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:

Involve family members in ECD programmes

SAQA US ID	UNIT STANDARD TITLE
13869	Involve family members 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	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
244462	Work with families and communities to support Early Childhood Development	Level 3	NQF Level 03	5

PURPOSE OF THE UNIT STANDARD

This is an elective unit standard at Level 3 that 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 involve family members and the community in supporting the development of young children in a variety of settings (home, school, clinic).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

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

Basic understanding of working with adults.

UNIT STANDARD RANGE

This elective unit standard offers learners the opportunity to specialise in the community, citizenship and pastoral role by developing their skills in working with families to support children's development in all types of ECD settings. Learners are required to demonstrate applied competence in one of the following developmental phases/settings:

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

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

5 - 9 years (group or informal settings)

At this level, learners demonstrate the ability to:

Interact and communicate with family and community members in a way that facilitates the establishment of partnerships and support systems;

Facilitate family involvement in supporting their children's development;

Support and extend the family's capacity to provide appropriate learning experiences for their children;

Identify and use local resources and materials creatively in planning and implementing programme activities;

Plan a family involvement programme that is sensitive to family circumstances and includes developmentally appropriate, culture-fair and inclusive learning activities in which family members can participate fully;

Evaluate and adapt the programme to meet family and community needs based on family and community participation in the evaluation process;

Keep appropriate written records.

The following contextual information is relevant to this unit standard:

This specialist unit standard is relevant to learners working in a variety of centre-based ECD settings including Grade R classes and primary schools, learners in informal home-based day care or playgroup settings and those working directly with families and the community.

In working with families it is very important that cultural variations in care and child-rearing practices should be respected and incorporated in the programme provided that such practices are developmentally appropriate, constitutionally-aligned and not harmful in terms of current knowledge.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Create partnerships with families and the community to support the development of young children

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The various types of ECD settings and the available resources in the community are identified.

ASSESSMENT CRITERION 2

2. Sensitivity to the diversity of families and the socio-economic conditions in which they live is demonstrated.

ASSESSMENT CRITERION 3

3. Interaction and communication with family members occur on an individual basis, in small groups and large groups in a range of situations.

ASSESSMENT CRITERION 4

4. The development of partnerships between families, ECD settings and the community is facilitated.

ASSESSMENT CRITERION 5

5. Support systems for ECD sites and families are established.

SPECIFIC OUTCOME 2

Affirm and support adult family members in interacting with their children

OUTCOME NOTES

Affirm and support adult family members in interacting with their children in a developmentally appropriate way.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Family members are affirmed in their role as primary educators of their young children.

ASSESSMENT CRITERION 2

2. Family members' ability to provide appropriate learning experiences for their children is supported and extended.

ASSESSMENT CRITERION 3

3. Current and preferred practice and family traditions that are constitutionally aligned and developmentally appropriate are identified and supported.

ASSESSMENT CRITERION 4

4. Developmentally appropriate, culture-fair and inclusive learning activities in which family members can participate actively are identified.

ASSESSMENT CRITERION 5

5. Families are helped to build meaningful relationships based on an understanding of children's social and emotional development.

ASSESSMENT CRITERION 6

6. Family members are helped to respond to children's interests and facilitate incidental learning at any time.

SPECIFIC OUTCOME 3

Use available and appropriate resources creatively in the planning and implementation of the family

OUTCOME NOTES

Use available and appropriate resources creatively in the planning and implementation of the family involvement programme activities.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Local materials are identified and used creatively as learning resources.

ASSESSMENT CRITERION 2

2. Appropriate indigenous practices and cultural traditions are used to support children's development.

ASSESSMENT CRITERION 3

3. Family members and children are involved in making learning resources that are safe and developmentally appropriate.

ASSESSMENT CRITERION 4

4. Family members are helped to identify and use materials found in the home environment as learning resources.

SPECIFIC OUTCOME 4

Plan, reflect on and continuously evaluate the family and community involvement programme

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. A programme of developmentally- and culturally-appropriate activities is planned for family members to support children's development.

ASSESSMENT CRITERION 2

2. Programme activities are evaluated on a regular basis and the programme is adapted accordingly.

ASSESSMENT CRITERION 3

3. Family and community members are invited on a regular basis to evaluate the programme in non-threatening ways that facilitate active participation.

ASSESSMENT CRITERION 4

4. Written records of programme planning, implementation and evaluation are kept.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Structured interview to assess practitioner's knowledge of local community conditions, networking and partnerships, and family resources.

Assessment of family involvement and use of resources in an authentic workplace setting.

Structured interviews with family members and key local community members to assess quality and degree of involvement.

Records relating to planning, implementation and evaluation of the programme.

Portfolio of supporting evidence, including visual and written description of resources made that reflect local materials, cultural traditions, and indigenous practices.

Relevant assignments and other written work providing evidence of knowledge and skills.

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 more effectively.

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

Be culturally and aesthetically sensitive to family and community contexts.

Extend education and possible career opportunities.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems showing that responsible decisions have been made with regard to involving family and community members in supporting the development of young children.

UNIT STANDARD CCFO WORKING

Work effectively with co-workers, families and the community.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively in setting up and maintaining partnerships with families and the community.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information relating to family and community circumstances and needs.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively with adults and children verbally and in writing, using visual aids where necessary.

UNIT STANDARD CCFO DEMONSTRATING

Show responsibility towards the environment and health of others in programme planning and implementation, including the use of local materials and resources.

UNIT STANDARD CCFO CONTRIBUTING

Help family and community members solve problems in holistic ways that recognise that problem-solving contexts do not exist in isolation.

UNIT STANDARD NOTES

This Unit Standard has been replaced by Unit Standard 244462, which is "Work with families and communities to support Early Childhood Development", 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	49085	National Certificate: Fundamental Ancillary Health Care	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2009-02-18	Was HW 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