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 QUALIFICATION THAT HAS PASSED THE END DATE: 

Basic Certificate: Early Childhood Development 
SAQA QUAL ID QUALIFICATION TITLE
23114  Basic Certificate: Early Childhood Development 
ORIGINATOR ORIGINATING PROVIDER
SGB Early Childhood Development   
QUALITY ASSURING BODY NQF SUB-FRAMEWORK
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 05 - Education, Training and Development  Early Childhood Development 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 1  NQF Level 01  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 
SAQA 0160/05  2006-01-10  2009-01-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-01-10   2013-01-10  

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 qualification replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
14406  National Certificate: Early Childhood Development: Preschool Phase  Level 1  NQF Level 01  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of the qualification is to:

1. Provide access to training and recognition of prior learning for many experienced people who work with young children but have been excluded from education and training opportunities.

2. Enable learners to understand and respond appropriately to the basic needs of young children in all areas of their development within a specific phase of development and in a specific setting, e.g. centre-based or home-based.

3. Improve the quality of early childhood development services for young children in a variety of settings, both centre-based and home-based.

This qualification provides an opportunity for:

Existing learners/educators who work in a variety of ECD settings to acquire an ECD Level 1 qualification, in order to advance their ECD career path. It therefore, acknowledges and affirms the competence gained through experience and/or non-formal training;
  • Potential learners/educators who have not achieved a GETC or equivalent qualification at Level 1 and who want to pursue a career in ECD. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    In order to provide access to an ECD qualification, there is no specified prior learning or competence required.

    Recognition of Prior Learning:

    The qualification can be achieved as a whole or in part through the recognition of prior learning. The assessment and recognition of experiential learning is particularly important at this level. 

    RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    N/A 

    EXIT LEVEL OUTCOMES 
    1. Set up and manage a variety of active learning activities that are appropriate to the developmental needs of young children.

    2. Interact and communicate with young children in a way that supports all aspects of learning.

    3. Use an inclusive anti-bias approach that respects the cultural, religious and experiential background of the children and supports children with barriers to learning and other special needs.

    4. Maintain a safe and healthy learning environment.

    5. Establish a supportive and caring environment that meets children`s basic emotional and social needs and helps them manage their own behaviour.

    6. Establish respectful and co-operative relationships with co-workers, families and community.

    7. Contribute to programme planning and evaluation, the assessment of children`s progress and administration of the learning programme.

    8. Identify and maintain standards of early childhood development policies and practice through continuing personal development.

    Critical Outcomes:

    1. Identify and solve routine problems showing that responsible decisions have been made in caring for young children and facilitating their development.

    2. Work cooperatively with others as a member of a teaching team and with family members and the community in supporting early childhood development.

    3. Organise oneself and one`s activities responsibly to make an effective contribution to the management of a developmental learning programme that meets the needs and interests of young children.

    4. Collect, analyse, organise and evaluate information relating to children`s needs and progress in the ECD programme.

    5. Communicate with co-workers, children, their families and community members using visual materials and language skills, mainly in the oral mode but also in writing where possible and appropriate.

    6. Use appropriate technology in making learning resources and in dealing with routine problems relating to children`s health and safety, showing respect for the environment.

    7. Demonstrate an understanding of the holistic and integrated nature of child development and the interaction between school, home and the community in supporting children`s learning and development.

    Developmental outcomes:

    1. Explore one`s own learning strategies and those used by young children.

    2. Participate as a responsible citizen in the life of the local community by supporting the learning and development of its young children.

    3. Show awareness of anti-bias and culture-fair attitudes, values and practices that also involve art, music and dramatic play activities.

    4. Show awareness of education and career opportunities in the ECD sub-field.

    5. Explore entrepreneurial opportunities in providing ECD services and developing basic administrative skills and craft skills in making learning resources. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.1 Activities are set up to support children`s physical, social, emotional, intellectual, language and creative development in an integrated way.
    1.2 The activities and learning resources provided are relevant to children`s experience and suitable for the general developmental level and interests of the children.
    1.3 The management of learning activities is influenced by the observation of children`s responses to the materials and activities.
    1.4 Learning resources are well-maintained and accessible to children.
    1.5 A sufficient number and variety of activities and learning resources are provided to give children the opportunity to choose activities according to their interests and learning needs.

