SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Support healthy development in ECD programmes

SAQA US ID	UNIT STANDARD TITLE
13848	Support healthy development 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	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
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 maintain a safe and healthy learning environment that supports the holistic development of 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 the ages of 0 and 9 years and their families 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 setting)
? 2 - 6 years (group or informal or family setting)
? 5 - 9 years (group or informal setting)

At this level, practitioners demonstrate the ability to implement established procedures and practices appropriate to the age group and setting in which they work:

o to maintain children's safety and support good health and nutrition;

o to provide sufficient assistance and support to children with special needs to enable them to participate fully in the programme;

o help keep children safe from abuse and support those coping with violence;

o ensure that children's basic emotional and social needs are met in a supportive environment that helps children manage their own behaviour.

The following contextual information is relevant to this unit standard:

o Most, if not all, of this unit could be relevant to all practitioners who work with children aged 0-9 years, not just in ECD but also in residential child care, with street children and in various kinds of play programmes (e.g. playgrounds, hospital wards), and certain community and health workers.

o This unit standard focuses specifically on the competence required to protect children's safety and support the good health and nutrition of children between the ages of 0 and 9 years in an ECD learning site. It does not provide credits in specific areas of health care, such as First Aid (although it includes basic first aid requirements). Separate unit standards are or will be available in areas of health care that could be credited towards a Level 1 qualification as elective units.

o Safety refers to the children enrolled in the ECD programme and the adults (and older children) who are responsible for the care of the children or for assisting with, or contributing to, the programme in any way (e.g. family members assisting with outings, visitors, health practitioners).

o All health practices and requirements for cleanliness and safety should be appropriate to the setting, and respect religious and cultural practices in the community.

o Children with barriers to learning and other special needs include children with all types of disabilities, children with special talents, and those coping with abuse, stressful home situations and/or communal crime and violence. The unit standard focuses on the inclusion of children with special needs in an ECD programme. For practitioners working only with children with special needs, relevant specific unit standards will be developed as electives.

o The underpinning knowledge required relates specifically to the tasks and duties participants need to perform in a particular work setting and community context with a particular age group.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Maintain a safe environment for children and adults.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1 A safe and clean physical environment is maintained.

ASSESSMENT CRITERION 2

2 Potential dangers are identified and dealt with as quickly as possible to protect the safety of children and adults.

ASSESSMENT CRITERION 3

3 Children are supervised by a responsible person at all times. This may include parents.

ASSESSMENT CRITERION 4

4 Rules for the safe use of equipment by children are clearly stated and consistently enforced in a non-abusive manner.

ASSESSMENT CRITERION 5

5. Emergency procedures are identified and carried out (such as simple evacuation procedures, basic first aid, and acceptable standards of hygiene practices when dealing with injuries).

ASSESSMENT CRITERION 6

6 All accidents and injuries are recorded and reported to the appropriate authorities, families or guardians.

SPECIFIC OUTCOME 2

Support good health and nutrition.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Established sanitation and hygiene practices are implemented efficiently to reduce the spread of infection (disease).

ASSESSMENT CRITERION 2

2. Food and drinks given to children are nutritious and respect dietary needs and cultural preferences.

ASSESSMENT CRITERION 3

3. Signs and symptoms that might indicate illness are recognised immediately and appropriate action is taken.

ASSESSMENT CRITERION 4

4. There is liaison with parents and caregivers for additional assistance to implement specific interventions with regard to health education, etc.

ASSESSMENT CRITERION 5

5. Suitable provision related to the age of the children is made for children's physical needs (e.g. rest or sleep, exercise).

SPECIFIC OUTCOME 3

Support children with barriers to learning and other special needs.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Each child is treated as an individual.

ASSESSMENT CRITERION 2

2. Children causing concern are identified and possible reasons suggested.

ASSESSMENT CRITERION 3

3. Appropriate help is given to children who require special assistance with daily routines.

SPECIFIC OUTCOME 4

Support each child's emotional and social development.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The message that each person is important, respected and valued is conveyed to children.

