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: 

Design activities to support the development of babies, toddlers and young children 
SAQA US ID UNIT STANDARD TITLE
244485  Design activities 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 5  Level TBA: Pre-2009 was L5 
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
13855  Develop and manage the ECD learning programme  Level 5  Level TBA: Pre-2009 was L5  24  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:
  • Analysing learning and developmental needs of the children within a given context.
  • Designing the activities.
  • Evaluating the design of activities. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • It is assumed that learners are competent in Communication at NQF Level 4 or equivalent.
  • It is also recommended that learners have an understanding of Child Development Theories. 

  • UNIT STANDARD RANGE 
    This Unit Standard covers the design of activities for children from ages 0 - 5.

    Where the term "developmentally appropriate" is used in this unit standard, it is accepted that there are multiple and contested ways in which the term may be used and understood. However, 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. This Unit Standard does not intend to favour any particular models or theories of development, but does operate on the assumption that justifiable theories will inform the programme.

    "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. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse learning and developmental needs of the children within a given context. 
    OUTCOME RANGE 
    Designers are to demonstrate the ability to carry out this analysis for contexts where there are children with a variety of needs. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The analysis clearly identifies the developmental stages and particular needs of all the children as individuals and as a group, and links these to developmental outcomes. 

    ASSESSMENT CRITERION 2 
    The analysis is informed by previous evaluations of activities, assessments of children, and Early Childhood Development (ECD)-related frameworks where applicable. 

    ASSESSMENT CRITERION 3 
    Types of activities are identified that address the needs revealed in the analysis. 

    SPECIFIC OUTCOME 2 
    Design the activities. 
    OUTCOME RANGE 
    Designers are to demonstrate the ability to design a range of activities, including routine-based and play-based activities. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The design makes provision for child input where appropriate. 

    ASSESSMENT CRITERION 2 
    The purposes of the activities are defined in terms of their contribution toward achieving identified developmental outcomes. 

    ASSESSMENT CRITERION 3 
    Activities are free from cultural, race and gender bias. 

    ASSESSMENT CRITERION 4 
    Activities are stimulating, challenging, interesting and linked to real-life experience, with opportunities for meaningful reinforcement. 

    ASSESSMENT CRITERION 5 
    Activities are appropriate to the individual developmental needs and interests of all the children. 

    ASSESSMENT CRITERION 6 
    The activities provide scope for progression, integration towards the achievement of identified outcomes and assessment opportunities where possible. 

    ASSESSMENT CRITERION 7 
    The activities are described in sufficient detail to enable practitioners and others to implement them. 
    ASSESSMENT CRITERION RANGE 
    Activity detail includes purpose, link to developmental outcomes, who they are for, how they work, opportunities to extend them, ways of integrating with other activities, what resources are needed, where they should happen, possible timing.
     

    SPECIFIC OUTCOME 3 
    Evaluate the design of activities. 
    OUTCOME RANGE 
    If the design of activities can only be evaluated after the activities have been used in practice, designers can demonstrate competence by evaluating the design of other activities that have been used in practice. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The evaluation is conducted in a consistent and systematic manner, drawing on feedback and/or observations of the application of the activities. 

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

    ASSESSMENT CRITERION 3 
    The evaluation reveals strengths and weaknesses of the activities in relation to their purpose. 

    ASSESSMENT CRITERION 4 
    The reflection identifies the extent to which the designed activities contribute meaningfully to the overall aims of the Early Childhood Development (ECD) service. 

    ASSESSMENT CRITERION 5 
    Useful ways to improve upon and extend the activities are identified and recorded for further use. Improvements are justified by the evaluation findings. 
    ASSESSMENT CRITERION RANGE 
    Further use refers to revising the designed activities and designing further activities.
     


