NC: EARLY CHILDHOOD DEVELOPMENT (58761)

 

Module 4: Basic Child Knowledge

 Unit Standard ID  244469, 244484  |  NQF Level 4  |  Credits  18

 

Portfolio of Evidence (PoE)

Assessor feedback to learner will be withing 20 working days after submission of the Portfolio of Evidence

Final feedback will only be after SETA verification, and time frame is dependent on the SETA

 

Learner's Initials

 

Learner's Surname

 

ID Number

 

Cell number

 

Learners Email

 

Assessor's Initials & Surname

 

Assessor Number

 

Unit Standard Title

Skills Development Facilitation

Unit Standard ID

244484, 244469 

NQF Level

4

Credits

18

Select the option as to what you would like to happen with your PoE once it has gone through the relevant processes

Courier it to me at my own cost

 

Destroy the PoE

 

I will collect the PoE from Future Families Enterprises within 30 days of receiving notification, if not collected the PoE will be destroyed

 


 

Training Company

 

All rights reserved.  No part of this book shall be reproduced, stored in a retrieval system, or transmitted by any means, electronically, mechanically, by photocopying, recording or otherwise, without the written permission of the owner.  No patent liability is assumed with respect to the use of the information contained in this manual.  The owner and programme designer assumes no responsibility for losses of any kind resulting from the direct or indirect use of the information contained herein.

 

 

Future Families Enterprises (Pty) Ltd

 

Physical Address:

 

 

Building 10A

CSIR

Meiring Naude Road

Pretoria

Gauteng, South Africa

 

Postal Address:

 

P O Box 209

Willow Acres

0095

Pretoria

 

Tel:         (012) 841 3223

Fax:         (012)  8413228

 

email:     chanelle@fururefamilies.co.za

web:       www.futurefamilies.co.za

 

 

 

 


 

Contents

Overview.. 7

What Is a Portfolio?. 7

Categories of Evidence. 7

What Should your Evidence Aim to Prove?. 7

What Counts as Good Evidence?. 7

Assessment. 7

Integrated assessment. 8

Assessment Brief. 8

Purpose and Rationale of the Qualification. 8

Purpose of the Unit Standards and Training Programme. 9

Entry Level Requirements. 9

Learners who wish to enrol for this qualification are assumed to be competent in: 9

Credit Value. 9

Assessment Guidelines. 10

The assessment of competence. 10

Re-Assessment. 11

The portfolio of evidence (PoE) 11

Credit Accumulation. 12

The Assessment Guide. 13

Assessment tools and matrix. 13

Assessment methods. 13

Additional Notes. 13

Appeals and Disputes. 13

Appeals Procedure. 15

Section 1:  Administrative Detail. 17

Learner Information. 19

ID Document 21

Curriculum Vitae. 23

Learner Demographics. 25

Qualifications. 29

Special Instructions Pertaining to Unit Standard. 31

Declaration of Authenticity. 32

Unit Standards. 35

Icon Legend. 48

Section 2:  Assessment Planning. 49

Pre-Assessment Meeting Minutes. 51

Assessment Plan. 53

Learner Declaration. 57

Recognition of Prior Learning (RPL) 59

Recognition of Prior Learning (RPL) – Evidence Matrix. 60

RPL Evidence Requirements. 62

Section 3:  Assessment Design Matrix. 63

Demonstrate knowledge and understanding of the development of babies, toddlers and young children (NLRD 244484) 64

Assessment Alignment Matrix. 65

Provide care for babies, toddlers and young children (NLRD 244469) 67

Assessment Alignment Matrix. 68

Section 4:  Formative Activities. 75

Activity 1:  Development Stages of Babies and Children.. 77

Activity 1.1 (SO1, AC1) 79

Activity 1.2 (SO1, AC1, 2) 79

Activity 1.3 (SO2, AC1) 80

Activity 1.4 (SO2, AC1) 80

Activity 1.5 (SO2, AC3) 81

Activity 1.6 (SO2, AC4) 81

Activity 2: Routines and Transitions. 82

Activity 2.1 (SO4, AC1, 3) 83

Activity 2.2 (SO4, AC1, 2, 5, 7) 83

Activity 2.3 (SO4, AC1, 2, 5, 7) 84

Activity 2.4 (SO4, AC4) 85

Activity 3: Providing a Safe Environment. 86

Activity 3.1 (SO1, AC1) 87

Activity 3.2 (SO1, AC2, 3, 4) 87

Activity 4:  Illnesses and Injuries. 90

Activity 4.1 (SO2, AC4) 92

Activity 4.2 (SO2, AC3, 6) 92

Activity 4.3 (SO2, AC6) 94

Activity 4.4 (SO2, AC1) 95

Activity 4.5 (SO2, AC2) 96

Activity 5:  Nutrition and Food. 97

Activity 5.1 (SO2, AC10, 11) 98

Activity 6:  Basic Rights of Children.. 100

Activity 6.1 (SO3, AC3) 101

Activity 6.2 (SO3, AC2) 102

Section 5: Knowledge Assignment. 105

Section 6: Workplace Assessment. 115

Workplace Assignment. 117

Assignment 1:  Demonstrate knowledge and understanding of the development of babies, toddlers and young children (US 244484, SO 1 AC 1, 2; SO 2 AC 1, 2, 3) 118

Assignment 2A: Provide care for babies, toddlers and young children (US 244469, SO 1 AC 1, 6; SO 2 AC 7; SO 4 AC 7) 122

Assignment 2B: Essay on Safety Measures (US 244469, SO 1 AC 2 -4, 6 - 9) 124

Essay – Addendum A.. 125

Emergency Evacuation Plan – Addendum B. 125

Emergency Contact Numbers – Addendum C. 125

Assignment 2C: Questions on Health Care (US 244469, SO 1 AC 5SO 2 AC 1 – 11, SO 4 AC 1 - 7) 127

Paragraph 1 – 6 – Addendum D.. 129

Example Menus for 1 week – Addendum E. 129

Example of routine for age group 1 – Addendum F. 129

Example of routine for age group 2 – Addendum G.. 129

Please insert your evidence after this page. 129

Assignment 2D:  Information Session for Parents (US 244469, SO 3 AC 1 - 4) 131

Presentation Checklist 1 -  Senior Staff Member 132

Presentation Checklist 2 -Complete by Peer 133

Copy of Presentation – Addendum G.. 135

Section 7: FUTURE FAMILIES Feedback. 137

Learner Evidence Checklist 138

Evidence Checklist 139

Assessor Feedback to Learner per Summative Assessment Activity. 143

Future Families Assessor Feedback to Learner per Outcome. 145

Learner Feedback to the Assessor 162

Learner Appeal Form.. 163

 

 


 

Overview

 

What Is a Portfolio?

 

A portfolio is a collection of written documents, audio or video tape recordings, references, certificates or other items.  It usually

 

·         Lists the criteria against which you aim to prove the competence;

·         Provides evidence that your competence meets these criteria; and

·         Is organised in ways that enable an assessor to evaluate the evidence against the criteria.

 

Categories of Evidence

 

SAQA defines applied competence as having three elements:

 

·         Practical competence (the demonstrated ability to perform a set of tasks)

·         Foundational competence (the demonstrated understanding of what we are doing and why)

·         Reflective competence (the demonstrated ability to learn from our action and adapt to changes or unforeseen circumstances).

 

You should include evidence of all three kinds of competence in your portfolio.

 

What Should your Evidence Aim to Prove?

 

The evidence you provide in your portfolio should aim to prove that you are competent against the outcomes described in the unit standard that the programme is aligned against.  You will need to interpret these outcomes in relation to your own workplace.

 

What Counts as Good Evidence?

 

Good evidence is usually

 

·         Valid (it should relate to what is being assessed)

·         Current (it should be as recent as possible)

·         Sufficient (there should be enough evidence, but not too much)

·         Authentic (you must generate your own evidence at the workplace and may not use the evidence/work of other people in any form)

 

Assessment

 

In order to be declared competent against the unit standard comprising the module, you will need to complete both formative and summative assessment activities.

