SAQA 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 UNIT STANDARD THAT HAS PASSED THE END DATE: 

Facilitate the learning and development of babies (0-24 months) in ECD settings 
SAQA US ID UNIT STANDARD TITLE
12835  Facilitate the learning and development of babies (0-24 months) 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 3  NQF Level 03  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2006-01-10  2007-10-18  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-10-18   2011-10-18  

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
244484  Demonstrate knowledge and understanding of the development of babies, toddlers and young children  Level 4  NQF Level 04  8   
244480  Facilitate the holistic development of babies, toddlers and young children  Level 4  NQF Level 04  16   

PURPOSE OF THE UNIT STANDARD 
This is an elective unit standard at Level 3, which can be credited to the Basic Certificate in ECD (Baby and Toddler Phase) at Level 1.

Learners are able to identify the specific learning needs of babies and toddlers in the various stages of their development from birth to 24 months, and demonstrate the applied competence required to facilitate their physical and mental development. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Understanding of the basic learning and development needs of babies and the applied competence required to support healthy development and active learning in an ECD programme for babies and toddlers equivalent to that outlined in the ECD core unit standards on Support Active Learning, Support Healthy Development and Assist with Managing an ECD Learning Programme at Level 1.
  • The specialist applied competence reflected in the elective unit standard on Care for Babies and Toddlers in ECD Settings at Level 2. 
    		•

    UNIT STANDARD RANGE 
    This elective unit standard is suitable for learners working with babies and toddlers up to the age of 2 years implementing ECD programmes in any ECD setting, including 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:
  • Organise a learning environment and daily activities that are appropriate to the specific needs of babies and toddlers between birth and 24 months;
  • Select appropriate materials and learning activities to facilitate learning through play and the holistic development of babies and toddlers aged birth to 24 months;
  • Support the processes of fundamental physical, mental and language development during this critical stage of development (birth -24 months) through appropriate interaction with each child;
  • Use an inclusive anti-bias and culture-fair approach in their practice, which is rooted in local traditions and cultural practices.

    The following contextual information is relevant to this unit standard:
  • Learners seeking an ECD qualification in the Baby and Toddler Phase are expected to demonstrate their competence with regard to the Level 1 core unit standards in an ECD setting for babies and toddlers.
  • This elective unit standard is recommended for learners who are working towards a Level 1 qualification in ECD (Baby and Toddler Phase) and who are responsible for managing a home-based or small-scale ECD service (creche) and/or are fully responsible for the care of the children (i.e. they are not working as an assistant to a more highly qualified practitioner). It builds on the Level 1 core unit standards allowing learners to demonstrate a specialised level of competence needed to provide a sound developmental programme for babies and toddlers.
  • Alternatively, this unit standard may be useful in planning a two-stage learning programme for learners working towards a Level 4 qualification in ECD (Baby and Toddler Phase). However, because the content of this unit standard overlaps with the core unit standards at Level 4 on Facilitate Active Learning in ECD Programmes and Manage an ECD Learning Programme, the 12 credits attached to this elective unit standard cannot be credited separately towards a National Certificate in ECD (Baby and Toddler Phase) at Level 4.
  • In working with babies and toddlers it is very important that cultural variations in care and child-rearing practices should be respected and incorporated in the programme provided, and that such practices are developmentally-appropriate, constitutionally-aligned and not harmful in terms of current knowledge. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Facilitate the physical development of babies and toddlers 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. A practical knowledge and understanding of the stages of physical development in the first two years of life is demonstrated. 

    ASSESSMENT CRITERION 2 
    2. Moving objects, games, and play materials are used appropriately to promote the development of eye-hand co-ordination and perceptual skills in babies and toddlers. 

    ASSESSMENT CRITERION 3 
    3. Equipment and space are fully utilised to allow freedom of movement and facilitate creative exploration, crawling, walking, running and jumping appropriate to the developmental needs of each child. 

    ASSESSMENT CRITERION 4 
    4. Praise and encouragement are given to babies and toddlers to reinforce their efforts and stimulate enjoyment in physical movement and developing new skills. 

    ASSESSMENT CRITERION 5 
    5. Full use is made of opportunities for non-competitive outside play, exercise and group games consistent with weather, the nature of the setting and the health of the child. 

    ASSESSMENT CRITERION 6 
    6. Where necessary, the learning environment, materials and equipment provided are adapted to the special needs of babies and toddlers with barriers to learning, are culture-fair and include relevant traditional games and practices. 

