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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 QUALIFICATION THAT HAS PASSED THE END DATE:

Higher Certificate: Educare: Early Childhood Development

SAQA QUAL ID	QUALIFICATION TITLE
15952	Higher Certificate: Educare: Early Childhood Development
ORIGINATOR
Intec College
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
QCTO - Quality Council for Trades and Occupations			OQSF - Occupational Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Higher Certificate	Field 05 - Education, Training and Development		Schooling
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	150	Level 5	NQF Level 05	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		EXCO 07158/17	2015-07-01	2016-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2017-12-31		2019-12-31

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 qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

The primary purpose of the qualification is to provide knowledge and skills to qualifying learners with the ability to work effectively as a child caregiver

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners who register for this qualification should demonstrate: The ability to express themselves clearly and correctly both orally and in writing in English The ability to apply numeric skills, including basic arithmetic (add, subtract, divide, multiply) at least NQF 2 A basic interest or experience in the nature, role and practice of childcare; and Competence at Grade 12 or equivalent level or RPL, or alternatively older than 16 years Recognition of prior learning: This qualification recognises, through the submission of portfolios of evidence, the formal/non-formal/informal prior learning that learners, who register for the programme leading to the award of the qualification, bring to the learning situation

RECOGNISE PREVIOUS LEARNING?

Y

QUALIFICATION RULES

This qualification may be achieved in whole or in part through the recognition of prior learning

EXIT LEVEL OUTCOMES

A). Critical cross-field outcomes: Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made Interact effectively with others as a member of a team, group, organisation and community Organise and manage oneself and one's activities responsibly and effectively Collect, analyse, organise and critically evaluate information Communicate effectively using visual, mathematical and language skills in the modes of oral and/or written persuasion Use science and technology effectively and critically, showing responsibility towards the environment and health of others Demonstrate an understanding of the world as a set of related systems by recognising that the problem solving context does not exist in isolation B). Specified outcomes: Demonstrate the ability to: 1. Use a number of important terms applicable to ECD Compile a portfolio and use it as a record of your studies Name the personal qualities that will help you, as a lifelong learner, in the process of reflection Name the stages in the history of education in South Africa Compare differences in schools throughout the history of this country Describe your role in the ongoing development of the current education system Explain the difference between a formal and an informal programme List the roles of an ECD practitioner (CO 1,3,4,5,7) 2. Discuss the importance of the basic communications skills of listening, speaking, reading and writing Explain why body language and confidentiality are important aspects of communication Describe the Source-Message-Channel-Receiver (SMCR) model of communication and how it can help us understand interpersonal communication Show how the Johari model of communication can help you understand the hidden messages Define what planning means in terms of brainstorming, gathering materials and evaluation (CO 1,2,3,4,5,7) 3. Outline the normal physical development of a child from age 3 to 6 years Outline the normal cognitive development of children from birth to 6 years Discuss how language develops in children Identify how children acquire a sense of self Explain how children learn to behave in socially acceptable ways (CO 1,3,4,5,7) 4. Explain the role of the five senses (learning modalities) in learning Identify four major types of learning styles Explain how Piaget's theory of cognitive development has been employed in the constructivist model of learning Describe how the behaviourist model of learning is based on responses to stimuli Evaluate the central role of the learner in the inquiry model of learning Describe the role of the educator in the social learning model Discuss why motivation is essential to learning List various ways that a practitioner can increase motivation in learners (CO 1,3,4,5,7) 5. Define the concept of self-esteem Reflect on your own self-image Understand self-concept from the point of view of the development of the child observe positive behaviour that fosters a healthy self-image Use positive approaches to deal with conflict Develop the use of constructive language that will build up the way a child sees himself or herself Design a bulletin board that encourages curiosity (CO 1,3,4,5,7) 6. Apply your knowledge of children's rights when working with young children Describe the history of the development of early childhood programmes Identify the various models of early childhood education Describe a typical pre-school curriculum for pre-school children List four types of early childhood programmes in which practitioners work (CO 1,3,4,5,7) 7. Discuss possible reasons why children exhibit unacceptable behaviour Describe unacceptable classroom behaviours and how a facilitator might respond effectively to each List the steps involved in a behaviour modification programme and design and effective model Explain why setting limits is an important part of assertive discipline. Explain why it is important to label behaviours and not learners when correcting misbehaviour Define the meaning of 'with-it-ness' and how it can be an effective management technique Discuss children's responsibility to make good choices and accept the consequences of their behaviour Identify some personal characteristics that will help you to be a warm and caring classroom manager Compare some models of behaviour management techniques and apply them to your own management style (CO 1,3,4,5,7) 8. Explain the role of the practitioner in an informal learning environment Differentiate between various learning styles List the various steps required when problem-solving Distinguish between recall questions and thought questions Explain how to ask questions that stimulate real learning - Summarise the role of the facilitator in working with small groups and leading discussions List ways to work effectively in various situations of individualised instruction Describe how to arrange the classroom so that it supports a specific teaching technique Explore the different areas in an ECD playroom (CO 1,3,4,5,7) 9. List the skills that an effective practitioner needs Describe the facilities and requirements for an educate centre Understand why you will need administration forms Outline some of the rules and regulations for a pre-school group Comprehend the value of routine in the young child's school day Design a ring for an ECD playroom Learn how to foster a positive relationship between a parent or caregiver and the practitioner (CO 1,3,4,5,7) 10. Recognise the need for change in the education system in South Africa Identify the various levels and bands present in the National Qualification - Framework Cover the various learning areas when planning a balanced curriculum for your learners Recognise the critical outcomes embedded in Curriculum 2005 and be able to implement this philosophy in your playroom Become familiar with the terminology used in OBE Identify the role of the practitioner in an OBE playroom Develop a style of facilitating that is activity- and outcome-based rather than content-based Encourage parents to share the responsibility of the education of children with the State Be informed about various methods of assessment (CO 1,3,4,5,7) 11. Become familiar with different types of genres of children's literature and select suitable South African texts Make a variety of books using readily available materials Write and illustrate a children's picture book for and ECD playroom. Be aware of the importance of a book corner and how to set one up in your playroom Become acquainted with the variety of educational toys and games which are available today Realise the importance of logical thinking and problem solving in everyday life - Develop resources which will help young children to reinforce the concepts of logical thinking. Patterns, sequencing, matching, sorting Enrich the learner's vocabulary with new words through the medium of a variety of resources Select and create different displays to enhance your classroom environment and learning Stimulate creativity in young children through a range of materials and activities, such as painting, drawing, modelling, cooking and etching Make children environmentally aware of recycling, by using waste materials creatively (CO 1,3,4,5,7,)