 

Formative assessment refers to assessment that takes place during the process of learning and this will be the completion of the formative assessment activities in the PoE.  Your facilitator will assess these activities and give continuous feedback on your progress.  You will be required to do the necessary remediation.

 

Summative assessment is assessment for making a judgement about achievement.  This includes a Knowledge Questionnaire and workplace assignments on the completion of the unit standard in the module. 

 

Integrated assessment

 

Integrated assessment requires the learner to demonstrate applied competence and uses a range of formative and summative assessment methods. The type of assessment used will depend on the stage of development of the learner. Below are examples of different types of assessment:

 

Diagnostic assessment:

 

In this type of assessment, the assessor should identify training needs and draw up a development plan for the learner. This is done in the form of an Individual Pre-assessment checklist that is completed by the learner.

 

Formative assessment:

 

This type of assessment takes place during the process of delivery of a learning programme. Formative assessment activities are done to prepare the learner for the summative assessment. Formative assessment activities are done in the form of learner activities. These learner activities are done after each unit of the course. Most of the learner activities will take place in groups. Adequate time should be allocated to the learner for the completion of the learner activities. Appropriate feedback should also be given to learners after these activities. The formative assessments are done in the PoE. 

 

Summative assessment:

 

This is the final assessment against a national Unit Standard and/or Module and/or qualification to determine whether the learner has achieved integrated competence. This assessment is the final judgment about competence.

 

The assessment process should be cost effective in terms of time and financial cost. For this reason, the summative assessment will be done in the form of a Portfolio of Evidence as well as a knowledge test. The learner should be subjected to both a knowledge test as well as workplace projects.

 

All evidence collected must be in a real work environment and cannot be simulated or produced without real practical applications as specified in all task instructions. 

 

Assessment Brief

 

Purpose and Rationale of the Qualification

 

This Qualification will enable recipients of this Qualification to facilitate the all-round development of young children in a manner that is sensitive to culture and individual needs (including special needs), and enable them to provide quality early childhood development services for children in a variety of contexts, including community-based services, ECD centres, at home and in institutions. In particular, recipients of this qualification will be able to:

·         Plan and prepare for Early Childhood Development.

·         Facilitate and monitor the development of babies, toddlers and young children. 

·         Provide care and support to babies, toddlers and young children. Practitioners will generally carry out their role under supervision and with the support of designed programmes.

 

This Qualification will provide a means for formal recognition of those who are already practising in the field, but without qualifications, as well as for those who wish to enter the field. This qualification will also provide a basis for further professional development in the higher education and training band for many experienced practitioners in the field who have had limited or difficult access to further career development opportunities.

 

Purpose of the Unit Standards and Training Programme

 

These Unit Standards are for people who wish to enter or obtain recognition at an entry level of Early Childhood Development (ECD).

 

People credited with these Unit Standards are capable of:

·           Demonstrating knowledge and understanding of ways of seeing the development of babies, toddlers and young children.

·           Demonstrate knowledge and understanding of the development of babies, toddlers and young children within each domain of development.

·           Providing a safe and healthy environment to prevent and reduce injuries and illness.

·           Promoting and maintaining optimal health and nutrition for caregivers and children.

·           Promoting the rights of children.

·           Managing routines and transitions.

 

This Skills Programme will enable learners to:

·           Provide a safe environment for babies and children, which includes recognition and treatment of illnesses, correct emergency procedures and providing good nutrition

·           Have a knowledge of the legal aspects of child care, and the rights and needs of children

·           Have a knowledge of development theories and stages of babies and children

·           Handle routines and transitions correctly

 

Entry Level Requirements

 

Learners who wish to enrol for this qualification are assumed to be competent in:

·         Communication and Mathematical Literacy at NQF level 3 or equivalent.

·         Second language at NQF level 2 or equivalent.

 

Credit Value

 

The credit weighting is 18 credits; this adds up to 180 notional hours, these hours are made up of 54 hours theoretical, 63 hours practical and 63 hours’ work place experience

 

After you have completed the learning experience you will be required to complete a Portfolio of Evidence (PoE) based on the specific outcomes and assessment criteria as indicated in the learner guide.

 

A registered assessor will assess your portfolios and measure your outcomes.  If you are declared competent you will receive the credits and a statement of results from the relevant SETA.  If you are declared not yet competent you will have the opportunity to address the gaps that are outlined in the assessor report.

 

Notional hours include time spent in instruction, individual learning as well as structured learning and assessment.

·         A 5 day contact session (including theory and practical application.

·         Workplace Experience

·         Assessment Preparation

·         Evidence prepared in the workplace

·         Final Summative Assessment

 

Assessment Guidelines

 

Both formative and summative assessment will be conducted. All evidence in the PoE relate to the outcomes of the unit standard

 

Formative assessment in the learner guide and PoE

 

·         The leaner needs to work through the applicable section to give evidence on questions;

·         Evidence will be discussed during facilitation;

·         Self- assessment will take place by learner; and

·         Marks will be allocated where appropriate.

 

Summative assessment in the PoE

 

Consists of sections, namely:

 

·          Knowledge assignment based on the essential embedded knowledge requirements of both unit standards.

·         The summative assessment assignments.

 

NB for both sections

 

·         To be found competent the learner has to be competent on both sections; and

·         If competent, a certificate will be issued and credits will be awarded.

 

The assessment of competence

 

Assessment of competence is a process of making judgments about an individual's competence through matching evidence collected to the appropriate national standards (Unit Standards as well as full Qualifications).

 

Competence is the ability to perform a specific task, action or function successfully. 

 

Not yet competent in this context means that you are not successful yet and will be given opportunities to remediate in order to address these gaps until you can be declared competent.

 

You are required to provide evidence of all three levels of competence in the Portfolio of Evidence (PoE).  In order to do this, you need to complete all formative and summative assessment activities. 

 

Assessors and moderators need to be registered at the relevant SETAS to assess the Unit Standards and Qualifications being assessed.

 

Model answers and assessment guidelines are provided for all assessment activities to ensure fairness.

Ideally, formative assessments should minimise the need for re-assessment as the assessor and the candidate will agree to a summative assessment only when they both feel the candidate is ready.

 

However, candidates who are deemed not yet competent on a summative assessment will be allowed to be re-assessed in terms of the contract between FUTURE FAMILIES and the particular client.  A 100% competency is the ideal. 

 

Just a reminder: The quality of evidence will be measured in terms of the VARCS principles.

 

V

Validity

Does your evidence prove what it is supposed to prove?

A

Authenticity

Can you prove that it is your own work?

R

Reliability

If another assessor assesses your evidence, will s/he make the same judgment, i.e. Competent or Not Yet Competent?

C

Currency

If you added historical evidence to your PoE, is this evidence still current (Not older than three years)?

S

Sufficiency

Is there enough evidence for the assessor to make a judgment of Competent or Not Yet Competent?

 

NB: Use the evidence checklist provided in Section 7 of the PoE to ensure that your evidence meets the VARCS principles.

 

Re-Assessment

 

When learners have to be re-assessed, the following conditions will apply:

 

·         Specific feedback will be given so that learners can focus on only those areas in which they were assessed as not yet competent

·         Re-assessment will take place in the same situation or context and under the same conditions as the original assessment

·         Only the specific outcomes that were not achieved will be re-assessed

 

According to FUTURE FAMILIES’s policy, the learner will be granted two (2) re-assessments and thereafter the learner will be advised to redo the programme. Learners who are repeatedly unsuccessful will be given guidance on other possible and more suitable learning avenues.

 

The portfolio of evidence (PoE)

 

The PoE is divided into seven sections. 

 

Section 1 – Administrative detail

 

This contains administrative detail. This section would therefore provide evidence related to the learner; their personal detail, experience as well as the unit standard the learner will be assessed against.

 

Section 2 – Assessment planning

 

In order for assessments to meet all the assessment principles, you need to be prepared for the assessment. Therefore, Section 2 of the PoE will contain evidence of the FUTURE FAMILIES assessor’s planning and preparation for the assessment and your involvement as a candidate in the planning and preparation stage. The evidence generated here promotes open and fair assessments.

