SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Care for babies and toddlers in ECD settings

SAQA US ID	UNIT STANDARD TITLE
12834	Care for babies and toddlers in ECD settings
ORIGINATOR
SGB Early Childhood Development
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 05 - Education, Training and Development			Early Childhood Development
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 2	NQF Level 02	12
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2006-01-10	2007-11-28	SAQA 0160/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2008-11-28		2011-11-28

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 is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
244255	Care for babies, toddlers and young children	Level 2	NQF Level 02	10

PURPOSE OF THE UNIT STANDARD

This is an elective unit standard at Level 2, which can be credited to the Basic Certificate in ECD (Baby and Toddler Phase) at Level 1 or the National Certificate in ECD at Level 4 (Baby and Toddler Phase).

Learners are able to demonstrate the applied competence required to provide the special physical and emotional care and support needed by babies from birth to 24 months, especially with regard to feeding, toilet-training and providing emotional security.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Understanding of the basic needs and care required to support the healthy development of babies equivalent to the applied competence outlined in the ECD core unit standard on Support Healthy Development at Level 1.

UNIT STANDARD RANGE

This elective unit standard is suitable for learners working with babies and toddlers up to the age of 2 years, especially those who are responsible for providing full-day care in ECD day care centres (creches), in home-based day care services (childminding), in private homes (nannies, au pairs), and in institutions (residential care).

Learners are required to demonstrate applied competence working with babies and toddlers from birth to 24 months in a group, informal or family setting.

At this level, learners demonstrate the ability to:

Prepare and store appropriate food hygienically to meet the nutritional needs of babies and toddlers;

Manage feeding routines (including breast-feeding by mothers) and weaning in ways that meets individual needs taking into consideration cultural traditions and parental preferences;

Manage routine care giving in ways that meet individual needs in accordance with cultural traditions and family practices and encourages adult-child interaction;

Establish relationships with each child that provide security and nurture a sense of well being;

Encourage the development and a sense of self and developmentally appropriate self-help skills;

Provide appropriate comfort to babies and toddlers who are distressed.

The following contextual information is relevant to this unit standard:

This elective is considered necessary because the core unit standard does not provide for sufficient input to ensure the healthy development of babies in ECD services providing care for most of the day.

This elective could probably be taught in an integrated way with the core unit standard on Support Healthy Development in ECD Programmes at Level 1 or with Facilitate Healthy Development in ECD Programmes at Level 4.

It is recommended that learners responsible for the care of babies and toddlers should also complete the elective unit standard on Facilitate the Learning and Development of Babies and Toddlers in ECD Settings at Level 3.

All health practices and requirements for cleanliness and safety should be appropriate to the setting, and respect religious and cultural practices in the community, provided that these practices do not conflict with the Universal Precautions assumed to be in place (core unit standard).

Cultural variations in care and child-rearing practices should be respected and family preferences accommodated provided that such practices are developmentally appropriate and not harmful in terms of current knowledge.

While the unit standard sets standards for feeding babies and toddlers by ECD practitioners, this does not exclude provision for mothers to breast-feed or provide expressed milk for their babies if they choose to do so. The importance of breast-milk for healthy development should be advocated and arrangements made to accommodate this where possible.

With regard to mothers who are living with HIV / Aids who choose to breast-feed or provide expressed milk for their babies, learners need to be informed about the latest research and practices in this regard.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Feed babies and toddlers

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The nutritional requirements of babies and toddlers from birth to two years are described with special attention given to the importance of breast-feeding and the implications for practice in the ECD setting.

ASSESSMENT CRITERION 2

2. Feeds required for babies and toddlers in the ECD setting are recorded, prepared and stored correctly according to nutritional requirements for age and weight taking into consideration parental instructions.

ASSESSMENT CRITERION 3

3. Feeding equipment is cleaned and sterilised using suitable available solutions, and stored hygienically.

ASSESSMENT CRITERION 4

4. Feeding routines and techniques used for babies and toddlers (bottle, cup, spoon) are appropriate to their individual needs (recorded) based on age, weight, medical condition and parental preferences.

ASSESSMENT CRITERION 5

5. The process and timing of weaning are adapted to suit the needs of individual babies taking into consideration local cultural practices as expressed by parents.

ASSESSMENT CRITERION 6

6. Toddlers are encouraged and helped to learn how to feed themselves.

SPECIFIC OUTCOME 2

Provide routine physical care for babies and toddlers

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Babies and toddlers are carried and handled in ways that are safe, culturally- and developmentally-appropriate so that feelings of security and interaction between caregiver and child are encouraged.

