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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Interact with babies, toddlers and young children 
SAQA US ID UNIT STANDARD TITLE
244262  Interact with babies, toddlers and young children 
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 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
13849  Assist with managing the ECD learning programme  Level 1  NQF Level 01  12  Complete 
13848  Support healthy development in ECD programmes  Level 1  NQF Level 01  12  Complete 
13847  Support active learning in ECD programmes  Level 1  NQF Level 01  24  Complete 

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is for people who work with babies, toddlers and young children.

People credited with this Unit Standard are capable of:
  • Planning and preparing for interactions with babies, toddlers and/or young children.
  • Engaging in a variety of interactions with babies, toddlers and/or young children.
  • Helping babies, toddlers and young children develop a sense of self.
  • Reflecting on interactions. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • It is assumed that learners are competent in Communication at NQF Level 1.
  • It is recommended that learners are able to demonstrate a basic understanding of child development. 

  • UNIT STANDARD RANGE 
    Interactions include watching, listening, responding, prompting and guiding within the context of a variety of activities.

    Activities include:
  • Stories, rhymes and songs.
  • Making music.
  • Making, modifying or manipulating things.
  • Movement.
  • Imitating.
  • Playing with things.
  • Sensory experiences - touching, smell, taste, visual, hearing.
  • Free play.
  • Exploring.
  • Solving problems.
  • Chores.

    "Environments" include community gatherings, homes, institutional environments such as prisons, children's homes, hospitals, informal workplaces such as hawkers and street vendors, places where groups of children are temporarily cared for and entertained such as shopping centres, gyms, clinics and queues and Early Childhood Development (ECD) centres. The environments could be indoor and/or outdoor.

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

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Plan and prepare for interactions with babies, toddlers and/or young children. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Planning ensures sufficient variation in the nature of the activities and interactions during the day and between days. 

    ASSESSMENT CRITERION 2 
    Activities are suitable for groups and individuals. 

    ASSESSMENT CRITERION 3 
    The activities are appropriate for the diverse needs of the individuals. 

    ASSESSMENT CRITERION 4 
    The activities are sensitive to cultural, gender, social context, religion and language. 

    ASSESSMENT CRITERION 5 
    Plans are recorded in a user-friendly manner. 

    SPECIFIC OUTCOME 2 
    Engage in a variety of interactions with babies, toddlers and/or young children. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Interactions are responsive to the needs of and cues provided by the children. 

    ASSESSMENT CRITERION 2 
    Interactions stimulate developmentally appropriate activities. 

    ASSESSMENT CRITERION 3 
    Interactions are varied and include creative activities, telling of stories and active listening. 

    ASSESSMENT CRITERION 4 
    Interactions are caring, empathetic and respectful and make helpful and appropriate use of touch. 

    ASSESSMENT CRITERION 5 
    Language is used in an appropriate and helpful way. 

    ASSESSMENT CRITERION 6 
    Self-control, calmness and self-care are maintained at all times when interacting with children. 

    SPECIFIC OUTCOME 3 
    Help babies, toddlers and young children develop a sense of self. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The development of self-awareness in each child is facilitated through appropriate interactions. 

    ASSESSMENT CRITERION 2 
    Children are encouraged to develop new skills and their efforts and achievements are recognised. 

    ASSESSMENT CRITERION 3 
    Children are helped to do things for themselves and develop self-help skills. 

    ASSESSMENT CRITERION 4 
    Children are helped to develop problem-solving skills and how to deal with conflict and awareness of self in a group context. 

    SPECIFIC OUTCOME 4 
    Reflect on interactions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The reflection identifies the value or shortcomings of own role during the times of interaction. 

    ASSESSMENT CRITERION 2 
    Reflections identify children's responsiveness and progress, noting successes and difficulties. 

    ASSESSMENT CRITERION 3 
    Self-reflections identify successes and difficulties related to the quality of interactions. 

    ASSESSMENT CRITERION 4 
    Reflections help to identify ways to improve upon interactions in future. 


    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 knowledge is embedded within the unit standard, and will be assessed directly or implicitly through assessment of the specific outcomes in terms of the assessment criteria:
  • Ways of interacting with babies, toddlers and young children to promote development.
  • Basic understanding of child development.
  • Basic guidelines for Early Childhood Development (ECD) services. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Solve problems that occur during interactions and developing alternative ways of dealing with these. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams through group activities. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively through the general and specific activities related to planning and organising the times of interaction. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information about the responsiveness and progress of babies, toddlers and young children. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills during interactions. 

    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 
    This Unit Standard replaces Unit Standards:
  • 13849, which is "Assist with managing the ECD learning programme", Level 1, 12 credits.
  • 13847, which is "Support active learning in ECD programmes", Level 1, 24 credits.
  • 13848, which is "Support healthy development in ECD programmes" Level 1, 12 credits. 

  • 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  Reregistered  2021-06-30  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  Reregistered  2021-06-30  UMALUSI 
    Elective  49556   National Certificate: Development Practice  Level 2  NQF Level 02  Reregistered  2023-06-30  ETDP SETA 
    Elective  80786   National Certificate: Home-Care Practices  Level 2  NQF Level 02  Reregistered  2023-06-30  SERVICES 
    Elective  66749   National Certificate: Community Development  Level 3  NQF Level 03  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. Greater Soweto Association for Early Childhood Development 



    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.