 

Section 3 – Assessment design matrix

 

It is essential that the assessment relates to all the outcomes of the unit standard and therefore the assessment design matrix in Section 3 provides both the assessor and the candidate with an analysis of the outcomes, criteria, evidence and methods to be used during the assessment.

 

Section 4 – Formative assessment activities

 

The formative assessment activities typically contain individual pieces of evidence generated during contact sessions in the classroom or homework activities.

 

The formative activities will be completed and assessed during the workshop.

Assessment guidelines for the activities will be found in this section of the Assessment guide.

 

Section 5 – summative assessment - Knowledge questionnaires

 

The knowledge questionnaire assesses your knowledge, understanding and interpretation of the outcomes of the unit standard.

 

Section 6 – Summative assessment – Workplace assignments

 

The summative assessment activities require you to integrate newly learnt knowledge and skills after significant sections of the work have been completed.

 

Apart from the evidence you have generated during the workplace assignments, you are also required to include relevant workplace policies and procedures in the PoE to enable the assessor and moderator to determine whether or not activities have been carried out in accordance with workplace standards.

 

The purpose of the learning programme and assessment is not only to declare you competent against the qualification, but to ensure improved efficiency and effectiveness in the workplace.

 

The evidence is generated over a period of time and comes from different sources to ensure sufficiency.

 

All assessment activities are linked to assessment criteria, specific outcomes and Unit Standards.

 

Always work in black ink and remediate in blue ink. Never use correction fluid, rather delete with a single line.  Never work in pencil.

 

Section 7 – Feedback

 

This section contains the evidence checklist which will be used by you, the assessor and the moderator to judge the evidence on VARCS principles, the FUTURE FAMILIES assessment report with feedback on your performance against the outcomes and criteria. You will also be required to give feedback to the assessor.

 

Credit Accumulation

 

You will be awarded all the credits of unit standards completed successfully.  You should note however that the assessment will go through a quality assurance process that will involve moderation and verification by the relevant ETQA.


 

The Assessment Guide

 

The assessment guide is a document that provides the assessor with a variety of assessment tasks, activities and sources of evidence that can be used during the assessment process.

 

Assessment tools and matrix

 

The assessment instruments contained in the PoE have been designed to cover all the specific outcomes and associated assessment criteria and range statements, along with the critical cross-field, development outcomes and essential embedded knowledge.

 

Assessment methods

 

You will be assessed by means of the following methods:

 

Questioning:  Knowledge assignments are included in the assessment.  The assessor may also supplement the evidence in your POE with oral questioning.

 

Product evaluation:  All the documented evidence in your POE will be assessed.

 

Furthermore, observations of your demonstration of your facilitation skills will take place in the workshop environment and evidence of this will be included in the Formative assessment section of your Portfolio of Evidence.

 

Additional Notes

 

 

Appeals and Disputes

 

The right of the candidate to appeal against assessment decisions or practices they regard as unfair. An Appeals and Disputes procedure is in place and communicated to all assessment candidates prior to assessment in order for them to appeal on the basis of the following criteria:

 

·         Unfair assessment

·         Invalid assessment

·         Unreliable assessment

·         Unethical practices

·         Inadequate expertise and experience of the assessor  

 

Appeals have to be lodged in writing and submitted to FUTURE FAMILIES.  The moderator will consider the appeal and make a decision regarding the granting of a re-assessment.  The learner will be informed about the appeal outcome within specified days as stipulated in FUTURE FAMILIES’s policies and procedures.  Please see a diagrammatic representation of the Appeals process in Section 1.

 

Learners may appeal should they feel dissatisfied with the process. If the learner is of the opinion that an unfair assessment was conducted they may appeal, following the following steps:

 

Step

Description

Step 1

Request the assessor to justify the outcome of the assessment and to reconsider it in accordance with this procedure.

Step 2

If still dissatisfied, lodge a formal appeal to the FUTURE FAMILIES. This appeal need to be submitted in writing and handed to the moderator within three working days of having received the assessment result(s).

Step 3

Once informed of the moderation outcome and the learner is still dissatisfied with the outcome the learner may request an external moderator / verifier to review the assessment outcome. This request must be submitted to management within 3 working days of having received the moderation result. The verification process is final and the learner will be informed in writing of the final outcome, as soon as a result is known.

The learner may consult the ETQA of the relevant SETA. If the external moderator / verifier upholds or rule in favour of the learner the learner will be held liable for any cost of external verification.

 


Appeals Procedure

 


 

 

 

 

 

 

Section 1:  Administrative Detail

 

 

·         Learner Information

·         Special Instructions Pertaining This Unit Standard

·         Overview

·         Assessment Information

·         Declaration Of Authenticity

·         Unit Standards

 


 

Learner Information

 

Completion of this a requirement of the National Learner Record Database (NLRD). Please complete in full.

Learner Information

Personal Details

Last Name

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Previous Name (if changed)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

First Name

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Middle Name

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Title (Mr/Mrs, etc.)

 

 

 

 

 

ID No.

 

 

 

 

 

 

 

 

 

 

 

 

 

Learners must please submit a certified copy of their ID

Alternative ID Type (please tick box)

521 – SAQA Member ID £

527 – Passport £

529 – Driver’s Licence £

531 – Temporary ID £

533 – None £

535 – Unknown £

537 – Student Number £

538 – Work Permit £

539 – Employee No. £

540 – Birth Cert. £

541 – HSRC Register £

561 – ETQA Record £

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Alternative ID No.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Date  Birth

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Nationality (please tick box)

Unspecified – U  £

South Africa – SA  £

Namibia – NAM  £

Botswana – BOT  £

 

 

 

 

 

Zimbabwe – ZIM  £

Angola – ANG  £

Mozambique – MOZ  £

Lesotho – LES  £

Swaziland – SWA  £

Malawi – MAL  £

 

 

Zambia – ZAM  £

Mauritius – MAU  £

Tanzania – TAN  £

Seychelles – SEY  £

Zaire – ZAI  £

Rest of Africa – ROA  £

 

 

 

Europe – EUR  £

Central and South America – SOU  £

Australia and New Zealand – AUS  £

Other and rest of Oceania – OOC  £

Citizen Resident Status (please tick box)

Unknown – U  £

South Africa – SA  £

Other – O  £

Dual (SA plus Other) – D  £

Gender (please tick box)

Male – M  £    Female – F  £

 

Equity (please tick box)

BA – Black African  £

BC – Black Coloured  £

BI – Black Indian  £

U – Unknown  £

WH – White  £

Home Language (please tick box)

£ Afr  – Afrikaans

£ Ara  – Arabic

£ Bul  – Bulgarian

£ Chi  – Chinese

£ Dan  – Danish

£ Dut  – Dutch

£ Eng  – English

£ Fre  – French

£ Ger  – German

£ Gre  – Greek

£ Heb  – Hebrew

£ Hin  – Hindi

£ Ita  – Italian

£ Mas  – Masai

£ Nde  – isiNdebele

£ Oth  – Other

£ Pol  – Polish

£ Por  – Portuguese

£ Rus  – Russian

£ Sep  – sePedi

£ Ses  – seSotho

£ Set  – seTswana

£ Shl  – Swahili

£ Sho  – Shona

£ Spa  – Spanish

£ Swa  – siSwati

£ Swe  – Swedish

£ Tsh  – tshiVenda

£ U  – Unknow

£ Urd  – Urdu

£ Xho  – isiXhosa

£ Xit  – xiTshonga

£ Zul  – isiZulu

Disability Status (please tick box)

£ N  – None

£ 01  – Sight

£ 02  – Hearing

£ 03  – Communication

£ 04  – Physical

£ 05  – Intellectual

£ 06  – Emotional

£ 07  – Multiple

£ 08  – Unspecified

£ U  – Status Unknown

Socio-Economic Status (please tick box)

£ U  – Unspecified

£ 01  – Employed

£ 02  – Unemployed

£ 04  – Homemaker

£ 06  – Student

£ 07  – Retired

£ 08  – Unemployed - Disabled


 

 

Learner Information

Any other special needs we must be aware of?

