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: 

Design activities to support the development of babies, toddlers and young children 
SAQA US ID UNIT STANDARD TITLE
244485  Design activities to support 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 5  Level TBA: Pre-2009 was L5  8 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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
13855  Develop and manage the ECD learning programme  Level 5  Level TBA: Pre-2009 was L5  24   

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:
  • Analysing learning and developmental needs of the children within a given context.
  • Designing the activities.
  • Evaluating the design of activities. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • It is assumed that learners are competent in Communication at NQF Level 4 or equivalent.
  • It is also recommended that learners have an understanding of Child Development Theories. 
    		•

    UNIT STANDARD RANGE 
    This Unit Standard covers the design of activities for children from ages 0 - 5.

    Where the term "developmentally appropriate" is used in this unit standard, it is accepted that there are multiple and contested ways in which the term may be used and understood. However, 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. This Unit Standard does not intend to favour any particular models or theories of development, but does operate on the assumption that justifiable theories will inform the programme.

    "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. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse learning and developmental needs of the children within a given context. 
    OUTCOME RANGE 
    Designers are to demonstrate the ability to carry out this analysis for contexts where there are children with a variety of needs. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The analysis clearly identifies the developmental stages and particular needs of all the children as individuals and as a group, and links these to developmental outcomes. 

    ASSESSMENT CRITERION 2 
    The analysis is informed by previous evaluations of activities, assessments of children, and Early Childhood Development (ECD)-related frameworks where applicable. 

    ASSESSMENT CRITERION 3 
    Types of activities are identified that address the needs revealed in the analysis. 

    SPECIFIC OUTCOME 2 
    Design the activities. 
    OUTCOME RANGE 
    Designers are to demonstrate the ability to design a range of activities, including routine-based and play-based activities. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The design makes provision for child input where appropriate. 

    ASSESSMENT CRITERION 2 
    The purposes of the activities are defined in terms of their contribution toward achieving identified developmental outcomes. 

    ASSESSMENT CRITERION 3 
    Activities are free from cultural, race and gender bias. 

    ASSESSMENT CRITERION 4 
    Activities are stimulating, challenging, interesting and linked to real-life experience, with opportunities for meaningful reinforcement. 

    ASSESSMENT CRITERION 5 
    Activities are appropriate to the individual developmental needs and interests of all the children. 

    ASSESSMENT CRITERION 6 
    The activities provide scope for progression, integration towards the achievement of identified outcomes and assessment opportunities where possible. 

    ASSESSMENT CRITERION 7 
    The activities are described in sufficient detail to enable practitioners and others to implement them. 
    ASSESSMENT CRITERION RANGE 
    Activity detail includes purpose, link to developmental outcomes, who they are for, how they work, opportunities to extend them, ways of integrating with other activities, what resources are needed, where they should happen, possible timing.
     

    SPECIFIC OUTCOME 3 
    Evaluate the design of activities. 
    OUTCOME RANGE 
    If the design of activities can only be evaluated after the activities have been used in practice, designers can demonstrate competence by evaluating the design of other activities that have been used in practice. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The evaluation is conducted in a consistent and systematic manner, drawing on feedback and/or observations of the application of the activities. 

    ASSESSMENT CRITERION 2 
    Feedback is obtained from a variety of relevant sources on the value and success of the designed activities. Such sources may include colleagues and parents. 

    ASSESSMENT CRITERION 3 
    The evaluation reveals strengths and weaknesses of the activities in relation to their purpose. 

    ASSESSMENT CRITERION 4 
    The reflection identifies the extent to which the designed activities contribute meaningfully to the overall aims of the Early Childhood Development (ECD) service. 

    ASSESSMENT CRITERION 5 
    Useful ways to improve upon and extend the activities are identified and recorded for further use. Improvements are justified by the evaluation findings. 
    ASSESSMENT CRITERION RANGE 
    Further use refers to revising the designed activities and designing further activities.
     


    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:
  • Action research cycle (observe, plan, do and review).
  • Development of children.
  • Theories of child development and learning.
  • Cultural and traditional experiences of development.
  • Policies impacting on Early Childhood Development (ECD). 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems related to the challenges of activity design. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information, feeding into the design of activities. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills, mainly through the description of activities and consultation with colleagues when designing activities. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system, particularly through the understanding of the way in which activities contribute towards child care and 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 Unit Standard13855, which is " Develop and manage the ECD learning programme", Level 5, 24 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  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  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. ABM COLLEGE SA (PTY) LTD 
    2. Axolemahle Business Enterprise 
    3. Damelin Correspondence College (Pty) Ltd 
    4. Dynamic Safety Solutions 
    5. Ikamva Projects Pty Ltd 
    6. KDS Centre for Skills Development and Training Pty Ltd 
    7. Lehlabile Emergency Institute 
    8. Lionsden Africa Business Solutions Pty Ltd 
    9. Mabidi Funzani Trading And Projects Pty Ltd 
    10. MacMillan South Africa (Pty) Ltd 
    11. Masakhane Training and Consultant Pty Ltd 
    12. NC COMPLIANCE SOLUTIONS 
    13. Ntiyiso Training and Skills Consultancy 
    14. PHALANE SAFETY CONSULTANT AND TRAINING PROVIDERS PTY LTD 
    15. PNJ TRAINING ACADEMY NPC 
    16. Sunshine Community Outreach Ministry of Youth With A Mission 
    17. The Unlimited Child 
    18. Tokelo Training Intervention in ECD 
    19. Tshepo Hope Consulting 
    20. Twilight Lehlabile Construction Pty Ltd 
    21. UMO LEARNING SUPPORT SYSTEM 
    22. VUWA PROJECTS 
    23. WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING 


    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.