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: 

Work with families and communities to support Early Childhood Development 
SAQA US ID UNIT STANDARD TITLE
244462  Work with families and communities to support Early Childhood Development 
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 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
13869  Involve family members in ECD programmes  Level 3  NQF Level 03  12  Complete 

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is for people who wish to enter or obtain recognition at an entry Level of Early Childhood Development (ECD).

People credited with this Unit Standard are capable of:
  • Demonstrating understanding of key principles and values for working with adults, families and communities.
  • Assisting families to provide an environment conducive for development of young children. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • It is assumed that learners are competent in Communication at NQF Level 3 or equivalent.
  • It is recommended that learners have an understanding of childhood development. 

  • UNIT STANDARD RANGE 
    This Unit Standard requires learners to be sensitive to and able to work with at least two different kinds of families such as single parent families, child-headed families, extended families, separated families, same-sex parent families and multiple parents. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate understanding of key principles and values for working with adults, families and communities. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Principles and values described are in line with the principles and values associated with community development and adult learning. 

    ASSESSMENT CRITERION 2 
    Ethics, behaviour and attitudes demonstrated are consistent with open, participatory, community development approaches. 

    ASSESSMENT CRITERION 3 
    Principles and values described reflect the importance of accepting and inviting parents into the process of education and care for children, taking into acount their indigenous and socio-cultural knowledge and practice. 

    SPECIFIC OUTCOME 2 
    Assist families to provide an environment conducive for development of young children. 
    OUTCOME RANGE 
    Assistance includes but is not limited to workshops, home visits, parent's meetings, community meetings, consulting, newsletters, bulletin board, conferences, etc. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Assistance is guided by a participatory needs survey, including home visits. 

    ASSESSMENT CRITERION 2 
    Family and community support networks are strengthened by providing assistance to access social services, health care and other resources in collaboration with social partners. 
    ASSESSMENT CRITERION RANGE 
    Resources include but are not limited to people, organisations, legal advice, documents, grants, health issues; information on pressing issues such as TB, HIV, child abuse, family violence.
     

    ASSESSMENT CRITERION 3 
    Assistance creates awareness about child development and how to promote it, taking into account various child-rearing practices. 

    ASSESSMENT CRITERION 4 
    Families are supported through a variety of strategies, including conversation, active-listening, feedback and general capacity building activities. 

    ASSESSMENT CRITERION 5 
    Support for adults is in line with adult education principles. 

    ASSESSMENT CRITERION 6 
    Assistance raises awareness of needs and rights of young children and the role of families and the community in relation to child development and upholding children's rights. 
    ASSESSMENT CRITERION RANGE 
    Awareness includes among families, fathers, men, mothers, women, grannies, grandpas, community, local government, business, committees, governing bodies.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the relevant accredited ETQA responsible for the quality assurance of this Unit Standard.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the appropriate quality assuring ETQA, or Learning Programme approval with an ETQA that has a Memorandum of Understanding with the quality assuring ETQA.
  • Verification (external moderation) of assessment and moderation by the provider, will be conducted by the relevant quality assuring ETQA according to the moderation guidelines in the relevant Qualification and the agreed ETQA policy and procedures.
  • An individual wishing to be assessed through RPL against this Unit Standard, may apply to an assessment agency or provider institution accredited by the relevant quality assuring ETQA, or by an ETQA that has a formal agreement/accreditation with the relevant quality assuring ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following areas of knowledge are embedded within the Unit Standard, and will be assessed directly via assessment of the specific outcomes in terms of the given assessment criteria:
  • Child development theories.
  • Community development practices.
  • Culture and religious issues.
  • Family health issues. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems related to working with families and communities. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively in the support that is given to families. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information regarding needs of families and communities in relation to child development. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively within a variety of community-orientated settings. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system, in particular the importance of family involvement in child development and the impact this has on children, families and the community. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    This Unit Standard replaces Unit Standard13869, which is "Involve family members in ECD programmes", Level 3, 12 credits.

    Glossary:

    Activities - refer to the active involvement of babies, toddlers and young children with a range of resources, materials and actions that contribute towards their development. This includes routine-based and play-based activities.

    Babies, toddlers and young children:
  • Babies - refers to an approximate range of 0-12 months, taking into account individual variations in development.
  • Toddlers - refers to an approximate range of 12-30 months, taking into account individual variations in development.
  • Young children - refers to an approximate range of 30 months to 5 years old, taking into account individual variations in development.

    Developmentally appropriate although it is accepted that there are multiple and contested ways in which the term may be used and understood, at its heart, "developmentally appropriate" is intended to convey the sense that children do develop in recognisable ways, even if at different rates and in line with different models of development. Hence, we may speak of something being developmentally appropriate if it meets the developmental needs of babies, toddlers and young children, supported by justifiable theories will inform the programme.

    Early Childhood Development (ECD) Service - the care, facilitation, observation, reporting and working with families and others in a variety of settings for the development of babies, toddlers and young children.

    Early Childhood Development (ECD) Settings - to any place where a child is or children are, including but not limited to Early Childhood Development (ECD) centres, institutions such as prisons and hospitals, and at home.

    Facilitate - means the use of a range of activities, all of which combine in various ways to contribute to the holistic development of babies, toddlers and young children.

    Framework - guidelines to outline the range of Early Childhood Development (ECD) services, programmes and legal, health and social practices.

    Inclusion - the inclusion of all children including those with special needs.

    Programme - refers to the routines or schedules that spell out the sequence of daily and weekly events. The schedules may be very loose or highly structured depending on context and preference. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  58761   Further Education and Training Certificate: Early Childhood Development  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 
    Elective  66749   National Certificate: Community Development  Level 3  NQF Level 03  Reregistered  2023-06-30  ETDP SETA 
    Elective  67509   Further Education and Training Certificate: Community Development  Level 4  NQF Level 04  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 


    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. Abongwe Amangwane NPC 
    2. Adziambei Academy 
    3. Alladin Learning Solutions 
    4. Enjo Consultants 
    5. Greater Soweto Association for Early Childhood Development 
    6. Motheo Training Institute Trust 
    7. Project ECD (Pty) Ltd 
    8. Renaissance Training Services cc 
    9. Teachers Learning Centre (Pty) Ltd 
    10. Zuzulwazi Development 



    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.