 

 

 

Contact Details

Tel No. (H)

 

 

 

 

 

 

 

 

 

 

 

Tel No. (W)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Cell No.

 

 

 

 

 

 

 

 

 

 

 

Fax No.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Email

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Province

£ 0  – Undefined

£ 1  – Western Cape

£ 2  – Eastern Cape

£ 3  – Northern Cape

£ 4  – Free State

£ 5  – Kwazulu-Natal

£ 6  – North West

£ 7  – Gauteng

£ 8  – Mpumalanga

£ 9  – Limpopo

£ N  – SA National (Province not specified)

£ X  – Outside SA

 


 

ID Document

 

Please insert a certified copy of your ID document after this page.

 

(If you fail to comply with this requirement your PoE will be returned to you.  Without a certified copy of your ID document your assessment results cannot be added to the National Learner Record Database).

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Curriculum Vitae

 

Please insert a copy of your CV after this page

OR

Fill in the template provided

 

(Only include information that is relevant to the unit standard that is being assessed)

 



 

Learner Demographics

 

To be completed by those who have not included a CV

 


Personal Information and Contact Details

Surname

 

First Name

 

Organisation

 

Job / Role Title

 

Home Language

 

Date of Birth

 

ID Number

 

Contact Numbers

Work

 

Home

 

Cell

 

Email Address

 

Postal Address

 

 

 

*Tick the appropriate box:

Gender

Male

Female

Race

African

Coloured

Indian / Asian

White

Employment

Permanent

Non-permanent

Disability

Yes

No

 

Academic Background

Qualification

 

Institution

 

Subjects

 

 

 

 

 

 

 

 

Date Completed

 

*Please attach a copy of your highest certificate


 

Academic Background

Qualification

 

Institution

 

Subjects

 

 

 

 

 

 

 

 

Date Completed

 

 

Qualification

 

Institution

 

Subjects

 

 

 

 

 

 

 

 

Date Completed

 

 

Qualification

 

Institution

 

Subjects

 

 

 

 

 

 

 

 

Date Completed

 

 

Qualification

 

Institution

 

Subjects

 

 

 

 

 

 

 

 

Date Completed

 

 


 

Learner Employment History

Organisation

 

Position

 

Period

 

Responsibilities

 

Reported to

 

References

 

 

Signature

 

Date

 

 


 


 

Qualifications

 

Please insert certified national or any relevant qualifications after this page.

 


Grade 11 report or matric certificate

Any other ECD related certificates

CVZ

 


Special Instructions Pertaining to Unit Standard

 

Unit Standard (US) Title

US NO

Credits

NQF Level

Demonstrate knowledge and understanding of the development of babies, toddlers and young children

244484

8

4

Provide care for babies, toddlers and young children

244469

10

4

 

 

NB

 

All sections need to be completed to be found competent

 

The following information is to be taken note of when completing this portfolio:

 

·         No Tippex or correction fluid, correction tape may be used.

·         Each page is to be initialled to prove authenticity

·         Where comments are asked for these need to be completed in full (N/A or no comment is not acceptable). Remember, the assessor and moderator are not there to observe your every step, so your comments serve as evidence of your knowledge, skills, understanding and attitude. The comments also ensure that the assessor has sufficient evidence to make an assessment decision.

·         Where templates are given you may use these or you may use your company templates (if available).

 

 


 

Declaration of Authenticity

 

I, ________________________________, hereby declare that this PoE consists mainly of my own work. I confirm that most of the work has been developed and compiled by me in the pursuit of proving my competence. In some instances, in part or in full, some work may have been created through group work, but in this I was a dedicated participant and deserved the right to use this as evidence.

 

I hereby affirm that I have, to the best of my understanding, not transgressed any copyright violations. Where I have used any information or documentation that is not my own, I have acknowledged this in the appropriate way in the appropriate space.

 

I declare that I have read every page contained in the portfolio of evidence.

 

I hereby declare that I have used the following documents as, or used it to create evidence:

 

Document/Evidence

Purpose

Copyright holder

Evacuation plan

Assignment A addendum B

Nursery schools name

Humpty Dumpty song

Assignment A addendum B supporting evidence

www.happychildrensfaces.co.za

 

 

 

 

 

 

 

 

 

 

 

 

 

LEARNER

Last Name

 

First Name

 

Title

 

ID. No.

 

Signature

 

Date

 

 

ASSESSOR

Last Name

 

First Name

 

Title

 

Reg. No.

 

Signature

 

Date

 

 


 

FUTURE FAMILIES ENTERPRISES PROTECTION OF PERSONAL INFORMATION (POPI)

 

WHAT IS THE POPI ACT ALL ABOUT

The Protection of Personal Information Act (POPI) regulates how personal information is managed, stored, updated, used and given to a 3rd party.  What impact does this have on you the learner.

 

WHAT IS 'PERSONAL INFORMATION'?

 

'Personal Information' is defined and includes (but not limited to) -

1. Demographic information about the individual (e.g. Race / Nationality / Ethnic group / Social origin / colour; Gender; Pregnancy; Marital status; Sexual Orientation; Age; Physical or mental health / well-being / disability; Religion / conscience / believes; Culture / Languages; Birthdate);

2.             Education, medical, criminal, employment or financial history;

3.             Identification Number (ID Number);

4.             Email address, telephone number, cell phone number;

5.             Physical address, location information, online identifier/information;

6.             Biometric Information;

7.             Personal opinions, views or preferences;

8.             Explicitly or implicitly private or confidential correspondence;

9.             Views of other people about the individual;

10.          Tile individual's name if it appears together with other personal information about the individual or if the name would reveal information about the individual.

 

WHEN CAN 'PERSONAL INFORMATION' BE LAWFULLY PROCESSED?

 

The POPI Act specifies eight (8) conditions that must all be complied with for any processing,

administration or dissemination to be legally compliant. These eight conditions are listed below -

1.             Accountability.

2.             Processing Limitations (various criteria for legal processing).

3.             Purpose specific (the data must be held for a purpose).

4.             Further processing limitation (data can only be used for its purpose and not beyond that).

5.             Information quality (the data must be accurate).

6.             Openness (individual must be informed, processes must be transparent).

7.             Security safeguards (reasonable steps to keep the information secure must be taken).

8.             Data subject participation (individual can request / discuss information with Future Families Enterprises).

 

HOW DOES THIS AFFECT YOU?

As a learner of Future Families Enterprises programmes, the POPI Act has placed the above conditions on Future Families Enterprises, when we process and store your personal information along with our third party service provider(s) complies with the POPI Act 100 in that our primary obligation is to take reasonable technical and operational steps to secure your personal information and our electronic environment. We also undertake to never sell or share any information with any other company, user and/or third party unless obliged to do so by law or legal process.

 

Future Families Enterprises requires your permission to use and store your personal information during the training process. Your personal information will be collected, captured and/ or stored on various documents used by Future Families Enterprises such as but not limited to the Section 1 to 7 of the Portfolio of Evidence, SETA Reports.

Your personal information will be used to ultimately process your certificate, should you meet the qualifying criteria and may need to be shared with our accreditation bodies such as the Department of Labour and the relevant SETA/ ETQA.

 

All hard copies of the above documentation will be stored in the applicable course file at our registered offices. Electronic copies will be stored on Future Families Enterprises secured computer network. After five years from the end of course date, it will then be destroyed in accordance with Future Families Enterprises policy.

 

GRANTING OF PERMISSION TO USE PERSONAL INFORMATION

 

I, the undersigned confirms that Future Families Enterprises may host my personal information on record for training processing and/or activities and that my information can be submitted to other third parties involved with the training processing and/or activities as explained in this document. I am happy for Future Families Enterprises to use my photo and comments for marketing on various social media platforms.

