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: 

Facilitate the learning and development of toddlers (18-36 months) in ECD settings 
SAQA US ID UNIT STANDARD TITLE
12836  Facilitate the learning and development of toddlers (18-36 months) in ECD settings 
ORIGINATOR ORIGINATING PROVIDER
SGB Early Childhood Development   
QUALITY ASSURING BODY
-  
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 3  NQF Level 03  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2006-01-10  2007-10-18  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-10-18   2011-10-31  

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
244484  Demonstrate knowledge and understanding of the development of babies, toddlers and young children  Level 4  NQF Level 04  Complete 
244480  Facilitate the holistic development of babies, toddlers and young children  Level 4  NQF Level 04  16  Complete 

PURPOSE OF THE UNIT STANDARD 
This is an elective unit standard at Level 3, which can be credited to a Basic Certificate in ECD at Level 1 in either the Baby and Toddler Phase or the Preschool Phase, and/or to the National Certificate at Level 4 in the Preschool Phase.

Learners are able to identify the specific learning and developmental needs of older toddlers from 18 to 36 months, and provide appropriate active learning experiences to facilitate their holistic development. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Understanding of the basic learning and developmental needs of children from birth to six years and the applied competence required to support healthy development and active learning in ECD programmes for toddlers equivalent to that outlined in the ECD core unit standards on Support Healthy Development, Support Active Learning and Assist with Managing an ECD Learning Programme at Level 1. 

UNIT STANDARD RANGE 
This elective unit standard is suitable for learners working with toddlers between the ages of 18 and 36 months in any ECD programme or setting, including private homes (nannies, au pairs), and in institutions (residential care). Learners are required to demonstrate applied competence working with toddlers aged 18 to 36 months in one of the following general developmental phases/settings:
  • 0 - 3 years (group, informal or family setting)
  • 2 - 6 years (group, informal or family setting)

    At this level, learners demonstrate the ability to:
  • Organise a learning environment and daily programme that is appropriate to the specific needs of toddlers between the 18 and 36 months;
  • Select appropriate materials and learning activities to facilitate learning through play and the holistic development of toddlers aged 18 to 36 months;
  • Support the processes of fundamental physical, mental and language development during this critical stage of development (18-36 months) through appropriate interaction with each child;
  • Use an inclusive anti-bias and culture-fair approach in their practice, which is rooted in local traditions and cultural practices.

    The following contextual information is relevant to this unit standard:
  • This is a specialist unit standard for learners working with toddlers aged 18 to 36 months either in an ECD setting for babies and toddlers or in an ECD setting for children aged 2 to 6 years (in which children may be admitted as early as 18 months). In other words, this unit standard can be credited as an elective for an ECD qualification in either the Baby or Toddler Phase OR in the Preschool Phase.
  • Learners seeking an ECD qualification in the Baby and Toddler Phase are expected to demonstrate their competence with regard to the core unit standards in an ECD setting for babies and toddlers. Similarly, learners seeking a qualification in the Preschool Phase are expected to demonstrate the core competencies in an ECD setting for children aged 2 - 6 years.
  • This elective unit standard is recommended for learners who are working towards a Level 1 qualification in ECD and who are responsible for managing a home-based or small-scale ECD service (creche) and/or are fully responsible for the care of toddlers aged 18-36 months (i.e. they are not working as an assistant to a more highly qualified practitioner). It builds on the Level 1 core unit standards allowing learners to demonstrate a higher level of competence needed to provide a sound developmental programme older toddlers.
  • Alternatively, this unit standard may be useful in planning a two-stage learning programme for learners working towards a Level 4 qualification in ECD (Baby and Toddler Phase). However, because the content of this unit standard overlaps with the core unit standards at Level 4 on Facilitate Active Learning in ECD Programmes and Manage an ECD Learning Programme, the 12 credits attached to this elective unit standard cannot be credited separately towards a National Certificate in ECD (Baby and Toddler Phase) at Level 4.
  • With regard to the Preschool Phase, however, learners working with toddlers aged 18 to 36 months in an ECD setting for children aged 2 - 6 years, this elective unit standard can be credited towards a Level 4 certificate in ECD (Preschool Phase). This is because the toddlers form a specialist group within the Preschool Phase where the main focus of the core unit standards is on the preschool child (3 to 6 years old). 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Implement a daily programme and provide a learning environment 
    OUTCOME NOTES 
    Implement a daily programme and provide a learning environment that are adapted to the special developmental needs of toddlers aged 18 to 36 months. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1 The daily programme is planned and implemented to accommodate the time needed for routines and activities suitable for toddlers. 