ASSOCIATED ASSESSMENT CRITERIA

Critical cross-fields assessments: Reflecting on and exploring a variety of strategies to learn more effectively Participating as reasonable citizens in the life of local, national and global communities Being culturally and aesthetically sensitive to the relationship between childcare and a range of different contexts Exploring education and career opportunities Developing skills and entrepreneurial opportunities within the childcare system Exit level outcomes: 1. Demonstrate knowledge and understanding of early childhood development (ECD) in the South African educational context 2. Understand and apply effective communication and interpersonal skills 3. Demonstrate knowledge and understanding of healthy child development 4. Apply knowledge, techniques and skills to support learning and motivation in children 5. Apply knowledge, techniques and skills to foster a healthy self-image in children 6. Understand and apply knowledge of ECD Programmes 7. Use knowledge of classroom management techniques to create an atmosphere in which children can learn 8. Demonstrate knowledge, skills and understanding of active participation in controlling and modifying the classroom environment in order to stimulate effective learning in children 9. Demonstrate a critical awareness and understanding of the practitioner's roles and responsibilities 10. Demonstrate knowledge, skills and understanding of the principles, terminology and practice of Outcomes-based Education in South Africa 11. Access and use knowledge and understanding of a variety of techniques and resources in the management of the learning programme Integrated assessment: Continuous assessment: The learner's ability to integrate the elements of the programme is assessed through tasks, activities and self-assessments Formative and summative assessements: Learner competency is assessed through tests; practical tasks conducted under supervision; portfolio assignments; reports and case studies

ARTICULATION OPTIONS

Equivalent to an N4 Certificate in this field or Level 5 qualification on the NQF. The learners will obtain credits that enable them to exit at a HE&T national certificate level The qualification towards which the Early Childhood Development graduate may proceed is the first level of a diploma in this learning field. This qualification will be able to articulate with other qualifications in the sub-field, which can be determined once the other qualifications have been registered Exit level outcomes articulating with other qualifications are as specified above

MODERATION OPTIONS

A system of tutor moderation of the learning programme within the institution will be used, together with a system of external moderation of the assessment criteria and learner competency at exit levels to the qualification. Where professional or statutory bodies are involved in determining the curriculum, they will also be involved in moderation

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Staff contracted by INTEC will be used as assessors in a manner accommodated within the quality management system of the institution. This would also apply to outside assessors

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015.

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

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.	Damelin Correspondence College
2.	Intec College

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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.