 

Signature: ______________________ Date: _____________________

 


 

Unit Standards

 

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:

 

                Demonstrate knowledge and understanding of the development of babies, toddlers and young children

 

SAQA US ID

UNIT STANDARD TITLE

244484

Demonstrate knowledge and understanding of the development of babies, toddlers and young children

ORIGINATOR

SGB Early Childhood Development

QUALITY ASSURING BODY

-

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

8

REGISTRATION STATUS

REGISTRATION START DATE

REGISTRATION END DATE

SAQA DECISION NUMBER

Reregistered

2015-07-01

2018-06-30

SAQA 10105/14

LAST DATE FOR ENROLMENT

LAST DATE FOR ACHIEVEMENT

2019-06-30 

2022-06-30 

 

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

3850 

Facilitate active learning in ECD programmes 

Level 4 

NQF Level 04 

30 

Complete 

13851 

Facilitate healthy development in ECD programmes 

Level 4 

NQF Level 04 

14 

Complete 

12835 

Facilitate the learning and development of babies (0-24 months) in ECD settings 

Level 3 

NQF Level 03 

12 

Complete 

12836 

Facilitate the learning and development of toddlers (18-36 months) in ECD settings 

Level 3 

NQF Level 03 

12 

Complete 

7405 

Facilitating Creative Art Activities in ECD Programmes 

Level 3 

NQF Level 03 

Complete 

7404 

Facilitating Language Development Bilingual/Multilingual ECD Programmes 

Level 3 

NQF Level 03 

Complete 

7402 

Facilitating Learning Through Play 

Level 2 

NQF Level 02 

12 

Complete 

7403 

Facilitating Learning Through Stories, Songs and Rhymes 

Level 3 

NQF Level 03 

Complete 

12840 

Include children experiencing barriers to learning and development in ECD settings 

Level 3 

NQF Level 03 

12 

Complete 

 

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:

·         Demonstrating knowledge and understanding of ways of seeing the development of babies, toddlers and young children.

·         Demonstrate knowledge and understanding of the development of babies, toddlers and young children within each domain of development.

 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

 

It is assumed that learners are competent in Communication at NQF Level 3.

 

UNIT STANDARD RANGE

 

The term "established theories or literature" refers to theories recognised within the field, as well as established indigenous theories.

 

Knowledge and understanding of child development is to be informed by own experiences as a child, own experiences with children, and recognisable "theories" e.g. socio-cultural, behavioural, neuroscience, maturation, attachment and/or theorists e.g. Piaget, Vygotsky, Freud, Erikson, Bandura, Skinner, Ainsworth and Mahler, etc.

 

Although the stages referred to in this Unit Standard are not intended to be rigid, we might identify the following stages, with broad overlapping margins as follows:

·         Pre-birth.

·         Young babies.

·         Mobile babies.

·         12 months - 30 months.

·         30 months - 5 years.

·         6 years - 9 years.

 

"Domain" refers to:

·         Physical includes gross-motor and fine-motor development, health and nutritional status.

·         Cognitive and language development includes perceiving, remembering, conceiving, judging, reasoning, creativity.

·         Socio-emotional development includes attitudes, personal and social identity, autonomy, attachment, self concept, self esteem, feelings, self-control and relationships with others.

 

"Special needs" could be in a variety of areas such as physical, social, psychological, environmental, gifted, disadvantaged, circumstances.

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1

 

Demonstrate knowledge and understanding of ways of seeing the development of babies, toddlers and young children.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1

 

Own views about the meaning and use of key terms are compared to the views of others, showing how such views influence our ways of seeing and working with children.

 

ASSESSMENT CRITERION RANGE

 

Key terms include but are not limited to childhood, development, teaching, well-being, ubuntu and rights, etc.

"Views of others" refers to those in the immediate environment as well as a more global or international view.

 

ASSESSMENT CRITERION 2

 

Different ways of seeing the development of young children are compared to highlight key similarities and differences in the theories.

 

ASSESSMENT CRITERION RANGE

 

Comparison should include at least two theories and own observations.

 

SPECIFIC OUTCOME 2

 

Demonstrate knowledge and understanding of the development of babies, toddlers and young children within each domain of development.

 

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1

 

Stages in the development of children in each domain are described in line with existing theories.

 

ASSESSMENT CRITERION RANGE

 

Reference to existing theories is to be limited to key findings of theorists in relation to own observations of child development.

 

ASSESSMENT CRITERION 2

 

Factors that enable the development of children in each domain are identified in line with relevant existing theories.

 

ASSESSMENT CRITERION 3

 

Explanations of how gender, socio-economic background, age, environment and special needs impact on the development of children in each domain are consistent with established theories or literature and the principles of inclusion and anti-bias.

 

ASSESSMENT CRITERION 4

 

Descriptions are provided to show how development is shaped by socio-cultural influences.

 

ASSESSMENT CRITERION RANGE

 

Socio-cultural influences refers to beliefs, values and practices; inter-personal relationships; and relationships with the environment.

 

ASSESSMENT CRITERION 5

 

Descriptions are provided to show how development within each domain is linked to and affected by development in other domains.

 

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:

·         Theories of child development.

·         Domains of development.

 

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

This Unit Standard replaces the following Unit Standards:

7402: "Facilitating Learning Through Play", Level 2, 12 credits.

7403: "Facilitating Learning Through Stories, Songs and Rhymes", Level 3, 8 credits.

7404: "Facilitating Language Development Bilingual/Multilingual ECD Programmes", Level 3, 8 credits.

7405: "Facilitating Creative Art Activities in ECD Programmes", Level 3, 8 credits.

12835: "Facilitate the learning and development of babies (0-24 months) in ECD settings", Level 3, 12 credits.

12836: "Facilitate the learning and development of toddlers (18-36 months) in ECD settings", Level 3, 12 credits.

12840: "Include children experiencing barriers to learning and development in ECD settings", Level 3, 12 credits.

13850: "Facilitate active learning in ECD programmes", Level 3, 30 credits.

13851: "Facilitate healthy development in ECD programmes", Level 4, 14 credits.

 

Glossary:

 

See Unit Standard 244469

 

 

 

 

 

 


 

 

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:

 

Provide care for babies, toddlers and young children

 

SAQA US ID

UNIT STANDARD TITLE

244469

Provide care for babies, toddlers and young children

ORIGINATOR

SGB Early Childhood Development

QUALITY ASSURING BODY

-

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

10

REGISTRATION STATUS

REGISTRATION START DATE

REGISTRATION END DATE

SAQA DECISION NUMBER

Reregistered

2015-07-01

2018-06-30

SAQA 10105/14

LAST DATE FOR ENROLMENT

LAST DATE FOR ACHIEVEMENT

2019-06-30 

2022-06-30 

 

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

9967 

Erect, use and dismantle access equipment 

Level 3 

NQF Level 03 

Complete 

 

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:

·         Providing a safe and healthy environment to prevent and reduce injuries and illness.

·         Promoting and maintaining optimal health and nutrition for caregivers and children.

·         Promoting the rights of children.

·         Managing routines and transitions.

 

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.

 

UNIT STANDARD RANGE

 

"Care" refers to nutrition, safety and health.

 

The learner must demonstrate practical care for either babies/toddlers or young children, and explain how they would have approached it differently had they been working with the other age-group e.g. there are differences in safety issues for babies as opposed to older children; as well as differences in safety issues for individuals versus groups.

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1

 

Provide a safe and healthy environment to prevent and reduce injuries and illness.

 

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1

 

Legal implications of providing responsible care are identified, with particular reference to public liability issues and related responsibilities of care-givers.

 

ASSESSMENT CRITERION RANGE

 

Recorded history of monitoring and reporting.

 

ASSESSMENT CRITERION 2

 

Environmental hazards are identified and explained in terms of their potential impact on the safety of children.

 

ASSESSMENT CRITERION RANGE

 

Identification of potential indoor and outdoor health and safety hazards within each of the following categories:

Burns; cuts and lacerations; unprotected water sources; poisoning, choking and strangulation; falls; electricity; traffic issues, animals.

 

ASSESSMENT CRITERION 3

 

Environmental hazards are identified and explained in terms of their potential impact on the health of children.

 

ASSESSMENT CRITERION RANGE

 

Hazards include but are not limited to polluted water sources, poisoning (including lead), radiation (cell phone masts), animals, parasites (worms), food deprivation, food contamination, medicines.

