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: |
Interact with babies, toddlers and young children |
SAQA US ID | UNIT STANDARD TITLE | |||
244262 | Interact with 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 2 | NQF Level 02 | 5 |
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 |
13849 | Assist with managing the ECD learning programme | Level 1 | NQF Level 01 | 12 | |
13848 | Support healthy development in ECD programmes | Level 1 | NQF Level 01 | 12 | |
13847 | Support active learning in ECD programmes | Level 1 | NQF Level 01 | 24 |
PURPOSE OF THE UNIT STANDARD |
This Unit Standard is for people who work with babies, toddlers and young children.
People credited with this Unit Standard are capable of: |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
UNIT STANDARD RANGE |
Interactions include watching, listening, responding, prompting and guiding within the context of a variety of activities.
Activities include: "Environments" include community gatherings, homes, institutional environments such as prisons, children's homes, hospitals, informal workplaces such as hawkers and street vendors, places where groups of children are temporarily cared for and entertained such as shopping centres, gyms, clinics and queues and Early Childhood Development (ECD) centres. The environments could be indoor and/or outdoor. Although the stages referred to in this Unit Standard are not intended to be rigid, following stages are identified, with broad overlapping margins as follows: |
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Plan and prepare for interactions with babies, toddlers and/or young children. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Planning ensures sufficient variation in the nature of the activities and interactions during the day and between days. |
ASSESSMENT CRITERION 2 |
Activities are suitable for groups and individuals. |
ASSESSMENT CRITERION 3 |
The activities are appropriate for the diverse needs of the individuals. |
ASSESSMENT CRITERION 4 |
The activities are sensitive to cultural, gender, social context, religion and language. |
ASSESSMENT CRITERION 5 |
Plans are recorded in a user-friendly manner. |
SPECIFIC OUTCOME 2 |
Engage in a variety of interactions with babies, toddlers and/or young children. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Interactions are responsive to the needs of and cues provided by the children. |
ASSESSMENT CRITERION 2 |
Interactions stimulate developmentally appropriate activities. |
ASSESSMENT CRITERION 3 |
Interactions are varied and include creative activities, telling of stories and active listening. |
ASSESSMENT CRITERION 4 |
Interactions are caring, empathetic and respectful and make helpful and appropriate use of touch. |
ASSESSMENT CRITERION 5 |
Language is used in an appropriate and helpful way. |
ASSESSMENT CRITERION 6 |
Self-control, calmness and self-care are maintained at all times when interacting with children. |
SPECIFIC OUTCOME 3 |
Help babies, toddlers and young children develop a sense of self. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
The development of self-awareness in each child is facilitated through appropriate interactions. |
ASSESSMENT CRITERION 2 |
Children are encouraged to develop new skills and their efforts and achievements are recognised. |
ASSESSMENT CRITERION 3 |
Children are helped to do things for themselves and develop self-help skills. |
ASSESSMENT CRITERION 4 |
Children are helped to develop problem-solving skills and how to deal with conflict and awareness of self in a group context. |
SPECIFIC OUTCOME 4 |
Reflect on interactions. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
The reflection identifies the value or shortcomings of own role during the times of interaction. |
ASSESSMENT CRITERION 2 |
Reflections identify children's responsiveness and progress, noting successes and difficulties. |
ASSESSMENT CRITERION 3 |
Self-reflections identify successes and difficulties related to the quality of interactions. |
ASSESSMENT CRITERION 4 |
Reflections help to identify ways to improve upon interactions in future. |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
The following knowledge is embedded within the unit standard, and will be assessed directly or implicitly through assessment of the specific outcomes in terms of the assessment criteria:
|
UNIT STANDARD DEVELOPMENTAL OUTCOME |
N/A |
UNIT STANDARD LINKAGES |
N/A |
Critical Cross-field Outcomes (CCFO): |
UNIT STANDARD CCFO IDENTIFYING |
Solve problems that occur during interactions and developing alternative ways of dealing with these. |
UNIT STANDARD CCFO WORKING |
Work effectively with others and in teams through group activities. |
UNIT STANDARD CCFO ORGANISING |
Organise and manage oneself and one's activities responsibly and effectively through the general and specific activities related to planning and organising the times of interaction. |
UNIT STANDARD CCFO COLLECTING |
Collect, analyse, organise and critically evaluate information about the responsiveness and progress of babies, toddlers and young children. |
UNIT STANDARD CCFO COMMUNICATING |
Communicate effectively using visual, mathematical and/or language skills during interactions. |
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 Standards:
|
QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
Elective | 71751 | General Education and Training Certificate: Adult Basic Education and Training | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
Elective | 73249 | General Education and Training Certificate: Adult Basic Education and Training: Academic Curriculum | Level 1 | NQF Level 01 | Reregistered | 2028-06-30 | UMALUSI |
Elective | 49556 | National Certificate: Development Practice | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | ETDP SETA |
Elective | 80786 | National Certificate: Home-Care Practices | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
Elective | 66749 | National Certificate: Community Development | Level 3 | NQF Level 03 | 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. | BOLAND COLLEGE |
2. | Changing Lives Community Development Training |
3. | College of Cape Town - Athlone Campus |
4. | Early Inspiration |
5. | Early Learning Resource Unit (ELRU) |
6. | FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE |
7. | Greater Soweto Association for Early Childhood Development |
8. | Jabulani Training & Development |
9. | Katehong Early Learning Resourse Unit (KELRU ) |
10. | Keletsong Community Training & Resource Centre |
11. | KHANIMAMBA TRAINING AND RESOURCE CENTRE |
12. | LESEDI EDUCARE ASSOCIATION |
13. | Marematlou Training Institute |
14. | Northlink College |
15. | Ntataise Lowveld Trust |
16. | NTATAISE TRUST |
17. | Professional Development and Training Institute (Pty) Ltd |
18. | Retshetse Training Project |
19. | SEOPOSENGOE TRAINING CONSULTANCY CC |
20. | South Cape Public FET College - George Campus |
21. | South West Gauteng Tvet College |
22. | Southern African Institute of Learning (SAIL) |
23. | Tembe Service Providers |
24. | The Early Care Foundation |
25. | THUSANANG TRUST |
26. | Tokelo Training Intervention in ECD |
27. | Training and Resources in Early Education (TREE) |
28. | TSHEPANG EDUCARE TRUST |
29. | WEST COAST COLLEGE FET |
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. |