SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Facilitating Language Development Bilingual/Multilingual ECD Programmes

SAQA US ID	UNIT STANDARD TITLE
7404	Facilitating Language Development Bilingual/Multilingual ECD Programmes
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 Basic Certificate in ECD at Levels 1 and/or 4.

The learners are able to offer a learning programme that facilitates the learning and development of bilingual or multilingual children.

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 bilingual or multilingual children in the preschool and foundation phases in all settings. Practitioners are required to demonstrate applied competence in one of the following developmental phases:

2 - 6 years (all settings)

5 - 9 years (all settings)

At this level practitioners demonstrate the ability to:

Offer a learning environment in which there are a range of activities in which the meaning is embedded;

Ensure that the images, the print and the resources reflect the linguistic diversity of the group;

Encourage children to use their first language whilst they acquire a second or other language;

Identify and now what languages are spoken by the children and their families;

Be proficient in the language of 'instruction';

Explain to parents and family members why the maintenance of mother tongue is important for both self-esteem and for learning and development.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Set up a learning environment.

OUTCOME NOTES

Set up a learning environment and the resources in it that explicitly recognises the multilingual nature of society.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Images, print, books and games reflect the diversity of the group.

ASSESSMENT CRITERION 2

2. Books are made in the languages of the children.

ASSESSMENT CRITERION 3

3. Stories, songs and rhymes are told or sung in the languages of the children.

SPECIFIC OUTCOME 2

Facilitate the acquisition of a second or other language through support for the first language.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Children are encouraged to use their first language whenever they choose.

ASSESSMENT CRITERION 2

2. Children are not forced to use a second language.

ASSESSMENT CRITERION 3

3. Children are spoken to in their first language, where possible.

ASSESSMENT CRITERION 4

4. Children are never withdrawn from the group in order to learn a second language.

ASSESSMENT CRITERION 5

5. Children are actively encouraged to collaborate and learn from one another.

SPECIFIC OUTCOME 3

Enhance self-image and enable the acquisition of a second or other language.

OUTCOME NOTES

Use a range of skills, techniques, props and activities to enhance self-image and to enable the acquisition of a second or other language.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. A collection of story props, puppets and pictures is available and used in story sessions to enhance understanding.

ASSESSMENT CRITERION 2

2. Photographs or drawings of the children are used as labels, in individual books and as story props.

ASSESSMENT CRITERION 3

3. Games are used in which understanding of the language is not a prerequisite for success.

ASSESSMENT CRITERION 4

4. Children's names are displayed and used in songs, in books and as labels.

ASSESSMENT CRITERION 5

5. Gesture, inflection and body language are used effectively to enhance meaning.

SPECIFIC OUTCOME 4

Understand how bilingualism offers an advantage in terms of learning and explain this to families.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The languages spoken by the children and their families are recognised and noted.

ASSESSMENT CRITERION 2

2. Families are invited to discuss what languages are being used in the learning site and why.

ASSESSMENT CRITERION 3

3. Children are never negatively labelled for not being able to speak a second language or another language.

ASSESSMENT CRITERION 4

4. The languages of the children are seen as a resource and children's fluency in their first language is seen as an advantage.

SPECIFIC OUTCOME 5

Offer interesting activities in which meaning is embedded.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

3. Opportunities for exploration and investigation are provided that are not dependent on language.

ASSESSMENT CRITERION 2

1. Activities like cooking, shopping, washing the toys, planting seeds are available.

ASSESSMENT CRITERION 3

2. Opportunities for domestic play and role play are used to encourage collaborative play between children speaking different languages.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Workplace assessment to assess access to the activities on offer and to the time and attention of the adults.

Portfolio of props, resources, language information, etc.

Structured interview to assess understanding of language acquisition and the importance of supporting the first language for cognitive development.

Written work in the form of course work, assignments, notes, etc.

Moderation: Scrutiny of assessment records and portfolio evidence, including written assignments; random workplace assessment and interviews with practitioners by an external assessor.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners can apply a basic understanding of the following:

Child development, particularly in terms of first language acquisition;

Second or subsequent language acquisition;

The cognitive advantages that language learning brings.

Learners demonstrate the following attitudes and values:

Respect for cultural and linguistic diversity;

Sensitivity to the views of family members.

UNIT STANDARD DEVELOPMENTAL OUTCOME

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

2. Participate as responsible citizens n the life of local communities in supporting the development of language skills in children.

3. Be culturally and aesthetically sensitive cross a range of social contexts with regard to language, cultural differences and learning materials.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems showing that responsible decisions have been made with regard to linguistic and cultural heritage.

UNIT STANDARD CCFO WORKING

Work effectively with co-workers (where applicable), with children and their parents, families and communities.

UNIT STANDARD CCFO ORGANISING

Organise and manage self and activities effectively to facilitate the acquisition of additional language(s).

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information relating to the children, their languages, cultures and heritages and to the programme.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively verbally and in writing.

UNIT STANDARD CCFO DEMONSTRATING

Show responsibility towards the environment and health of others particularly with regard to showing direct respect to a range of lifestyles and heritages.

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.

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.	Institute of Professional Studies and Services
2.	Rhodes University