 

ASSESSMENT CRITERION 4

 

Strategies for preventing and/or correcting safety hazards in the environment are identified and implemented, thus ensuring a safe environment as per the ages and stages of the children.

 

ASSESSMENT CRITERION 5

 

Strategies for preventing and/or correcting health hazards in the environment are identified and implemented, thus ensuring a safe environment as per the ages and stages of the children.

 

ASSESSMENT CRITERION RANGE

 

Ensuring prevention according to categories of disease transmission.

Categories of disease transmission include oral-faecal, blood, respiratory (air borne), contact, etc.

 

ASSESSMENT CRITERION 6

 

Written Health & Safety records are maintained to accurately reflect strategies and actions taken.

 

ASSESSMENT CRITERION 7

 

Contact lists of available emergency services and parents/guardians are accurate and easily accessible.

 

ASSESSMENT CRITERION 8

 

Emergency plans, procedures and equipment are ensured to be available, appropriate to the given emergencies, and can be understood by all the adults and children.

 

ASSESSMENT CRITERION RANGE

 

Emergency plans for fire, public violence, natural disasters.

 

ASSESSMENT CRITERION 9

 

Supervision of children is appropriate to their developmental level and the degree of potential risk involved.

 

ASSESSMENT CRITERION RANGE

 

Supervision of children within the scope of hearing or vision, indoor, outdoor and outing supervision.

 

SPECIFIC OUTCOME 2

 

Promote and maintain optimal health and nutrition for caregivers and children.

 

OUTCOME RANGE

 

Health and nutrition includes but is not limited to feeding, growth monitoring, training, making a menu, food gardens, isolating children with infections, monitoring children, carrying out health checks, taking universal precautions.

 

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1

 

Child health is monitored and instruments are correctly interpreted and integrated into practice.

 

ASSESSMENT CRITERION RANGE

 

Health monitoring instruments refer to the "Road to Health Card" which is held by the family.

 

ASSESSMENT CRITERION 2

 

Awareness and implementation of Workplace Health Policies and Guidelines is explained in terms of maintaining staff health.

ASSESSMENT CRITERION RANGE

 

Maintenance of health includes but is not limited to immunization, back-care- lifting heavy objects, HIV and AIDS, exclusion due to specific illnesses.

 

ASSESSMENT CRITERION 3

 

Common childhood diseases and infections are described in terms of their symptoms and transmission, as well as possible effects on individuals and/or groups.

 

ASSESSMENT CRITERION RANGE

 

·         Disease include acute and chronic illnesses.

·         Integrated Management of Childhood Illnesses (IMCI).

·         Childhood disease symptoms include but is not limited to rashes (including genitalia), elevated temperature, unusual irritability, lethargy, prolonged loss of appetite, diarrhoea, coughing and nasal/other discharges, respiratory rates, sores that will not heal; multiple skin eruptions, swollen glands and sore throat, ear-ache.

 

ASSESSMENT CRITERION 4

 

Responses to illness are appropriate to the nature of the illness. Children presenting symptoms of common infectious diseases are referred to qualified Health Practitioners.

 

ASSESSMENT CRITERION RANGE

 

Notifiable diseases are reported by Health Practitioners to the Department of Health (DoH).

 

ASSESSMENT CRITERION 5

 

Actions and communication responding to the holistic needs of children are dealt with in a non-discriminatory and confidential manner, taking into consideration the child's socio-cultural context.

 

ASSESSMENT CRITERION 6

 

Responses to injuries and emergencies are appropriate to the given situation and in line with emergency procedures and first aid practice. Conditions outside of scope of competence are referred to the appropriate authorities without delay.

 

ASSESSMENT CRITERION RANGE

 

Injuries and emergencies include but are not limited to seizures, asthmatic attacks, minor injuries, fractures, choking, biting, burns, universal precautions.

 

ASSESSMENT CRITERION 7

 

Records reflect up-to-date and accurate accounts of health history, regular checks and monitoring activities, medications, actions taken, accidents and incidents.

 

ASSESSMENT CRITERION RANGE

 

Records are recorded on an incident report form, log book or daily journal as required.

 

ASSESSMENT CRITERION 8

 

Medication is administered only with written consent from parent/guardian and in line with instructions. Consequences of incorrect application of medicines are described with reference to the wellbeing of the child, and possible legal consequences of negligence.

 

ASSESSMENT CRITERION RANGE

 

Control includes but is not limited to maintenance of health records, scheduled administration of medicines, secure storage of medicines.

 

ASSESSMENT CRITERION 9

 

General precautions are identified and applied consistently to promote general health and welfare of children and adults.

 

ASSESSMENT CRITERION RANGE

 

Precautions include but are not limited to clean and appropriate clothing; balanced nutrition; personal hygiene routines, Universal precautions.

 

ASSESSMENT CRITERION 10

 

Nutritional needs of children are provided for in relation to their age, special dietary requirements and cultural preferences, while ensuring balanced meals.

 

ASSESSMENT CRITERION RANGE

 

The nutritional needs could be provided for in a number of ways, for example by providing guidance to parents on menus, by arranging meals where possible or applicable, or by preparing food. Practitioners will have access to nutrition guidelines.

 

ASSESSMENT CRITERION 11

 

Nutrition advice and guidelines provided to children and adults promotes good nutrition and serves to encourage them to promote their own good health.

 

SPECIFIC OUTCOME 3

 

Promote and protect the rights of children.

 

OUTCOME RANGE

 

The following documents provide a basis for this outcome:

International conventions: United Nations Convention on Rights and Welfare of the Child; African Charter on Rights of the Child, current Children's legislation including regulations; Child Care Act and Regulations; South Africa Constitution 1996, Department of Social Development minimum norms and standards for Early Childhood Development Services, Manifesto on Values, Education and Democracy.

 

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1

 

Education provided to children concerning child rights is consistent with current legislation and regulations and is appropriate for the stage of development of the children.

 

ASSESSMENT CRITERION 2

 

Violations of child rights are correctly identified and reported according to given procedures.

 

ASSESSMENT CRITERION 3

 

Child monitoring is provided continuously and is sufficient to promote the safety of children.

 

ASSESSMENT CRITERION RANGE

Safety includes but is not limited to keeping strangers out, controlling who takes children home, not leaving children outside centre unsupervised, making sure children are not locked into centres, and where appropriate, the transportation of children.

 

ASSESSMENT CRITERION 4

 

Opportunities are used to educate parents about ways of protecting children.

 

ASSESSMENT CRITERION RANGE

 

Education includes understanding the rights of the child.

 

SPECIFIC OUTCOME 4

 

Manage routines and transitions.

 

OUTCOME RANGE

 

Routines refer to arrival, departure, meals, toilet, resting, house-keeping (washing, cleaning up, putting away, tidying up), sleeping, and self-help skills according to ages and stages.

Transitions refer to shifting or moving from activity to activity, from location to location, or from person to person.

 

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1

 

Routines are sufficiently flexible to cater for the individual needs of children.

 

ASSESSMENT CRITERION 2

 

Routines implemented are sensitive to individual needs and are consistent with child rights.

 

ASSESSMENT CRITERION 3

 

Routines and transitions extend learning and are managed in a way that promotes independence, participation and an understanding of the days progress/sequence.

 

ASSESSMENT CRITERION 4

 

Routines and transitions are managed in a way that builds relationships and trust between children and between children and adults.

 

ASSESSMENT CRITERION 5

 

Routines are managed at a level that is appropriate for the level of development of the different children.

 

ASSESSMENT CRITERION 6

 

Routines are integrated as far as possible into activities, with sufficient opportunity for children to obtain a feeling of competence.

 

ASSESSMENT CRITERION 7

 

Information on babies, toddlers and young children is recorded on a daily basis.

 

ASSESSMENT CRITERION RANGE

 

Information includes but is not limited to sleeping, feeding, elimination (nappies & potties).

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:

·         Childhood illnesses.

·         Nutrition.

·         Rights of Children.

·         Policy and legislation related to health, safety and hygiene.

·         Awareness of public liability.