    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:
  • Action research cycle (observe, plan, do and review).
  • Development of children.
  • Theories of child development and learning.
  • Cultural and traditional experiences of development.
  • Policies impacting on Early Childhood Development (ECD). 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems related to the challenges of activity design. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information, feeding into the design of activities. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills, mainly through the description of activities and consultation with colleagues when designing activities. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system, particularly through the understanding of the way in which activities contribute towards child care and development. 

    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 Standard13855, which is " Develop and manage the ECD learning programme", Level 5, 24 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  67373   National Diploma: Orientation and Mobility 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. 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. Changing Lives Community Development Training 
    23. Compass Academy of Learning 
    24. Custoda Trust 
    25. D M Management and Consulting 
    26. DEVELO CC 
    27. Dintshang Trading 
    28. Directflo 
    29. Early Inspiration 
    30. Early Learning Foundation Montessori Teacher Training 
    31. Early Learning Resource Unit (ELRU) 
    32. EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) 
    33. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
    34. Edu P Earl Education For Practitioners in Early Childhood Development (Pty) Ltd 
    35. Edu-Build Development 
    36. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    37. Elective Training Institute Enterprise CC 
    38. Enjo Consultants 
    39. Environment and Language Education Trust 
    40. Eskilz College (Pty) Ltd 
    41. Faranang Marketing 
    42. Fundukuzimela Investments (Pty) Ltd t/a FdZ Investments 
    43. Future Performance Training and Development 
    44. Future-Teacher (Pty) Ltd 
    45. Gauteng Baobab Early Learning Training Programme 
    46. Golang Kulani ELC 
    47. Goldfields FET College 
    48. Grassroots Adult Education and Training Trust 
    49. GWALA TRAINING SERVICES 
    50. Happy Day Training and Development Services 
    51. HOPE ACADEMIC AND SKILL CENTRE 
    52. ICM t/a Institute for Career Management 
    53. Igugu Training and Investments 
    54. Ikusasa Lothisha t/a ECD Training Provider 
    55. Institute of Professional Studies and Services 
    56. Isamon Integrated 
    57. Isamon Vocational College of Excellence Pty Ltd 
    58. Isibani Skills Academy 
    59. Isibani Soluntu Development Trust 
    60. Itireleng Bokamoso Training and Development 
    61. Jabulani Training & Development 
    62. Josmap Training Institute 
    63. Kainav Conservation Global (Pty) Ltd 
    64. Katiso-kuno Consulting 
    65. Keetileafrika Training Institute 
    66. Keletsong Community Training & Resource Centre 
    67. Kgang-Kgolo Consulting 
    68. Khaas Training Academy 
    69. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    70. Khululeka Community Education Centre 
    71. Kids Academy 
    72. Kitso Bokamoso Training Solution 
    73. KITSO TRAINING AND DEVELOPMENT 
    74. Klein Karoo Resource Centre 
    75. KWAZULU NATAL EXPERIMENTAL COLLEGE 
    76. Leratham Supply Distribution and Enterprise 
    77. Leronsa Trading Enterprise 
    78. LESEDI EDUCARE ASSOCIATION 
    79. Letlhabile Institute Of Management and Training 
    80. Letlhokoa Management Services CC 
    81. Little Elephant Training Centre For Early Educationt/a LETCEE 
    82. Loago Business Consulting 
    83. Lynne Hobbs cc 
    84. Majahd Educational Services Multi-Purpose Primary Co-operative Limited 
    85. Mapheto Business Enterprises t/a MBE 
    86. MASAKANE TRUST 
    87. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    88. MATHS CENTRE INCORPORATING SCIENCES 
