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 Creative Art Activities in ECD Programmes 
SAQA US ID UNIT STANDARD TITLE
7405  Facilitating Creative Art Activities in 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 set up an open art area in the ECD programme and facilitate children's creative processes effectively and appropriately through the development of confidence in their own creativity. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • A general understanding of the holistic development of young children and how they learn through play and a variety of activities.
  • The ability to support children's active learning in a developmentally-appropriate ECD programme. 
    		•

    UNIT STANDARD RANGE 
    This unit standard is suitable for practitioners working with children between the ages of 2 and 9 years in all types of settings. Learners are required to demonstrate applied competence in one of the following developmental phases and settings:
  • 2 - 6 years (in group, informal or family settings)
  • 5 - 9 years (in group or informal settings)

    At this level practitioners demonstrate the ability to:
  • Set up and maintain a well-resourced open art area which is accessible to children, including children with disabilities;
  • Develop their own art skills in order to facilitate children's overall learning and development through art;
  • Use a range of techniques to promote creativity, confidence and independence;
  • Intervene sensitively and appropriately;
  • Involve children in caring for the materials and resources;
  • Assess children's art work in terms of learning and development.

    This elective unit standard requires the practitioner to develop her own art skills and creativity. With regard to setting up and facilitating art activities for young children, it builds on the core unit standards Facilitating Active Learning and Managing the Learning Programme at Level 1 and extends the practitioner's competence in two ways: understanding the development of creativity in young children, and her ability to provide wide-ranging and stimulating art activities for young children. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Develop own art skills to facilitate children approaching creative processes with growing confidence 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Children approach art activities with confidence. 

    ASSESSMENT CRITERION 2 
    2. Children follow their own ideas with enthusiasm and concentration. 

    ASSESSMENT CRITERION 3 
    3. Practitioner's own artwork is displayed in the learning site. 

    ASSESSMENT CRITERION 4 
    4. One's own art learning is reviewed in a journal. 

    ASSESSMENT CRITERION 5 
    5. Growing confidence in own art-making activities is demonstrated. 

    SPECIFIC OUTCOME 2 
    Organise, set up and maintain an effective open art area. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Opportunities for drawing, painting, modelling, cutting and pasting (collage), and provision for paper storage, drying, display and cleaning up are set out in a defined area for art activities. 

    ASSESSMENT CRITERION 2 
    2. The area is well organised, inviting, accessible, safe and clean for all children, including those with disabilities. 

    ASSESSMENT CRITERION 3 
    3. Children are involved in caring for the materials and putting them away at the end of each session. 

    ASSESSMENT CRITERION 4 
    4. All materials and activities are accessible at child level, and children's artwork is displayed at their eye-level. 

    ASSESSMENT CRITERION 5 
    5. The rules, limits and boundaries are explained to the children and consistently applied. 

    SPECIFIC OUTCOME 3 
    Apply art-making skills in the learning site. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Developmentally appropriate art skills and techniques are demonstrated to children. 

    ASSESSMENT CRITERION 2 
    2. A variety of art processes, art and waste materials (including natural materials) are available for children to explore. 

    ASSESSMENT CRITERION 3 
    3. The art area is kept alive and exciting by introducing different materials and activities when necessary. 

    SPECIFIC OUTCOME 4 
    Understand children's creative processes and how creative growth relates to holistic development. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Children are positively encouraged to follow their own interests and select their own materials and tools. 
    ASSESSMENT CRITERION NOTES 
    1Children are positively encouraged to follow their own interests and select their own materials and tools.

    2.Children are actively encouraged to express their own ideas in their own way.

    3.Comments are made to the child which show that attention is being paid to the processes the child is following as well as to the end product. 
    ASSESSMENT CRITERION RANGE 
    This unit standard is suitable for practitioners working with children in the following developmental phases and settings:
    2 - 6 years (in group, informal or family settings)
    5 - 9 years (in group or informal settings)
    At this level practitioners demonstrate the ability to:
    set up and maintain a well-resourced open art area which is accessible to children, including children with disabilities.
    develop their own art skills in order to facilitate children's overall learning and development through art
    use a range of techniques to promote creativity, confidence and independence
    intervene sensitively and appropriately
    involve children in caring for the materials and resources
    assess children's art work in terms of learning and development.
     

    ASSESSMENT CRITERION 2 
    2. Children are actively encouraged to express their own ideas in their own way. 

    ASSESSMENT CRITERION 3 
    3. Comments are made to the child, which show that attention is being paid to the processes the child is following as well as to the end product. 

    ASSESSMENT CRITERION 4 
    4. Meaningful praise, focusing on the process, is given. 

    ASSESSMENT CRITERION 5 
    5 Children's art works are free, original and developmentally appropriate. 

    ASSESSMENT CRITERION 6 
    6. Children's artwork is treated with respect and analysed to give evidence of learning and development. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment is workplace-based to assess both provision and interactions.
  • Structured interview to assess understanding of the role of art education in ECD.
  • Portfolio evidence of practitioner's own artwork, annotated and dated; samples of children's work, dated and analysed to show learning and development.
  • Journal detailing practitioner's reflections on what she has learned from her own art making activities.
  • Moderation: Scrutiny of all assessment records, portfolio and journal evidence; random assessments in the workplace, including observation and an interview by an external assessor. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Learners can apply an understanding of the following:
  • Child development, particularly in terms of how development in one area of learning has implications for learning in all other areas of learning;
  • The development of creativity and art making skills in young children;
  • Outcomes-based education and the national school curriculum for the foundation phase;
  • Role of the adult in both supporting and extending learning through providing materials and organising activities, intervention, modelling, etc.
  • The general needs and strengths of children with different types of disabilities.

    Learners demonstrate the following attitudes and values:
  • Respect for different techniques and styles of art making across cultures;
  • Willingness to explore own creative abilities;
  • Appreciation of the importance of art in terms of quality of life and in terms of education;
  • Advocacy of art education in ECD programmes. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    1. Reflect on and explore strategies to learn more effectively that include creative and visual media;

    2. Participate as responsible citizens in the life of local communities through educating their children;

    3. Be culturally and aesthetically sensitive across a range of social contexts, especially with regard to art making;

    4. Explore and develop creative skills that could lead to other educational and career opportunities;

    5. Develop possible entrepreneurial opportunities through personal skill development. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems showing that responsible decisions have been made in facilitating children's creative development through a variety of art media. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a teaching team (where applicable). 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's educational activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and evaluate information relating to children's creative development (in the form of art works) and the effectiveness of the creative art activities provided. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with children using visual and language skills mainly in oral modes of presentation. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively in planning and setting up art activities, showing responsibility towards the environment (e.g. when using natural materials for art activities). 

    UNIT STANDARD CCFO CONTRIBUTING 
    Appreciate that the world as a set of related systems by seeing the relationships between art and culture and technology, between creative development and other areas of learning. 

    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 


    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.