g. working with parents and in teams, adult-child, child-child.
  • Small groups and individual.
  • Indoor, outdoor.

    "Holistic development" refers to physical, socio-emotional and cognitive and language development as follows:
  • Physical includes gross-motor and fine-motor development, health and nutritional status.
  • Socio-emotional development includes attitudes, personal and social identity, autonomy, attachment, self concept, self esteem, feelings, self-control and inter-relationships.
  • Cognitive and language development includes perceiving, remembering, conceptualising, judging, reasoning, creating and questioning.

    Where the term "developmentally appropriate" is used in this unit standard, it means that the development meets the needs of the children in a way that is consistent with recognised stages of development.

    "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. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Facilitate development of babies, toddlers and/or young children. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Facilitation uses developmentally appropriate activities that are fun, relevant and meaningful to the life-world of the children. 

    ASSESSMENT CRITERION 2 
    The facilitation approach responds to cues provided by the children, while providing structure and experiences for their own development. 
    ASSESSMENT CRITERION RANGE 
    Cues may be noted through active listening and observation.
     

    ASSESSMENT CRITERION 3 
    The facilitation approach is multi-cultural, avoids bias and is sensitive to the existing knowledge, experiences and needs of the children. 

    ASSESSMENT CRITERION 4 
    The facilitation approach takes advantage of teachable moments. 
    ASSESSMENT CRITERION RANGE 
    "Teachable moments" refers to those unplanned opportunities for development that present themselves during the daily programme, or routine if child is cared for at home by a parent figure.
     

    ASSESSMENT CRITERION 5 
    Children are managed in a manner that promotes development and is sensitive to the needs of individual children. 

    ASSESSMENT CRITERION 6 
    Communication is responsive and promotes development in general, and language development in particular. Questioning techniques, where applicable, are open, positive and responsive, promote child development and help to make learning explicit where appropriate. 

    ASSESSMENT CRITERION 7 
    Verbal and non-verbal interactions value the children and are encouraging, supportive, participatory, warm, caring and responsive to emotional and developmental needs. 

    ASSESSMENT CRITERION 8 
    Facilitation is carried out in a manner that ensures the physical and emotional safety, security and comfort of the children. 

    ASSESSMENT CRITERION 9 
    Facilitation is carried out such that behaviour and life-skills are modelled in a developmentally appropriate manner. 
    ASSESSMENT CRITERION RANGE 
    "Modelling" here refers to the way in which the facilitator provides an example to the children concerning behaviour.
     

    ASSESSMENT CRITERION 10 
    Facilitation ensures the holistic development of children. 

    ASSESSMENT CRITERION 11 
    Behaviour and conflict management is positive, sympathetic, constructive, supportive, respectful and in line with current legislation. 

    SPECIFIC OUTCOME 2 
    Reflect on own facilitation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The reflection considers own facilitation approach in relation to the developmental aims. 

    ASSESSMENT CRITERION 2 
    Feedback is obtained from a variety of relevant sources on the value and success of the facilitation approach. Such sources include colleagues and parents. 

    ASSESSMENT CRITERION 3 
    The reflection reveals strengths and weaknesses of the way in which development is facilitated. 

    ASSESSMENT CRITERION 4 
    The reflection identifies the extent to which facilitation contributes meaningfully to the overall aims of the Early Childhood Development service. 

    ASSESSMENT CRITERION 5 
    Recommendations are provided to build on strengths and address identified weaknesses, thereby helping to improve future facilitation. 

    ASSESSMENT CRITERION 6 
    Findings and recommendations are recorded clearly to support future facilitation. 


    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 knowledge is embedded within the Unit Standard, and will be assessed directly or implicitly through assessment of the specific outcomes in terms of the assessment criteria:
  • A range of approaches to baby, toddler and young child development, including knowledge of play actions and materials.
  • Child development theories.
  • Guidelines for Early Childhood Development (ECD) services. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Solve problems that occur during activities and developing alternative ways of dealing with these. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams through group activities. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively through the general and specific activities related to planning and organising the activities. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information about the development of babies, toddlers and young children. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills during all facilitation activities. 

