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 QUALIFICATION THAT HAS PASSED THE END DATE: 

Higher Certificate in Early Childhood Development 
SAQA QUAL ID QUALIFICATION TITLE
86466  Higher Certificate in Early Childhood Development 
ORIGINATOR
NewBridge Graduate Institute (Pty)Ltd - Bank Avenue (formerly Centurion Akademie (Pty) Ltd) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 05 - Education, Training and Development  Early Childhood Development 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2028-06-30  

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 qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The purpose of this qualification is to equip learners with basic knowledge and skills that will enable them to enter the labour market in the pre-school education sector.

Qualifying learners will be competent to:
  • Work in an early childhood development environment such as a pre-school or a care facility for children of working mothers.
  • Work as a professional au pair locally and abroad.
  • Work as a child caregiver.

    Rationale:

    There is a need for qualified Early Childhood Development practitioners. These practitioners need knowledge and skills to ensure optimal education and developmental outcomes for children from birth to six years. Centurion Akademie is responding to this need by offering a qualification that will be able to cultivate a pool of qualified practitioners.

    The Higher Certificate is suitable for learners who are already in the field and those who do not meet the entry requirements for Diploma or Bachelor Degree studies. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners who register for this qualification must:
  • Be competent in the language of instruction of the programme of the relevant higher education institution.
  • Be competent in English Second Language at NQF Level 4.
  • Be able to work independently.

    Recognition of Prior Learning:

    Learning that has been acquired through formal, informal and non-formal methods is recognised for the fulfilment of the requirements of this qualification or part of the qualification. Evidence can be presented in a variety of forms, such as, reports, testimonials and portfolios, containing functions performed, work records, and performance records.

    Recognition of Prior Learning is subject to quality assurance by the relevant Quality Council and is conducted by an accredited workplace assessor.

    Access to Qualification:

    The applicant must be in possession of one of the following:
  • A National Senior Certificate granting access to higher certificate study.
  • A Senior Certificate.
  • An equivalent accredited qualification at NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    All six Modules are at NQF Level 5 and are compulsory.
  • Early Childhood Development, Historical and Philosophical Perspective; 10 Credits.
  • Learning and Brain Development; 20 Credits.
  • Language Development and Children with Special Learning Needs; 20 Credits.
  • The Daily Programme, Science and Maths; 20 Credits.
  • Music, Movement and Art; 30 Credits.
  • Safety, Observation and Assessment; 20 Credits.

    Total: 120 Credits

    Learners are required to complete 16 weeks (four weeks per term) of experiential classroom teaching under supervision. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of the historical development of Early Childhood Development in South Africa.

    2. Explain the dynamic field of brain development research and its impact on understanding the way children learn.

    3. Explain language acquisition and demonstrate knowledge of learners with special needs.

    4. Develop a daily programme for a child in pre-school.

    5. Explain the importance of music, movement and art in the holistic development of young learners.

    6. Create and maintain a safe environment for young learners.

    Critical Cross-Field Outcomes:

    All the Critical Cross- Field Outcomes are addressed by the qualification. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Describe the history of the development of early childhood programmes in South Africa.
  • Explain the importance of a personal teaching philosophy.
  • Discuss and assess the suitability of developmental practices in programmes.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Describe the characteristics of a challenging environment that will benefit brain development.
  • Define the concept of, "open windows of opportunity" and how it can be effective in the development of a child.
  • Plan a variety of play situations to demonstrate the importance of self-initiated, sustained play in social, emotional, language and mathematical skills.
  • Explain the concepts 'holistic', 'integrated' and 'free play' in the early childhood environment.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Develop and explain reading and writing skills as an emergent skill to enhance creative ways for pre- school children to solve language problems.
  • Design and apply a text-rich environment in the pre-school and Foundation Phase.
  • Select and use suitable stories, rhymes, songs and non-fictional text to promote language development.
  • Observe and assess procedures that will lead to identification and referral (where necessary) of learners with special needs to relevant specialists.
  • Support and communicate with parents of children with special needs.
  • Use skills and equipment to integrate learners with special learning needs in the mainstream classroom.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Develop a daily programme with activities that encourage the development and learning of young learners.
  • Plan and acquire suitable equipment to use in the daily programme.
  • Communicate with and involve parents in the planning of daily activities.
  • Formulate strategies for children to solve Mathematical problems.
  • Use environmental experiences and materials for children to develop Science concepts.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Explain and demonstrate the value of music for brain development.
  • Develop rhythms and language skills such as phonemes and patterning to facilitate auditory development and sequencing.
  • Plan movement activities to assess young children's development.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Formulate a health and safety policy which complies with the legal requirement of the community.
  • Plan a supervision schedule for free play time with swings, jungle gyms, wheel toys and water troughs.
  • Prepare, and have at hand, a Basic First Aid kit.

    Integrated Assessment:

    Assessment practices must be transparent, fair, valid, and reliable and ensure that no learner is disadvantaged. The term 'Integrated assessment' implies that theoretical and practical components are assessed together. During integrated assessments the assessor should make use of formative and summative assessments. These assessment methods include case studies, tests, workplace assignments, simulations, self-assessment activities and examinations. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification was compared to similar qualifications offered by the following American institutions:
  • Erie Community College - Western New York.
  • Kaplan University - aligned with National Association for the Education of Young Child and Child Development Association - United State of America.
  • Kendal College - Chicago.

    It compares well with the content of the above-mentioned qualifications. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:

    This qualification articulates horizontally with any cognate Higher Certificate at NQF Level 5.

    Vertical Articulation:

    This qualification articulates vertically with any cognate Advanced Certificate or Diploma at NQF Level 6. 

    MODERATION OPTIONS 
    External examiners and moderators are appointed to validate learner assessments. The appointment of individuals in this capacity is governed by specific regulations. Centurion Akademie appoints moderators and external examiners who are experts and specialists in applicable fields as assessors.

    To qualify as an assessor an individual must have a relevant qualification one level higher than this qualification, be experienced as an assessor and be the facilitator responsible for that particular module.

    During the experiential learning period the learner's evaluation forms (logbooks) are completed by the mentors from the industry and related organisations. Specialists and experts in the industry will assess the practical and experiential learning component on the completion thereof. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

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

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    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. NewBridge Graduate Institute (Pty)Ltd - Bank Avenue (formerly Centurion Akademie (Pty) Ltd) 


    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.