SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Facilitating Learning Through Play

SAQA US ID	UNIT STANDARD TITLE
7402	Facilitating Learning Through Play
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 2	NQF Level 02	12
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2006-01-10	2007-10-18	SAQA 0160/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2008-10-18		2011-10-18

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
244480	Facilitate the holistic development of babies, toddlers and young children	Level 4	NQF Level 04	16
244484	Demonstrate knowledge and understanding of the development of babies, toddlers and young children	Level 4	NQF Level 04	8

PURPOSE OF THE UNIT STANDARD

This is an elective unit standard at Level 2 which can be credited to a National Certificate in ECD at Level 1.

Learners are able to demonstrate applied competence in facilitating learning through play to support the physical and mental development, including communication and creativity, of children aged between 2 and 6 years in a developmentally-appropriate manner.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The applied competence outlined in Facilitating Active Learning at Level 1.

UNIT STANDARD RANGE

This unit standard is suitable for practitioners working with children between the ages of 2 and 6 years (preschool phase). Learners are required to demonstrate competence in a group, informal or family setting.

It is recommended for practitioners who are working towards a Level 1 Qualification in ECD and who are responsible for managing a small-scale ECD service and/or are fully responsible for al group of children (i.e. they are not working as an assistant to a more highly qualified practitioner). It builds on Support Active Learning in ECD programmes at level 1 allowing practitioners to demonstrate a higher level of ECD competence needed to provide a sound developmental programme for children aged 2 to 6 years.

It is recommended for practitioners who are working towards a Level 1 qualification in ECD and who are responsible for managing a small-scale ECD service and/or are fully responsible for a group of children (i.e. they are not working as an assistant to a more highly qualified practitioner). It builds on Facilitating Active Learning at Level 1 allowing practitioners to demonstrate a higher level of ECD competence needed to provide a sound development programme for children aged 2 to 6 years.

At this level, practitioners demonstrate the ability to:

organise the basic activities and materials needed to provide a stimulating and developmentally appropriate learning programme for children in a way that facilitates learning through play;

support the processes of physical and mental development, including language and creativity, in children within the specified age range;

use an inclusive anti-bias approach in their practice.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Support the physical development of children through play

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. A variety of movement activities, games and other active play opportunities are provided to help children to develop their large muscle skills and coordination.

ASSESSMENT CRITERION 2

2. Opportunities are provided in many different play and routine activities for children to practise their small muscle skills and develop eye-hand coordination.

ASSESSMENT CRITERION 3

3. A wide variety of safe activities are provided to help children develop their senses and perceptual skills through play.

ASSESSMENT CRITERION 4

4. Children are helped individually to use equipment and tools in ways that are appropriate to their developmental level so that they can maintain control over the activity and experience a sense of achievement.

ASSESSMENT CRITERION 5

5. The language and non-verbal communication (e.g. demonstration of actions) used to guide and praise children helps them learn new words, develop an awareness of their bodies and senses, and understanding of their physical abilities and skills.

SPECIFIC OUTCOME 2

Help children to develop their communication skills.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Communication with a number of different children on an individual basis is two-way between adult and child, and continues throughout free-choice activities and routines in the child's first language.

ASSESSMENT CRITERION 2

2. Children are talked to in a way that is appropriate to their level of understanding and language ability.

ASSESSMENT CRITERION 3

3. Children are encouraged to talk freely to adults, among themselves and in group situations but also to learn how to take turns in listening and talking to others.

ASSESSMENT CRITERION 4

4. Children are encouraged to talk about real things they are playing with or see on outings, and familiar things in their homes and neighbourhood.

ASSESSMENT CRITERION 5

5. A variety of group activities are implemented to support children's language development (e.g. story telling and reading, group discussions, songs and rhymes, talking and listening games).

ASSESSMENT CRITERION 6

6. Children are divided into suitable groups for story and discussion times, and methods used include a variety of suitable visual and tactile aids, activities and dramatisation to engage children's attention and facilitate their understanding and participation.

ASSESSMENT CRITERION 7

7. Children are helped to learn and use words and phrases in a second language.

SPECIFIC OUTCOME 3

Stimulate the development of children's creativity through play.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1 Varied music and movement experiences are organised for children on a daily basis to explore musical ideas and play with sound, rhythm and movement in space.

