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: 

Prepare resources and set up the environment to support the development of babies, toddlers and young children 
SAQA US ID UNIT STANDARD TITLE
244468  Prepare resources and set up the environment to support the development of babies, toddlers and young children 
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  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "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
12838  Create an inclusive anti-bias learning environment in ECD settings  Level 3  NQF Level 03  12   
7401  Making ECD Learning Resources  Level 2  NQF Level 02  8   

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:
  • Identifying activities that support the development of babies, toddlers and young children.
  • Sourcing and select resources.
  • Adapting resources.
  • Setting up the environment.
  • Reflecting on the use and effectiveness of the resources. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in Communication at NQF Level 2 or equivalent. 

    UNIT STANDARD RANGE 
    Practitioners should prepare resources to support activities within a given programme of designed activities. Practitioners will have access to a range of natural and other materials. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify activities to support the development of babies, toddlers and young children. 
    OUTCOME RANGE 
    Within the context of a daily and/or weekly programme. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Activity purposes are identified and are consistent with given frameworks, guidelines and/or plans. 

    ASSESSMENT CRITERION 2 
    Activities identified are appropriate to the given context and support the developmental outcomes. 

    ASSESSMENT CRITERION 3 
    Resources and space needed are identified as per the requirements of the activities. 

    SPECIFIC OUTCOME 2 
    Source and select resources. 
    OUTCOME RANGE 
    Resources could include objects, plants, people, animals, technology, toys, etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Resources selected are appropriate for use in planned activities and support their identified purpose. 

    ASSESSMENT CRITERION 2 
    Resources are available, safe, durable, and within the resource limitations of the programme. 

    ASSESSMENT CRITERION 3 
    Resources strike a balance between the familiar and unfamiliar, thus providing consistency and challenge for the children in their life-world experiences. 

    ASSESSMENT CRITERION 4 
    Resources are free from cultural, race and gender bias, and are adaptable for children with special needs. 

    ASSESSMENT CRITERION 5 
    Resources are appropriate to the developmental needs and interests of the children. 

    SPECIFIC OUTCOME 3 
    Adapt resources. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Adaptations are suited to children with special needs. 

    ASSESSMENT CRITERION 2 
    Resources adapted are appropriate for use in planned activities and support the identified purposes. 

    ASSESSMENT CRITERION 3 
    Resources adapted are safe and durable. 

    ASSESSMENT CRITERION 4 
    Adaptations help to strike a balance between the familiar and unfamiliar, thus providing consistency and challenge for the children in their life-world experiences. 

    ASSESSMENT CRITERION 5 
    Adaptations are free from cultural, race and gender bias. 

    ASSESSMENT CRITERION 6 
    Adaptations are appropriate to the developmental needs and interests of the children. 

    SPECIFIC OUTCOME 4 
    Set up the learning environment. 
    OUTCOME RANGE 
    This refers to the initial set up of the indoor and outdoor environment, taking into account the need to re-arrange the environment on a regular basis. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The environment is conducive to sensory and motor exploration, allowing children to apply their knowledge and to make meaning. 

    ASSESSMENT CRITERION 2 
    The environment is organised to maximise available space and to be adaptable to change according to the needs of the children and activities. 

    ASSESSMENT CRITERION 3 
    The environment is set up to cater for storage of resources and individual and group space. 

    ASSESSMENT CRITERION 4 
    The environment is ensured to be safe and healthy, taking into account the particular requirements of the ages and special needs of the children. 

    ASSESSMENT CRITERION 5 
    Materials and physical resources are stored in an organised and accessible manner. 

    SPECIFIC OUTCOME 5 
    Reflect on the use and effectiveness of the resources. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Reflections identify the extent to which the resources support the purpose of the activities. 

    ASSESSMENT CRITERION 2 
    Reflections identify the usefulness, effectiveness and appropriateness of the resources. 

    ASSESSMENT CRITERION 3 
    Reflections identify the usefulness of the resources and suitability of the environment in relation to the whole Early Childhood Development (ECD) service. 

    ASSESSMENT CRITERION 4 
    Ways to improve upon the selections and adaptation are identified and noted for future resourcing. 


    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:
  • Development of children (0-9).
  • Theories of child development and learning.
  • How the environment impacts on child development.
  • Health and safety considerations.
  • How play aids development. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively through the organisation of own and children's space. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system through the manner in which the preparation and set-up impacts on Early Childhood Development (ECD). 