    2.1 The basic principles of how young children learn and develop are understood and explained.
    2.2 Children are talked and listened to in a range of activities and routines in a way that encourages and supports learning.
    2.3 Opportunities are provided for children to interact with one another through observation, imitation, collaborative and co-operative play.
    2.4 Interaction with children in a variety of group activities is appropriate to their level of development.
    2.5 All communication and interactions with children support the development of their first language(s), while games, songs and rhymes are used to help children become familiar with another language.

    3.1 All activities and learning resources are relevant to children`s experience and build on contextually appropriate and indigenous play activities and child-rearing practices in the community.
    3.2 Children are encouraged to identify with familiar roles and take pride in their cultural heritage as well as to respect the languages, cultural traditions and religions of others.
    3.3 Boys and girls are encouraged to participate in all activities in ways that do not reinforce gender or ethnic stereotypes.
    3.4 Children with disabilities are included in the programme and appropriate help and support is given.
    3.5 Response to children coping with abuse and/or violence and/or HIV/AIDS is prompt, sympathetic and supportive.

    4.1 A safe and clean physical environment is maintained.
    4.2 Children are supervised by a responsible person at all times, and rules to protect their safety are clearly stated and consistently enforced.
    4.3 Emergency procedures are explained and carried out promptly and calmly when necessary, including the recording of all accidents and injuries.
    4.4 Suitable provision related to the age of the children is made for their physical needs, including nutrition, exercise, rest.
    4.5 Established health and hygiene routines and practices are implemented efficiently particularly in relation to contagious diseases, including HIV/Aids, TB, cholera and gastroenteritis.

    5.1 Each child is treated as an individual and the message that each person is important, respected and valued is conveyed to children.
    5.2 The learning environment is managed in a way that helps children develop independence and initiative as well as self-control.
    5.3 Children are helped to get along with each other and play co-operatively in ways appropriate to their general level of development.
    5.4 Children are helped to understand and follow agreed rules of behaviour that reflect expectations appropriate to their level of development.
    5.5 Positive aspects of children`s behaviour are noticed and affirmed, while unacceptable behaviour is managed calmly in a non-abusive or hurtful manner.

    6.1 Relationships with other adults in the ECD service are based on respect and a clear understanding of the roles and responsibilities of each person.
    6.2 All agreed duties and responsibilities are carried out,and co-workers are assisted when needed.
    6.3 The role of parents and other family members in the care and education of young children is respected and valued.
    6.4 Family preferences regarding diet, dress and cultural practices for their children are respected and upheld.
    6.5 The role of the family and community in the provision of ECD services is understood in terms of their needs and resources within the broader socio-economic context.

    7.1 An orderly and stimulating physical environment and a regular daily routine providing for all the developmental and learning needs are maintained.
    7.2 Planning of programme activities is done on a regular and collaborative basis with co-workers and/or supervisory staff (if applicable).
    7.3 The learning programme is evaluated regularly based on an understanding of the purposes of the various activities provided in relation to children`s general developmental needs and interests.
    7.4 Outcomes-based assessment criteria used for assessing children`s progress are understood, and simple records of observations are kept.
    7.5 Information shared with family members about their children`s progress is factual and descriptive, and confidentiality is respected.
    7.6 Basic records relating to the children, the learning programme, supplies and monies received or paid are kept up to date.

    8.1 Children`s rights and the general principles of good quality early childhood development practice are identified and explained simply.
    8.2 An accepted code of conduct is followed, and rights and conditions of employment are understood in terms of current legislation.
    8.3 An emerging ability to reflect on one`s own practice and identify personal strengths and weaknesses is evident.
    8.4 Communication, literacy and numeracy skills required to facilitate children`s development, manage an ECD learning programme and continue developing professionally are demonstrated.
    8.5 Immediate career options in the ECD sector and further learning and personal development opportunities are identified.

    Integrated Assessment:
  • In order to ensure that the purpose of the qualification is achieved, the preferred method of assessment at this level is direct observation of performance in the relevant work setting, for both formative and summative assessment.
  • Oral rather than written methods of assessment are recommended at this level to supplement the workplace-based observation of ECD practice so that learners are not disadvantaged by limited literacy skills.
  • A range of other methods are also recommended, depending upon the competence that needs to be demonstrated in relation to the specific outcomes of each core unit standard. 

  • INTERNATIONAL COMPARABILITY 
    Not applicable at this level.

    In African, Asian and South American countries, training for community-based ECD practitioners with low levels of education is provided mainly on an in-service basis, usually by non-governmental organisations. Generally, however, qualifications at this level have not been formalised. 

