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:

Promote healthy development in ECD programmes

SAQA US ID	UNIT STANDARD TITLE
13854	Promote healthy development 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 5	Level TBA: Pre-2009 was L5	12
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
7397	Facilitating Healthy Development	Level 5	Level TBA: Pre-2009 was L5	12

PURPOSE OF THE UNIT STANDARD

This is a core unit standard of the Higher Certificate in ECD and the National Diploma in ECD at Level 5.

The learners are able to demonstrate the ability to implement comprehensive safety and health policies in a holistic, inclusive and developmentally appropriate way in association with families and the wider community.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The applied competence outlined in Facilitate Healthy Development in ECD Programmes at Level 4.

UNIT STANDARD RANGE

This unit standard is suitable for practitioners working with children between birth and 9 years and their families in all types of settings. Practitioners 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:

o Prepare a detailed and comprehensive health and safety policies adapted to the specific setting and age group based on a thorough understanding of the health and safety needs of children from 0 - 9 years in different settings,

o Plan and implement developmentally-appropriate activities that help children understand and explore health and safety issues;

o Establish partnerships with families, community members and other organisations to promote the safety and healthy development of children, including those with special needs;

o Identify the implications for practice of relevant theories and research findings relating to children's learning and healthy development,

o Plan and provide specific activities and use appropriate strategies to support the learning and development of children with special needs;

o Plan and implement a range of strategies for facilitating the social and emotional development of children according to their individual needs.

The following contextual information relates to this unit standard:

o This unit standard focuses specifically on the competence required to protect children's safety and support the good health and nutrition of children between the ages of 0 and 9 years in an ECD learning site. It does not provide credits in specific areas of health care, such as First Aid (although it includes basic first aid requirements). Separate unit standards are or will be available in areas of health care that could be credited towards a Level 4 ECD qualification as electives.

o Safety refers to the children enrolled in the ECD programme and the adults (and older children) who are responsible for the care of the children or for assisting with, or contributing to, the programme in any way (e.g. family members assisting with outings, visitors, health practitioners).

o Children with barriers to learning and other special needs include children with all types of disabilities, children with special talents, and those coping with abuse, stressful home situations and/or communal crime and violence. The focus of this unit standard is on the identification and active support of children with special needs who are included in the ECD programme. For practitioners working with children with specific disabilities other qualifications may be more relevant.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Promote the safety of children and adults.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. A detailed written safety policy that complies with legal requirements is appropriately adapted to the setting in its community context and to the age of the children, and is implemented as planned.

ASSESSMENT CRITERION 2

2. Local environmental safety hazards are recognised, and where possible procedures are in place to protect children and adults.

ASSESSMENT CRITERION 3

3. Families and communities are encouraged to participate actively in ensuring the safety of children.

ASSESSMENT CRITERION 4

4. Children are helped to understand ways of protecting their own safety in relation to their own capacities.

SPECIFIC OUTCOME 2

Promote and advocate good health and nutrition practices.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. A comprehensive written health policy that complies with legal requirements is appropriately adapted to the setting in its community context and to the age of the children, and is implemented as planned.

ASSESSMENT CRITERION 2

2. Key child health and nutrition concerns in the local area, including the relationship between poverty and inequality and health, are understood (e.g. endemic diseases such as bilharzia, malaria; asthma, TB, AIDS, hepatitis B, parasites, gastro-enteritis, malnutrition, micro-nutrient deficiencies; water-borne diseases), and appropriate action is taken.

ASSESSMENT CRITERION 3

3. The role of family and community members in supporting the healthy development of children is strengthened through health education opportunities planned co-operatively to meet their needs.

ASSESSMENT CRITERION 4

4. Critical awareness of, and respect for, alternative medicine, including traditional and cultural beliefs and health practices, which have anecdotally proved to work, is demonstrated.

ASSESSMENT CRITERION 5

5. Planned activities appropriate to children's developmental level allow children to explore health issues.

ASSESSMENT CRITERION 6

6. A contextual awareness of the socio-economic influences on health and nutrition is demonstrated.

SPECIFIC OUTCOME 3

Facilitate the learning and development of children.

OUTCOME NOTES

Facilitate the learning and development of children with barriers to learning and other special needs.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The development of children with all types of barriers to learning and other special needs is understood within the context of child development theory and research, and the implications for working with children across the whole range of special needs are identified.

ASSESSMENT CRITERION 2

2. Children with barriers to learning are appropriately supported, and specific activities for their learning are planned and provided.

ASSESSMENT CRITERION 3

3. Legal requirements and policies for dealing with abuse, children with AIDS and violence are understood and implemented.

ASSESSMENT CRITERION 4

4. The impact on children's well-being and development of socio-economic factors (poverty, unemployment, disempowerment), crime and violence, both communal and domestic, substance abuse and addiction is taken into consideration in helping children develop the life skills to cope with abuse, violence or stressful home situations.

