SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Facilitating Healthy Development

SAQA US ID	UNIT STANDARD TITLE
7397	Facilitating Healthy Development
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 5	Level TBA: Pre-2009 was L5	12
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Registered"		2000-10-11	2003-10-11	SAQA 0632/00
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2004-10-11		2007-10-11

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
13854	Promote healthy development in ECD programmes	Level 5	Level TBA: Pre-2009 was L5	12

PURPOSE OF THE UNIT STANDARD

This is a core unit standard of the National Certificate in ECD and the National Diploma in ECD at Level 5.

The learners are able to demonstrate the ability to implement comprehensive safety and health policies in a holistic, inclusive and developmentally appropriate way in association with families and the wider community.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The applied competence outlined in Facilitating Healthy Development at Level 4.

UNIT STANDARD RANGE

This unit standard is suitable for practitioners working with children between the ages of 0 and 9 years and their families 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 setting)

2 - 6 years (group or informal or family setting)

5 - 9 years (group or informal setting)

At this level, practitioners demonstrate the ability to:

prepare a detailed and comprehensive health and safety policies adapted to the specific setting and age group based on a thorough understanding of the health and safety needs of children from 0 - 9 years in different settings;

plan and implement developmentally-appropriate activities that help children understand and explore health and safety issues;

establish partnerships with families, community members and other organisations to promote the safety and healthy development of children, including those with special needs;

identify the implications for practice of relevant theories and research findings relating to children's learning and healthy development;

plan and provide specific activities and use appropriate strategies to support the learning and development of children with special needs;

plan and implement a range of strategies for facilitating the social and emotional development of children according to their individual needs.

The following contextual information relates to this unit standard:

This unit standard focuses specifically on the competence required to protect children's safety and support the good health and nutrition of children between the ages of 0 and 9 years in an ECD learning site. It does not provide credits in specific areas of health care, such as First Aid (although it includes basic first aid requirements). Separate unit standards are or will be available in areas of health care that could be credited towards a Level 4 ECD qualification as electives.

Safety refers to the children enrolled in the ECD programme and the adults (and older children) who are responsible for the care of the children or for assisting with, or contributing to, the programme in any way (e.g. family members assisting with outings, visitors, health practitioners).

Children with special needs include children with all types of disabilities, children with special talents, and those coping with abuse, stressful home situations and/or communal crime and violence. The focus of this unit standard is on the identification and active support of children with special needs who are included in the ECD programme. For practitioners working with children with specific disabilities other qualifications may be more relevant.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Protect the safety of children and adults

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. A detailed written safety policy which complies with legal requirements is appropriately adapted to the setting in its community context and to the age of the children, and is implemented as planned.

ASSESSMENT CRITERION 2

2. Local environmental safety hazards are recognised, and where possible procedures are in place to protect children and adults.

ASSESSMENT CRITERION 3

3. Families and communities are encouraged to participate actively in ensuring the safety of children.

ASSESSMENT CRITERION 4

4. Children are helped to understand ways of protecting their own safety in relation to their own capacities.

SPECIFIC OUTCOME 2

Support good health and nutrition

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. A comprehensive written health policy which complies with legal requirements is appropriately adapted to the setting in its community context and to the age of the children, and is implemented as planned.

ASSESSMENT CRITERION 2

2. Key child health and nutrition concerns in the local area, including the relationship between poverty and inequality and health, are understood (e.g. endemic diseases such as bilharzia, malaria; asthma, TB, AIDS, hepatitis B. parasite, gastro-enteritis, malnutrition, micro-nutrient deficiencies; water-borne diseases), and appropriate action is taken.

ASSESSMENT CRITERION 3

3. The role of family and community members in supporting the healthy development of children is strengthened through health education opportunities planned co-operatively to meet their needs.

ASSESSMENT CRITERION 4

4. Critical awareness of, and respect for, alternative medicine, including traditional and cultural beliefs and health practices which have anecdotally proved to work, is demonstrated.

