SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Making ECD Learning Resources

SAQA US ID	UNIT STANDARD TITLE
7401	Making ECD Learning Resources
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	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
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 2 which can be credited to the National Certificate in ECD at Level 1 and/or to the National Certificate in ECD at Level 4.

Learners are able to identify gaps in provision and resources and find ways of making and evaluating appropriate learning resources to fill the gaps and enhance provision to meet the developmental/learning needs of young children.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Understanding of the basic developmental and learning needs of young children and of the learning materials and equipment required to facilitate children's active learning and development.

UNIT STANDARD RANGE

This unit standard is suitable for practitioners working with children from birth to nine years and their families in all types of settings. Learners are required to demonstrate applied competence in one of the following developmental phases/settings:

0 - 3 years (group or informal or family setting)

2 - 6 years (group or informal or family setting)

5 - 9 years (group or informal setting)

At this level, practitioners demonstrate the ability to:

assess what is missing in terms of resources;

use appropriate skills to make durable resources to fill the identified gaps;

assess the safety of made resources;

select suitable waste, found and natural materials for children;

help and support children in planning and making resources for the programme using their own ideas;

observe how resources are used and comment on their effectiveness;

make changes to made resources in response to what they observe.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify gaps in provision and resources that adversely affect children's learning and development.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. What the learning site lacks is explained.

ASSESSMENT CRITERION 2

2. Different ways of improvising or making the needed resources from found, waste and natural materials are described.

ASSESSMENT CRITERION 3

3. Suitable materials obtainable locally, in the natural environment or in the community, that are needed to make the identified resources are listed.

ASSESSMENT CRITERION 4

4. How specific improvised or made items will facilitate children's learning and development is described.

SPECIFIC OUTCOME 2

Make durable resources that are safe and developmental appropriate.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The learning site contains educational toys and other learning resources that have been made by the practitioner and/or by the children.

ASSESSMENT CRITERION 2

2. The made resources are appropriate to the ages, interests and developmental needs of the children.

ASSESSMENT CRITERION 3

3. The made resources are durable, safe and accessible to the children.

ASSESSMENT CRITERION 4

4. The improvised or made resources are culture fair and support anti-bias practice.

SPECIFIC OUTCOME 3

Evaluate the made resources in terms of supporting and extending child's learning and development.

OUTCOME NOTES

Evaluate the made resources in terms of supporting and extending children's learning and development.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. How children play with the made resources is observed and described.

ASSESSMENT CRITERION 2

2. What children learn by playing with a particular learning resource is noted.

ASSESSMENT CRITERION 3

3. The popularity, durability and safety of the made resources are evaluated.

ASSESSMENT CRITERION 4

4. Changes to the resources are made to improve their durability, safety and/or effectiveness as learning materials.

SPECIFIC OUTCOME 4

Involve children in creating resources for the ECD programme.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Waste and natural materials are available at the learning site for children to use to make things.

ASSESSMENT CRITERION 2

2. Children are helped to use their own ideas.

ASSESSMENT CRITERION 3

3. The things made by children are used in the ECD programme when appropriate.

ASSESSMENT CRITERION 4

4. Children's developing skills are noted.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Workplace assessment to assess the use of resources in the programme and the involvement of children.

Portfolio to include the following:
- a photograph or drawing of at least five different learning resources made by the practitioner;
- a written description of why the resources were made;
- a written description of how the resources are used by the children.
NOTE: The written work can be work dictated by the practitioner and written by someone else.

A second portfolio to include the following:
- drawing or photographs of at least five different resources made by the children;
- notes of the skills developed by children who made the resources;
- a list of materials regularly available for children to use when making resources.

The record of an interview with the practitioner indicating the following:
- her understanding of the gaps in provision in the ECD programme in which she works;
- why particular resources were made;
- how they were evaluated;
- how they match children's needs, abilities and interests (help children learn).

Moderation: Check the portfolio evidence and written assessment records; random workplace visits and discussion with practitioners.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners can understand and talk about the following:

the toys and other resources suited to the developmental needs of children in the group;

the safety, attractiveness and durability of made resources;

how to involve children in designing and making resources for the ECD programme.

Learners demonstrate the following attitudes and values:

respect for cultural, linguistic and individual diversity;

respect for the efforts of young children;

appreciation of the value of natural materials and found materials as learning resources.

UNIT STANDARD DEVELOPMENTAL OUTCOME

1. Reflect on and explore strategies to learn how to make things more effectively;

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

3. Be culturally and aesthetically sensitive across a range of social contexts through the selection of materials and the resources made.

4. Experience materials development as a possible further education or career path.

5. Explore entrepreneurial opportunities in making things from waste and natural materials.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems with regard to identifying and filling gaps in provision effectively and economically.

UNIT STANDARD CCFO WORKING

Work effectively with co-workers (where applicable), with family members in obtaining waste materials and with children in making resources.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities effectively to create a more stimulating learning environment for children.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and evaluate information relating to the learning needs of children and evaluate the effectiveness of the made resources.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively verbally (and in writing where possible) and visually about the purpose of the resources and how they were made.

UNIT STANDARD CCFO DEMONSTRATING

Show responsibility towards the environment and health of others through the thoughtful selection of found, natural and waste materials.

UNIT STANDARD CCFO CONTRIBUTING

Appreciate that the world as a set of related systems by using what is available to improve provision.

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.

Specific outcome "Involve children in creating resources for the ECD programme" is not applicable to the Baby and Toddler Phase (0-3 Years).

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