ASSESSMENT CRITERION 5

5. Partnerships with health and welfare practitioners, government agencies and specialist agencies are set up with a clear definition and understanding of roles.

SPECIFIC OUTCOME 4

Promote each child's emotional and social development.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. A thorough understanding of how children develop socially and emotionally is demonstrated, and the implications for practice (with children 0 - 9 years) are identified.

ASSESSMENT CRITERION 2

2. Current theories relating to social and emotional development, including indigenous theories underlying traditional child rearing practices, and their application to practice are critically evaluated.

ASSESSMENT CRITERION 3

3. The social and emotional development of individual children is observed and assessed as the basis for planning and implementing strategies for supporting their further development.

ASSESSMENT CRITERION 4

4. Children are helped to deal with family disruption (e.g. divorce, separation from key family members), bereavement, and birth of a sibling.

ASSESSMENT CRITERION 5

5. Children are helped to develop anti-bias attitudes and values and conflict resolution skills.

SPECIFIC OUTCOME 5

Specific strategies are used to help individual children learn.

OUTCOME NOTES

Specific strategies are used to help individual children learn to manage their own behaviour.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The knowledge of each child's personality and developmental level is used to guide interactions with individual children to help them learn to manage their own behaviour.

ASSESSMENT CRITERION 2

2. The implications and underlying values of different theories for managing children's behaviours are critically evaluated, and a consistent set of principles for own practice is described.

ASSESSMENT CRITERION 3

3. Families are helped to understand the attitudes and values underlying children's rights and relevant protective legislation, and to learn a range of positive strategies for managing children's behaviour.

ASSESSMENT CRITERION 4

4. Careful observation and a knowledge of the child's background and recent experiences is used to help identify possible causes of, or contributing factors to, patterns of behaviour which are not consistent with progressive development.

ASSESSMENT CRITERION 5

5. Specific strategies are used appropriately for managing different types of disruptive and/or unacceptable behaviour, e.g. conflict resolution skills and cultural resources of respect and honouring.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

o Direct observation of performance in a relevant work setting.

o Scrutiny of health and safety records and reports, child observations.

o Oral questioning to determine the practitioner's level of understanding of child development and justification of practices observed.

o Written examination of knowledge required performing competently, especially with regard to health and safety outcomes,

o Portfolio of assignments, relevant case studies, notes that show ability to link theory and practice.

o Moderation: Scrutiny of all relevant written records, portfolio, written work and other evidence; random workplace assessment by an external assessor, including oral interviews.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners can analyse and explain the following:

o Children's needs within a perspective of holistic human development through the lifespan;

o Relevant theories and research findings relating to the safety and healthy physical, social and emotional development of children aged 0 to 9 years,

o The socio-economic context, like the effects of poverty, class background and inequality, impact on the healthy development of children, and the role of the ECD service in mediating this;

o The elements of a comprehensive safety policy for children and adults in ECD settings: the recording of regular safety checks, the identification and correction of hazards, outings and transportation, emergency plans, including evacuation procedures and first aid, protecting children from health hazards, supervision;

o The elements of a comprehensive health policy for ECD settings: enrolment policy regarding health matters; record keeping, sanitation and hygiene requirements, child health monitoring, care of ill children and outbreaks of infectious diseases, medication policy, food, rest and sleep (if appropriate), staff health policy, and health education policy;

o Relevant health and safety issues and the role of the wider community in ensuring children's health and safety;

o Strategies for the effective inclusion of children across the whole range of special needs;

o Legislation and policies relating to the safety, health and welfare of children aged 0 - 9 years (including child abuse and neglect);

o The national school curriculum, especially with regard to the life orientation learning area;

o A range of strategies for facilitating children's social and emotional development, and for managing disruptive/unacceptable behaviour;

o A range of strategies for challenging all types of discriminatory and biased behaviour, based on relevant theoretical understanding of oppression and cultural worldviews.

Learners demonstrate the following attitudes and values:

o A caring and concerned attitude towards children's health and safety;

o Inclusive anti-bias values and attitudes towards the children, co-workers and families;

o Warmth, trust and respect for children as capable individuals,

o Respect for traditional childbearing practices which are used as a basis for supporting children's holistic healthy development provided that they do not reinforce racial or gender stereotypes or conflict with children's rights, e.g. physical punishment,

o Religious and cultural practices regarding health and diet in the community are respected.

UNIT STANDARD DEVELOPMENTAL OUTCOME

1. Reflect on and explore a variety of strategies to learn more effectively;

2. Participate as responsible citizens in the life of local communities around general health and safety issues,

3. Be culturally and aesthetically sensitive across a range of social contexts.

4. Explore education and career options related to work with children.

5. Develop entrepreneurial opportunities in setting up ECD services.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve a variety of problems showing that responsible decisions using critical thinking have been made in caring for children and facilitating their development.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team and a community, especially in helping to create a safe and healthy environment for young children.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information relating to the community context, children's needs and development.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively (with children and adults) using visual, mathematical and language skills in both oral and written modes.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and health of others.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

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 standard 7397, "Facilitating Healthy Development", Level 5, 12 credits.

