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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Minister to children in their early childhood 
SAQA US ID UNIT STANDARD TITLE
116752  Minister to children in their early childhood 
ORIGINATOR
SGB Christian Theology and Ministry 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies Religious and Ethical Foundations of Society 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2007-08-07  2010-08-07  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2011-08-07   2014-08-07  

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 will be useful to people who interact or intend to interact with little children in a professional or non-professional role in a social context.

People credited with this Unit Standard are able to:
  • Understand and respond to the needs of children in their early childhood
  • Build relationships with children in their early childhood
  • Help children in their early childhood to grow in Christian maturity
  • Understand and evaluate different roles in early childhood ministry
  • Fulfil a specific role in early childhood ministry
  • Understand and appreciate early childhood 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are assumed to be competent in Communication and Mathematical Literacy at NQF Level 3. 

    UNIT STANDARD RANGE 
    The following scope and context applies to the whole Unit Standard:
  • Children are regarded as people before 14 years of age.
  • Little children are regarded as children before the age of 6.
  • Children's workers are people, mostly adults, who are interacting with children with the purpose to enhance growth in various fields of their lives. This can be done in a professional or non-professional role.
  • Assessment for this Unit Standard is based on the assumption that the learner would have regular direct contact with children.

    Specific range statements are provided in the body of the Unit Standard where they apply to particular specific outcomes or assessment criteria. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Understand and respond to the needs of children in their early childhood. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Important needs of children in their early childhood are identified and described from various primary sources. 

    ASSESSMENT CRITERION 2 
    The importance of the needs of children is explained with reference to early childhood is development theories. 

    ASSESSMENT CRITERION 3 
    Sensitivity for the needs of children in their early childhood is described with reference to interaction with them. 

    SPECIFIC OUTCOME 2 
    Build relationships with children in their early childhood. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Effective communication with children in their early childhood is explained with reference to discourse theories. 

    ASSESSMENT CRITERION 2 
    The importance of games in building relationships with children is explained with reference to early childhood development theories. 

    ASSESSMENT CRITERION 3 
    The importance of stories in building relationships with children is explained with reference to early childhood development theories. 

    ASSESSMENT CRITERION 4 
    The importance of music in building relationships with children is explained with reference to early childhood development theories. 

    ASSESSMENT CRITERION 5 
    The importance of love and respect towards children is described with reference to early childhood development theories. 

    ASSESSMENT CRITERION 6 
    Boundaries set with children in their early childhood are explained in terms of rules that regulate interactions. 

    SPECIFIC OUTCOME 3 
    Help children in their early childhood to grow in Christian maturity. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Children's response to God's love in early childhood is identified and explained from observation and personal experience. 

    ASSESSMENT CRITERION 2 
    Use of the Bible to help children in their early childhood grow is explained with reference to Scripture-reading programmes in own faith community. 
    ASSESSMENT CRITERION RANGE 
    Using the Bible includes becoming familiar with the book, developing ways to listen to the contents, effectively reading/narrating the Bible, memorising Scripture, applying the Bible to the children's lives, etc.
     

    ASSESSMENT CRITERION 3 
    Children's involvement in a Christian faith community in their early childhood is explained in terms of programmes in own communities. 

    ASSESSMENT CRITERION 4 
    Christian values passed on to children in their early childhood are described with reference to Christian teachings. 

    SPECIFIC OUTCOME 4 
    Understand and evaluate different roles in early childhood ministry. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Different roles in early childhood ministry are described in terms of relationships and responsibilities. 

    ASSESSMENT CRITERION 2 
    The significance of other people in the early years of children's lives is explained. 

    SPECIFIC OUTCOME 5 
    Grow in a specific role in early childhood ministry. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A role in early childhood ministry is identified in terms of the relationship with children in their early childhood. 

    ASSESSMENT CRITERION 2 
    The requirements of the role of Christian ministry in early childhood are identified and described in terms of Christian ministry needs. 

    ASSESSMENT CRITERION 3 
    The requirements are evaluated in terms of the degree to which they meet the predetermined criteria. 

    SPECIFIC OUTCOME 6 
    Understand and appreciate early childhood. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The uniqueness of children in their early childhood is decribed in terms of their qualities, abilities, attitudes and interests. 

    ASSESSMENT CRITERION 2 
    The special importance of early childhood is explained in terms of developments. 

    ASSESSMENT CRITERION 3 
    Commitment to serve the best interests of children in their early childhood is explained in terms of the demands of the ministry. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Providers of learning towards this Unit Standard will need to meet the accreditation requirements of the relevant ETQA.

    Moderation Option:

    The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this Unit Standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the Unit Standard.
  • Aspects of Communication, including public address and listening skills
  • Aspects of Observation and interpretation of data
  • Understanding children
  • Ability to make creative decisions 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems: Learners find ways to connect; find ways to help children grow; meet requirements. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: Learners interact with children. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively; Learners plan for interaction, fulfil roles, etc. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: Learners collect and process information, tools and skills. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills: Learners report, describe, communicate with little children. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: Learners use games and music; and practise responsible use of Bible. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system: Learners understand the significance of early childhood in human relationships. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full development of oneself: Learners grow in understanding and sensitivity towards little children. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  49057   Further Education and Training Certificate: Theology and Ministry  Level 4  NQF Level 04  Reregistered  2023-06-30  HW 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.
     
    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.