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: 

Facilitate active learning in ECD programmes 
SAQA US ID UNIT STANDARD TITLE
13850  Facilitate active learning in ECD programmes 
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  30 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2006-01-10  2007-10-18  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-10-18   2011-10-18  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
244484  Demonstrate knowledge and understanding of the development of babies, toddlers and young children  Level 4  NQF Level 04   
244480  Facilitate the holistic development of babies, toddlers and young children  Level 4  NQF Level 04  16   

PURPOSE OF THE UNIT STANDARD 
This is a core unit standard of the National Certificate in ECD at Level 4.

The learners are able to:

o Understand, explain and provide a range of developmentally appropriate activities using available resources;

o Use recorded observations to inform practice. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
o Functional literacy, viz. ability to communicate effectively in their first language, both orally and in writing;

o Ability to understand and use a second language for everyday communication;

o Sufficient mathematical/numeracy skills (add, subtract, multiply and divide);

o An understanding of the basic needs of young children would be an advantage. 

UNIT STANDARD RANGE 
This unit standard is suitable for practitioners working with children between birth and the age of 9 in all types of settings. Practitioners are required to demonstrate applied competence in one of the following developmental phases/settings:

? 0 - 3 years (group or informal or family settings)
? 2 - 6 years (group for informal or family settings)
? 5 - 9 years (group or informal settings)




At this level practitioners demonstrate the ability to:

o Provide a range of developmentally appropriate learning activities inside and outside according to children's interests and the specific outcomes for the foundation phase (where appropriate),

o Set up learning activities to develop motor skills early literacy, early numeracy, creative development, social and emotional development, speaking, listening and communication, investigation and problem solving, and imaginative play and life skills,

o Use a range of mediational and pedagogic/facilitation skills to ensure that children's learning is both supported and extended,

o Show an awareness of what is developmentally appropriate in their management of group and individual activities,

o Support for the experiential acquisition of a second language through the provision of meaningful activities and the use of props and other visual aids, which are culture-fair and anti-bias,

o Reflect on their own practice in terms of both the activities they planned and provided and in terms of their own intervention.

The underpinning knowledge required focuses on the particular developmental phase and work setting within the context of a general understanding of the 0 -9 age range. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Provide a variety of developmentally appropriate learning activities. 
OUTCOME NOTES 
Provide a variety of developmentally appropriate learning activities inside and outside, covering all aspects of learning and development. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1 Activities are provided to facilitate integrated learning and holistic development. 

ASSESSMENT CRITERION 2 
2 The activities are planned and resourced with regard to the developmental level and interests of the children in the group. 

ASSESSMENT CRITERION 3 
3 A basic understanding of child development underpins the provision of a wide range of developmentally appropriate learning activities inside and outside to include opportunities for:
- Creative activities
- The use of tools
- Gross motor skills
- Imaginative play and life skills
- Exploration of the natural world
- Exploration of the made world
- Planning, designing and making
- Early literacy
- Early numeracy and mathematics
- Speaking, listening and communication
- Guessing, predicting, trying things out and
- Reaching conclusions 

ASSESSMENT CRITERION 4 
4 Activities and resources are free from cultural, race or gender bias and are adapted for children with special needs. 

ASSESSMENT CRITERION 5 
5 Activities are carefully planned to include both familiar objects and novel objects to ensure that they both allow children to build on previous experience and to face a challenge. 

ASSESSMENT CRITERION 6 
6 A basic knowledge of the national curriculum, including illustrative learning programmes is used in planning activities, where appropriate. 

SPECIFIC OUTCOME 2 
Observe and assess children's learning, development and responses to the learning environment. 
OUTCOME NOTES 
Observe and assess children's learning, development and responses to the learning environment in order to inform practice and planning. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Individual children's strengths, weaknesses and milestones are identified through observation. 

ASSESSMENT CRITERION 2 
2. Observations are analysed in light of a basic understanding of child development. 

ASSESSMENT CRITERION 3 
3. Written observation notes are kept on all children. 

ASSESSMENT CRITERION 4 
4. Observations of children's responses to the learning environment are reviewed on a very regular basis in order to inform daily planning. 

SPECIFIC OUTCOME 3 
Interact and communicate effectively with children. 
OUTCOME NOTES 
Interact and communicate effectively with children in a range of situations, including daily routines. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. A range of techniques is used appropriately to support and extend learning (talking, listening, questioning, modelling, offering help). 

ASSESSMENT CRITERION 2 
2. Spoken language is used effectively to help children internalise what they have learned and thus help the to know how to learn. 

ASSESSMENT CRITERION 3 
3. Meaningful praise is given to affirm the learners' competence. 

ASSESSMENT CRITERION 4 
4. Children are actively encouraged to collaborate where appropriate to help them rehearse the principles of learning in a group. 