    UNIT STANDARD ASSESSOR CRITERIA 
    For assessment of this unit standard, facilitators must:
  • Demonstrate knowledge of how to work with babies, toddlers and young children.
  • Practical ability with two of these age groups. 
    		•

    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 the following Unit Standards:
  • 7402: "Facilitating Learning Through Play", Level 2, 12 credits.
  • 7403: "Facilitating Learning Through Stories, Songs and Rhymes", Level 3, 8 credits.
  • 7404: "Facilitating Language Development Bilingual/Multilingual ECD Programmes", Level 3, 8 credits.
  • 7405: "Facilitating Creative Art Activities in ECD Programmes", Level 3, 8 credits.
  • 12835: "Facilitate the learning and development of babies (0-24 months) in ECD settings", Level 3, 12 credits.
  • 12836: "Facilitate the learning and development of toddlers (18-36 months) in ECD settings", Level 3, 12 credits.
  • 12840: "Include children experiencing barriers to learning and development in ECD settings", Level 3, 12 credits.
  • 13850: "Facilitate active learning in ECD programmes", Level 3, 30 credits.
  • 13851: "Facilitate healthy development in ECD programmes", Level 4, 14 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 Ddevelopment (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 


    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. Arden School of Management 
    8. Assessment & RPL College (Pty) Ltd 
    9. Autumn Ridge Trading 29 T/A Autumn Ridge Training 
    10. Avax Training & Development 
    11. Bangwaketse Trading and Projects 
    12. Barcor Learn to Earn cc 
    13. Bella Onke General Trading Pty LTD 
    14. Berry Rose Project Consultants & Service Providers 
    15. Boikgantsho Consulting & Events cc 
    16. Boitjhorisong Resource Centre 
    17. Bopaditshaba Community Project 
    18. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
    19. Brain Boosters Business Education (PTY) LTD 
    20. Brainwave Projects 1997 CC 
    21. Browers Entertainment 
    22. Caversham Education Institute 
    23. Changing Lives Community Development Training 
    24. COETZER FIRE SERVICES CC 
    25. Compass Academy of Learning 
    26. Custoda Trust 
    27. D M Management and Consulting 
    28. DEVELO CC 
    29. Dintshang Trading 
    30. Directflo 
    31. Early Inspiration 
    32. Early Learning Foundation Montessori Teacher Training 
    33. Early Learning Resource Unit (ELRU) 
    34. EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) 
    35. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
    36. Edu Experts SA 
    37. Edu P Earl Education For Practitioners in Early Childhood Development (Pty) Ltd 
    38. EDU-Bless College 
    39. Edu-Build Development 
    40. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    41. Elective Training Institute Enterprise CC 
    42. Enjo Consultants 
    43. Environment and Language Education Trust 
    44. Eskilz College (Pty) Ltd 
    45. Falcon Business Institute (Pty) Ltd 
    46. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    47. Faranang Business and Training Solutions PTY(LTD) 
    48. Faranang Marketing 
    49. Future Performance Training and Development 
    50. Future-Teacher (Pty) Ltd 
    51. Gauteng Baobab Early Learning Training Programme 
    52. Golang Kulani ELC 
    53. Goldfields FET College 
    54. Grassroots Adult Education and Training Trust 
    55. Greater Soweto Association for Early Childhood Development 
    56. GWALA TRAINING SERVICES 
    57. Haggai Contractors 
    58. Happy Day Training and Development Services 
    59. HOPE ACADEMIC AND SKILL CENTRE 
    60. ICM t/a Institute for Career Management 
    61. Igugu Training and Investments 
    62. Ikusasa Lothisha t/a ECD Training Provider 
    63. Institute of Professional Studies and Services 
    64. Isamon Integrated 
    65. Isamon Vocational College of Excellence Pty Ltd 
    66. Isibani Skills Academy 
    67. Isibani Soluntu Development Trust 
    68. Itireleng Bokamoso Training and Development 
    69. J and N Ikwekwezi Yokusa Development Training 
    70. Jabulani Training & Development 
    71. Josmap Training Institute 
    72. Karabo Info Centre and Trading 
    73. Katiso-kuno Consulting 
    74. Keetileafrika Training Institute 
    75. Keletsong Community Training & Resource Centre 
    76. Kgang-Kgolo Consulting 
    77. Khaas Training Academy 
    78. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    79. Khululeka Community Education Centre 
    80. Kids Academy 
    81. Kitso Bokamoso Training Solution 
    82. KITSO TRAINING AND DEVELOPMENT 
    83. Klein Karoo Resource Centre 
    84. KWAZULU NATAL EXPERIMENTAL COLLEGE 
    85. Lehlabile Emergency Institute 
    86. Leratham Supply Distribution and Enterprise 
    87. Leronsa Trading Enterprise 
    88. LESEDI EDUCARE ASSOCIATION 