    SPECIFIC OUTCOME 2 
    Encourage babies and toddlers to be curious and explore their environment 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. A safe, clean and stimulating environment conducive to fostering exploration, investigation and discovery is provided. 

    ASSESSMENT CRITERION 2 
    2. Activities are provided to stimulate and satisfy the natural curiosity of babies and toddlers. 

    ASSESSMENT CRITERION 3 
    3. A wide variety of familiar and novel toys and materials are provided that are appropriate to the development needs of each child and meet accepted safety requirements. 

    ASSESSMENT CRITERION 4 
    4. Items in the immediate environment of babies and toddlers are named and described. 

    ASSESSMENT CRITERION 5 
    5. Babies and toddlers are taken on regular walks and outings while adults encourage them to creatively use their senses. 

    SPECIFIC OUTCOME 3 
    Provide appropriate active learning experiences 
    OUTCOME NOTES 
    Provide appropriate active learning experiences to facilitate the development of thinking skills in babies and toddlers. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. A practical knowledge and understanding of intellectual development in the first two years of life and the factors that impact on it is demonstrated. 

    ASSESSMENT CRITERION 2 
    2. Developmentally appropriate materials, games and activities are provided to facilitate the development of basic problem-solving skills. 

    ASSESSMENT CRITERION 3 
    3. Developmentally appropriate materials, games and activities are provided to facilitate the development of symbolic thinking skills. 

    ASSESSMENT CRITERION 4 
    4. Sufficient time is allowed in the daily programme for children to develop and practise thinking skills. 

    ASSESSMENT CRITERION 5 
    5. Interaction between adults and children is positively responsive and supportive, rather than directive and controlling. 

    SPECIFIC OUTCOME 4 
    Facilitate the development of language and communication skills in babies and toddlers 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. A practical knowledge of the development of language and communication in the baby and toddler stage is demonstrated, and responsible decisions made regarding the language of learning and other language issues. 

    ASSESSMENT CRITERION 2 
    2. Language learning is facilitated by frequent naming of objects and parts of the body. 

    ASSESSMENT CRITERION 3 
    3. Language development is facilitated by describing everyday activities, playing repetitive games, rhymes and songs. 

    ASSESSMENT CRITERION 4 
    4. A variety of appropriate strategies are used to reinforce communication with babies and toddlers. 

    ASSESSMENT CRITERION 5 
    5. Conversational exchange is encouraged by turn taking in response to conversational 'noises' made by babies and toddlers. 

    ASSESSMENT CRITERION 6 
    6. Daily opportunities are provided for babies and toddlers to listen to stories, and books, objects and other pictorial materials are used to stimulate interest and reactions. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Direct observation of performance in a relevant and authentic work setting to assess practical competence.
  • A structured interview is recommended to assess the practitioner's knowledge of the specific developmental needs of babies and toddlers in this age group.
  • Oral questioning to explore awareness of cultural variations in childcare practices in local communities.
  • Records relating to programme planning and evaluation, as well as assessment of children.
  • Portfolio of relevant assignments, resource materials and self-evaluations providing evidence of practice, knowledge, attitudes and skills.
  • Assessments by supervisory staff, peers and/or responsible family members can be used as supplementary evidence.
  • Moderation: scrutiny of all records of workplace assessments, structured interviews, written records and portfolio evidence; random workplace visits to check assessments of competence and 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 an improved educational service for young children.
  • Be culturally and aesthetically sensitive across a range of social contexts in the provision of culture-fair and anti-bias materials and learning activities.
  • Explore education and career opportunities in a specialist area of ECD practice.
  • 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 facilitating the development of babies and toddlers. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly to create an effective learning programme reflecting the needs, languages and cultures of a specific age group of young children. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and evaluate information relating to children's needs and the learning activities provided. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with young children and their families, mainly in the oral mode but also in writing for reporting purposes. 

    UNIT STANDARD CCFO SCIENCE 
    Use technology effectively in making learning resources and show responsibility towards the environment and health of others in maintaining a healthy learning environment. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts relating to holistic child development do not exist in isolation. 

    UNIT STANDARD NOTES 
    This Unit Standard has been replaced by Unit Standard 244480, which is "Facilitate the holistic development of babies, toddlers and young children", Level 4, 16 credits and Unit Standard 244481, which is "Demonstrate knowledge and understanding of the development of babies, toddlers and young children", Level 4, 8 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  49085   National Certificate: Fundamental Ancillary Health Care  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2009-02-18  Was HW SETA until Last Date for Achievement 
    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 


    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.