    ASSESSMENT CRITERION 2 
    2 The learning environment is planned to provide sufficient space for developmentally appropriate activities to take place without undue disturbance from younger or older children. 

    ASSESSMENT CRITERION 3 
    3 The learning environment, materials and equipment provided are adapted to the special needs of toddlers with barriers to learning. 

    ASSESSMENT CRITERION 4 
    4 Materials and activities provided are culture-fair and include relevant traditional games and practices. 

    SPECIFIC OUTCOME 2 
    Provide developmentally appropriate learning opportunities for the physical development of toddlers 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1 A variety of developmentally appropriate materials, play equipment, activities, non-competitive and group games are provided to help toddlers develop fundamental large muscle skills and physical coordination. 

    ASSESSMENT CRITERION 2 
    2 Opportunities are provided in many different play and routine activities for toddlers to practise small-muscle skills and develop eye-hand coordination at their level of development. 

    ASSESSMENT CRITERION 3 
    3 A wide variety of safe and developmentally appropriate materials and activities are provided to help toddlers develop their senses and perceptual skills through play. 

    ASSESSMENT CRITERION 4 
    4 Toddlers are helped individually to use equipment and tools in ways that are appropriate to their development level, and their efforts and achievements are recognised. 

    SPECIFIC OUTCOME 3 
    Help toddlers learn about themselves and others 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Understanding of the needs of toddlers to feel secure is demonstrated by providing appropriate physical contact and individual attention to establish trust. 

    ASSESSMENT CRITERION 2 
    2. Materials and activities are provided to help toddlers learn about their bodies and develop self-awareness. 

    ASSESSMENT CRITERION 3 
    3. Toddlers are encouraged to develop self-help skills and discover what they can do by themselves in a safe environment providing a variety of materials and activities to choose from. 

    ASSESSMENT CRITERION 4 
    4. Toddlers are helped to share toys and take turns with others. 

    ASSESSMENT CRITERION 5 
    5. Developmentally- and culturally-appropriate limits are consistently enforced to help toddlers learn the rules of social living. 

    ASSESSMENT CRITERION 6 
    6. Appropriate, non-abusive techniques are used to manage toddlers' behaviour that is unacceptable or out of control (in terms of realistic expectations for the age-group). 

    SPECIFIC OUTCOME 4 
    Encourage toddlers to solve problems and explore their physical and social environment 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Toddlers are encouraged to solve developmentally appropriate problems as they master self-help skills and through the organisation of a challenging learning environment in which specific problem-posing materials and activities are provided. 

    ASSESSMENT CRITERION 2 
    2. Materials and activities are provided to help toddlers explore the properties of a variety of objects through play. 

    ASSESSMENT CRITERION 3 
    3. Materials and movement activities are provided to help toddler explore space. 

    ASSESSMENT CRITERION 4 
    4. Toddlers are helped to learn about social conventions and customs that are culturally relevant and fair. 

    SPECIFIC OUTCOME 5 
    Facilitate language development in appropriate ways 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. A practical knowledge of the development of language and communication in the toddler stage is demonstrated, and responsible decisions made regarding language usage. 

    ASSESSMENT CRITERION 2 
    2. Language is used continuously when interacting with toddlers on an individual basis or in pairs, and their efforts to communicate and use language receive appropriate responses. 

    ASSESSMENT CRITERION 3 
    3. Toddlers are encouraged to play with sounds and words. 

    ASSESSMENT CRITERION 4 
    4. Language activities, including story-telling, suitable rhymes, finger plays and songs, are organised with very small groups in situations where external distractions are minimised. 

    ASSESSMENT CRITERION 5 
    5. Language activities make use of a variety of concrete and visual materials that are developmentally appropriate, culture-fair and reflect the children's own experience. 

    SPECIFIC OUTCOME 6 
    Encourage toddlers to express themselves and their feelings through creative play opportunities 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Sensitivity to the non-verbal communication of toddlers is demonstrated and encouraged. 

    ASSESSMENT CRITERION 2 
    2. Activities are set out on a daily basis for children to explore the use of a variety of creative art materials. 