    ARTICULATION OPTIONS 
    N/A 

    MODERATION OPTIONS 
    Each unit standard provides more specific guidance regarding moderation of the specific outcomes, but the following general guidelines apply to the qualification:

    1. Internal moderation: Training providers offering one or more unit standards towards the achievement of this qualification need to have internal quality assurance mechanisms in place to ensure that:
  • the learning programme and learner support provided is sufficient to enable learners to achieve the specific outcomes, and
  • all aspects of the assessment of learners are moderated by a suitably qualified person(s) who is not directly involved in the training provision, to establish fair and reliable assessment results.

    2. External moderation: An ETQA will facilitate the external moderation of learner achievements. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    This qualification has not been reregistered, at the request of ETDP SETA.

    This qualification replaces qualification 14406, "National Certificate: Early Childhood Development: Preschool Phase", Level 1, 120 credits.

    The qualification is relevant to Health Sciences and Social Services (09), which is also concerned with the care and development of young children, and certain components provide for articulation between the two fields. It is generally accepted that the care and education of young children needs to be fully integrated. ECD is located in Field 05 because of its critical role in developing young children as lifelong learners. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  13849  Assist with managing the ECD learning programme  Level 1  NQF Level 01  12 
    Core  13847  Support active learning in ECD programmes  Level 1  NQF Level 01  24 
    Core  13848  Support healthy development in ECD programmes  Level 1  NQF Level 01  12 
    Fundamental  7464  Analyse cultural products and processes as representations of shape, space and time  Level 1  NQF Level 01 
    Fundamental  7451  Collect, analyse, use and communicate numerical data  Level 1  NQF Level 01 
    Fundamental  7449  Critically analyse how mathematics is used in social, political and economic relations  Level 1  NQF Level 01 
    Fundamental  7463  Describe and represent objects and the environment in terms of shape, space, time and motion  Level 1  NQF Level 01 
    Fundamental  7526  Engage with aesthetic, affective, cultural and social values in texts  Level 1  NQF Level 01 
    Fundamental  7535  Engage with meaning, organisation and structure of texts  Level 1  NQF Level 01 
    Fundamental  7534  Explore and use a variety of strategies to learn  Level 1  NQF Level 01 
    Fundamental  7528  Identify, access, analyse, use and present information  Level 1  NQF Level 01 
    Fundamental  7524  Show a critical awareness of language usage  Level 1  NQF Level 01 
    Fundamental  7453  Use algebraic notation, conventions and terminology to solve problems  Level 1  NQF Level 01 
    Fundamental  7530  Use appropriate communication skills, conventions and structures for specific purposes and situations  Level 1  NQF Level 01 
    Fundamental  7461  Use maps to access and communicate information concerning routes, location and direction  Level 1  NQF Level 01 
    Fundamental  7450  Work with measurement in a variety of contexts  Level 1  NQF Level 01 
    Fundamental  7448  Work with patterns in various contexts  Level 1  NQF Level 01 
    Elective  12834  Care for babies and toddlers in ECD settings  Level 2  NQF Level 02  12 
    Elective  7402  Facilitating Learning Through Play  Level 2  NQF Level 02  12 
    Elective  7401  Making ECD Learning Resources  Level 2  NQF Level 02 
    Elective  12841  Compile a portfolio in ECD practice  Level 3  NQF Level 03 
    Elective  12838  Create an inclusive anti-bias learning environment in ECD settings  Level 3  NQF Level 03  12 
    Elective  12835  Facilitate the learning and development of babies (0-24 months) in ECD settings  Level 3  NQF Level 03  12 
    Elective  12836  Facilitate the learning and development of toddlers (18-36 months) in ECD settings  Level 3  NQF Level 03  12 
    Elective  7405  Facilitating Creative Art Activities in ECD Programmes  Level 3  NQF Level 03 
    Elective  7404  Facilitating Language Development Bilingual/Multilingual ECD Programmes  Level 3  NQF Level 03 
    Elective  7403  Facilitating Learning Through Stories, Songs and Rhymes  Level 3  NQF Level 03 
    Elective  12840  Include children experiencing barriers to learning and development in ECD settings  Level 3  NQF Level 03  12 
    Elective  13869  Involve family members in ECD programmes  Level 3  NQF Level 03  12 
    Elective  7406  Managing a Small-Scale ECD service  Level 3  NQF Level 03  12 
    Elective  12839  Support children and adults living with HIV/AIDS in ECD settings  Level 3  NQF Level 03 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    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 Quality Assuring Bodies 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 Quality Assuring Body 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.