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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Demonstrate knowledge of lifespan development theories for application in child and youth care work 
SAQA US ID UNIT STANDARD TITLE
254180  Demonstrate knowledge of lifespan development theories for application in child and youth care work 
ORIGINATOR ORIGINATING PROVIDER
SGB Child and Youth Care Work   
QUALITY ASSURING BODY
-  
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 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2012-07-01  2015-06-30  SAQA 0695/12 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30   2019-06-30  

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
117186  Demonstrate knowledge of lifespan development theories for application in child and youth care work  Level 5  Level TBA: Pre-2009 was L5  Complete 

PURPOSE OF THE UNIT STANDARD 
This unit standard will be useful for people learning about the field, operating as an auxiliary child and youth care worker, and/or working towards a professional qualification as a child and youth care worker.

People credited with this unit standard are able to:
  • Demonstrate an understanding of the key features of mainstream lifespan theories.
  • Describe and explain the significance of lifespan development theories for child and youth care work.
  • Discuss the application of developmental theories within a Southern African context. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Communications at NQF Level 4 or equivalent competence. 

    UNIT STANDARD RANGE 
    The following scope and context applies to the whole unit standard:
  • Lifespan theories include the key aspects of the work of the following established theorists as they relate to child and youth care work: Erikson, Maslow, Piaget, Kohlberg, Bowlby, Freud. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate an understanding of the key features of mainstream lifespan theories. 
    OUTCOME RANGE 
    Lifespan theories includes the work of:
  • Erikson, Piaget, Kohlberg, Bowlby, Freud. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The key features of Erikson's development theory are described with reference to stages and the characteristics, challenges, tasks and needs associated with each stage. 

    ASSESSMENT CRITERION 2 
    The key features of Piaget's development theory are described with reference to stages and the characteristics, challenges, tasks and needs associated with each stage. 

    ASSESSMENT CRITERION 3 
    The key features of Kohlberg's development theory are described with reference to stages and the characteristics, challenges, tasks and needs associated with each stage. 

    ASSESSMENT CRITERION 4 
    The key features of Bowlby's attachment theory are described with reference to its characteristics, challenges, and needs. 

    ASSESSMENT CRITERION 5 
    The key features of Freud's development theory are described with reference to stages and the characteristics, challenges, tasks and needs associated with each stage. 

    SPECIFIC OUTCOME 2 
    Describe and explain the significance of lifespan development theories for child and youth care work. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The significance of various theories in working with young people is explained with reference to the explanation of behaviour and identification of the unusual or absent. 

    ASSESSMENT CRITERION 2 
    Specific examples provided indicate the usefulness of theories in identifying needs, and the selection of age appropriate tasks and behaviour in addressing developmental delays. 

    ASSESSMENT CRITERION 3 
    Consequences of unmet developmental needs are identified and described in relation to problems which may develop in the life of the child; the description makes reference to mainstream theories. 

    SPECIFIC OUTCOME 3 
    Discuss the application of developmental theories within a South African context. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Theories are discussed in terms of their cultural appropriateness in a South African context, and with reference to indigenous information, theory and practices. 
    ASSESSMENT CRITERION RANGE 
    Indigenous information includes:
  • Rites of passage and when a young person becomes an adult in different contexts; different attitudes to the different stages in different cultures.
     

  • ASSESSMENT CRITERION 2 
    Childhood development in the SA context is explained with reference to features which impact on the development of children. 
    ASSESSMENT CRITERION RANGE 
    Features include:
  • HIV/Aids pandemic how that impacts on theories about nuclear/parent headed households; poverty/starvation and needs; resources/lack of resources; the understanding of "childhood" in different contexts; indigenous culture and child-rearing practices.
     

  • ASSESSMENT CRITERION 3 
    Own experience and ways of understanding childhood development is described and explained with examples relevant to a SA context. 

    ASSESSMENT CRITERION 4 
    The lack of congruence between mainstream theories and the SA reality is explained with reference to the origin and context in which those theories were developed. 


    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 or ETQA that has a Memorandum of Understanding in place with the relevant ETQA.

    Moderation Option:
  • The moderation requirements of the relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA must be met in order to award credit to learners for this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Lifespan theories include the work of:
  • Bloom.
  • Erikson.
  • Maslow.
  • Piaget.
  • Kohlberg.
  • Bowlby.
  • Freud. 

  • 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:
  • Identifying differences in development, and finding reasons for those differences, is an important part of learning towards this standard. 

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

    Note:
  • Child and youth care work takes place invariably in teams and much of the practical learning towards this standard will be from others in the field. 

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

    Note:
  • Self-awareness and self-development are critical skills for child and youth care workers. 

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

    Note:
  • Acritical part of learning based on the different theories. 

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

    Note:
  • Essential for the theoretical components of study. 

  • 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:
  • Essential to an understanding of development theories and what they have to say about young people at risk. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE QUALITY ASSURING BODY
    Core  60209   Further Education and Training Certificate: Child and Youth Care Work  Level 4  NQF Level 04  Reregistered  2015-06-30  HW SETA 
    Elective  67509   Further Education and Training Certificate: Community Development  Level 4  NQF Level 04  Reregistered  2015-06-30  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 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.
     
    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.