SPECIFIC OUTCOME 4 
Use a range of techniques for working with individuals, small groups and large groups. 
OUTCOME NOTES 
Use a range of techniques for working with individuals, small groups and large groups and for introducing a second language. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
4.1 Large group sessions (like story times or ring times) are timed and managed to meet the developmental needs of the children. 

ASSESSMENT CRITERION 2 
4.2 Groupings for story time allow, where possible, for the different needs and interests of the children. 

ASSESSMENT CRITERION 3 
4.3 Large groups are skilfully managed using a range of inter-cultural and intra-cultural techniques and supports (story props, songs, games, rhymes, musical instruments, inflection and tone of voice) 

ASSESSMENT CRITERION 4 
4.4 Books, stories, songs, rhymes, myths, heritages and resources reflect the languages and cultures of the children in the group. 

ASSESSMENT CRITERION 5 
4.5 An awareness of the importance of play and language for early learning is evident. 

SPECIFIC OUTCOME 5 
Reflect on own practice and make appropriate changes. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. A written record is kept, showing evaluative comments on activities across all areas of learning and interventions. 

ASSESSMENT CRITERION 2 
2. Changes are made in response to what was observed. 

ASSESSMENT CRITERION 3 
3. The effectiveness of adult-initiated activities is reflected upon in writing. 

ASSESSMENT CRITERION 4 
4. There are written reflections on the match between the children's interests and the provision - i.e. an evaluation of how well the activities provided matched the children's interests, needs and wants. 


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
o Workplace assessment to assess planning and implementation of the activities.

o Written records including observation notes, dated and analysed; planning notes; reflections on effectiveness of teaching,

o Portfolio of relevant assignments; collections of resource materials, etc.

o Structured interview to assess attitudes and values, self-awareness and underpinning knowledge.

o Work appraisals completed by those in management positions, supervisory staff, co-workers, etc.

o Moderation: records of workplace assessments, oral interviews, written records and portfolio evidence should be moderated; random workplace assessments done by an external assessor. 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
Learners can apply a basic understanding of the following:

o General principles of child development and learning theories in a specific phase;

o The requirements of the national curriculum, particularly those of the foundation phase,

o Theories of play from a range of social and cultural contexts and explain its importance in learning;

o Planning for learning against the specific outcomes of the foundation phase and children's interests and contexts.

Learners demonstrate the following attitudes and values:

o An anti-bias and culture-fair approach in work with children;

o Respect for children's differing interests, needs and learning styles,

o Willingness to take responsibility for planning and delivering a holistic learning programme which allows for the development of the whole child,

o Willingness to accept help and advice. 

UNIT STANDARD DEVELOPMENTAL OUTCOME 
1. Learners are required to reflect on and explore a variety of strategies to learn and teach more effectively.

2. Through the provision of activities learners participate as responsible citizens in the life of local communities.

3. Through the provision of culture-fair and anti-bias activities and approaches learners show cultural and aesthetic sensitivity across a range of social contexts.

4. Explore their own education and career opportunities as their own understanding of the sub-field develops.

5. Develop entrepreneurial opportunities. 


Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO IDENTIFYING 
When working with the children learners identify and solve problems showing that responsible decisions have been made. 

UNIT STANDARD CCFO WORKING 
Work effectively with co-workers (where applicable) and with children. 

UNIT STANDARD CCFO ORGANISING 
To create a Learning Organisation and manage self and activities effectively to create a learning environment reflecting the needs, languages, cultures and interests of the children. 

UNIT STANDARD CCFO COLLECTING 
Collect, analyse, organise and critically evaluate information relating to the children, particularly through detailed and analysed observations, to the homes and communities in order to create a learning environment that supports these. 

UNIT STANDARD CCFO COMMUNICATING 
Communicate effectively verbally and in writing. 

UNIT STANDARD CCFO DEMONSTRATING 
Show responsibility towards the environment and health of others in the planning of activities, in the daily routines and in the collaborative ethos created. 

UNIT STANDARD CCFO CONTRIBUTING 
Help children solve simple problems in different aspects of their lives at the site and at home and in this way show an appreciation that the world is a set of related systems and problem-solving contexts do not exist in isolation. 

UNIT STANDARD NOTES 
This Unit Standard has been replaced by Unit Standard 244480, which is "Facilitate the holistic development of babies, toddlers and young children", Level 4, 16 credits and Unit Standard 244481, which is "Demonstrate knowledge and understanding of the development of babies, toddlers and young children", Level 4, 8 credits. 

QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
  ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
Core  23116   National Certificate: Early Childhood Development  Level 4  NQF Level 04  Passed the End Date -
Status was "Reregistered" 
2007-10-18  Was ETDP SETA until Last Date for Achievement 


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. Elective Training Institute Enterprise CC 
2. Enjo Consultants 
3. Goldfields TVET College 
4. Institute of Professional Studies and Services 
5. KITSO TRAINING AND DEVELOPMENT 
6. Rhodes University 
7. TLHARIHANI TRAINING CENTRE (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.