    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 Standards:
  • 12838, which is "Create an inclusive anti-bias learning environment in ECD settings", Level 3, 12 credits.
  • 12838, which is "Making ECD Learning Resources", Level 2, 8 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  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  66749   National Certificate: Community Development  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  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. 3 At Work Recruitment Agency 
    2. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
    3. Abinet Training and Development 
    4. ABM COLLEGE SA (PTY) LTD 
    5. Accreditation & Training Services 
    6. Acorser Corporate & Business Consulting t/a Acorser Academy 
    7. African Learning & Development Academy (Pty) Ltd (ALDA) 
    8. Afrika Tikkun NCC 
    9. Amogelang Marketing and Training 
    10. Amyoli Consulting 
    11. ATTI (Advanced Technonogy Training Institute) 
    12. Aubrey Nyiko Business Enterprise cc 
    13. Axolemahle Business Enterprise 
    14. B T Group of Companies Pty Ltd 
    15. Berry Rose Project Consultants & Service Providers 
    16. Boitjhorisong Resource Centre 
    17. BOLAND COLLEGE 
    18. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
    19. Brain Boosters Business Education (PTY) LTD 
    20. Brainwave Projects 1997 CC 
    21. Caversham Education Institute 
    22. Centre for Creative Education/Iziko La Bantu Be Afrika NPC 
    23. Certified Au Pairs (Pty) Ltd 
    24. Changing Lives Community Development Training 
    25. College of Cape Town - Athlone Campus 
    26. Compass Academy of Learning 
    27. Custoda Trust 
    28. D M Management and Consulting 
    29. Damelin Correspondence College (Pty) Ltd 
    30. DC Academy (PTY)LTD 
    31. Dee s Training PTY LTD 
    32. DEVELO CC 
    33. Diligence Defined Projects PTY Ltd t/a Deligence Defined 
    34. Dintshang Trading 
    35. Directflo 
    36. Dru A Professional Further Education and Training College DAPFETC PT 
    37. Dynamic Safety Solutions 
    38. Early Inspiration 
    39. Early Learning Foundation Montessori Teacher Training 
    40. Early Learning Resource Unit (ELRU) 
    41. East London Technical t/a Buffalo City TVET College 
    42. EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) 
    43. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
    44. Edu Experts SA 
    45. Edu P Earl Education For Practitioners in Early Childhood Development (Pty) Ltd 
    46. EDU-Bless College 
    47. Edu-Build Institute 
    48. Edu-Prof Training Centre 
    49. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    50. Emtonjeni Wolwazi 
    51. Enjo Consultants (Pty) Ltd 
    52. Environment and Language Education Trust 
    53. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    54. Faranang Business and Training Solutions PTY(LTD) 
    55. FLAVIUS MAREKA FET COLLEGE 
    56. Fourways Private College 
    57. FURNITURE WORLD TRAINING CENTRE 
    58. Future Performance Training and Development 
    59. Future-Teacher (Pty) Ltd 
    60. Gauteng Baobab Early Learning Training Programme 
    61. Gert Sibande Public FET College - Central Office 
    62. Goldfields TVET College 
    63. Grassroots Adult Education and Training Trust 
    64. Greater Soweto Association for Early Childhood Development 
    65. GWALA TRAINING SERVICES 
    66. HOPE ACADEMIC AND SKILL CENTRE 
    67. ICM t/a Institute for Career Management 
    68. Igugu Training and Investments 
    69. Ikamva Projects Pty Ltd 
    70. Ikusasa Lothisha t/a ECD Training Provider 
    71. INGWE FET COLLEGE 
    72. INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc 
    73. Institute of Professional Studies and Services 
    74. Isamon Vocational College of Excellence Pty Ltd 
    75. Isibani Skills Academy 
    76. Isibani Soluntu Development Trust 
    77. Itireleng Bokamoso Trading Development Services and Associates 
    78. J and N Ikwekwezi Yokusa Development Training 
    79. Jabulani Training & Development 
    80. Karabo Info Centre and Trading 
    81. Katehong Early Learning Resourse Unit (KELRU ) 
    82. Katiso-kuno Consulting 
    83. KDS Centre for Skills Development and Training Pty Ltd 
    84. Keetileafrika Training Institute 
    85. Keletsong Community Training & Resource Centre 
    86. Kgaka Kgolo Institute (Pty) Ltd 
    87. Kgang-Kgolo Consulting 
    88. Khaas Training Academy 
    89. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    90. Khoali Group of Companies (Pty) Ltd 
    91. Khululeka Community Education Centre 
    92. Kids Academy 
    93. Kitso Bokamoso Training Solution 
    94. KITSO TRAINING AND DEVELOPMENT 
    95. Klein Karoo Resource Centre 
    96. KWAZULU NATAL EXPERIMENTAL COLLEGE 
    97. Lebzatainment Foundation NPC 
    98. Lehlabile Emergency Institute 
    99. Leronsa Trading Enterprise 
    100. LESEDI EDUCARE ASSOCIATION 
    101. Li Lichule Trading cc 
    102. Lionsden Africa Business Solutions Pty Ltd 
