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: 

Care for babies, toddlers and young children 
SAQA US ID UNIT STANDARD TITLE
244255  Care for 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 2  NQF Level 02  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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
12834  Care for babies and toddlers in ECD settings  Level 2  NQF Level 02  12   

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is for people who work with babies, toddlers and young children.

People credited with this Unit Standard are capable of:
  • Feeding babies, toddlers and/or young children.
  • Providing physical care for babies, toddlers and young children.
  • Establishing trusting adult-child relationships with babies, toddlers and young children.
  • Managing behaviour and comforting babies, toddlers and young children.
  • Providing and/or accessing care in relation to welfare and health needs. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • It is assumed that learners are competent in Communication at NQF Level 1.
  • It is recommended that learners are able to demonstrate a basic understanding of child development. 
    		•

    UNIT STANDARD RANGE 
    Routines refer to (depending on context) arrival, departure, meals, toilet, resting, house-keeping (washing, cleaning up, putting away, tidying up), sleeping, and self-help skills according to ages and stages.

    Transitions refer to shifting or moving from activity to activity, from location to location, or from person to person.

    Environments include community gatherings, homes, institutional environments such as prisons, children's homes, hospitals, informal workplaces such as hawkers and street vendors, places where groups of children are temporarily cared for and entertained such as shopping centres, gyms, clinics and queues and Early Childhood Development ECD centres. The environments could be indoor and/or outdoor.

    The learner must demonstrate practical care for either babies/toddlers or young children, and explain how they would have approached it differently had they been working with the other age-group e.g. there are differences in safety issues for babies as opposed to older children; as well as differences in safety issues for individuals versus groups. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Feed babies, toddlers and/or young children. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The nutritional requirements of babies, toddlers and young children are described with special attention given to the importance of breast-feeding and the implications for practice in the Early Childhood Development (ECD) setting. 
    ASSESSMENT CRITERION RANGE 
    Sites are made available for mothers who wish to breast feed. Facilities are made available to store expressed breast milk according to universal precautions.
     

    ASSESSMENT CRITERION 2 
    Meals required for babies, toddlers and young children in the Early Childhood Development (ECD) setting are recorded, prepared and stored correctly according to nutritional requirements for age and weight taking into consideration parental instructions. 

    ASSESSMENT CRITERION 3 
    Feeding equipment is cleaned and sterilised using suitable available solutions, and stored hygienically. 

    ASSESSMENT CRITERION 4 
    Mealtime routines used are appropriate to their individual needs taking into account age, weight, medical condition and parental preferences. 

    ASSESSMENT CRITERION 5 
    The process and timing of weaning are adapted to suit the needs of individual babies taking into consideration local cultural practices as per parent preferences. 

    ASSESSMENT CRITERION 6 
    Toddlers are encouraged and helped to learn how to feed themselves. 

    ASSESSMENT CRITERION 7 
    Young children are helped and encouraged to practice culturally appropriatee and socially acceptable behaviour during mealtime routine. 

    SPECIFIC OUTCOME 2 
    Provide physical care for babies, toddlers and young children. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A safe, secure, healthy and stimulating environment is provided for babies, toddlers and young children. 

    ASSESSMENT CRITERION 2 
    Babies and toddlers are carried and handled in ways that are safe and culturally and developmentally appropriate so that feelings of security and interaction between caregiver and child are encouraged. 

    ASSESSMENT CRITERION 3 
    Babies and toddlers are washed, bathed and dressed in a gentle and safe manner. Young children are supervised carefully while washing, with assistance provided as needed. 

    ASSESSMENT CRITERION 4 
    Nappies are changed regularly and in a hygienic manner. 

    ASSESSMENT CRITERION 5 
    The process and timing of toilet training is adapted to suit the needs of individual children taking into consideration local cultural practices as expressed by parents. 

    ASSESSMENT CRITERION 6 
    Sleeping arrangements and routines are adapted to individual needs. 

    ASSESSMENT CRITERION 7 
    Babies and toddlers are encouraged to interact with the caregiver during all active care-giving routines. 

    ASSESSMENT CRITERION 8 
    Routines and transitions are managed to give structure to healthy development and independence. 

    SPECIFIC OUTCOME 3 
    Establish trusting adult-child relationships with babies, toddlers and young children. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    An emotionally secure, loving and caring environment is provided for babies, toddlers and young children. 

    ASSESSMENT CRITERION 2 
    The attachment needs (bonding) of the children and the implications for care-giving practice and admission procedures in Early Childhood Development (ECD) settings are described. 

    ASSESSMENT CRITERION 3 
    Children are helped to cope with separation from familiar caregivers when placed in the care of a new caregiver. 