ASSESSMENT CRITERION NOTES

1.Varied music and movement experiences are organised for children on a daily basis to explore musical ideas and play with sound, rhythm and movement in space.

2.Opportunities are provided on a daily basis for children to explore the use of a variety of art media in creating patterns and representing aspects of their experience in their own way (e.g. painting, drawing, collage and modeling).

3.Sufficient and varied materials are provided on a daily basis to encourage creative construction activities (e.g. large boxes, variety of scrap materials, large and small building blocks and construction toys).

4.A variety of appropriate materials and dress-up clothes are organised to encourage make-believe play, inside and outside, and dramatisation of stories and experiences.

5.Children are encourage to experiment wit materials and language in role play and dramatisation and in creating pictures, things, games and sounds in their own way, either individually or cooperatively with others.

6.Children are encouraged to talk about what they have created and display it (if possible).

ASSESSMENT CRITERION RANGE

This Unit Standard is suitable for practitioners working with children between the ages of 2 and 6 years in all types of group and informal settings.
At this level, practitioners demonstrate the ABILITY to:
organise the basic activities and materials needed to provide a stimulating and developmentally appropriate learning programme for children in a way that facilitates learning through play
support the processes of physical and mental development, including language and creativity, in children within the specified age range;
use an inclusive anti-bias approach in their practice.

ASSESSMENT CRITERION 2

2. Opportunities are provided on a daily basis for children to explore the use of a variety of art media in creating patterns and representing aspects of their experience in their own way (e.g. painting, drawing, collage and modelling).

ASSESSMENT CRITERION 3

3. Sufficient and varied materials are provided on a daily basis to encourage creative construction activities (e.g. large boxes, variety of scrap materials, large and small building blocks, and construction toys).

ASSESSMENT CRITERION 4

4. A variety of appropriate materials and dress-up clothes are organised to encourage make-believe play, inside and outside, and dramatisation of stories and experiences.

ASSESSMENT CRITERION 5

5. Children are encouraged to experiment with materials and language in role play and dramatisation and in creating pictures, things, games and sounds in their own way, either individually or cooperatively with others.

ASSESSMENT CRITERION 6

6. Children are encouraged to talk about what they have created and display it (if possible).

SPECIFIC OUTCOME 4

Encour child's curiosity, idea & material exploration & efforts to solve problems themselves by play

OUTCOME NOTES

Encourage children's curiosity, exploration of ideas and materials, and efforts to solve problems for themselves through play.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. A variety of materials and free-choice activities are provided to encourage curiosity, exploration, the development of thinking skills and problem-solving throughout the day.

ASSESSMENT CRITERION 2

2. Children are encouraged to choose play activities, and are given time to explore materials, experiment and learn new skills without interference.

ASSESSMENT CRITERION 3

3. When appropriate, open-ended questions are used to facilitate and extend children's thinking about their experiences and problem solving.

ASSESSMENT CRITERION 4

4. Children are encouraged to ask questions, find out for themselves, and talk about what they have done and what they think.

ASSESSMENT CRITERION 5

5. Children are helped to develop their attention span and memory skills through play activities.

ASSESSMENT CRITERION 6

6. Relevant and appropriate special activities and group experiences are planned to help children learn more about themselves and the world in which they live, both natural and social (e.g. group outings, visitors, group discussions, stories).

SPECIFIC OUTCOME 5

Use inclusive, anti-bias appr in facil learning thru play that respects the cultural, etc. of child

OUTCOME NOTES

Use an inclusive anti-bias approach in facilitating learning through play that respects the cultural, religious and experiential background of the children.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. All activities are relevant to children's experience and build on appropriate traditional play activities and child-rearing practices in the community.

ASSESSMENT CRITERION 2

2. Stories, visual aids, equipment, materials and dress-up clothes are planned to support children's identification with familiar roles and situations and take pride in their cultural heritage.

ASSESSMENT CRITERION 3

3. Boys and girls are encouraged to participate in all activities in ways that do not reinforce gender stereotypes.

ASSESSMENT CRITERION 4

4. Children are helped to understand the disabilities and strengths of children with special needs and to include them in all play activities.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

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

Oral questioning should be used to determine the practitioner's level of understanding of children's development and why certain activities are provided.

