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: 

Monitor and stimulate the growth and development of a child and/or adolescent 
SAQA US ID UNIT STANDARD TITLE
252095  Monitor and stimulate the growth and development of a child and/or adolescent 
ORIGINATOR
SGB Nursing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Promotive Health and Developmental Services 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  10 
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 will be useful for people working as clinically focused, service orientated, independent, registered staff nurses, who are able to render basic care to persons with stable and uncomplicated general health problems, as determined by the appropriate legislative framework.

This unit standard will recognise the essential knowledge and skills required to monitor the growth and development of a child or adolescent. Assessment and interpretation of results, and the selection of suitable responses is a critical components of the required competence.

People credited with this unit standard are able to:
  • Assess the level of development of a child or adolescent.
  • Identify factors that may affect growth and development of a child or adolescent.
  • Stimulate the growth and development of a child or adolescent. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • Communication and Maths Literacy skills at NQF Level 4. 
    		•

    UNIT STANDARD RANGE 
    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

    The following scope and context applies to the whole unit standard:
  • The Nurse functions within the scope of practice of a staff nurse as formulated by the SANC and the Nursing Act. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Assess the level of development of a child or adolescent. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different domains of human development are discussed with reference to the nature of development and accompanying changed capability or capacity expected throughout the life cycle. 
    ASSESSMENT CRITERION RANGE 
    Domains of development include:
  • Sensory, fine/gross motor, social, cognitive, spiritual, language, sexual, psychological.
     
    		•

    ASSESSMENT CRITERION 2 
    Stages of development are accurately identified in terms of mainstream theoretical classifications for specified age ranges and gender, and discussed in terms of their advantages and disadvantages for understanding human development. 
    ASSESSMENT CRITERION RANGE 
    Mainstream classification include those identified by:
  • Erikson; Bowlby; Freud; Piaget; Kohlberg; Isaacs.
     
    		•

    ASSESSMENT CRITERION 3 
    Characteristics of typical development for the different domains are identified for different ages and genders. 

    ASSESSMENT CRITERION 4 
    A typical characteristics are identified and discussed with respect to developmental delay, cultural influences, social circumstances and/or impact of trauma. 

    ASSESSMENT CRITERION 5 
    Assessment methods and tools are appropriate for the particular child or adolescent, and are used in accordance with their purpose and generally accepted practice and protocols. Assessments are carried out at scheduled intervals. 

    ASSESSMENT CRITERION 6 
    Assessments are carried out in a culturally sensitive manner and respect cultural practices where they do not interfere with life and health. Tests are ensured to be culture appropriate where options exist. 

    ASSESSMENT CRITERION 7 
    Assessment of development is consistent with generally accepted understandings of normal development for different ages, genders and cultures. 

    SPECIFIC OUTCOME 2 
    Identify factors that may affect growth and development of a child or adolescent. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Variant or delayed development across the domains of human development is accurately identified in terms of key characteristics and expected norms. 
    ASSESSMENT CRITERION RANGE 
    Domains include:
  • Sensory, fine/gross motor, social, cognitive, spiritual, language, sexual, psychological.
     
    		•

    ASSESSMENT CRITERION 2 
    Disabilities are identified and discussed with reference to their impact on other areas of development, in line with mainstream theories. 

    ASSESSMENT CRITERION 3 
    The role of specific genetic factors in human development is explained with reference to strategies for facilitating development that supports genetic makeup. 

    ASSESSMENT CRITERION 4 
    The role of specific environmental factors is explained with reference to their impact on human development, in line with mainstream theories. 
    ASSESSMENT CRITERION RANGE 
    Environmental factors include:
  • Poverty; nutritional issues; urban/rural; parental absence/bonding; class issues-social deprivation; access to education.
     
    		•

    ASSESSMENT CRITERION 5 
    A range of stimulation programmes is identified for possible application in response to factors affecting growth and development. 

    SPECIFIC OUTCOME 3 
    Stimulate the growth and development of a child or adolescent. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Existing social welfare and community based interventions are investigated and accessed where possible to promote food security. 
    ASSESSMENT CRITERION RANGE 
    Interventions include:
  • Child care grants; food gardens.
     
    		•

    ASSESSMENT CRITERION 2 
    Caregivers are assisted to stimulate the development of babies, toddlers, school children and adolescents by means of appropriate programmes, in accordance with accepted protocols. 

    ASSESSMENT CRITERION 3 
    A range of community based strategies is identified to promote safe environments for children and adolescents within the current legal framework. Communities are mobilised to participate in strategies appropriate to their particular community and needs. 

    ASSESSMENT CRITERION 4 
    Protection against childhood disease is provided through a comprehensive immunization program. 

    ASSESSMENT CRITERION 5 
    Responses to developmental delays are appropriate in terms of programmes, activities, and approaches as indicated in development and/or stimulation programme plans. 

    ASSESSMENT CRITERION 6 
    Developmental delays outside of own scope of competence are referred to appropriate professionals in accordance with existing organisational guidelines. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation 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:
  • Demonstration of knowledge in monitoring growth and development of child and adolescents.
  • Knowledge of Nutrition and nutritional supplements for children and adolescents.
  • Prevention of nutritional deficiencies. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.

    Note: Monitoring growth and development implies problem-solving and effective decision making. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.

    Note: Health care provision is team based. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.

    Note: Monitoring growth and development requires effective organisation. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.

    Note: Central to monitoring and evaluation components. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.

    Note: Core competence in stimulating development. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.

    Note: Used in assessment and monitoring. 

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

    Note: Body as a system; part of the broader health care system. 

    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 
    Notes to Assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure that evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

    The following particular issues should be taken into consideration when assessing against this unit standard:
  • The SANC guidelines are used as a reference for integrated assessment.
  • Formative Assessment: A variety of assessment strategies and/or approaches integrating theory and practice must be used. These could be tests, assignments, projects, demonstrations or clinical assessments or any other applicable method.
  • Summative: This could take a form of oral, written and/or practical assessments as agreed to with the relevant ETQA.

    Definition of Terms:

    Terms have been clarified as far as possible through the use of range statements. Further clarification of terms is provided as follows:
  • Carer means: Includes parents, grandparent, older child, informal child carers at school and home. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  59236   National Diploma: Nursing  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2020-07-30  As per Learning Programmes recorded against this Qual 
    Fundamental  59257   Bachelor of Nursing  Level 7  NQF Level 08  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    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.