ASSESSMENT CRITERION 2

2. Children are helped to feel secure in the ECD programme.

ASSESSMENT CRITERION 3

3. The expression of a range of feelings by children is accepted.

ASSESSMENT CRITERION 4

4. Children are encouraged to learn self-help skills and choose activities for themselves.

ASSESSMENT CRITERION 5

5. Children are helped to get along with each other in ways appropriate to their general level of development.

ASSESSMENT CRITERION 6

6. Awareness of anti-bias practice, attitudes and values is demonstrated.

SPECIFIC OUTCOME 5

Help children learn to manage their own behaviour.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1 Children are helped to understand and follow agreed rules of behaviour.

ASSESSMENT CRITERION 2

2. Expectations for children's behaviour are appropriate to their general developmental level.

ASSESSMENT CRITERION 3

3 Methods of avoiding behaviour problems are used, and positive aspects of children's behaviour are noticed and affirmed.

ASSESSMENT CRITERION 4

4 Unacceptable aspects of children's behaviour are managed calmly.

ASSESSMENT CRITERION 5

5 The use of punishment or any other behaviour that is abusive or hurtful to children is avoided.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

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

o A structured interview is recommended to determine the practitioner's knowledge of safety and basic hygiene requirements, emergency procedures, how they cope with accidents, injuries and illness in children, and how they ensure children's safety on outings.

o Simulations (demonstrations) of emergency procedures and basic first aid could be observed.

o Oral questioning should be used to explore issues relating to resource constraints, and practitioner's understanding or justification of observed practices.

o Where possible, applied competence that cannot be directly observed 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, the oral interviews and other evidence should be moderated; random workplace assessments done by an external assessor.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners can understand and explain:

o Safety and hygiene requirements appropriate to setting, community context and age of children, safety rules,

o Hazards and dangerous substances that could be encountered and what to do;

o Emergency procedures, including simple evacuation procedures, basic first aid, and acceptable standards of hygiene when dealing with injuries (washing hands, use of disinfectant, disposable gloves when dealing with blood or other body fluids);

o Reporting and recording requirements (e.g. accidents, medication);

o Ways of adapting toilet and washing facilities so that children can help themselves;

o Personal hygiene requirements;

o Ways of managing the daily health routines;

o Requirements for the safe and healthy preparation of food, balanced diet;

o Different types of disabilities; signs of child abuse and neglect;

o Children's basic emotional and social needs in the age group (security, individual acceptance and affection, self-esteem, independence, choice, recognition of achievement, respecting the rights of others, group skills);

o Expectations for children's behaviour that are appropriate to their general developmental level; non-abusive strategies for managing unacceptable behaviour.

o The general pattern of children's development in the early years and how the different areas of development relate to each other.

Learners demonstrate the following attitudes and values:

o Caring attitude towards children's safety and health;

o Inclusive anti-bias attitudes towards the children, co-workers and families;

o Warmth, trust and respect for children as capable individuals,

o Traditional childrearing practices are respected and used as a basis for supporting children's holistic healthy development provided that they do not reinforce racial or gender stereotypes or conflict with children's rights, e.g. physical punishment;

o Religious and cultural practices regarding health and diet in the community are respected.

UNIT STANDARD DEVELOPMENTAL OUTCOME

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

2. Participate as responsible citizens in the life of local communities,

3. Be culturally sensitive across a range of social contexts.

4. Explore education and career options in ECD and childcare services.

5. Develop entrepreneurial opportunities in childcare services.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems showing that responsible decisions have been made in caring for children and facilitating their development.

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 and effectively.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information relating to children's needs.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively with children, families and health practitioners in the oral mode.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, 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.

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.

One of the assessment problems at this level is that practitioners are often working in situations with severe resource constraints. For example, facilities may be inadequate so that there are problems of overcrowding, lack of, or inadequate, toilet/washing facilities, no running water on site. Though these conditions may seriously compromise children's healthy development, the situation may be beyond the control of practitioner and the assessor should take this into consideration.

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