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: 

Demonstrate basic understanding of child development 
SAQA US ID UNIT STANDARD TITLE
244258  Demonstrate basic understanding of child 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 2  NQF Level 02  5 
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 work with babies, toddlers and young children. Understanding of child development is needed to recognise stages of development in individual children, to ensure interactions are appropriate and to indicate various areas in which children should be developed.

People credited with this Unit Standard are capable of:
  • Describing the development of children in thinking and communication.
  • Describing the emotional development of children.
  • Describing the psycho-motor development of children.
  • Describing the development of children in relationships. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in Communication at NQF Level 1. 

    UNIT STANDARD RANGE 
    Understanding of child development at this level is based on the very general framework of "ages and stages" of development as an initial departure point. However this unit standard does not intend to privilege general frameworks over observations of development of particular children. It is expected that learners will be able to identify ways in which individual development might vary from the general framework, without such variations necessarily suggesting problems in development.

    Although the stages referred to in this Unit Standard are not intended to be applied rigidly, the following stages are identified, with broad overlapping margins:
  • Babies: birth to 12 months.
  • Toddlers: 12 to 30 months.
  • Young children: 30 months to 5 years.

    The application of these ages and stages is accompanied by the knowledge that when a child does not fit the general ages and stages framework, it is necessary to look to the child's context for possible explanations.

    This unit standard covers the following domains, but without direct reference to theorists:
  • Cognitive.
  • Emotional.
  • Physical.
  • Social.

    Although the domains are listed separately here, it is understood that the domains are interrelated. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe the cognitive and language development of babies, toddlers and young children. 
    OUTCOME RANGE 
    Language refers to verbal and non-verbal communication. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Descriptions are provided of the kinds of non-verbal and verbal communication that can be expected from children at different stages in terms of the general framework of development. 

    ASSESSMENT CRITERION 2 
    Descriptions are provided of the kinds and levels of creative and critical thinking that can be expected from children at different stages in terms of the general framework of development. 
    ASSESSMENT CRITERION RANGE 
  • Creative thinking refers to finding novel, original and intuitive uses of things and ideas that make sense to the child.
  • Critical thinking refers to logical analysing, reasoning, comparing and describing in ways that make sense to the child.
     
    		•

    ASSESSMENT CRITERION 3 
    Examples are provided of how the development of cognition and language is demonstrated by children at different stages. 

    ASSESSMENT CRITERION 4 
    Examples are provided of ways in which care-givers could support cognitive and language development of babies, toddlers and young children at the different stages. 

    ASSESSMENT CRITERION 5 
    Descriptions are provided of how various factors could impact upon development in ways that may differ from the general framework of development, and when such differences suggest the need for referral. 
    ASSESSMENT CRITERION RANGE 
    Factors include individual make-up (including brain development) and socio-cultural environment of the child, as well as the interrelationship with the other domains.
     

    SPECIFIC OUTCOME 2 
    Describe the emotional development of children. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Descriptions are provided of the emotional development that can be expected from children at different stages. 

    ASSESSMENT CRITERION 2 
    Examples are provided of how emotional development is demonstrated by children at different stages. 

    ASSESSMENT CRITERION 3 
    Examples are provided of ways in which care-givers could respond to a range of emotions at the different stages. 

    ASSESSMENT CRITERION 4 
    Descriptions are provided of how various factors could impact upon emotional development in ways that may differ from the general framework of development, and when such differences suggest the need for referral. 
    ASSESSMENT CRITERION RANGE 
    Factors include individual make-up (including brain development) and socio-cultural environment of the child, as well as the interrelationship with the other domains.
     

    SPECIFIC OUTCOME 3 
    Describe the physical development of children, 
    OUTCOME RANGE 
    Physical refers to growth, gross and fine-motor development and sensory-motor integration. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Descriptions are provided of the general stages of physical development, with examples. 

    ASSESSMENT CRITERION 2 
    Examples are provided of the stages of physical development. 

    ASSESSMENT CRITERION 3 
    Examples are provided of ways in which care-givers could support physical development of babies, toddlers and young children at the different stages. 

    ASSESSMENT CRITERION 4 
    Descriptions are provided of how various factors could impact upon physical development in ways that may differ from the general framework of development, and when such differences suggest the need for referral. 
    ASSESSMENT CRITERION RANGE 
    Factors include individual make-up (including brain development) and socio-cultural environment of the child, as well as the interrelationship with the other domains.
     

    SPECIFIC OUTCOME 4 
    Describe the social development of children. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Descriptions are provided of the ways in which relationships with adults and children develop and are expressed. 

    ASSESSMENT CRITERION 2 
    Factors needed for healthy social development are identified. 

    ASSESSMENT CRITERION 3 
    Examples are provided of ways in which care-givers could support social development of babies, toddlers and young children at the different stages. 

    ASSESSMENT CRITERION 4 
    Descriptions are provided of how various factors could impact upon social development in ways that may differ from the general framework of development, and when such differences suggest the need for referral. 
    ASSESSMENT CRITERION RANGE 
    Factors include individual make-up (including brain development) and socio-cultural environment of the child, as well as the interrelationship with the other domains.
     


    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 Sandard, and will be assessed directly via assessment of the specific outcomes in terms of the given assessment criteria:
  • General frameworks of child development.
  • Domains of development. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information in relation to the progress of children in relation to understanding of child development. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual and/or language skills when explaining and describing child development. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system, thus explaining the factors that impact on child development. 

    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 
    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  71751   General Education and Training Certificate: Adult Basic Education and Training  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  73249   General Education and Training Certificate: Adult Basic Education and Training: Academic Curriculum  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  UMALUSI 
    Elective  49556   National Certificate: Development Practice  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  66749   National Certificate: Community Development  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP 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.
     
    1. BOLAND COLLEGE 
    2. Cedars Academy for Technical 
    3. Changing Lives Community Development Training 
    4. College of Cape Town - Athlone Campus 
    5. Early Inspiration 
    6. Early Learning Resource Unit (ELRU) 
    7. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    8. Greater Soweto Association for Early Childhood Development 
    9. Jabulani Training & Development 
    10. Katehong Early Learning Resourse Unit (KELRU ) 
    11. Keletsong Community Training & Resource Centre 
    12. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    13. LESEDI EDUCARE ASSOCIATION 
    14. Marematlou Training Institute 
    15. Northlink College 
    16. Ntataise Lowveld Trust 
    17. NTATAISE TRUST 
    18. Professional Development and Training Institute (Pty) Ltd 
    19. Retshetse Training Project 
    20. SEOPOSENGOE TRAINING CONSULTANCY CC 
    21. South Cape Public FET College - George Campus 
    22. South West Gauteng Tvet College 
    23. Southern African Institute of Learning (SAIL) 
    24. Tembe Service Providers 
    25. The Early Care Foundation 
    26. THUSANANG TRUST 
    27. TSHEPANG EDUCARE TRUST 
    28. Visionary Skill Academy 
    29. WEST COAST COLLEGE FET 


    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.