SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Create an inclusive anti-bias learning environment in ECD settings

SAQA US ID	UNIT STANDARD TITLE
12838	Create an inclusive anti-bias learning environment in ECD settings
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	12
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
244468	Prepare resources and set up the environment to support the development of babies, toddlers and young children	Level 3	NQF Level 03	5

PURPOSE OF THE UNIT STANDARD

This is an elective unit standard at Level 3, which can be credited to the Basic Certificate in ECD at Level 1 and/or the National Certificate in ECD at Level 4.

Learners are able to facilitate and evaluate practices in an ECD setting relating to diversity and to create an anti-bias learning environment that reflects, acknowledges, respects and values diversity.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Awareness of oppression, prejudice, discrimination and aspects of the historical and current issues of diversity in S.A. acquired through formal and informal learning and/or experience.

Demonstrated applied competence in supporting the learning and development of young children in an ECD setting equivalent to the ECD core unit standards on Support Healthy Development, Support Active Learning and Assist with Managing the ECD Learning Programme at Level 1.

UNIT STANDARD RANGE

This elective unit standard is suitable for learners working in all types of ECD settings. Learners are required to demonstrate applied competence in one of the following phases/settings:

0 - 3 years (group, informal or family settings)

2 - 6 years (group, informal or family settings)

6 - 9 years (group and informal settings)

At this level learners demonstrate the ability to:

Organise an inclusive anti-bias learning environment that respects the linguistic, cultural and religious backgrounds of all children;

Select materials and activities that are relevant, appropriate and reflect the cultural diversity of children;

Interact and work with children, colleagues and families in a respectful, fair and non-discriminatory manner;

Help children to recognise and deal with unfair or discriminatory behaviour in others;

Address any form of prejudice, bias, stereotypes and discrimination.

The following contextual information is relevant to this unit standard:

Learning programmes developed to meet the specific outcomes of this unit standard need to be fully aligned with the Bill of Rights in the Constitution of the RSA, particularly in relation to the definition of equality and prohibition of unfair discrimination "directly or indirectly against anyone on one or more grounds, including race, gender, sex, pregnancy, marital status, ethnic or social origin, colour, sexual orientation, age, disability, religion, conscience, belief, culture, language and birth" (Section 9.3).

Similarly, learning programmes need to be aligned with the Human Rights in Education requirements, namely that education be constitutionally based and learner-centred, encourages participation, establishes democratic environments and procedures, encourages critical thinking, releases 'subjugated know ledges' and is inclusive and anti-discriminatory.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Examine and address own and others' attitudes, prejudices, biases and behaviours

OUTCOME NOTES

Examine and address own and others' attitudes, prejudices, biases and behaviours that result in unfair discrimination.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Critical reflection on own attitudes, prejudices, biases and behaviours is documented in a journal.

ASSESSMENT CRITERION 2

2. Reflection on own practice that affirms inclusively is evident in discussion.

ASSESSMENT CRITERION 3

3. An open, honest, respectful and approachable attitude is demonstrated in communication with others in the ECD setting.

ASSESSMENT CRITERION 4

4. Personal examples are provided which deal with addressing all forms of discrimination with staff, children and families.

SPECIFIC OUTCOME 2

Create and set up an anti-bias learning environment and programme

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. All activities provided are relevant to the children's experience and build on appropriate cultural play activities and child-rearing practices.

ASSESSMENT CRITERION 2

2. Visual aids, stories, materials, equipment and dressing-up clothes are planned to help children take pride in their cultural heritage and support the development of a positive social identity.

ASSESSMENT CRITERION 3

3. A rich environment is provided with possibilities for exploring gender, race, culture, religion, disability, etc. that celebrates similarities and differences and affirms all children and their families.

ASSESSMENT CRITERION 4

4. Learning programme content, materials, equipment and objects reflecting the cultural diversity of children are integrated into the daily programme, e.g. cooking, eating, and clothes.

SPECIFIC OUTCOME 3

Facilitate the development of inclusive attitudes and values in children

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Children are helped to become aware of unfair situations.

ASSESSMENT CRITERION 2

2. Children are guided through problem-solving strategies to deal with biased remarks and behaviours as they occur (to confront discriminatory behaviours).

ASSESSMENT CRITERION 3

3. Boys and girls are encouraged to participate in all activities in ways that do not reinforce gender stereotypes.

ASSESSMENT CRITERION 4

4. Children are helped to understand the disabilities and the strengths of children with special needs, and include them in all play activities.

ASSESSMENT CRITERION 5

5. Opportunities for teachable moments are used creatively (e.g., unplanned and spontaneous events) to help children expand and clarify their thinking about diversity.

SPECIFIC OUTCOME 4

Promote and encourage family and community involvement

OUTCOME NOTES

Promote and encourage family and community involvement in ways that enhance inclusively and celebrate diversity.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. A team approach is adopted to work co-operatively with families, communities and all stakeholders to promote active involvement.

ASSESSMENT CRITERION 2

2. Family and community members are encouraged to participate in activities relating to maintaining an anti-bias programme, including visits to the learning site on a regular basis in order to share their language, tell stories and share their culture with all children.

ASSESSMENT CRITERION 3

3. The value of each family's language is demonstrated by being used in the programme, where possible, in verbal communication, written signs, policies and letters that are translated into relevant languages.

ASSESSMENT CRITERION 4

4. Discrepancies in child-rearing practices between family and school are discussed in a respectful way.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Structured interview to assess practitioner's knowledge and the ability to link theory to practice.

Workplace assessment to assess the implementation of an inclusive anti-bias learning environment.

Portfolio of relevant records, journal, assignments, materials, leaflets, posters and policies.

Written and verbal evidence of working with colleagues, family and other community members.

Moderation: Scrutiny of all written assessment records, including structured interviews, portfolio evidence, record-keeping and assignments; random workplace visits and discussions with learners, family and community members to check assessments of competence and knowledge.

UNIT STANDARD DEVELOPMENTAL OUTCOME

Reflect on and explore strategies to help adults learn about themselves and others more effectively.

Participate as a responsible citizen in the life of the local community.

Be culturally and aesthetically sensitive to family and community contexts.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems in showing that responsible decisions have been made in using critical and creative thinking in terms of addressing biases and behaviours in the workplace.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly to create an effective learning programme that reflects and affirms all children and their families.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and evaluate information relating to all aspects of behaviour, practice relating to implementing an inclusive anti-bias approach.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively with children and their families in a culture-fair and anti-bias way, both verbally and in writing.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by recognising inter-relationships between prejudice, oppression and historical, socio-economic and political conditions.

UNIT STANDARD NOTES

This Unit Standard has been replaced by Unit Standard 244468, which is " Prepare resources and set up the environment to support the development of babies, toddlers and young children", Level 3, 5 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	49600	National Certificate: Development Practice	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2009-05-13	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

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