    103. Loago Business Consulting 
    104. Lynne Hobbs cc 
    105. Mabidi Funzani Trading And Projects Pty Ltd 
    106. MacMillan South Africa (Pty) Ltd 
    107. MASAKANE TRUST 
    108. Masakhane Training and Consultant Pty Ltd 
    109. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    110. MATHS CENTRE INCORPORATING SCIENCES 
    111. MENTORNET (PTY) LTD 
    112. Mnambithi FET College - Central Office 
    113. Mochochonono Training Solutions cc 
    114. Mondo Skills and services providers 
    115. Motheo Training Institute Trust 
    116. NATAL EARLY LEARNING RESOURCE UNIT TRUST 
    117. NC COMPLIANCE SOLUTIONS 
    118. Ndoma Mathodi Trading Enterprise 
    119. Netgrow Training Solutions 
    120. Networx for Career Development 
    121. New Beginnings Training and Development Organisation 
    122. Next Step Academy (Pty) Ltd 
    123. NKANGALA TVET COLLEGE 
    124. Noni Community Development 
    125. Northern Cape Urban College: Kimberley Campus 
    126. Northlink College 
    127. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    128. Nsovo Learning Academy 
    129. Ntataise Lowveld Trust 
    130. NTATAISE TRUST 
    131. Ntevho-Ketso Training and Recruitement Consultancy cc 
    132. Ntiyiso Training and Skills Consultancy 
    133. Ntsangalala Business Enterprise 
    134. Nyelati Trading Enterprise 
    135. OPELONG BUSINESS INSTITUTE (PT 
    136. Orbit FET College - Central Office 
    137. PC Educational Holdings Pty Ltd 
    138. Peddie Development Centre 
    139. Penreach 
    140. People Upliftments t/a POPUP Upliftment 
    141. Petra institute of Development (PTY) Ltd 
    142. PHALANE SAFETY CONSULTANT AND TRAINING PROVIDERS PTY LTD 
    143. Pineridge Training Centre 
    144. PMA Holding (Pty) Ltd 
    145. PND Academy of Learning cc 
    146. PNJ TRAINING ACADEMY NPC 
    147. Port Elizabeth TVET College 
    148. PRO-ACTIVE PUBLIC SERVICES COLLEGE/PTY/LTD 
    149. Pro-Ed Training 
    150. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
    151. Professional Development and Training Institute (Pty) Ltd 
    152. Rampadise Education Training & Development Centre 
    153. Read Educational Trust 
    154. Realeboga Development Services 
    155. Reflections Development Institute 
    156. REGIONAL EDUCARE COUNCIL 
    157. Retshetse Training Project 
    158. Rhodes University 
    159. Right 4 u College 
    160. Safe and Sound Learning Association 
    161. SANTS College 
    162. Sebenzisanane Human Capital 
    163. SERITI INSTITUTE 
    164. Sisazi Consulting 
    165. SITHUTHUKILE TRUST 
    166. Siyahluma Education Institute 
    167. Siyathuthuka Nursery School 
    168. South African Congress For Early Childhood Development 
    169. South Cape Public FET College - George Campus 
    170. South West Gauteng Tvet College 
    171. Southern African Institute of Learning (SAIL) 
    172. Southern African Youth Movement 
    173. Spotru Training Centre 
    174. SPS Consulting (Pty) Ltd 
    175. Sunshine Community Outreach Ministry of Youth With A Mission 
    176. Sustainability Institute Trust 
    177. T Mabuya & Associates (Pty) Ltd 
    178. Takatso Educare Training and Development Services 
    179. Teachers Learning Centre (Pty) Ltd 
    180. Tekollo Trading (Pty) Ltd 
    181. Tembe Service Providers 
    182. Thabelanang t/a Thabelanang Trading Enterprise 
    183. The College of Modern Montessori 
    184. The Iscariota Group (Pty) Ltd 
    185. THE MATTHEW GONIWE SCHOOL OF LEADERSHIP AND GOVERNANCE 
    186. The Port Elizabeth Early Learning Centre 
    187. The Unlimited Child 
    188. Thembekile training consulting 
    189. Thobologo Training and Education Group (Pty) Ltd 
    190. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    191. THUSANANG TRUST 
    192. Thuto Adult Centre 
    193. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    194. Tiakeni Training Centre 
    195. TLHARIHANI TRAINING CENTRE (PTY) LTD 
    196. TMG Quality Services 
    197. Tokelo Training Intervention in ECD 
    198. Train 2 Teach (PTY) Ltd 
    199. Training and Resources in Early Education (TREE) 
    200. Trainyoucan (Pty) Ltd 
    201. TSHEPANG EDUCARE TRUST 
    202. Tshepo Hope Consulting 
    203. TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD 
    204. Twilight Lehlabile Construction Pty Ltd 
    205. Umgungundlovu FET College 
    206. UMO LEARNING SUPPORT SYSTEM 
    207. Unathi Training 
    208. UNIVERSAL COLLEGE OUTCOMES SA 
    209. VH Consulting 
    210. Vuselela TVET College 
    211. VUWA PROJECTS 
    212. Water berg FET College 
    213. Waterberg TVET College 
    214. WEST COAST COLLEGE FET 
    215. WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING 
    216. Winston Academy 
    217. WonderKids Academy 
    218. World Wide Education Providers(Pty)Ltd 
    219. Woz'obona Early Childhood Community Service Group 
    220. Yellow Media Learning Institute (Pty) Ltd 
    221. Zisukumele Training Academy (Pty) Ltd 


    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.