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 THAT HAS PASSED THE END DATE: 

Build relationships with children 
SAQA US ID UNIT STANDARD TITLE
116743  Build relationships with children 
ORIGINATOR
SGB Christian Theology and Ministry 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies Religious and Ethical Foundations of Society 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  15 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2007-08-07  2010-08-07  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2011-08-07   2014-08-07  

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 does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This Unit Standard will be useful to people who interact or intend to interact with children in a professional or non-professional role in a social context.

People credited with this Unit Standard are able to:
  • Build relationships with children through effective listening and talking
  • Build relationships with children through play
  • Build relationships with children through story telling
  • Build relationships with children through humour
  • Build relationships with children through music
  • Build relationships with children through the expression of love and respect
  • Work with children in groups
  • Build relationships with children through setting boundaries
  • Demonstrate understanding of relationships with children 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are assumed to be competent in Communication at NQF Level 3 and Mathematics at NQF Level 2. 

    UNIT STANDARD RANGE 
    The following scope and context applies to the whole Unit Standard:
  • Children are regarded as people before 14 years of age.
  • Children's workers are people, mostly adults, who are interacting with children with the purpose to enhance growth in various fields of their lives. This can be done in a professional or non-professional role.
  • Assessment for this Unit Standard is based on the assumption that the learner would have regular direct contact with children.

    Specific range statements are provided in the body of the Unit Standard where they apply to particular specific outcomes or assessment criteria. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Communicate with children through effective listening and talking. 
    OUTCOME RANGE 
    Smaller number of children (not exceeding 30 per learner), single sessions not more than 1 hour, informal rather than formal settings. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    What children said is reported accurately. 

    ASSESSMENT CRITERION 2 
    Emotions communicated by a child are correctly identified through the children's words and bodily expression. 

    ASSESSMENT CRITERION 3 
    Verbal and nonverbal language used by children is identified and explained in terms of gestures, voice, facial expressions. 

    SPECIFIC OUTCOME 2 
    Build relationships with children through play. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Activities of children are described from observation. 

    ASSESSMENT CRITERION 2 
    Play and games of children are described from watching children. 

    ASSESSMENT CRITERION 3 
    Play in which children take the lead is identified and explained from observation of children at play. 

    ASSESSMENT CRITERION 4 
    A program of games is designed and presented to children. 
    ASSESSMENT CRITERION RANGE 
    A program is a planned set of activities with a specific purpose.
     

    ASSESSMENT CRITERION 5 
    Games are selected and presented with one or different groups of children to reach different objectives. 
    ASSESSMENT CRITERION RANGE 
    Objectives include teambuilding, ice breaking, drawing in shy ones, focus attention, unload excessive energy, building self-esteem, etc.
     

    ASSESSMENT CRITERION 6 
    The value of games is explained as a means of connecting with children. 

    ASSESSMENT CRITERION 7 
    Differences in games are identified and explained in terms of games for young and older children. 

    SPECIFIC OUTCOME 3 
    Build relationships with children through story telling. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Stories are told to children of different age groups. 
    ASSESSMENT CRITERION RANGE 
    Age groups: 3-5, 6-11, 12-14.
     

    ASSESSMENT CRITERION 2 
    Children of different age groups are helped to tell stories. 

    ASSESSMENT CRITERION 3 
    Story telling techniques are identified and described in terms of sound, gestures and movement. 
    ASSESSMENT CRITERION RANGE 
    Techniques include: Use of Voice, sounds, gestures, drama, mime, objects, etc.
     

    ASSESSMENT CRITERION 4 
    Different types of stories are identified and described according to the objectives they target. 

    SPECIFIC OUTCOME 4 
    Build relationships with children through humour. 
    OUTCOME RANGE 
    Humour refers to activities with the purpose to make the children laugh. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Verbal and non-verbal activities that make children laugh are described from observation. 

    ASSESSMENT CRITERION 2 
    Some key elements of humorous activities are explained with reference to timing, exaggeration and repetition. 

    ASSESSMENT CRITERION 3 
    Techniques to make children laugh are applied to storytelling. 

    ASSESSMENT CRITERION 4 
    Understanding of humour to build relationships with children is demonstrated through explanation of what humour is. 

    SPECIFIC OUTCOME 5 
    Build relationships with children through music. 
    OUTCOME RANGE 
    Music understood in informal rather than formal context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The effect that different types of music has on children is described from observation. 

    ASSESSMENT CRITERION 2 
    The ways in which music is made together with children is explained through demonstration. 
    ASSESSMENT CRITERION RANGE 
  • Includes vocal and instrumental music.
  • Songs/music that is known to majority of children
  • Children participate fully and with enthusiasm
     
    		•

    ASSESSMENT CRITERION 3 
    The methods of teaching new music to children are explained by means of demonstration. 

    ASSESSMENT CRITERION 4 
    Different aids used to accompany music are described in terms of instruments, visual aids and movements. 
    ASSESSMENT CRITERION RANGE 
    Includes: informal instruments, such as home-made or natural percussions (shakers, drums, etc.), wind- and string-instruments; visual aids, such as pictures, flags and lights; movements, such as gestures, clapping and dances.
     