ASSESSMENT CRITERION 5

5. Planned activities appropriate to children's developmental level allow children to explore health issues.

ASSESSMENT CRITERION 6

6. A contextual awareness of the socio-economic influences on health and nutrition is demonstrated.

SPECIFIC OUTCOME 3

Support children with special needs.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The development of children with all types of special needs is understood within the context of child development theory and research, and the implications for working with children across the whole range of special needs are identified.

ASSESSMENT CRITERION 2

2. Children with special educational needs are appropriately supported, and specific activities for their learning are planned and provided.

ASSESSMENT CRITERION 3

3. Legal requirements and policies for dealing with abuse, children with AIDS and violence are understood and implemented.

ASSESSMENT CRITERION 4

4. The impact on children's well-being and development of socio-economic factors (poverty, unemployment, disempowerment), crime and violence, both communal and domestic, substance abuse and addiction is taken into consideration in helping children develop the life skills to cope with abuse, violence or stressful home situations.

ASSESSMENT CRITERION 5

5. Partnerships with health and welfare practitioners, government agencies and specialist agencies are set up with a clear definition and understanding of roles.

SPECIFIC OUTCOME 4

Support each child's emotional and social development.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. A thorough understanding of how children develop socially and emotionally is demonstrated, and the implications for practice (with children 0 - 9 years) are identified.

ASSESSMENT CRITERION 2

2. Current theories relating to social and emotional development, including indigenous theories underlying traditional child rearing practices, and their application to practice are critically evaluated.

ASSESSMENT CRITERION 3

3. The social and emotional development of individual children is observed and assessed as the basis for planning and implementing strategies for supporting their further development.

ASSESSMENT CRITERION 4

4. Children are helped to deal with family disruption (e.g. divorce, separation from key family members), bereavement, birth of a sibling.

ASSESSMENT CRITERION 5

5. Children are helped to develop anti-bias attitudes and values and conflict resolution skills.

SPECIFIC OUTCOME 5

Help children learn to manage their own behaviour.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. A knowledge of each child's personality and developmental level is used to guide interactions with individual children to help them learn to manage their own behaviour.

ASSESSMENT CRITERION 2

2. The implications and underlying values of different theories for managing children's behaviours are critically evaluated, and a consistent set of principles for own practice is described.

ASSESSMENT CRITERION 3

3. Families are helped to understand the attitudes and values underlying children's rights and relevant protective legislation, and to learn a range of positive strategies for managing children's behaviour.

ASSESSMENT CRITERION 4

4. Careful observation and a knowledge of the child's background and recent experiences is used to help identify possible causes of, or contributing factors to, patterns of behaviour which are not consistent with progressive development.

ASSESSMENT CRITERION 5

5. Specific strategies for, e.g. conflict resolution skills and cultural resources of respect and honouring are used appropriately for managing different types of disruptive and/or unacceptable behaviour.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Direct observation of performance in a relevant work setting.

Scrutiny of health and safety records and reports, child observations.

Oral questioning to determine the practitioner's level of understanding of child development and justification of practices observed.

Written examination of knowledge required to perform competently, especially with regard to health and safety outcomes,

Portfolio of assignments, relevant case studies, notes that show ability to link theory and practice.

Moderation: Scrutiny of all relevant written records, portfolio, written work and other evidence; random workplace assessment by an external assessor, including oral interviews.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners can analyse and explain the following:

children's needs within a perspective of holistic human development through the lifespan;

relevant theories and research findings relating to the safety and healthy physical, social and emotional development of children aged 0 to 9 years;

the socio-economic context, like the effects of poverty, class background and inequality, impact on the healthy development of children, and the role of the ECD service in mediating this;

the elements of a comprehensive safety policy for children and adults in ECD settings: the recording of regular safety checks, the identification and correction of hazards, outings and transportation, emergency plans, including evacuation procedures and first aid, protecting children from health hazards, supervision;

the elements of a comprehensive health policy for ECD settings: enrolment policy regarding health matters; record keeping, sanitation and hygiene requirements, child health monitoring , care of ill children and outbreaks of infectious diseases, medication policy, food, rest and sleep (if appropriate), staff health policy, and health education policy;

