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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Demonstrate knowledge and understanding of the development of babies, toddlers and young children 
SAQA US ID UNIT STANDARD TITLE
244484  Demonstrate knowledge and understanding of 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 4  NQF Level 04 
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
13850  Facilitate active learning in ECD programmes  Level 4  NQF Level 04  30  Complete 
13851  Facilitate healthy development in ECD programmes  Level 4  NQF Level 04  14  Complete 
12835  Facilitate the learning and development of babies (0-24 months) in ECD settings  Level 3  NQF Level 03  12  Complete 
12836  Facilitate the learning and development of toddlers (18-36 months) in ECD settings  Level 3  NQF Level 03  12  Complete 
7405  Facilitating Creative Art Activities in ECD Programmes  Level 3  NQF Level 03  Complete 
7404  Facilitating Language Development Bilingual/Multilingual ECD Programmes  Level 3  NQF Level 03  Complete 
7402  Facilitating Learning Through Play  Level 2  NQF Level 02  12  Complete 
7403  Facilitating Learning Through Stories, Songs and Rhymes  Level 3  NQF Level 03  Complete 
12840  Include children experiencing barriers to learning and development in ECD settings  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 knowledge and understanding of ways of seeing the development of babies, toddlers and young children.
  • Demonstrate knowledge and understanding of the development of babies, toddlers and young children within each domain of development. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in Communication at NQF Level 3. 

    UNIT STANDARD RANGE 
    The term "established theories or literature" refers to theories recognised within the field, as well as established indigenous theories.

    Knowledge and understanding of child development is to be informed by own experiences as a child, own experiences with children, and recognisable "theories" e.g. socio-cultural, behavioural, neuroscience, maturation, attachment and/or theorists e.g. Piaget, Vygotsky, Freud, Erikson, Bandura, Skinner, Ainsworth and Mahler, etc.

    Although the stages referred to in this Unit Standard are not intended to be rigid, we might identify the following stages, with broad overlapping margins as follows:
  • Pre-birth.
  • Young babies.
  • Mobile babies.
  • 12 months - 30 months.
  • 30 months - 5 years.
  • 6 years - 9 years.

    "Domain" refers to:
  • Physical includes gross-motor and fine-motor development, health and nutritional status.
  • Cognitive and language development includes perceiving, remembering, conceiving, judging, reasoning, creativity.
  • Socio-emotional development includes attitudes, personal and social identity, autonomy, attachment, self concept, self esteem, feelings, self-control and relationships with others.

    "Special needs" could be in a variety of areas such as physical, social, psychological, environmental, gifted, disadvantaged, circumstances. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate knowledge and understanding of ways of seeing the development of babies, toddlers and young children. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Own views about the meaning and use of key terms are compared to the views of others, showing how such views influence our ways of seeing and working with children. 
    ASSESSMENT CRITERION RANGE 
  • Key terms include but are not limited to childhood, development, teaching, well-being, ubuntu and rights, etc.
  • "Views of others" refers to those in the immediate environment as well as a more global or international view.
     

  • ASSESSMENT CRITERION 2 
    Different ways of seeing the development of young children are compared to highlight key similarities and differences in the theories. 
    ASSESSMENT CRITERION RANGE 
    Comparison should include at least two theories and own observations.
     

    SPECIFIC OUTCOME 2 
    Demonstrate knowledge and understanding of the development of babies, toddlers and young children within each domain of development. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Stages in the development of children in each domain are described in line with existing theories. 
    ASSESSMENT CRITERION RANGE 
    Reference to existing theories is to be limited to key findings of theorists in relation to own observations of child development.
     

    ASSESSMENT CRITERION 2 
    Factors that enable the development of children in each domain are identified in line with relevant existing theories. 

    ASSESSMENT CRITERION 3 
    Explanations of how gender, socio-economic background, age, environment and special needs impact on the development of children in each domain are consistent with established theories or literature and the principles of inclusion and anti-bias. 

    ASSESSMENT CRITERION 4 
    Descriptions are provided to show how development is shaped by socio-cultural influences. 
    ASSESSMENT CRITERION RANGE 
    Socio-cultural influences refers to beliefs, values and practices; inter-personal relationships; and relationships with the environment.
     

    ASSESSMENT CRITERION 5 
    Descriptions are provided to show how development within each domain is linked to and affected by development in other domains. 


    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:
  • Theories of child development.
  • Domains of development. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO COLLECTING 
  • Collect, analyse, organise and critically evaluate information in relation to the progress of children in relation to understanding of child development. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual and/or language skills when explaining and describing child development. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system, thus explaining the factors that impact on child development. 

    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 the following Unit Standards:
  • 7402: "Facilitating Learning Through Play", Level 2, 12 credits.
  • 7403: "Facilitating Learning Through Stories, Songs and Rhymes", Level 3, 8 credits.
  • 7404: "Facilitating Language Development Bilingual/Multilingual ECD Programmes", Level 3, 8 credits.
  • 7405: "Facilitating Creative Art Activities in ECD Programmes", Level 3, 8 credits.
  • 12835: "Facilitate the learning and development of babies (0-24 months) in ECD settings", Level 3, 12 credits.
  • 12836: "Facilitate the learning and development of toddlers (18-36 months) in ECD settings", Level 3, 12 credits.
  • 12840: "Include children experiencing barriers to learning and development in ECD settings", Level 3, 12 credits.
  • 13850: "Facilitate active learning in ECD programmes", Level 3, 30 credits.
  • 13851: "Facilitate healthy development in ECD programmes", Level 4, 14 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  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 
    Elective  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  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. 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.