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: 

Include children experiencing barriers to learning and development in ECD settings 
SAQA US ID UNIT STANDARD TITLE
12840  Include children experiencing barriers to learning and development 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 at Level 1 and/or the National Certificate in ECD at Level 4.

Learners are equipped with the necessary knowledge, skills and attitudes required to deal with the challenge of including children experiencing barriers to learning and development within ECD settings. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
o Demonstrated applied competence in supporting the learning and development of young children in an ECD setting equivalent to the core unit standards on Support Healthy Development, Support Active Learning and Assist with Managing the ECD Learning Programme at Level 1.

o An understanding of diversity issues and demonstrated applied competence in using an anti-bias approach in an ECD programme equivalent to the elective unit standard on Create an Inclusive Anti-bias Learning Environment in ECD Settings at Level 3. 

UNIT STANDARD RANGE 
This elective unit standard is suitable for educators, caregivers and community workers working in all types of ECD settings. Learners are required to demonstrate applied competence in one of the following developmental phases/settings:
  • 0 -3 years (group, informal or family settings)
  • 2 - 6 years (group, informal or family settings)
  • 5 - 9 years (group or informal settings)

    At this level, learners demonstrate the ability to:
  • Describe inclusion and the South African Special Needs policy;
  • Identify barriers to learning and participation in the ECD setting;
  • Maintain a supportive learning environment for children experiencing barriers to learning and participation;
  • Encourage and support family and community involvement in the inclusive ECD programme;
  • Reflect on own inclusive practice and make appropriate changes. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe Inclusive Education and the Inclusive Education policy in South Africa 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1 The concept of 'inclusion' is explained. 

    ASSESSMENT CRITERION 2 
    2 Principles underpinning inclusive education are identified. 

    ASSESSMENT CRITERION 3 
    3 The concepts of 'special needs' and 'barriers to learning' are explained. 

    SPECIFIC OUTCOME 2 
    Identify barriers to learning and development in the ECD programme 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Barriers to learning and development within the ECD environment and curriculum and the community context are identified. 

    ASSESSMENT CRITERION 2 
    2. Suggestions and plans are made to remove or to lessen these barriers within the environment and curriculum. 

    ASSESSMENT CRITERION 3 
    3. Needs and achievements of all children experiencing barriers to learning and development are observed and monitored. 

    ASSESSMENT CRITERION 4 
    4. Records of children's achievements and needs are kept for planning, discussion with colleagues and family members. 

    SPECIFIC OUTCOME 3 
    Maintain a supportive learning environment that meets the individual needs of children 
    OUTCOME NOTES 
    Maintain a supportive learning environment that meets the individual needs of children experiencing barriers to learning and development. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Activities for children experiencing barriers to learning and development are promoted and accommodated. 

    ASSESSMENT CRITERION 2 
    2. Appropriate help is given to children who require special assistance with daily routines. 

    ASSESSMENT CRITERION 3 
    3. The expression of a range of feelings by children is supported and accepted. 

    ASSESSMENT CRITERION 4 
    4. Relevant teaching aids and learning materials are developed to ensure that all children with barriers to learning have their needs appropriately met in a supportive way. 

    ASSESSMENT CRITERION 5 
    5. An ECD programme culture that celebrates and affirms diversity is promoted. 

    SPECIFIC OUTCOME 4 
    Encourage and support family and community involvement in the inclusive ECD programme 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. A co-operative and friendly relationship is maintained with each child's family. 

    ASSESSMENT CRITERION 2 
    2. The child's needs and progress are discussed with the family for purposes of continuity. 

    ASSESSMENT CRITERION 3 
    3. Co-operative relationships with other service providers, learners and specialists are established and maintained. 

    SPECIFIC OUTCOME 5 
    Reflect on own inclusion practice and make appropriate changes 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The effectiveness of activities in meeting the needs of children experiencing barriers to learning and development is continually assessed. 

    ASSESSMENT CRITERION 2 
    2. A written record is kept of evaluative comments on activities designed to facilitate inclusion of children experiencing barriers to learning and development. 

    ASSESSMENT CRITERION 3 
    3. Appropriate changes are made to activities in response to observed barriers to learning and development. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    o Direct observation of inclusive practice in the ECD setting.

    o Structured interview to assess knowledge of inclusion policy and practice.

    o Verbal and written evidence of collaboration with parents, colleagues and specialists.

    o Portfolio of supporting evidence including dated and annotated observation notes.

    o Moderation: scrutiny of all written assessment records, including structured interviews, portfolio evidence, assignments and records; random workplace visits and discussions with learners, family and community members. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    2. Participate as a responsible citizen in the life of the local community by providing an inclusive ECD programme.

    3. Be culturally sensitive across a range of social contexts, including spirituality, language, values and norms relating to inclusive policy and practice. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical thinking in ways that ensure that responsible decisions are made on the prevention and amelioration of barriers to learning and participation. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a team in an ECD setting and with community groups in creating an inclusive environment for all children. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities effectively to promote an inclusive learning environment. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate all information relating to the development of all children and use this information for planning inclusive programmes. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with children and with adults about inclusive policy and practice using visual and language skills in both oral and written modes. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically in the management of an inclusive ECD environment showing responsibility towards the environment and health of others. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation in an inclusive ECD environment. 

    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.

    Information on the South African Inclusive Education policy is available in: Department of Education: Education White Paper 6: Special Needs Education: Building an inclusive education and training system. Pretoria. Government Printer, July 2001. 

    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. Institute of Professional Studies and Services 
    2. 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.