 

UNIT STANDARD DEVELOPMENTAL OUTCOME

 

N/A

 

UNIT STANDARD LINKAGES

 

N/A

 

Critical Cross-field Outcomes (CCFO):

 

UNIT STANDARD CCFO IDENTIFYING

 

Identify and solve problems related to health, hygiene and safety.

 

UNIT STANDARD CCFO ORGANISING

 

Organise and manage oneself and one's activities responsibly and effectively in the promotion of safety, health and hygiene and the prevention of illness.

 

UNIT STANDARD CCFO COLLECTING

 

Collect, analyse, organise and critically evaluate information regarding child illnesses and issues related to the safety and hygiene of the environment.

 

UNIT STANDARD CCFO COMMUNICATING

 

Communicate effectively with children, adults and health practitioners regarding health, hygiene and safety.

 

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

 

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.

 


 

Icon Legend

 

Icons are pictures and their purpose in this learner guide is to help to you to remember certain aspects and keep you informed about what you are doing in terms of where you are.

 

ICON

TITLE

DESCRIPTION

ec_i_outcomes_2.gif

Learning Outcomes

The learning outcomes icon indicates the various outcomes that are required to be achieved whether in the learner guide or the PoE.

ec_i_formative_2.gif

Formative Assessment

The assessment criteria icon indicates how to measure your knowledge and skills as a formative assessment.  These assessments will be completed during the contact sessions.  Completing these well will assist you with your summative assessment.

ec_i_summative_2.gif

Summative Assessment

The summative assessment icon indicates to you the assessments that you would be required to submit in your Portfolio of Evidence (PoE).

ec_i_info_2.gif

Additional Information

The additional information icon indicates to you additional information related to the learning.

ec_i_important_2.gif

Take Note

Important information and definitions.

The Law

References to specific legislation.

ec_i_notes_2.gif

Notes

Blank space where you can make some notes.

ec_i_remember_2.gif

Remember

Important facts to remember.

Group Discussion

This icon indicates when a group discussion should take place.

Activity

This icon indicates an activity that takes place in class.

 


 

 

 

 

 

 

 

Section 2:  Assessment Planning

 

 

·         Pre-Assessment Meeting Minutes

·         Learner/Assessor Agreement

·         Learner Declaration – Readiness for Assessment

·         Recognition of Prior Learning (RPL)

 


 


 

Pre-Assessment Meeting Minutes

 

Items discussed in the Meeting

Actions / decisions taken

All learners welcomed and put at ease

Minutes of the meeting placed in each PoE.

Programme opening and welcome completed

Programme overview described and demonstrated

The purpose of the meeting is explained

The NQF outcomes based training is discussed and explained

SAQA is explained

SETA is explained

Necessity of cost effectiveness is stressed

Produce a cost effective course and assessment

Learners need to be on time

What is to be assessed

NQF system is explained and the relevance to the programme is discussed.

The unit standard is discussed CCFO’s, EEK etc.)

Proving competence

The assessment plan

Evidence needed

Where evidence will be collected from

The assessment methods

The assessment tools that will be used

How judgments will be made

How to demonstrate competence

Feedback

Time, date confidentiality

Feedback for formative assessments will be done in group sessions, allowing for learners to learner from each other

Not yet competent learners will have the opportunity to have a one-on-one to find out where the short comings are

Feedback for the summative will be done in writing to meet the requirement of confidentiality.

Assessment arrangements

Assessor’s name

Maintain confidentiality during the assessment

Date of assessment – submission of Portfolio

Safety of the assessment

Special needs of the learners taken into account

Barriers to be addressed – language etc

Resources that are required

Organizational requirements

Assessment policy and procedures available for the learner

Arrangements for moderation

Possible contingencies

Right to appeal the findings of the assessor

Grounds for lodging an appeal

The appeals procedure

Documentations to be used

Role of the moderator

Readiness for Assessments

What would be expected of the learner to be ready to be assessed

Irregularities

What are the irregularities

Action that will be taken as a result of irregularities

Comment by learner

 

I understand or its has been explained

 

 

 

LEARNER

Last Name

 

First Name

 

Title

 

ID No.

 

Signature

 

Date

 

 

 

ASSESSOR

 

Last Name

 

First Name

 

 

Title

 

Reg. No.

 

Signature

 

Date

 

 

 

 

MODERATOR

 

Last Name

 

First Name

 

 

Title

 

Reg. No.

 

Signature

 

Date

 

 


Assessment Plan

 

US Title

Demonstrate knowledge and understanding of the development of babies, toddlers and young children

SAQA ID

244484

Level

4

Credits

8

 

Outcomes to be Assessed

Specific Outcomes

SO1

Demonstrating knowledge and understanding of ways of seeing the development of babies, toddlers and young children.

SO2

Demonstrate knowledge and understanding of the development of babies, toddlers and young children within each domain of development

EEK

 

Theories of child development.

 

 

Domains of development.

CCFO

Collecting

Collect, analyse, organise and critically evaluate information in relation to the progress of children in relation to understanding of child development.

Communicating

Communicate effectively using visual and/or language skills when explaining and describing child development

Demonstrating

Understand the world as a set of inter-related parts of a system, thus explaining the factors that impact on child development

 

Assessment Process

Plan & Prepare Assessment

Conduct Assessment

Provide Feedback

Review

During Workshop

During Workshop and on Submission of PoE

(Submission within 8 weeks)

Within 20 working days of submission

Assessor will review after feedback from learners

 

Assessment Methods, Tools, Evidence and Dates

 

Methods

Tools

Evidence

Formative

·      Oral/written questioning

·      Observation

·      Product evaluation

·      Formative assessment activities in PoE

·      Observation Checklists

·      Completed Activities (oral and written)

·      Observation checklists

·      Completed PoE

Summative

·      Written Questioning

·      Workplace assignment

·      Observation

·      Product evaluation

·      Summative Written Knowledge Questionnaire

·      Observation checklists

·      Completed Knowledge questionnaire

·      Observation checklists

·      Completed workplace assignments

 

Special Needs/Barriers

none

 

Resources Required

·      Learner Guide

·      Assessor Guide

·      PoE

·      Unit Standard

·      Role players

·      Other – Please Indicate:

 

LEARNER

Signature

 

Date

 

 

 

ASSESSOR

Last Name

 

First Name

 

Title

 

Reg. No.

 

Signature

 

Date

 

 

MODERATOR

Last Name

 

First Name

 

 

Title

 

Reg. No.

 

 

Signature

 

Date

 

 


 

US Title

Provide care for babies, toddlers and young children

SAQA ID

244469

Level

4

Credits

10

 

Outcomes to be Assessed

Specific Outcomes

SO1

Providing a safe and healthy environment to prevent and reduce injuries and illness.

SO2

Promoting and maintaining optimal health and nutrition for caregivers and children.

SO3

Promoting the rights of children.

SO4

Managing routines and transitions.

EEK

 

Childhood illnesses.

Nutrition

Rights of Children

Policy and legislation related to health, safety and hygiene

Awareness of public liability

CCFO

Identifying

Identify and solve problems related to health, hygiene and safety.

Organising

Organise and manage oneself and one's activities responsibly and effectively in the promotion of safety, health

  • and hygiene and the prevention of illness.

Collecting

Collect, analyse, organise and critically evaluate information regarding child illnesses and issues related to the safety and hygiene of the environment.

Communicating

Communicate effectively with children, adults and health practitioners regarding health, hygiene and safety.

 

Assessment Process

Plan & Prepare Assessment

Conduct Assessment

Provide Feedback

Review

During Workshop

During Workshop and on Submission of PoE

(Submission within 8 weeks)

Within 20 working days of submission

Assessor will review after feedback from learners

 

Assessment Methods, Tools, Evidence and Dates

 

Methods

Tools

Evidence

Formative

·      Oral/written questioning

·      Observation

·      Product evaluation

·      Formative assessment activities in PoE

·      Observation Checklists

·      Completed Activities (oral and written)

·      Observation checklists

·      Completed PoE

Summative

·      Written Questioning

·      Workplace assignment

·      Observation

·      Product evaluation

·      Summative Written Knowledge Questionnaire

·      Observation checklists

·      Completed Knowledge questionnaire

·      Observation checklists

·      Completed workplace assignments

 

Special Needs/Barriers

 

 

Resources Required

·      Learner Guide

·      Assessor Guide

·      PoE

·      Unit Standard

·      Role players

·      Other – Please Indicate:

 

LEARNER

Signature

 

Date

 

 

 

ASSESSOR

Last Name

 

First Name

 

Title

 

Reg. No.