    ASSESSMENT CRITERION 4 
    Temperamental differences among babies are observed and care-giving practices are adapted to individual needs. 

    ASSESSMENT CRITERION 5 
    The needs of each child are responded to as quickly as possible and in a consistent manner. 

    ASSESSMENT CRITERION 6 
    A regular daily routine is maintained for each child. 

    SPECIFIC OUTCOME 4 
    Manage behaviour and comfort babies, toddlers and young children. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Signs of distress and/or abuse are recognised, reported and referred as per guidelines for Early Childhood Development (ECD). 

    ASSESSMENT CRITERION 2 
    Children in distress are comforted promptly and in an appropriate way. 

    ASSESSMENT CRITERION 3 
    Chronic symptoms of distress are recorded and reported to the appropriate person and/or advice is sought and/or discussed with the child's family. 

    ASSESSMENT CRITERION 4 
    Child behaviour is managed age-appropriately using positive reinforcement in line with generally accepted, taught practice about positive behaviour management in the interests of the child's development. 
    ASSESSMENT CRITERION RANGE 
    Positive reinforcement implies no beating, biting or isolating, as per Children's Rights.
     

    ASSESSMENT CRITERION 5 
    Child management takes into account that there are different value systems and approaches to child management. 

    ASSESSMENT CRITERION 6 
    Descriptions are provided of the impact of negative forms of behaviour management. 

    SPECIFIC OUTCOME 5 
    Provide and/or access care in relation to welfare and health needs. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Assistance is provided to access birth registration services, grants and referrals to health and social services. 

    ASSESSMENT CRITERION 2 
    Signs of illness are identified according to IMCI (integrated management of childhood illnesses) as determined by the Department of Health and reported to parents as needed. 

    ASSESSMENT CRITERION 3 
    Emergency services and/or assistance is accessed as soon as possible in the event of an emergency, with suitable records maintained. 

    ASSESSMENT CRITERION 4 
    Emergency assistance is provided to stabilise children in cases of bleeding, not breathing (choking, drowning), burns, convulsions (recovery position), fevers and diarrhoea, applying universal precautions. 

    ASSESSMENT CRITERION 5 
    Medication is administered strictly under given and legitimate instructions, and is limited to prescribed medication, with suitable records maintained. 

    ASSESSMENT CRITERION 6 
    Limits to own actions when administering medication/treatments are identified and descriptions are provided of the dangers involved in transgressing limits. 


    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:
  • Childhood illnesses.
  • Nutrition.
  • Rights of Children.
  • Value of play. 
    		•

    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 nutrition, safety and health. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively in the promotion of good nutrition, safety and health and the prevention of illness. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information regarding child illnesses and issues related to the safety. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with children, adults and health practitioners regarding health, nutrition and safety. 

    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 Standards 12834, which is "Care for babies and toddlers in ECD setting", Level 2, 10 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  71751   General Education and Training Certificate: Adult Basic Education and Training  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  73249   General Education and Training Certificate: Adult Basic Education and Training: Academic Curriculum  Level 1  NQF Level 01  Reregistered  2028-06-30  UMALUSI 
    Elective  49556   National Certificate: Development Practice  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  80786   National Certificate: Home-Care Practices  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SERVICES 
    Elective  66749   National Certificate: Community Development  Level 3  NQF Level 03  Passed the End Date -
    Status was "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. BOLAND COLLEGE 
    2. Changing Lives Community Development Training 
    3. College of Cape Town - Athlone Campus 
    4. Early Learning Resource Unit (ELRU) 
    5. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    6. Governess Connection (Pty) Ltd 
    7. Greater Soweto Association for Early Childhood Development 
    8. Jabulani Training & Development 
    9. Katehong Early Learning Resourse Unit (KELRU ) 
    10. Keletsong Community Training & Resource Centre 
    11. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    12. LESEDI EDUCARE ASSOCIATION 
    13. Marematlou Training Institute 
    14. Northlink College 
    15. Ntataise Lowveld Trust 
    16. NTATAISE TRUST 
    17. Professional Development and Training Institute (Pty) Ltd 
    18. Retshetse Training Project 
    19. SEOPOSENGOE TRAINING CONSULTANCY CC 
    20. South Cape Public FET College - George Campus 
    21. South West Gauteng Tvet College 
    22. Southern African Institute of Learning (SAIL) 
    23. Tembe Service Providers 
    24. The Early Care Foundation 
    25. THUSANANG TRUST 
    26. Tokelo Training Intervention in ECD 
    27. Training and Resources in Early Education (TREE) 
    28. TSHEPANG EDUCARE TRUST 
    29. WEST COAST COLLEGE FET 


    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.