The following general principles need to be taken into account in assessing practitioners on this unit standard:

o All health practices and requirements for cleanliness and safety are appropriate to the setting within its community context, and respect family religious and cultural practices.

o All routines, activities and interactions with children are appropriate to their developmental level and individual needs.

o The inclusive anti-bias approach specifically demonstrated in relation to children's social development is integrated into all aspects of ECD practice.

The unit standard on Promote Healthy Development in ECD Programmes is relevant to the six roles defined in the Norms and Standards for Educators, especially regarding the first role listed below, which are all interpreted through the phase specialist role:

1. Community, citizenship and pastoral role: the practitioner treats the children, their languages cultures and families with respect; works with the family and community to protect the safety and promote the healthy development of children; creates a supportive and empowering learning environment.

2. Leader, administrator and manager: the practitioner manages the learning environment in ways which are democratic and supportive towards children and colleagues; keeps administrative records relating to children's health and physical, social and emotional development.

3. Interpreter and designer of learning programmes and materials: the practitioner adapts the learning programme to include children with special needs; selects and makes or adapts materials and resources; sequences and paces the learning to suit the developmental needs and interests of the children, especially within the life skills area.

4. Learning mediator: the practitioner mediates learning in a manner that is sensitive to the diverse and developmental needs and interests of the learners, including those with barriers to learning; creates a supportive learning environment to enhance learning and development in a holistic way; communicates effectively showing respect for others.

5. Assessor: the practitioner understands different approaches, issues and trends in the assessment of young children, uses of a variety of assessment practices that are appropriate to the preschool phase, maintains efficient records, and reports on children's development in ways that are fair, valid, reliable and constructive.