relevant health and safety issues and the role of the wider community in ensuring children's health and safety;

strategies for the effective inclusion of children across the whole range of special needs;

legislation and policies relating to the safety, health and welfare of children aged 0 - 9 years (including child abuse and neglect);

the national school curriculum, especially with regard to the life orientation learning area;

a range of strategies for facilitating children's social and emotional development, and for managing disruptive/unacceptable behaviour;

a range of strategies for challenging all types of discriminatory and biased behaviour, based on relevant theoretical understanding of oppression and cultural world views.

Learners demonstrate the following attitudes and values:

a caring and concerned attitude towards children's health and safety;

inclusive anti-bias values and attitudes towards the children, co-workers and families;

warmth, trust and respect for children as capable individuals;

respect for traditional childbearing practices which are used as a basis for supporting children's holistic healthy development provided that they do not reinforce racial or gender stereotypes or conflict with children's rights, e.g. physical punishment;

religious and cultural practices regarding health and diet in the community are respected.

UNIT STANDARD DEVELOPMENTAL OUTCOME

1. Reflecting on and exploring a variety of strategies to learn more effectively;

2. Participating as responsible citizens in the life of local communities around general health and safety issues;

3. Being culturally and aesthetically sensitive across a range of social contexts.

4. Exploring education and career options related to work with children.

5. Developing entrepreneurial opportunities in setting up ECD services.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve a variety of problems showing that responsible decisions using critical thinking have been made in caring for children and facilitating their development.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team and a community, especially in helping to create a safe and healthy environment for young children.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information relating to the community context, children's needs and development.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively (with children and adults) using visual, mathematical and language skills in both oral and written modes.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and health of others.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 13854, which is "Promote healthy development in ECD programmes", Level 5, 12 credits.

Supplementary information

The following general principles need to be taken into account in assessing practitioners on this unit standard:

All health practices and requirements for cleanliness and safety are appropriate to the setting within its community context, and respect family religious and cultural practices.

All routines, activities and interactions with children are appropriate to their developmental level and individual needs.

The inclusive anti-bias approach specifically demonstrated in relation to children's social development, is integrated into all aspects of ECD practice.

The unit standard on Facilitating Healthy Development is relevant to the six roles defined in the Norms and Standards for Educators, especially regarding the first role listed below, which are all interpreted through the preschool phase specialist role:

1. Community, citizenship and pastoral role: the practitioner treats the children, their languages cultures and families with respect; works with the family and community to protect the safety and promote the healthy development of children; creates a supportive and empowering learning environment.

2. Leader, administrator and manager: the practitioner manages the learning environment in ways which are democratic and supportive towards children and colleagues; keeps administrative records relating to children's health and physical, social and emotional development.

3. Interpreter and designer of learning programmes and materials: the practitioner adapts the learning programme to include children with special needs; selects and makes or adapts materials and resources; sequences and paces the learning to suit the developmental needs and interests of the children, especially within the life skills area..

4. Learning mediator: the practitioner mediates learning in a manner that is sensitive to the diverse and developmental needs and interests of the learners, including those with barriers to learning; creates a supportive learning environment to enhance learning and development in a holistic way; communicates effectively showing respect for others.

5. Assessor: the practitioner understands different approaches, issues and trends in the assessment of young children, uses of a variety of assessment practices that are appropriate to the preschool phase, maintains efficient records, and reports on children's development in ways that are fair, valid, reliable and constructive.

6. Scholar, researcher and lifelong learner: the practitioner develops skills for reflection and self-evaluation allowing her/him to understand how best to meet the learning and developmental needs of the children; analyses different approaches in ECD practice based on different theoretical perspectives; develops basic research skills in assessing community needs.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	15985	National Certificate: Early Childhood Development: Preschool Phase	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Registered"	2003-10-11	ETDP SETA
Core	15983	National Diploma: Early Childhood Development: Preschool Phase	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Registered"	2003-10-11

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.

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