    ASSESSMENT CRITERION 5 
    Music that appeals to the different emotional needs of children is identified according its effect. 
    ASSESSMENT CRITERION RANGE 
    The learner will be able to distinguish between music that have different emotional effects on a child (happy, peaceful, exciting, etc) and be able to select and use the correct music for the desired effect.
     

    SPECIFIC OUTCOME 6 
    Build relationships with children through the expression of love and respect. 
    OUTCOME RANGE 
    Love and respect refers to positive values and attitudes towards children. Love and respect is expressed through actions that are experienced by the children as positive. Learners will acquire only a few basic ways of expressing love and respect towards a child in this specific outcome. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Ways in which learners experience love and respect are described and compared from personal experience and observation. 

    ASSESSMENT CRITERION 2 
    Different positive ways in which love and respect can be expressed towards children are described as either positive or negative. 

    ASSESSMENT CRITERION 3 
    Commitment and ability to express love and respect towards children are identified and discussed in terms of personal experience and observation. 

    SPECIFIC OUTCOME 7 
    Work with children in groups. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Ways in which children are gathered and controlled are identified and explained with reference to common practices. 
    ASSESSMENT CRITERION RANGE 
    'Gather together' refers to effectively advertising, arranging a meeting place and bringing a group of children together in a particular meeting. 'Control' refers to activities to help the group operate within set boundaries.
     

    ASSESSMENT CRITERION 2 
    A system to divide a big group into smaller groups is developed and implemented to make group work effective. 

    ASSESSMENT CRITERION 3 
    Ways of promoting bonding are identified and explained with reference to experience. 

    ASSESSMENT CRITERION 4 
    Ways in which preschool children are grouped are identified with reference to Early Childhood Development theories and practices. 

    ASSESSMENT CRITERION 5 
    The value of group work with children is explained with reference to personal experience and observation. 

    SPECIFIC OUTCOME 8 
    Use boundaries in relationships with children. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Personal and professional boundaries in interaction with children are identified and explained in terms of appropriate behaviour. 
    ASSESSMENT CRITERION RANGE 
    Keeping boundaries includes: the learner refrains from inappropriate touch, avoids verbal and other abuse, respects children's privacy and property, protects children from learner's emotional burdens, maintains his/her role as adult and leader, etc.
     

    ASSESSMENT CRITERION 2 
    Ways of helping children to keep to boundaries in interaction with adults are identified and explained with reference to personal experience. 

    ASSESSMENT CRITERION 3 
    Ways of helping children to keep to boundaries in interaction with other children in a specific group are identified and explained with examples. 

    ASSESSMENT CRITERION 4 
    Right and wrong approaches to setting boundaries are identified and compared in terms of categories of appropriate behaviour. 
    ASSESSMENT CRITERION RANGE 
    'Wrong approaches' refers to ineffective, harmful or unethical ways in which boundaries are set, for example lack of proper rules, excessive punishment or threats, unclear or inconsequent application of boundaries, etc.
     

    ASSESSMENT CRITERION 5 
    Constructive ways to set boundaries are applied in different contexts. 
    ASSESSMENT CRITERION RANGE 
    'Constructive' refers to ethical, effective and appropriate ways of setting boundaries that will help to build positive relationships. This includes applying structure in a specific setting, using reward and punishment systems, etc.
     

    ASSESSMENT CRITERION 6 
    Constructive measures are applied to correct children who do not respect the set boundaries. 

    SPECIFIC OUTCOME 9 
    Demonstrate understanding and appreciation of positive relationships as an essential element of children's ministry. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Relationships are explained in terms of connecting with people. 

    ASSESSMENT CRITERION 2 
    Primary relationships of one child are identified and described from observation. 

    ASSESSMENT CRITERION 3 
    Relationships within a group that includes children are described from observing children in their groups. 

    ASSESSMENT CRITERION 4 
    Growth of a personal relationship is described from ersonal experience or observation. 

    ASSESSMENT CRITERION 5 
    The impact of different relationships on a child is described from personal experience or observation. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Providers of learning towards this Unit Standard will need to meet the accreditation requirements of the relevant ETQA.

    Moderation Option:

    The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this Unit Standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the Unit Standard. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems: learners analyse observations, plan for interaction with children, and use boundaries to prevent and solve conflict. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: learners are actively involved in playing with groups and working with others in preparation and analysis. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively: learners source, interpret, analyse, plan, prepare and present programmes with children. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: learners observe and describe behaviour of children and adults and integrate obtained knowledge into workable plan. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills: learners share insights through oral description in a group or individual setting. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: learners prepare and present games, music, etc. with variety of aids. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system: learners understand the nature of relationships between adults and children and connecting as a means of building relationships in a complex intergenerational system. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full development of oneself: learners discover and develop the potential to communicate in an inter-generational setting, finding joy in relationships. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  49057   Further Education and Training Certificate: Theology and Ministry  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  HW 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.
     
    NONE 


    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.