    89. MENTORNET (PTY) LTD 
    90. MIDLANDS COMMUNITY COLLEGE 
    91. Mnambithi FET College - Central Office 
    92. Mochochonono Training Solutions cc 
    93. Mopani Development Academy 
    94. Motheo Training Institute Trust 
    95. Motlou Training Development 
    96. NATAL EARLY LEARNING RESOURCE UNIT TRUST 
    97. Ndoma Mathodi Trading Enterprise 
    98. Netgrow Training Solutions 
    99. Networx for Career Development 
    100. New Beginnings Training and Development Organisation 
    101. Nkqubela Community Developers 
    102. Noni Community Development 
    103. Northern Cape Urban College: Kimberley Campus 
    104. NORTHLINK COLLEGE 
    105. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    106. Nsovo Learning Academy 
    107. Ntataise Lowveld Trust 
    108. NTATAISE TRUST 
    109. Ntevho-Ketso Training and Recruitement Consultancy cc 
    110. Ntsangalala Business Enterprise 
    111. Omphile Botshelo Trading 
    112. Orbit FET College - Rustenburg Campus 
    113. Organisation Test 1 
    114. Peddie Development Centre 
    115. Peddie Development Culture 
    116. Penreach 
    117. Petra institute of Development (PTY) Ltd 
    118. PHAKAMANI AGENCY CC 
    119. Pineridge Training Centre 
    120. PMA Holding (Pty) Ltd 
    121. PND Academy of Learning cc 
    122. POPUP UPLIFTMENT 
    123. Pro Ed Training 
    124. PRO-ACTIVE PUBLIC SERVICES COLLEGE/PTY/LTD 
    125. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
    126. Professional Development and Training Institute (Pty) Ltd 
    127. Rampadise Education Training & Development Centre 
    128. Realeboga Development Services 
    129. Realeboga-Bakubung Training and Development Agency 
    130. Reflections Development Institute 
    131. REGIONAL EDUCARE COUNCIL 
    132. Reyapele Human and Organisational Development 
    133. Rhodes University 
    134. Right 4 u College 
    135. Safe and Sound Learning Association 
    136. SANTS College 
    137. Siragelaphambili Abet Skills Development 
    138. SITHUTHUKILE TRUST 
    139. Siyahluma Education Institute 
    140. SIYATHELA EARLY LEARNING ASSOCIATION 
    141. Siyathuthuka Nursery School 
    142. South African Congress For Early Childhood Development 
    143. South African Guide-Dogs Association for the Blind 
    144. Southern African Youth Movement 
    145. Spotru Training Centre 
    146. SPS Consulting (Pty) Ltd 
    147. Step Up Training and Skills Development (Pty) Ltd 
    148. Sustainability Institute Trust 
    149. T Mabuya & Associates (Pty) Ltd 
    150. Takatso Educare Training and Development Services 
    151. Teachers Learning Centre PTY LTD 
    152. Tembe Service Providers 
    153. Tendazwau Trading 8 
    154. Thabelanang t/a Thabelanang Trading Enterprise 
    155. The College of Modern Montessori 
    156. The Iscariota Group (Pty) Ltd 
    157. The Port Elizabeth Early Learning Centre 
    158. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    159. THUSANANG TRUST 
    160. Thuto Adult Centre 
    161. Thuto Botshabelo Training Academy 
    162. Thuto Ya Setshaba Training Services (Pty) Ltd 
    163. Tiakeni Training Centre 
    164. TLHARIHANI TRAINING CENTRE (PTY) LTD 
    165. TLHOAFALO TRAINING CENTRE 
    166. TPN Training and Recruitment cc 
    167. Training and Resources in Early Education (TREE) 
    168. Tshase Education Group (Pty) Ltd 
    169. TSHEPANG EDUCARE TRUST 
    170. Tshepo Hope Consulting 
    171. Tshwane South College for (ECD Academy) 
    172. Ubuntu Care and Development 
    173. Umthombo Wolwazi Training and Constructions 
    174. Unathi Training 
    175. UNIVERSAL COLLEGE OUTCOMES SA 
    176. VH Consulting 
    177. Vuselela FET College - Potchefstroom Campus 
    178. Winston Academy 
    179. WonderKids Academy 
    180. Wonderkids Montessori Training Centre 
    181. World Wide Education Providers(Pty)Ltd 
    182. Wozabona Early Childhood Community Service Group 
    183. Yellow Media Publishers (Pty) Ltd 
    184. 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.