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: 

Prepare Early Childhood Development programmes with support 
SAQA US ID UNIT STANDARD TITLE
244472  Prepare Early Childhood Development programmes with support 
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  6 
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
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 does not replace any other unit standard and is not replaced by any other unit standard. 

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 the context.
  • Preparing a programme.
  • Reflecting on the programme. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • It is assumed that learners are competent in Communication at NQF Level 3 or equivalent.
  • It is recommended that learners have knowledge of development of children. 
    		•

    UNIT STANDARD RANGE 
    Practitioners at this level will plan and prepare the programmes, with support, for children in at least two different settings, of different ages and stages, and with different needs. The support may come from a mentor, a guide, or a colleague who can offer guidance on the planning and preparation of the programme. Practitioners at this level will have access to broader plans and/or frameworks that they can use and adapt.

    Practitioners will take a given plan or framework, interpret it and develop their daily and weekly programme, adapting the given plan within their particular context.

    The term "programme" as used here 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. This Unit Standard does not include the actual design of the activities, as this is covered in the Unit Standard: Design activities to support the development of young children.

    "Settings" refers 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.

    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. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse the context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The analysis identifies the key factors that could have an impact on the programme. 
    ASSESSMENT CRITERION RANGE 
    Key factors related to the Early Childhood Development setting, the environment and the broad needs of child/children.
     

    ASSESSMENT CRITERION 2 
    The analysis clearly identifies the developmental stages and particular needs of all the children within the given context. 
    ASSESSMENT CRITERION RANGE 
    Analysis includes the needs of children at risk and special needs.
     

    ASSESSMENT CRITERION 3 
    The analysis is informed by Early Childhood Development (ECD)-related frameworks. 
    ASSESSMENT CRITERION RANGE 
    This may include curricula, national policies, support material and documented socio-economic trends.
     

    ASSESSMENT CRITERION 4 
    The analysis is sufficient in scope and depth to inform the development of the programme. 

    SPECIFIC OUTCOME 2 
    Prepare a programme. 
    OUTCOME RANGE 
  • Includes adapting given programmes.
  • In some situations, the term "daily routine" may be used instead of "programme". 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The programme sufficiently addresses the developmental stages and particular needs of the children as revealed by the analysis. 

    ASSESSMENT CRITERION 2 
    The programme provides flexible options for implementation. 

    ASSESSMENT CRITERION 3 
    The programme specifies the sequence, timing and main resource requirements of the planned activities, including opportunities for assessment. 

    ASSESSMENT CRITERION 4 
    The programme provides a balance of developmentally appropriate activities to support the development of all the children. 
    ASSESSMENT CRITERION RANGE 
    Programme may include a mix of routine activities, adult-initiated activities and child-initiated activities as appropriate to the context.
     

    ASSESSMENT CRITERION 5 
    The programme provides a balance between indoor and outdoor activities and individual, small and large group activities to support the development of the children. The balance between such activities, particularly between individual and group activities, is appropriate to the developmental stages of the children. 

    ASSESSMENT CRITERION 6 
    The programme can be implemented in the given context and within available resources. 

    ASSESSMENT CRITERION 7 
    The programme complies with relevant national policies and guidelines. 

    SPECIFIC OUTCOME 3 
    Reflect on the programme. 
    OUTCOME RANGE 
    Reflections may take place before, during and after implementation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Feedback is obtained from relevant sources on the value and success of the programme. 
    ASSESSMENT CRITERION RANGE 
    Sources may include colleagues, mentors, children, parents and other stakeholders.
     

    ASSESSMENT CRITERION 2 
    Reflections identify strengths and weaknesses of the programme. 

    ASSESSMENT CRITERION 3 
    The reflection identifies the extent to which the programme contributes meaningfully to the overall aims of the Early Childhood Development (ECD) service. 

    ASSESSMENT CRITERION 4 
    Ways to improve upon the programme are identified and noted for future plans and programmes. 


    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:
  • Development of children.
  • Theories of child development and learning.
  • Policies impacting on Early Childhood Development (ECD).
  • How the environment impacts on child development. 
    		•

    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 programming of Early Childhood Development (ECD) activities. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively through the planning and programming of Early Childhood Development (ECD) activities. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information in the development of an Early Childhood Development (ECD) programme. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills via the developed programme. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system through the understanding of how the programme impacts on Early Childhood Development (ECD). 

    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 
    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  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  67509   Further Education and Training Certificate: Community Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  80946   National Certificate: Community Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    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. ABM COLLEGE SA (PTY) LTD 
    2. Axolemahle Business Enterprise 
    3. Damelin Correspondence College (Pty) Ltd 
    4. Dynamic Safety Solutions 
    5. Gender Education & Development Institute (GEDI 
    6. Ikamva Projects Pty Ltd 
    7. KDS Centre for Skills Development and Training Pty Ltd 
    8. Lehlabile Emergency Institute 
    9. Lionsden Africa Business Solutions Pty Ltd 
    10. Mabidi Funzani Trading And Projects Pty Ltd 
    11. MacMillan South Africa (Pty) Ltd 
    12. Masakhane Training and Consultant Pty Ltd 
    13. NC COMPLIANCE SOLUTIONS 
    14. Ntiyiso Training and Skills Consultancy 
    15. PHALANE SAFETY CONSULTANT AND TRAINING PROVIDERS PTY LTD 
    16. PNJ TRAINING ACADEMY NPC 
    17. Sunshine Community Outreach Ministry of Youth With A Mission 
    18. The Finishing College (Pty) Lt 
    19. The Unlimited Child 
    20. Tokelo Training Intervention in ECD 
    21. Tshepo Hope Consulting 
    22. Twilight Lehlabile Construction Pty Ltd 
    23. UMO LEARNING SUPPORT SYSTEM 
    24. VUWA PROJECTS 
    25. WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING 


    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.