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: 

Facilitating Learning Through Stories, Songs and Rhymes 
SAQA US ID UNIT STANDARD TITLE
7403  Facilitating Learning Through Stories, Songs and Rhymes 
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  8 
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
244484  Demonstrate knowledge and understanding of the development of babies, toddlers and young children  Level 4  NQF Level 04  8   
244480  Facilitate the holistic development of babies, toddlers and young children  Level 4  NQF Level 04  16   

PURPOSE OF THE UNIT STANDARD 
This is an elective unit standard at Level 3 which can be credited to a National Certificate in ECD at Levels 1 and/or 4.

The learners are able to apply practical skills related to emergent literacy, underpinned by an understanding of how books, rhymes, stories and songs drawn from the languages and cultures of the children can promote learning across many areas. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Sufficient literacy to be able to read books to children with understanding and in a stimulating manner.

    The applied competence outlined in facilitating active learning in ECD Programmes at Level 1. 
    		•

    UNIT STANDARD RANGE 
    This Unit Standard is suitable for practitioners working with children between the ages of birth 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:
  • provide a print-rich environment;
  • use developmentally appropriate stories, songs, rhymes and books in the languages of the children and to match their interests;
  • use stories, songs, rhymes and books to enhance children's integrated learning and development;
  • use a range of strategies to facilitate children's developing understanding of literacy, books and print;
  • use a range of o strategies and props to help children re-tell stories;
  • use books and stories to help children deal with difficult emotions, to build positive self-images and to make links between the worlds of fantasy and reality. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Use a repertoire of stories, songs and rhymes in the lang of the child to promote listening skills. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Stories, songs and rhymes in the languages of the children are part of the daily programme. 

    ASSESSMENT CRITERION 2 
    2. A written collection of these songs, stories and rhymes is present and refereed to. 

    ASSESSMENT CRITERION 3 
    3. Children are encouraged to join in with words and actions, to predict what is coming and to listen to one another. 

    ASSESSMENT CRITERION 4 
    4. A resource bank of puppets, story props and other aids in evidence and is used the help children understand stories particularly where the children are acquiring a second or other language. 

    SPECIFIC OUTCOME 2 
    Prov a variety of developmental appr child's books & other print mat to prom child's underst of lit 
    OUTCOME NOTES 
    Provide a variety of developmentally appropriate children's books and other print materials to promote children's developing understanding of literacy. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Books provided are appropriate to the children's interests, their level of development and support inclusive anti-bias practice. 

    ASSESSMENT CRITERION 2 
    2. Children's attention is drawn to the features of books - the pictures, the words, the name of the author, the direction in which the print goes. 

    ASSESSMENT CRITERION 3 
    3. Visual literacy is facilitated through a variety of pictorial material and use of symbols and signs. 

    ASSESSMENT CRITERION 4 
    4. Writing in the languages of the children and their families is displayed in various ways in the learning programme. 

    ASSESSMENT CRITERION 5 
    5. Children are helped to understand the different uses of reading and writing through a variety of different activities and through modelling by the practitioner. 

    SPECIFIC OUTCOME 3 
    Use a range of strategies to help children re-tell known stories and create their own stories 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Stories are told and read in the languages of the children on a regular basis. 

    ASSESSMENT CRITERION 2 
    2. Techniques including body language, gesture, tone of voice and eye contact are evident in storytelling. 

    ASSESSMENT CRITERION 3 
    3. Story-making through fantasy and imaginative play is positively encouraged. 

    ASSESSMENT CRITERION 4 
    4. Children are invited to re-tell familiar stories or make up their own stories. 

    ASSESSMENT CRITERION 5 
    5. Children are listened to when they tell stories and these are sometimes written down for them. 

    SPECIFIC OUTCOME 4 
    Use books and stories to help children understand themselves and develop a positive self-concept. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. A variety of simple books are made for and with children to include their names, their interests, special events in their lives (like the birth of a new baby) and the activities they have been involved in. 

    ASSESSMENT CRITERION 2 
    2. Children are actively invited to interact with text, pictures and themes, relating them to their own concerns, fears and experiences. 

    ASSESSMENT CRITERION 3 
    3. Developmentally appropriate books and stories dealing with feelings of anger, jealousy, fear and joy are used to help children deal with their own emotions. 

    ASSESSMENT CRITERION 4 
    4. Books and stories are used to help children understand differences between people and cultures, their own heritage and future opportunities, children/people with special needs. 

    SPECIFIC OUTCOME 5 
    Use stories, rhymes and songs to promote holistic learning and development. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. A variety of books and stories, including traditional tales and folk tales, are available and used with children daily to help children learn about the social and the natural environment. 

    ASSESSMENT CRITERION 2 
    2. Stories are used as the starting point for practical investigations, such as growing seeds or making things from waste materials. 

    ASSESSMENT CRITERION 3 
    3. Children are actively involved in acting out number rhymes and songs. 

    ASSESSMENT CRITERION 4 
    4. Stories incorporate mathematical language, concepts and numbers. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Workplace assessment to assess the provision of a print-rich environment and to assess practical skills, particularly with regard to storytelling, story reading and introducing children to the conventions of print.
  • Structured interview to assess understanding of the importance of songs, rhymes and stories in learning.
  • Portfolio evidence to include assignments and notes, story props made and used, books made for and with the children, lists of stories told and books used.
  • Moderation: Scrutiny of all assessment records and portfolio evidence; random workplace assessment by an external assessor. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Learners can apply practical knowledge or basic understanding of the following:
  • child development, particularly cognitive and linguistic development, together with a basic understanding of current theories of emergent literacy;
  • how children try to make sense of the use of literacy in human affairs;
  • how early literacy develops;
  • how stories, books, songs and rhymes can be used to help children work towards achieving the specific outcomes of the Literacy learning programme.

    Learners demonstrate the following attitudes and values:
  • respect for the languages and cultures of the children and their families;
  • recognition of the importance of literacy in modern life. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    1. Reflect on and explore a variety of strategies to learn more effectively.

    2. Be culturally and aesthetically sensitive cross 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 with regard to selection of appropriate materials and activities. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with co-workers (where applicable) and with children. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage self and activities effectively to create a learning environment in which literacy, in all languages, is prominent. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information relating to the children and their interest in and response to written and spoken language. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively verbally and in writing. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Show responsibility towards the environment and health of others and ensure these concerns are reflected in the stories. song, rhymes told, read and made up. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Appreciate that the world is a set of related systems by seeing 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.

    Supplementary information

    Those working with the developmental phase 0 - 3 should recognise that this unit standard applies to them, since very young children learn a great deal from books, stories, rhymes and songs and telling their own stories from as soon as they start talking. 

    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 
    Elective  23116   National Certificate: Early Childhood Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2007-10-18  Was ETDP SETA until Last Date for Achievement 
    Elective  15982   National Certificate: Early Childhood Development: Preschool Phase  Level 4  NQF Level 04  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. Institute of Professional Studies and Services 
    3. Rhodes University 


    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.