    ASSESSMENT CRITERION 3 
    3. Suitable, culturally relevant social play materials are provided on a daily basis to encourage make-believe play. 

    ASSESSMENT CRITERION 4 
    4. A variety of simple construction materials, such as blocks and stacking toys, are provided for children to explore. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Direct observation of performance in a relevant and authentic work setting to assess practical competence.
  • A structured interview is recommended to assess the practitioner's knowledge of the specific developmental needs of toddlers in this age group.
  • Oral questioning should be used to explore awareness of cultural variations in childcare practices in local communities.
  • Records relating to programme planning and evaluation, as well as assessment of children.
  • Portfolio of relevant assignments, resource materials and self-evaluations providing evidence of practice, knowledge, attitudes and skills.
  • Assessments by supervisory staff, peers and/or responsible family members can be used as supplementary evidence.
  • Moderation: scrutiny of all records of workplace assessments, structured interviews, written records and portfolio evidence; random workplace visits to check assessments of competence and knowledge. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
  • Reflect on and explore a variety of strategies to learn more effectively.
  • Participate as a responsible citizen in the life of the local community by providing an improved educational service for young children.
  • Be culturally and aesthetically sensitive across a range of social contexts in the provision of culture-fair and anti-bias materials and learning activities.
  • Explore education and career opportunities in a specialist area of ECD practice.
  • Develop entrepreneurial opportunities in setting up and managing childcare services in the community. 


  • Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems showing that responsible decisions have been made in facilitating the development of young children. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly to create an effective learning programme reflecting the needs, languages and cultures of a specific age-group of young children. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and evaluate information relating to children's needs and the learning activities provided. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with young children and their families mainly in the oral mode but also in writing for reporting purposes. 

    UNIT STANDARD CCFO SCIENCE 
    Use technology effectively in making learning resources and show responsibility towards the environment and health of others in maintaining a healthy learning environment. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts relating to holistic child development do not exist in isolation. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE QUALITY ASSURING BODY
    Elective  23114   Basic Certificate: Early Childhood Development  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2009-01-10  ETDP SETA 
    Elective  49085   National Certificate: Fundamental Ancillary Health Care  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2009-02-18  Was HW SETA until Last Date for Achievement 
    Elective  23116   National Certificate: Early Childhood Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2007-10-18  Was ETDP SETA until Last Date for Achievement 


    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 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.
     
    1. Asakhane ECD Training Centre 
    2. Bopaditshaba Training Services 
    3. Centre for Early Childhood Development 
    4. Custoda 
    5. Ebenezer Training House For Early Learning 
    6. Faranang Business And Training Solutions PTY LTD 
    7. FLAVIUS MAREKA 
    8. Grassroots Adult Education and Training Trust 
    9. Headstart/ECD Projects 
    10. Institute of Training and Education for Capacity Building 
    11. Isamon Integrated 
    12. KITSO TRAINING AND DEVELOPMENT SERVICES 
    13. Klein Karoo Resource Centre 
    14. Learning For Sustainability 
    15. Lesedi Educare Association 
    16. Masikhule Early Childhood Development Centre 
    17. My Hope Business Services cc 
    18. Natal Early Learning Resource Unit (NELRU) 
    19. New Beginnings Training and Development Organisation 
    20. Northern Cape Rural Public FET College - Kathu Campus 
    21. Northlink College - Tygerberg Campus 
    22. NTATAISE 
    23. PINERIDGE TRAINING CENTRE CC t/a Kids Paradise Training Centre 
    24. Professional Child Care College 
    25. SAFE AND SOUND LEARNING ASSOCIATION 
    26. SANTS College 
    27. Seoposengoe Training Consultancy 
    28. Sithuthukile Trust 
    29. Siyathela Early Learning Association 
    30. Siyathuthuka Nursery School 
    31. South African Congress For Early Childhood Development 
    32. The Port Elizabeth Early Learning Centre 
    33. Thusanang Early Childhood and Community Development 
    34. Training and Resources in Early Education (TREE) 
    35. Tshepang Educational Centre 
    36. Vuselela FET College - Potchefstroom Campus 
    37. Wkids Training Institute (Pty) Ltd 
    38. World Wide Education Providers(Pty)Ltd 
    39. Woz'obona Early Childhood Community Service Group 



    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.