6. Scholar, researcher and lifelong learner: the practitioner develops skills for reflection and self-evaluation allowing her/him to understand how best to meet the learning and developmental needs of the children; analyses different approaches in ECD practice based on different theoretical perspectives; develops basic research skills in assessing community needs.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	64649	Higher Certificate: Early Childhood Development	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Core	64650	National Diploma: Early Childhood Development	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2020-07-30	As per Learning Programmes recorded against this Qual
Elective	80946	National Certificate: Community Development	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Elective	49710	National Diploma: Development 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.	ABASUNGULI TRAINING SPESIALISTS (PTY) LTD
2.	ABM COLLEGE SA (PTY) LTD
3.	Accreditation & Training Services
4.	Amogelang Marketing and Training
5.	Assessment and Entrepreneurship Centre
6.	ATS Institute
7.	Aubrey Nyiko Business Enterprise cc
8.	Axolemahle Business Enterprise
9.	B T Group of Companies Pty Ltd
10.	Bakho Skills Development
11.	Berry Rose Project Consultants & Service Providers
12.	BOLAND COLLEGE
13.	BORDERGATE EVENTS MANAGEMENT AND PROJECTS
14.	Brainwave Projects 1997 CC
15.	Capricorn College for FET
16.	Caversham Education Institute
17.	CENTRE FOR EARLY CHILDHOOD DEVELOPMENT
18.	College of Cape Town - Athlone Campus
19.	Compass Academy of Learning
20.	Continuing Education For Africa
21.	Custoda Trust
22.	D M Management and Consulting
23.	Damelin
24.	Damelin Correspondence College (Pty) Ltd
25.	DC Academy (PTY)LTD
26.	Dee s Training PTY LTD
27.	Diligence Defined Projects PTY Ltd t/a Deligence Defined
28.	Directflo
29.	DM Training Consultants
30.	Dru A Professional Further Education and Training College DAPFETC PT
31.	Dynamic Safety Solutions
32.	Early Learning Foundation Montessori Teacher Training
33.	Early Learning Resource Unit (ELRU)
34.	EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA)
35.	EBENEZER TRAINING HOUSE FOR EARLY LEARNING
36.	Edu Experts SA
37.	EDU-Bless College
38.	Edu-Build Institute
39.	Edu-Prof Training Centre
40.	EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT
41.	Enjo Consultants (Pty) Ltd
42.	Environment and Language Education Trust
43.	FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE
44.	Faranang Business and Training Solutions PTY(LTD)
45.	FLAVIUS MAREKA FET COLLEGE
46.	Fourways Private College
47.	FURNITURE WORLD TRAINING CENTRE
48.	Future Discovery Training Academy CC
49.	Gender Education & Development Institute (GEDI
50.	Gert Sibande Public FET College - Central Office
51.	Goldfields TVET College
52.	Grassroots Adult Education and Training Trust
53.	GWALA TRAINING SERVICES
54.	HDPSA
55.	Headspace Consulting (PTY) Ltd
56.	HLOSI SECURITY SOLUTIONS
57.	HLUVUKA TRAINING AND CONSULTING
58.	HOPE ACADEMIC AND SKILL CENTRE
59.	INGWE FET COLLEGE
60.	Institute of Professional Studies and Services
61.	Isibani Skills Academy
62.	Isibani Soluntu Development Trust
63.	Itireleng Bokamoso Trading Development Services and Associates
64.	J and N Ikwekwezi Yokusa Development Training
65.	Jabulani Training & Development
66.	Karabo Info Centre and Trading
67.	Katiso-kuno Consulting
68.	Kenako Jwale Skills Development and Training Centre
69.	Kgaka Kgolo Institute (Pty) Ltd
70.	KHANIMAMBA TRAINING AND RESOURCE CENTRE
71.	Khoali Group of Companies (Pty) Ltd
72.	Khululeka Community Education Centre
73.	Kids Academy
74.	KITSO TRAINING AND DEVELOPMENT
75.	Klein Karoo Resource Centre
76.	Lehlabile Emergency Institute
77.	Leronsa Trading Enterprise
78.	Li Lichule Trading cc
79.	Lionsden Africa Business Solutions Pty Ltd
80.	Loago Business Consulting
81.	Lusa Social Entrepreneurship Institute
82.	Marematlou Training Institute
83.	MASAKANE TRUST
84.	MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE
85.	MATHS CENTRE INCORPORATING SCIENCES
86.	Mochochonono Training Solutions cc
87.	Montessori Teacher Training Centre South Africa
88.	Motheo Training Institute Trust
89.	MWG Logistical Services
90.	Networx for Career Development
91.	New Beginnings Training and Development Organisation
92.	NKANGALA TVET COLLEGE
93.	Northern Cape Urban College: Kimberley Campus
94.	Northlink College
95.	Northshore Trading 19CC t/a Makakhaunye Training and Development Agency
96.	Ntevho-Ketso Training and Recruitement Consultancy cc
97.	NTI College
98.	OPELONG BUSINESS INSTITUTE (PT
99.	Orbit FET College - Central Office
100.	Petra institute of Development (PTY) Ltd
101.	Pineridge Training Centre
102.	PMA Holding (Pty) Ltd
103.	PNJ TRAINING ACADEMY NPC
104.	Port Elizabeth TVET College
105.	Pro-Ed Training
106.	PROFESSIONAL CHILD CARE COLLEGE PTY LTD
107.	Professional Development and Training Institute (Pty) Ltd
108.	Rampadise Education Training & Development Centre
109.	Read Educational Trust
110.	Reflections Development Institute
111.	Retshetse Training Project
112.	Rhodes University
113.	Right 4 u College
114.	SANTS College
115.	Save the Children South Africa
116.	SERITI INSTITUTE
117.	Sirius Training
118.	Sisazi Consulting
119.	Siyahluma Education Institute
120.	South Cape Public FET College - George Campus
121.	South West Gauteng Tvet College
122.	Southern African Institute of Learning (SAIL)
123.	Sunshine Community Outreach Ministry of Youth With A Mission
124.	Sustainability Institute Trust
125.	T Mabuya & Associates (Pty) Ltd
126.	TDM Management Consulting Pty Ltd
127.	Teachers Learning Centre (Pty) Ltd
128.	Tembe Service Providers
129.	Thabelanang t/a Thabelanang Trading Enterprise
130.	Thasha Training and Consulting
131.	The College of Modern Montessori
132.	The Finishing College (Pty) Lt
133.	The Iscariota Group (Pty) Ltd
134.	The Port Elizabeth Early Learning Centre
135.	Thobologo Training and Education Group (Pty) Ltd
136.	THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT
137.	Thuto-Botshabelo Training and Projects (Pty) Ltd
138.	TLHARIHANI TRAINING CENTRE (PTY) LTD
139.	TMG Quality Services
140.	Train 2 Teach (PTY) Ltd
141.	Trainers Without Borders
142.	TSHEPANG EDUCARE TRUST
143.	TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD
144.	Tshwane South College for (ECD Academy)
145.	Ubuntu Care and Development
146.	Ulwazi Training & Development
147.	Umgungundlovu FET College
148.	Unathi Training
149.	UNIVERSAL COLLEGE OUTCOMES SA
150.	VH Consulting
151.	Vicresco (Pty) Ltd
152.	Vuselela TVET College
153.	Waterberg TVET College
154.	WEST COAST COLLEGE FET
155.	WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING
156.	Winston Academy
157.	WonderKids Academy
158.	World Wide Education Providers(Pty)Ltd
159.	Yellow Media Learning Institute (Pty) Ltd