| Structured interview to assess attitudes, values, human relations and communication skills, self-awareness, underpinning knowledge and professional commitment.
Workplace assessment to assess the implementation of programme planning, and to validate interview and other sources of evidence where possible.
Records relating to team work, parent and community involvement, planning, assessment and administration.
Portfolio of relevant assignments, collections of resource material, family information leaflets, posters, etc.
Written assessment tasks requiring the application of underpinning knowledge to authentic and relevant work situations.
Work appraisals or opinion questionnaires completed by person(s) in management positions, supervisory staff, co-workers and/or family members (depending on the evidence required, e.g. administrative skills, parent and community involvement, team work, human relations and self-awareness, professional commitment).
Moderation: Scrutiny of all assessment records, administrative records, written assessment tasks and portfolio evidence; random workplace assessments and oral examinations by an external assessor.
|Learners can understand and apply the following:
relevant theories of human relations and group dynamics, leadership styles, motivation;
general theoretical principles of adult education;
the principles of community development and organisation, processes of social change and transformation;
basic principles of filing and setting up administrative systems;
personal goal-setting, time and stress management;
Learners can analyse and explain the following:
implications for working cooperatively with adults of relevant theories of social development, motivation, adult education, community development, and social transformation;
theory and research relating to the relationship between home and school in learning and scholastic achievement;
the socio-economic situation of children (demographics), the extent and quality of ECD provision, policy and legislation affecting women and children, political/rights perspective,
the rationale and options for ECD provision;
participation, partnerships and inter-sectoral linkages (need for integrated services for children).
historical, international and South African trends and issues affecting ECD provision and curriculum development;
the implications for educational practice and learning programme design of different theories of learning and child development and of different educational approaches to ECD (including indigenous theories and OBE);
different approaches, issues and trends in the assessment of young children;
policy, legal requirements, regulations and procedures for registration and subsidisation for ECD and for the employment of ECD practitioners.
Learners demonstrate the following attitudes and values:
inclusive anti-bias approach in work with children, co-workers, family and community members;
respect for traditional childbearing values and practices, religious and cultural practices regarding spiritual development, health, diet, etc
responsibility is accepted for making a positive contribution to the management and quality of the ECD service, for advocacy on behalf of young children aged 0-9 years, and for personal growth and development;
commitment to a code of professional ethics, and personal accountability (integrity).
This unit standard focuses on the competence required at Level 5 of all ECD practitioners working with children between the ages of 0 and 9 years. Practitioners responsible for the management of community-based services can demonstrate relevant applied competence through the Elective unit standard on Managing a Medium-scale ECD Service at Level 5.
Specific Outcome 1 assumes that the practitioner is working in a team with another practitioner and/or in a programme with several other practitioners. If the practitioner is working quite alone with a group of children, this should be noted as some of the assessment criteria will not be applicable.
The unit standard on Managing the Learning Programme is relevant to six roles defined in the Norms and Standards for Educators, especially the first three roles listed below, which are all interpreted through the preschool phase specialist role:
1. Leader, administrator and manager: the practitioner makes decisions and carries out administrative duties efficiently; takes part in decision-making structures, where appropriate; manages the learning programme in ways which are democratic and supportive towards children and colleagues.
2. Interpreter and designer of learning programmes and materials: the practitioner knows how to provide a stimulating and developmentally appropriate learning programme based on children`s needs, interests and national school curriculum requirements (where appropriate); selects and makes or adapts materials and resources; sequences and paces the learning to suit the developmental needs of the children.
3. Assessor: the practitioner understands different approaches, issues and trends in the assessment of young children, uses of a variety of assessment practices that are appropriate to the preschool phase, maintains efficient records, and reports on children`s progress in ways that are fair, valid, reliable and constructive.
4. Learning mediator: the practitioner mediates learning in a manner that is sensitive to the diverse and developmental needs and interests of the learners; constructs a learning environment to support and enhance learning; communicates effectively showing respect for others.
5. Scholar, researcher and lifelong learner: the practitioner develops skills for reflection and self-evaluation allowing her/him to understand how best to meet the learning and developmental needs of the children; analyses different approaches in ECD practice based on different theoretical perspectives; develops basic research skills in assessing community needs.
6. Community, citizenship and pastoral role: the practitioner treats the children, their languages cultures and families with respect; encourages family and community involvement in the programme and acts as an advocate for ECD and maintain standards of early childhood care and education.
||PRE-2009 NQF LEVEL
||PRIMARY OR DELEGATED QA FUNCTIONARY
||National Certificate: Early Childhood Development: Preschool Phase
||Level TBA: Pre-2009 was L5
||Passed the End Date -
Status was "Registered"
||National Diploma: Early Childhood Development: Preschool Phase
||Level TBA: Pre-2009 was L5
||Passed the End Date -
Status was "Registered"
||National Diploma: Early Childhood Development
||NQF Level 05
||As per Learning Programmes recorded against this Qual
||ABASUNGULI TRAINING SPESIALISTS (PTY) LTD
||Access Employment Skills & Development Agency
||Accreditation & Training Services
||Amogelang Marketing and Training
||Boikgantsho Consulting & Events cc
||Boland College Head Office
||Brainwave Projects 1997 CC
||Caversham Education Institute
||College of Cape Town - City Campus
||Compass Academy of Learning
||Early Learning Foundation Montessori Teacher Training
||Elective Training Institute Enterprise CC
||Goldfields FET College - Tosa Campus
||Grassroots Adult Education and Training Trust
||GWALA TRAINING SERVICES
||Happy Day Training and Development Services
||HEIRS DEVELOPERS AND CONSULTANTS
||Isibani Skills Academy
||Kids Paradise Training Centre
||King Hintsa Public FET College - Teko Campus
||Leronsa Trading Enterprise
||Michaelmas College (PTY) Ltd
||Mochochonono Training Solutions cc
||Montessori Centre International S.A
||MTL Training and Projects
||Northern Cape Rural Public FET College - Kathu Campus
||Northshore Trading 19CC t/a Makakhaunye Training and Development Agency
||Pro Ed Training
||Siyahluma Education Institute
||Sustainability Institute Trust
||Tembe Service Providers
||Thabelanang t/a Thabelanang Trading Enterprise
||The College of Modern Montessori
||The Iscariota Group (Pty) Ltd
||Thuto Ya Setshaba Training Services (Pty) Ltd
||TLHALEFO SKILLS DEVELOPMENT CC
||Training and Resources in Early Education (TREE)
||TSHEPANG EDUCARE TRUST
||Tshwane South College for (ECD Academy)
||UNIVERSAL COLLEGE OUTCOMES SA
||Vuselela FET College - Potchefstroom Campus
||Wonderkids Montessori Training Centre
||World Wide Education Providers(Pty)Ltd