SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Support active learning in ECD programmes

SAQA US ID	UNIT STANDARD TITLE
13847	Support active learning in ECD programmes
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 1	NQF Level 01	24
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
244262	Interact with babies, toddlers and young children	Level 2	NQF Level 02	5

PURPOSE OF THE UNIT STANDARD

This is a core unit standard of the Basic Certificate in ECD at Level 1.

The learners are able to understand, provide and facilitate basic developmentally appropriate activities for young children.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

In order to provide access to an ECD qualification, there is no specified prior learning or competence required.

UNIT STANDARD RANGE

This unit standard is suitable for practitioners working with children between birth and nine years of age in all types of settings. Practitioners are required to demonstrate applied competence in one of the following developmental phases/settings:

? 0 - 3 years (group or informal or family settings)
? 2 - 6 years (group or informal or family settings)
? 5 - 9 years (group or informal or family settings)

This unit standard relates to the specific tasks and duties practitioners perform in their work setting and with a particular age group of children. It is expected that practitioners at this level will be working alongside practitioners with higher-level qualifications, especially in-group settings. If not, they are advised to include in their programme of study the elective unit standard: Facilitate Learning Through Play at Level 2.

At this level practitioners demonstrate the ability to:

o Manage developmentally appropriate activities with children;

o Provide a range of learning activities inside and outside which are resourced and managed so that children's time at the learning site is creatively engaging and meaningful for them,

o Observe children in many different situations and use this to assess the progress of individual children and to make changes to activities in response to what they have observed,

o Interact with children sensitively and in an educationally supportive manner to help them develop self-esteem and independence,

o Manage individual and group activities differently and effectively,
Introduce a second language with integrity through cultural songs, rhymes, games, and the use of props and practical activities,

o Identify factors relating to their own performance, which affect the success of activities.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Set up and manage developmentally appropriate learning activities.

OUTCOME NOTES

Set up and manage developmentally appropriate learning activities, inside and outside, that support holistic learning and development.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1 Activities are set up to support children's physical, social, emotional, intellectual, language and creative development in an integrated way.

ASSESSMENT CRITERION 2

2 Within the limits of the setting, sufficient activities resources are provided for the number of children, inside and outside.

ASSESSMENT CRITERION 3

3 The activities and resources are suitable for the general developmental level, experience and interests of the children.

ASSESSMENT CRITERION 4

4 An awareness of culture-fair and anti-bias practices is evident in the activities and the resources provided.

ASSESSMENT CRITERION 5

5 All resources are well maintained and are accessible to the children.

ASSESSMENT CRITERION 6

6 The balance between child-centred (self-chosen, play) activities and adult-initiated activities is appropriate to the general developmental level of the children.

SPECIFIC OUTCOME 2

Observe and identify children's needs and responses to the learning environment.

OUTCOME NOTES

Observe and identify children's needs and responses to the learning environment in order to inform practice and planning.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1 Children are observed throughout the learning site and in a range of situations (inside, outside, in daily routines).

ASSESSMENT CRITERION 2

2 An awareness of the needs, wants, difficulties and achievements of children is demonstrated.

ASSESSMENT CRITERION 3

3 Observation is unobtrusive and does not interfere with the flow of the day.

ASSESSMENT CRITERION 4

4 The management of activities is influenced by what is observed.

SPECIFIC OUTCOME 3

Interact and communicate with young children in ways that support active learning.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1 Children are talked with and listened to in a range of activities and routines.

ASSESSMENT CRITERION 2

2 Talk is used in a mediating and facilitative manner to describe back to children what they are doing and have achieved.

ASSESSMENT CRITERION 3

3 Children are helped to achieve what they have set out to do.

ASSESSMENT CRITERION 4

4 Children are helped to make choices.

ASSESSMENT CRITERION 5

5 Children are given time and encouragement to get deeply involved in activities.

ASSESSMENT CRITERION 6

6 Time is given for children to respond to questions before the adult intervenes.

ASSESSMENT CRITERION 7

7 Opportunities are provided for children to interact with one another through observation and imitation and in collaborative and co-operative play.

SPECIFIC OUTCOME 4

Use suitable techniques for working with individuals, small groups and large groups.

OUTCOME NOTES

Use suitable techniques for working with individuals, small groups and large groups and for introducing a second language.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Children's interest in a story or group activity is held.

