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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Implement activities to enhance language and communication development of toddlers in the home 
SAQA US ID UNIT STANDARD TITLE
119511  Implement activities to enhance language and communication development of toddlers in the home 
ORIGINATOR
SGB Hygiene & Cleaning Services 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Cleaning, Domestic, Hiring, Property and Rescue Services 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 2  NQF Level 02  2 
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
2026-06-30   2029-06-30  

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 
Learners wishing to acquire the competencies of this unit standard will be domestic workers, au pairs, baby-sitters, in-home child-minders working towards a national qualification and/or will be involved in minding children. Qualifying learners are able to implement activities to enhance language and communication development of toddlers.

The qualifying learner is capable of:
  • Stimulating the communication skills of the toddler during routine daily activities
  • Explaining the use of positive appreciation during daily activities
  • Stimulating the communication skills of the toddler through music and books
  • Performing the post activity procedures 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The learner would have achieved numeracy and communication competencies at a minimum level of ABET level 2 or the equivalent. This will enable the learner to confirm the knowledge and skills required by this unit standard. 

    UNIT STANDARD RANGE 
  • The scope of this unit standard is for any person who needs implement activities to enhance the language and communication development of toddlers in a domestic, home- care and/ or child minding environment
  • The level assigned to this unit standard is appropriate because the process is limited in range, very repetitive and familiar, no generation of new ideas is needed and the person has no responsibility for the learning of others.
  • In the context of this unit standard activities are implemented to enhance language and communication development of toddlers in a domestic, home- care and/ or child minding in home environment
  • Toddler refers to a child 18 months to 3 years of age
  • Physical development items refer to e.g. sound makers, rattles, drums, blocks, symbols, tape recorder, tapes, compact discs, pictures, magazines and books
  • Communication activities refer to e.g. the toddler imitating vocabulary and sentences, the toddler adding new vocabulary to existing vocabulary in playful way, extending telegraphic speech to proper sentences and designing new phrases and sentences
  • Communicative interactions refer to e.g. smiling to the toddler, expressing pleasure/ excitement/ surprise, smiling, laughing and talking to the toddler, making large movements with arms
  • Sound makers refer e.g. to tightly closed containers containing different objects, bottles and/ or tins that could be tapped against, elastic around a match box and wooden blocks
  • Prepare refers to e.g. ensuring that the toddler is in a comfortable position, relaxed and without anxiety, sitting in front of the book and able to see pictures without straining of eyes and/ or neck muscles
  • Suitable books refer to e.g. books made of durable materials, colourful, non- toxic, without sharp corners, and accommodate the culture of the toddler
  • Manipulate and self- reading refers to e. g. the toddler handling touching, opening and tasting the books. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Stimulate the communication skills of the toddler during routine daily activities. 
    OUTCOME RANGE 
    Routine daily activities refer to e.g. preparing meals, feeding, bathing and clothing the toddler. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The level of the language and communication of the toddler is observed during play activities and the appropriate activities and physical development items are selected in accordance with observed needs. 

    ASSESSMENT CRITERION 2 
    Communication activities are planned and implemented during play activities. 

    ASSESSMENT CRITERION 3 
    Communicative interactions are conducted and positive response given to the toddler during activities. 

    ASSESSMENT CRITERION 4 
    The importance of stimulation of auditory skills of the toddler for language and communication development is explained with examples. 

    SPECIFIC OUTCOME 2 
    Explain the use of positive appreciation during daily activities. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The ways positive appreciation can be expressed are described with example of each way. 

    ASSESSMENT CRITERION 2 
    The reasons for positive appreciation of the language activities needs to be expressed are explained with consequences of positive appreciation. 

    SPECIFIC OUTCOME 3 
    Stimulate the communication skills of the toddler through music and books. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Suitable music and book items are selected for the planned activities. 

    ASSESSMENT CRITERION 2 
    The toddler is prepared reasons for the process are explained for the planned activities. 

    ASSESSMENT CRITERION 3 
    The selected items are given to the toddler immediately and the related activities are facilitate to enhance and support language development. 

    ASSESSMENT CRITERION 4 
    Music and book activities are demonstrated to the toddler. 

    ASSESSMENT CRITERION 5 
    The importance of the stimulation of visual skills is explained for language and communication development. 

    SPECIFIC OUTCOME 4 
    Perform the post activity procedures. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Items used for the developmental activities are stored in accordance with instructions. 

    ASSESSMENT CRITERION 2 
    The comfort of the toddler is ensured and monitored throughout the activity. 

    ASSESSMENT CRITERION 3 
    Progress irregularities or difficulties are reported to the employer/ parent according to requirements. 

    ASSESSMENT CRITERION 4 
    The reasons why progress irregularities or difficulties need to be reported to the employer/parent is explained with consequences of not reporting. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Any institution or provider offering learning that will enable achievement of this unit standard must be accredited by the relevant ETQA.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Anyone assessing a learner against this unit standard must be a registered assessor with the relevant competence at NQF level 3.
  • Both internal and external moderation of the assessment will be overseen by the relevant ETQA according to the moderation guidelines outlined in the relevant qualification and agreed ETQA procedures. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • An understanding of the stimulation of the communication skills of the toddler during routine activities in the home.
  • An understanding of the stimulation of the communication skills of the toddler through music and books in the home. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems in which response displays that responsible decisions using critical and creative thinking have been made when planning and implementing activities to enhance language and communication development. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with the child and parent / employer in organising the activities so that activities are planned and carried out effectively. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with the toddler to enhance their language and communications abilities and with the parent / employer when reporting problems and successes. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically in enhancing the toddlers language and communications development. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as set of related systems where proper and planned activities assist in the development of the toddlers language and communication. 

    UNIT STANDARD CCFO CONTRIBUTING 
    In order to contribute to the personal development of each learner and the social and economic development of society at large, it must be the intention underlying any programme of learning to made an individual aware of the importance of being culturally and aesthetically sensitive across a range of social contexts during these activities. 

    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 
    Supplementary information:
  • Auditory discrimination refers to the ability to distinguish between different sounds and to categorise these sounds into loud/ soft, high/ low, fast/ slow.
  • Auditory memory refers to listening to sounds and to reproduce them in the same order.
  • Level refers to the different communication milestones that the child should achieve at a certain age.
  • Auditory skills refer to auditory discrimination and auditory memory. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  23853   GETC: Domestic Services  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SERVICES 
    Elective  80786   National Certificate: Home-Care Practices  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SERVICES 


    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.