ASSESSMENT CRITERION 2

2. Babies and toddlers are washed, bathed and dressed in a gentle, safe and orderly manner.

ASSESSMENT CRITERION 3

3. Nappies are changed regularly and in a hygienic manner, and opportunities are provided for babies to exercise free from nappies.

ASSESSMENT CRITERION 4

4. The process and timing of toilet training are adapted to suit the needs of individual children taking into consideration local cultural practices as expressed by parents.

ASSESSMENT CRITERION 5

5 Sleeping arrangements and routines are adapted to individual needs so that babies and toddlers can sleep undisturbed for as long as they need.

ASSESSMENT CRITERION 6

6. Babies and toddlers are encouraged to interact with the caregiver during all active care-giving routines.

SPECIFIC OUTCOME 3

Establish trusting adult-child relationships with babies and toddlers

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The attachment needs (bonding) of babies and toddlers and the implications for care-giving practice and admission procedures in ECD settings are described.

ASSESSMENT CRITERION 2

2. Babies and toddlers are helped to cope with separation from familiar caregivers when placed in the care of a new caregiver.

ASSESSMENT CRITERION 3

3. Temperamental differences among babies are observed and care-giving practices are adapted to individual needs.

ASSESSMENT CRITERION 4

4. The needs of each baby and toddler are responded to as quickly as possible and in a consistent manner.

ASSESSMENT CRITERION 5

5. A regular daily routine is maintained for each child.

SPECIFIC OUTCOME 4

Help babies and toddlers develop a sense of self

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The development of a sense of self and self-help skills in babies and toddlers is described.

ASSESSMENT CRITERION 2

2. The development of self-awareness in each child is facilitated through one-to-one interaction during routine care-giving and playing simple games.

ASSESSMENT CRITERION 3

3. Babies and toddlers are encouraged to develop new skills through play and the provision of suitable equipment, and their efforts and achievements are recognised.

ASSESSMENT CRITERION 4

4. Babies and toddlers are helped to do things for themselves and develop self-help skills during routine care giving and appropriate play activities.

SPECIFIC OUTCOME 5

Comfort babies and toddlers

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The factors that cause stress and trauma in babies and toddlers are described.

ASSESSMENT CRITERION 2

2. Signs of distress and/or abuse are recognised and interpreted correctly.

ASSESSMENT CRITERION 3

3. Babies and toddlers in distress are comforted promptly and in an appropriate way.

ASSESSMENT CRITERION 4

4. Chronic symptoms of distress are recorded and reported to the appropriate person and/or advice is sought and/or discussed with the child's family.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

At this level, the preferred method of assessment is direct observation of performance in a relevant and authentic work setting.

A structured interview is recommended to assess the practitioner's knowledge of the specific nutritional requirements of babies and toddlers and understanding of specific emotional and social needs of this age group.

Oral questioning should be used to explore awareness of cultural variations in childcare practices in local communities and practitioner sensitivity to parental preferences.

Record-keeping and relevant assignments providing evidence of practice, knowledge and skills.

Moderation: Scrutiny of all written assessment records, including structured interviews and other written evidence; random workplace visits to check competence assessments and discussions with learners to check knowledge.

UNIT STANDARD DEVELOPMENTAL OUTCOME

Reflect on and explore a variety of strategies to learn more effectively.

Participate as a responsible citizen in the life of the local community by providing improved care for babies and toddlers.

Be culturally sensitive across a range of social contexts.

Explore education and career opportunities in the care and development of babies and toddlers in a variety of settings.

Develop entrepreneurial opportunities in setting up and managing childcare services in the community.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems showing that responsible decisions have been made in caring for babies and toddlers and supporting their healthy growth and development.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team in an ECD setting.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information relating to the individual needs of babies and toddlers in one's care.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively with families and health practitioners mainly in the oral mode but also in writing for reporting purposes.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically in food preparation and maintaining a healthy environment showing responsibility towards the health of others.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the relationships between cultures; community, family, health and child care systems by recognising that problem-solving contexts do not exist in isolation.

UNIT STANDARD NOTES

This Unit Standard has been replaced by Unit Standard 244255, which is "Care for babies, toddlers and young children", Level 2, 10 credits.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	23114	Basic Certificate: Early Childhood Development	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2009-01-10	ETDP SETA
Elective	23116	National Certificate: Early Childhood Development	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2007-10-18	Was ETDP SETA until Last Date for Achievement

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.

1.	Compass Academy of Learning
2.	Institute of Professional Studies and Services
3.	Rhodes University