ASSESSMENT CRITERION 2

2. Children are not forced to participate in activities.

ASSESSMENT CRITERION 3

3. Culture-fair and anti-bias stories are told and read to individuals and groups.

ASSESSMENT CRITERION 4

4. Music, songs, rhymes and culture-fair creative activities are used to help children acquire a second language.

ASSESSMENT CRITERION 5

5. Props, such as puppets or pictures, are used to facilitate comprehension.

ASSESSMENT CRITERION 6

6. Non-competitive group games are well organised and efficiently managed.

ASSESSMENT CRITERION 7

7. Questioning of children is open-ended and supportive rather than testing.

ASSESSMENT CRITERION 8

8. Outings and excursions are included as part of the learning programme.

ASSESSMENT CRITERION 9

9.Culturally appropriate body language, pauses, affirming and honouring techniques, together with skilful inflection and tone to facilitate inter-cultural and intra-cultural communication are used.

SPECIFIC OUTCOME 5

Demonstrate awareness of own practice.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Changes are made to activities in response to children's needs and their level of involvement.

ASSESSMENT CRITERION 2

2. Resources are adapted according to children's responses.

ASSESSMENT CRITERION 3

3. Evaluative comments are given (verbally or in writing) on the success of activities in terms of the role played in these by the practitioners.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

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

o Oral questioning about how observation of children's responses to activities brings about changes in these activities.

o Portfolio evidence to include lists of stories, songs, rhymes, games, and props.

o Where possible, applied competence that cannot be observed directly by the assessor should be confirmed by someone who is in a position to observe the practitioner on a regular basis, such as a supervisor.

o Moderation: records of workplace assessments, oral interviews and portfolio evidence should be moderated, random workplace assessments done by an external assessor.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners can understand and explain that:

o All children develop at different rates, i.e. that learning does not occur all at one time and once for all time,

o Observation of children is the best way of assessing what they already know and can do and what they are interested in;

o Young children learn primarily through play,

o Early learning is holistic - relates to the whole child,

o Learning is integrated and within context educationally;

o The role of the practitioner in supporting learning and development include observing children, interacting with them in a mediated way and using spoken language to enhance learning and advance insight,

o The Foundation Phase of the national school curriculum applies to the children they are working with and what is meant by outcomes-based education,

o The critical outcomes and their relevance for lifelong learning.

Learners demonstrate the following attitudes and values:

o Respect for the children as capable individuals,

o Respect for the languages and cultures of the children and their families,

o Awareness of the potential dangers of cultural, racial and gender stereotypes.

UNIT STANDARD DEVELOPMENTAL OUTCOME

1. Learners are helped to reflect on and explore a variety of strategies to learn more effectively.

2. Through the provision of activities learners participate as responsible citizens in the life of local communities.

3. Through the provision of culture-fair and anti-bias activities and approaches learners show cultural and aesthetic sensitivity across a range of social contexts.

4. As the first step on the NQF ladder learners begin to explore their own education and career opportunities.

5. Learning about how to improve the provision on offer helps learners develop entrepreneurial opportunities.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

When working with the children identify and solve problems showing that responsible decisions have been made.

UNIT STANDARD CCFO WORKING

Work effectively with co-workers (where applicable) and with children.

UNIT STANDARD CCFO ORGANISING

Organise and manage self and activities effectively to create a learning environment reflecting the needs, languages, cultures and interests of the children.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information relating to the children, their homes and communities in order to create a learning environment that supports these.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively verbally and, where possible, in writing.

UNIT STANDARD CCFO DEMONSTRATING

Show responsibility towards the environment and health of others in the planning of activities and in the daily routines.

UNIT STANDARD CCFO CONTRIBUTING

Help children solve simple problems in different aspects of their lives at the centre and at home and in this way show an appreciation that the world is a set of related systems and problem-solving contexts do not exist in isolation.

UNIT STANDARD NOTES

This Unit Standard has been replaced by Unit Standard 244262, which is "Interact with babies, toddlers and young children", Level 2, 5 credits.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	23114	Basic Certificate: Early Childhood Development	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2009-01-10	ETDP SETA

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.	Centre for Creative Education/Iziko La Bantu Be Afrika NPC
2.	Compass Academy of Learning
3.	Rhodes University