Written records of programme planning and/or observations of children's creative work and play should also be scrutinised for additional evidence of underpinning knowledge and applied competence.

Portfolio of assignments, examples of children's creative work and any other supporting evidence.

Moderation: Scrutiny of all workplace and other assessment records, portfolio evidence including written assignments, programme records; random workplace assessments including questioning by an external assessor.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners can apply a practical knowledge or understanding of the following:

how children develop physically (gross and fine motor coordination and perceptual skills), cognitive and creative thinking and problem-solving skills, language skills and the ability to represent ideas creatively in various ways ( e.g. art media, dramatic play, music, and construction);

how the different areas of development relate to each other;

family circumstances and community characteristics, as well as of traditional child-rearing methods and beliefs;

an awareness of attitudes, beliefs and behaviour patterns associated with racism, sexism and other forms of prejudice.

a practical knowledge of how children learn actively through play;

outcomes-based education and the eight learning areas of the national curriculum;

how the various kinds of materials and activities provided help children to develop and learn through play and progress towards achieving the specific outcomes in each learning area;

how to organise the materials and activities to provide choice as well as structure to facilitate children's development and learning through play;

how to organise and manage a variety of small group and larger group activities to facilitate active participation in learning;

the role of the practitioner in different kinds of free-choice and group activities;

the importance of adult-child interaction in 'learning through play', and how to interact appropriately with children to help them learn through play in free-choice activities and in group situations;

the general needs and strengths of children with different types of disabilities;

practical ways of supporting the development and learning of children with special needs within the group.

Learners demonstrate the following attitudes and values:

the value of learning through play is accepted;

inclusive ant-bias attitudes include respect for traditional childrearing practices and different religions, language and cultural heritages in South Africa;

warmth, trust and respect for children as self-motivated and capable learners;

in all creative activities adults value the creative process rather than expect the end product to conform to certain imposed standards; whatever children have taken care and pride in producing is valued and displayed when appropriate.

UNIT STANDARD DEVELOPMENTAL OUTCOME

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

2. Participate as a responsible citizen in the life of the community by providing an improved educational service for young children;

3. Be culturally and aesthetically sensitive across a range of social contexts in the provision of culture-fair and anti-bias materials and learning activities.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems showing that responsible decisions have been made in facilitating children's development.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a teaching team.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly to create an effective learning environment reflecting the needs, languages, cultures and interests of children.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and evaluate information relating to children's progress and learning activities provided.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively with children using visual and language skills (that include mathematical language) mainly in oral modes of presentation.

UNIT STANDARD CCFO SCIENCE

Show responsibility towards the environment and health of others in the selection of learning materials and planning of activities.

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 244480, which is "Facilitate the holistic development of babies, toddlers and young children", Level 4, 16 credits and Unit Standard 244481, which is "Demonstrate knowledge and understanding of the development of babies, toddlers and young children", Level 4, 8 credits.

The following general principles and requirements need to be taken into account in assessing practitioners on this unit standard:

All learning experiences provided are appropriate to the children's general level of development, including children with special needs.

A sufficient variety of learning experiences is provided for children to progress satisfactorily towards the achievement of the specific learning outcomes of the national curriculum guidelines.

Sufficient materials are accessible to children so that there is a real choice of activities, and additional materials are available in storage so that they can be changed regularly.

All materials, including improvised, are in good repair, strong and attractively made.

This unit standard may be useful in planning a two-stage learning programme for practitioners working towards a Level 4 qualification in ECD. However, since the achieved outcomes of Facilitating Active Learning at Level 4 incorporate the specific outcomes of Facilitating Learning Through Play (Level 2), the 12 credits attached to this unit cannot be credited separately towards the National Certificate in ECD at Level 4.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	23114	Basic Certificate: Early Childhood Development	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2009-01-10	ETDP SETA
Elective	14406	National Certificate: Early Childhood Development: Preschool Phase	Level 1	NQF Level 01	Passed the End Date - Status was "Registered"	2003-10-11	Was ETDP SETA until Last Date for Achievement

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.	Compass Academy of Learning
2.	Rhodes University