    89. Letlhokoa Management Services CC 
    90. Li Lichule Trading cc 
    91. Little Elephant Training Centre For Early Educationt/a LETCEE 
    92. Loago Business Consulting 
    93. Lynne Hobbs cc 
    94. Mahube Skills Development Academy 
    95. Majahd Educational Services Multi-Purpose Primary Co-operative Limited 
    96. Mapheto Business Enterprises t/a MBE 
    97. MASAKANE TRUST 
    98. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    99. MATHS CENTRE INCORPORATING SCIENCES 
    100. MENTORNET (PTY) LTD 
    101. MIDLANDS COMMUNITY COLLEGE 
    102. Mochochonono Training Solutions cc 
    103. Mondo Skills and services providers 
    104. Motheo Training Institute Trust 
    105. NATAL EARLY LEARNING RESOURCE UNIT TRUST 
    106. Ndoma Mathodi Trading Enterprise 
    107. Netgrow Training Solutions 
    108. Networx for Career Development 
    109. New Beginnings Training and Development Organisation 
    110. Nkqubela Community Developers 
    111. Noni Community Development 
    112. Northern Cape Urban College: Kimberley Campus 
    113. NORTHLINK COLLEGE 
    114. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    115. Nsovo Learning Academy 
    116. Ntataise Lowveld Trust 
    117. NTATAISE TRUST 
    118. Ntevho-Ketso Training and Recruitement Consultancy cc 
    119. Ntsangalala Business Enterprise 
    120. Nyelati Trading Enterprise 
    121. Omphile Botshelo Trading 
    122. Orbit FET College - Rustenburg Campus 
    123. Organisation Test 1 
    124. ORT SA Cape Trust 
    125. PC Educational Holdings 
    126. Peddie Development Centre 
    127. Peddie Development Culture 
    128. Penreach 
    129. Petra institute of Development (PTY) Ltd 
    130. PHAKAMANI AGENCY CC 
    131. PMA Holding (Pty) Ltd 
    132. PND Academy of Learning cc 
    133. POPUP UPLIFTMENT 
    134. PRO-ACTIVE PUBLIC SERVICES COLLEGE/PTY/LTD 
    135. Pro-Ed Training 
    136. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
    137. Professional Development and Training Institute (Pty) Ltd 
    138. Rampadise Education Training & Development Centre 
    139. Realeboga Development Services 
    140. Realeboga-Bakubung Training and Development Agency 
    141. Reflections Development Institute 
    142. REGIONAL EDUCARE COUNCIL 
    143. Renaissance Training Services cc 
    144. Retshetse Training Project 
    145. Reyapele Human and Organisational Development 
    146. Rhodes University 
    147. Right 4 u College 
    148. Rinds Investment cc 
    149. Safe and Sound Learning Association 
    150. SANTS College 
    151. Siragelaphambili Abet Skills Development 
    152. Sisazi Consulting 
    153. SITHUTHUKILE TRUST 
    154. Siyahluma Education Institute 
    155. SIYATHELA EARLY LEARNING ASSOCIATION 
    156. Siyathuthuka Nursery School 
    157. South African Congress For Early Childhood Development 
    158. Southern African Institute of Learning (SAIL) 
    159. Southern African Youth Movement 
    160. Spotru Training Centre 
    161. SPS Consulting (Pty) Ltd 
    162. Step Up Training and Skills Development (Pty) Ltd 
    163. Sustainability Institute Trust 
    164. T Mabuya & Associates (Pty) Ltd 
    165. Takatso Educare Training and Development Services 
    166. Teachers Learning Centre PTY LTD 
    167. Tekollo Trading (Pty) Ltd 
    168. Tembe Service Providers 
    169. Tendazwau Trading 8 
    170. Thabelanang t/a Thabelanang Trading Enterprise 
    171. The Iscariota Group (Pty) Ltd 
    172. The Port Elizabeth Early Learning Centre 
    173. Thembekile training consulting 
    174. Thobologo Training and Education Group (Pty) Ltd 
    175. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    176. THUSANANG TRUST 
    177. Thuto Adult Centre 
    178. Thuto Botshabelo Training Academy 
    179. Thuto Ya Setshaba Training Services (Pty) Ltd 
    180. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    181. Tiakeni Training Centre 
    182. TLHARIHANI TRAINING CENTRE (PTY) LTD 
    183. TLHOAFALO TRAINING CENTRE 
    184. Training and Resources in Early Education (TREE) 
    185. Tshase Education Group (Pty) Ltd 
    186. TSHEPANG EDUCARE TRUST 
    187. Tshepo Hope Consulting 
    188. Ubuntu Care and Development 
    189. Umkhaya Satellite Solutions 
    190. Umthombo Wolwazi Training and Constructions 
    191. Unathi Training 
    192. UNIVERSAL COLLEGE OUTCOMES SA 
    193. VH Consulting 
    194. Vuselela FET College - Potchefstroom Campus 
    195. Winston Academy 
    196. WonderKids Academy 
    197. Wonderkids Montessori Training Centre 
    198. World Wide Education Providers(Pty)Ltd 
    199. Woz'obona Early Childhood Community Service Group 
    200. Wozabona Early Childhood Community Service Group 
    201. Yellow Media Publishers (Pty) Ltd 
    202. Zisize Educational Trust 
    203. 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.