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: 

Observe and report on child development 
SAQA US ID UNIT STANDARD TITLE
244475  Observe and report on 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 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 wish to enter or obtain recognition at an entry level of Early Childhood Development (ECD).

People credited with this Unit Standard are capable of:
  • Observing babies, toddlers and young children.
  • Recording observations.
  • Giving feedback on observations. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • It is assumed that learners are competent in Communication at NQF Level 3 or equivalent.
  • It is recommended that learners have an understanding of development of children. 

  • UNIT STANDARD RANGE 
    The practitioner at this level will work with support from experienced colleagues, mentors or departmental officials to contribute towards assessment by observing, monitoring, recording and giving feedback on child development. The practitioner will be provided with guidelines and frameworks to use as the basis for the observation and reporting.

    "Babies" refers to an approximate range of 0-12 months, taking into account individual variations in development.

    "Toddlers" refers to an approximate range of 12-30 months, taking into account individual variations in development.

    "Young children" refers to an approximate range of 30 months to 5 years old, taking into account individual variations in development. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Observe babies, toddlers and young children. 
    OUTCOME RANGE 
    Observe by seeing and active listening, supplemented by questioning as needed. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Observations contribute towards assessment of individual development. 

    ASSESSMENT CRITERION 2 
    Observations are carried out in a way that minimise bias and subjectivity. 

    ASSESSMENT CRITERION 3 
    Observations are guided by given frameworks, assessment guidelines or instruments. 

    ASSESSMENT CRITERION 4 
    Observations are continuous, based on daily activities and provide sufficient information to establish patterns of development. 

    ASSESSMENT CRITERION 5 
    Observations cover the full spectrum of activities in the routine or daily programme. 

    SPECIFIC OUTCOME 2 
    Record observations. 
    OUTCOME RANGE 
    Anecdotal records, checklists, rubrics, reports. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The records accurately reflect the observations and are culturally sensitive and bias free. 

    ASSESSMENT CRITERION 2 
    The records are structured in a clear and systematic manner, and include any information that may be needed for tracking progress. 

    ASSESSMENT CRITERION 3 
    Records are useful for contributing towards assessment of individual development, referrals, design of programmes and activities, and evaluation of activities and programmes. 

    SPECIFIC OUTCOME 3 
    Give feedback on observations. 
    OUTCOME RANGE 
    Feedback to colleagues, parents, supervisors, team, specialised services. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Feedback is given using appropriate feedback mechanisms and in accordance with confidentiality requirements. 

    ASSESSMENT CRITERION 2 
    Feedback is clear and relevant to the child's development. 

    ASSESSMENT CRITERION 3 
    Feedback is given with appropriate sensitivity to diversity and emotions. 

    ASSESSMENT CRITERION 4 
    The type and manner of feedback is constructive and meaningful. 

    ASSESSMENT CRITERION 5 
    Sufficient information is provided to enable the purpose of the observation to be met, and to enable further decision-making. 
    ASSESSMENT CRITERION RANGE 
    Further decisions include interventions, referrals, further observation.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the relevant accredited ETQA responsible for the quality assurance of this Unit Standard.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the appropriate quality assuring ETQA, or Learning Programme approval with an ETQA that has a Memorandum of Understanding with the quality assuring ETQA.
  • Verification (external moderation) of assessment and moderation by the provider, will be conducted by the relevant quality assuring ETQA according to the moderation guidelines in the relevant Qualification and the agreed ETQA policy and procedures.
  • An individual wishing to be assessed through RPL against this Unit Standard, may apply to an assessment agency or provider institution accredited by the relevant quality assuring ETQA, or by an ETQA that has a formal agreement/accreditation with the relevant quality assuring ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following areas of knowledge are embedded within the Unit Standard, and will be assessed directly via assessment of the specific outcomes in terms of the given assessment criteria:
  • Protocols for referrals.
  • Methods of observation. 

  • 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 through the gathering and assessment of information from observations. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills through questioning and communication of feedback, as well as reporting. 

    UNIT STANDARD ASSESSOR CRITERIA 
    For assessment of this unit standard, candidates must:
  • Demonstrate knowledge of how to observe and report on babies, toddlers and young children.
  • Practical ability with two of these age groups. 

  • REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Glossary:

    Activities - refer to the active involvement of babies, toddlers and young children with a range of resources, materials and actions that contribute towards their development. This includes routine-based and play-based activities.

    Babies, toddlers and young children:
  • Babies - refers to an approximate range of 0-12 months, taking into account individual variations in development.
  • Toddlers - refers to an approximate range of 12-30 months, taking into account individual variations in development.
  • Young children - refers to an approximate range of 30 months to 5 years old, taking into account individual variations in development.

    Developmentally appropriate although it is accepted that there are multiple and contested ways in which the term may be used and understood, at its heart, "developmentally appropriate" is intended to convey the sense that children do develop in recognisable ways, even if at different rates and in line with different models of development. Hence, we may speak of something being developmentally appropriate if it meets the developmental needs of babies, toddlers and young children, supported by justifiable theories will inform the programme.

    Early Childhood Development (ECD) Service - the care, facilitation, observation, reporting and working with families and others in a variety of settings for the development of babies, toddlers and young children.

    Early Childhood Development (ECD) Settings - to any place where a child is or children are, including but not limited to Early Childhood Development (ECD) centres, institutions such as prisons and hospitals, and at home.

    Facilitate - means the use of a range of activities, all of which combine in various ways to contribute to the holistic development of babies, toddlers and young children.

    Framework - guidelines to outline the range of Early Childhood Development (ECD) services, programmes and legal, health and social practices.

    Inclusion - the inclusion of all children including those with special needs.

    Programme - refers to the routines or schedules that spell out the sequence of daily and weekly events. The schedules may be very loose or highly structured depending on context and preference. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  58761   Further Education and Training Certificate: Early Childhood Development  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 
    Elective  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  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. Abongwe Amangwane NPC 
    2. Adziambei Academy 
    3. Alladin Learning Solutions 
    4. Enjo Consultants 
    5. Greater Soweto Association for Early Childhood Development 
    6. Motheo Training Institute Trust 
    7. Project ECD (Pty) Ltd 
    8. Renaissance Training Services cc 
    9. Teachers Learning Centre (Pty) Ltd 
    10. Tshepo Hope Consulting 
    11. Zuzulwazi Development 



    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.