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: |
Demonstrate basic understanding of child development |
SAQA US ID | UNIT STANDARD TITLE | |||
244258 | Demonstrate basic understanding of child development | |||
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 | |||
2024-06-30 | 2027-06-30 |
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 does not replace any other unit standard and is not replaced by any other unit standard. |
PURPOSE OF THE UNIT STANDARD |
This Unit Standard is for people who work with babies, toddlers and young children. Understanding of child development is needed to recognise stages of development in individual children, to ensure interactions are appropriate and to indicate various areas in which children should be developed.
People credited with this Unit Standard are capable of: |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
It is assumed that learners are competent in Communication at NQF Level 1. |
UNIT STANDARD RANGE |
Understanding of child development at this level is based on the very general framework of "ages and stages" of development as an initial departure point. However this unit standard does not intend to privilege general frameworks over observations of development of particular children. It is expected that learners will be able to identify ways in which individual development might vary from the general framework, without such variations necessarily suggesting problems in development.
Although the stages referred to in this Unit Standard are not intended to be applied rigidly, the following stages are identified, with broad overlapping margins: The application of these ages and stages is accompanied by the knowledge that when a child does not fit the general ages and stages framework, it is necessary to look to the child's context for possible explanations. This unit standard covers the following domains, but without direct reference to theorists: Although the domains are listed separately here, it is understood that the domains are interrelated. |
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Describe the cognitive and language development of babies, toddlers and young children. |
OUTCOME RANGE |
Language refers to verbal and non-verbal communication. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Descriptions are provided of the kinds of non-verbal and verbal communication that can be expected from children at different stages in terms of the general framework of development. |
ASSESSMENT CRITERION 2 |
Descriptions are provided of the kinds and levels of creative and critical thinking that can be expected from children at different stages in terms of the general framework of development. |
ASSESSMENT CRITERION RANGE |
ASSESSMENT CRITERION 3 |
Examples are provided of how the development of cognition and language is demonstrated by children at different stages. |
ASSESSMENT CRITERION 4 |
Examples are provided of ways in which care-givers could support cognitive and language development of babies, toddlers and young children at the different stages. |
ASSESSMENT CRITERION 5 |
Descriptions are provided of how various factors could impact upon development in ways that may differ from the general framework of development, and when such differences suggest the need for referral. |
ASSESSMENT CRITERION RANGE |
Factors include individual make-up (including brain development) and socio-cultural environment of the child, as well as the interrelationship with the other domains. |
SPECIFIC OUTCOME 2 |
Describe the emotional development of children. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Descriptions are provided of the emotional development that can be expected from children at different stages. |
ASSESSMENT CRITERION 2 |
Examples are provided of how emotional development is demonstrated by children at different stages. |
ASSESSMENT CRITERION 3 |
Examples are provided of ways in which care-givers could respond to a range of emotions at the different stages. |
ASSESSMENT CRITERION 4 |
Descriptions are provided of how various factors could impact upon emotional development in ways that may differ from the general framework of development, and when such differences suggest the need for referral. |
ASSESSMENT CRITERION RANGE |
Factors include individual make-up (including brain development) and socio-cultural environment of the child, as well as the interrelationship with the other domains. |
SPECIFIC OUTCOME 3 |
Describe the physical development of children, |
OUTCOME RANGE |
Physical refers to growth, gross and fine-motor development and sensory-motor integration. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Descriptions are provided of the general stages of physical development, with examples. |
ASSESSMENT CRITERION 2 |
Examples are provided of the stages of physical development. |
ASSESSMENT CRITERION 3 |
Examples are provided of ways in which care-givers could support physical development of babies, toddlers and young children at the different stages. |
ASSESSMENT CRITERION 4 |
Descriptions are provided of how various factors could impact upon physical development in ways that may differ from the general framework of development, and when such differences suggest the need for referral. |
ASSESSMENT CRITERION RANGE |
Factors include individual make-up (including brain development) and socio-cultural environment of the child, as well as the interrelationship with the other domains. |
SPECIFIC OUTCOME 4 |
Describe the social development of children. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Descriptions are provided of the ways in which relationships with adults and children develop and are expressed. |
ASSESSMENT CRITERION 2 |
Factors needed for healthy social development are identified. |
ASSESSMENT CRITERION 3 |
Examples are provided of ways in which care-givers could support social development of babies, toddlers and young children at the different stages. |
ASSESSMENT CRITERION 4 |
Descriptions are provided of how various factors could impact upon social development in ways that may differ from the general framework of development, and when such differences suggest the need for referral. |
ASSESSMENT CRITERION RANGE |
Factors include individual make-up (including brain development) and socio-cultural environment of the child, as well as the interrelationship with the other domains. |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
The following areas of knowledge are embedded within the Unit Sandard, and will be assessed directly via assessment of the specific outcomes in terms of the given assessment criteria:
|
UNIT STANDARD DEVELOPMENTAL OUTCOME |
N/A |
UNIT STANDARD LINKAGES |
N/A |
Critical Cross-field Outcomes (CCFO): |
UNIT STANDARD CCFO COLLECTING |
Collect, analyse, organise and critically evaluate information in relation to the progress of children in relation to understanding of child development. |
UNIT STANDARD CCFO COMMUNICATING |
Communicate effectively using visual and/or language skills when explaining and describing child development. |
UNIT STANDARD CCFO DEMONSTRATING |
Understand the world as a set of inter-related parts of a system, thus explaining the factors that impact on child development. |
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 |
N/A |
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 | 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. | Jabulani Training & Development |
8. | Katehong Early Learning Resourse Unit (KELRU ) |
9. | Keletsong Community Training & Resource Centre |
10. | KHANIMAMBA TRAINING AND RESOURCE CENTRE |
11. | LESEDI EDUCARE ASSOCIATION |
12. | Marematlou Training Institute |
13. | Northlink College |
14. | Ntataise Lowveld Trust |
15. | NTATAISE TRUST |
16. | Professional Development and Training Institute (Pty) Ltd |
17. | Retshetse Training Project |
18. | SEOPOSENGOE TRAINING CONSULTANCY CC |
19. | South Cape Public FET College - George Campus |
20. | South West Gauteng Tvet College |
21. | Southern African Institute of Learning (SAIL) |
22. | Tembe Service Providers |
23. | The Early Care Foundation |
24. | THUSANANG TRUST |
25. | TSHEPANG EDUCARE TRUST |
26. | 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. |