 

Signature

 

Date

 

 

MODERATOR

Last Name

 

First Name

 

 

Title

 

Reg. No.

 

 

Signature

 

Date

 

 

 

 


 

Learner Declaration

 

Learner Name:

 

ID Number:

 

Assessor Name:

 

Assessment date:

 

Learning barriers / special requirements:

 

 

Criteria

My assessor has

Yes

No

Afforded the opportunity to RPL.

 

 

Explained the purpose of the assessment.

 

 

Clarified my expectations.

 

 

Explained the process of the assessment – formative and summative assessments

 

 

Explained the roles (role-players) in the assessment.

 

 

Explained the appeals procedure.

 

 

Prepared me and ensured that I was ready for the assessment.

 

 

Allowed me to contribute to the success of this assessment.

 

 

Made me aware that I can have two re-assessments, after that I would need to reregister for another programme.

 

 

Explained to me what irregularities there might be and the consequences thereof.

 

 

Showed me the key elements of the implications of the NQF.

 

 

Explained the confidentiality concept regarding the assessment.

 

 

Explained that I can have access to Health and Safety Policy, the RPL policy, the Irregularities Policy and the Appeals Procedures

 

 

Prepared me for assessment.

 

 

Comments by learner

 

 

All has been explained

 

 

 

 

 

 


 

 

I ______________________________ (learner), have been prepared for the assessment by the assessor, ____________________________, on the ____________________ (date) and declare that I have access to the information on the:

·         NQF structure

·         The structure of the qualification towards which I am receiving NQF credits

·         Appeal process Policy

·         RPL Policy

 

In addition, the assessor gave me the opportunity to give an input on the best way of assessing me that would enhance the fairness and openness of the assessment.

 

Declaration by learner:

 

I hereby declare that:

·         I am satisfied with the pre-assessment meeting

·         I have been given the opportunity to give an input and influence the assessment

·         I have received all the documents listed and all my answers have been fully attended to as indicated above

 

I will be ready to be assessed with regards to the above Unit Standards at the time, on the date and at the venue indicated above.

 

LEARNER

Signature

 

Date

 

 

ASSESSOR

Last Name

 

First Name

 

Title

 

Reg. No.

 

Signature

 

Date

 

 

 

 


 

Recognition of Prior Learning (RPL)

 

 

 

 


Recognition of Prior Learning (RPL) – Evidence Matrix

 

Specific Outcomes

Where learning was acquired

What evidence will verify learning

C/Insufficient Evidence

Academic

Employment

Church/ Sport Community

Valid

Authentic

Current

Consistent

Sufficient

Demonstrating knowledge and understanding of ways of seeing the development of babies, toddlers and young children.

 

 

 

 

 

 

 

 

 

Demonstrate knowledge and understanding of the development of babies, toddlers and young children within each domain of development.

 

 

 

 

 

 

 

 

 

Providing a safe and healthy environment to prevent and reduce injuries and illness.

 

 

 

 

 

 

 

 

 

Promoting and maintaining optimal health and nutrition for caregivers and children.

 

 

 

 

 

 

 

 

 

Promoting the rights of children.

 

 

 

 

 

 

 

 

 

Managing routines and transitions.

 

 

 

 

 

 

 

 

 

Demonstrating knowledge and understanding of ways of seeing the development of babies, toddlers and young children.

 

 

 

 

 

 

 

 

 

Demonstrate knowledge and understanding of the development of babies, toddlers and young children within each domain of development.

 

 

 

 

 

 

 

 

 

Providing a safe and healthy environment to prevent and reduce injuries and illness.

 

 

 

 

 

 

 

 

 

Promoting and maintaining optimal health and nutrition for caregivers and children.

 

 

 

 

 

 

 

 

 

 


 

RPL Evidence Requirements

 

Guidelines to Assessor on possible pieces of evidence that the Learner might present you with:

 


Evidence

 

 

Description

Obtained

Description

Obtained

Description

Obtained

Attendance of Training

 

Invoice/Attendance register

 

Prove authenticity

 

PoE

 

All signatures and dates

 

Prove authenticity

 

3rd Party Evidence

 

Sworn affidavit

 

Prove authenticity

 

 

In the event of the learner needing to supply additional evidence arrange for additional assessment

 

Action to be taken:

Resources needed by the learner to achieve competency:

Date, time and venue for
Re-assessment

Completed (√ / X)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

 

 

Section 3:  Assessment Design Matrix

 

 

 


 


Demonstrate knowledge and understanding of the development of babies, toddlers and young children (NLRD 244484)

 

Name of Skills Programme

Basic Child Knowledge

US No.

244484

US Title

Demonstrate knowledge and understanding of the development of babies, toddlers and young children

NQF Level

4

No of Credits

8

Critical Cross-field Outcomes

CCFO COLLECTING

Collect, analyse, organise and critically evaluate information in relation to the progress of children in relation to understanding of child development.

FA: Activity 1

Knowledge Assignment 1 - 3

SA: Summative Assignment

CCFO COMMUNICATING

Communicate effectively using visual and/or language skills when explaining and describing child development

 FA: Activity 1

Knowledge Assignment 1 - 3

SA: Summative Assignment

CCFO DEMONSTRATING

Understand the world as a set of inter-related parts of a system, thus explaining the factors that impact on child development.

FA: Activity 1

Knowledge Assignment 1 - 3

SA: Summative Assignment


 

Assessment Alignment Matrix

 

Specific Outcomes

Assessment

Criteria

Assessment Methods

Assessment Instruments/tasks

Evidence checklist

Specifics to measure achievement & Non achievement

1 Demonstrate knowledge and understanding of ways of seeing the development of babies, toddlers and young children.

1.1 Own views about the meaning and use of key terms are compared to the views of others, showing how such views influence our ways of seeing and working with children.

Questioning

Research

Product Sample

Formative Activity 1.1

Summative Activity 1

Formative Activity 1.1

Summative Activity 1

1.2 Different ways of seeing the development of young children are compared to highlight key similarities and differences in the theories.

Questioning

Research

Product Sample

Formative Activity 1.1, 1.2

Knowledge Assessment

Question 2

Summative Activity 1

Formative Activity 1.1, 1.2

Knowledge Assessment

Question 2

Summative Activity 1

2. Demonstrate knowledge and understanding of the development of babies, toddlers and young children within each domain of development.

2.1 Stages in the development of children in each domain are described in line with existing theories

Questioning

Research

Product Sample

Formative Activity 1.3, 1.4

Summative Activity 1

Formative Activity 1.3, 1.4

Summative Activity 1

2.2 Factors that enable the development of children in each domain are identified in line with relevant existing theories.

Questioning

Research

Product Sample

Summative Activity 1

Summative Activity 1

2.3 Explanations of how gender, socio-economic background, age, environment and special needs impact on the development of children in each domain are consistent with established theories or literature and the principles of inclusion and anti-bias

Questioning

Research

Product Sample

Formative Activity 1.5

Summative Activity 1

Formative Activity 1.5

Summative Activity 1

2.4 Descriptions are provided to show how development is shaped by socio-cultural influences.

Questioning

Research

Product Sample

Formative Activity 1.6

Knowledge Assessment

Question 3

Summative Activity 1

Formative Activity 1.6

Knowledge Assessment

Question 3

Summative Activity 1

2.5 Descriptions are provided to show how development within each domain is linked to and affected by development in other domains.

Questioning

Research

Product Sample

Knowledge Assessment

Question 3

Knowledge Assessment

Question 3

 

Essential Embedded Knowledge

 

 

Theories of child development.

FA: Activity 1

Knowledge Assessment q 1 - 3

Summative Assignment 1

Domains of development.

FA: Activity 1

Knowledge Assessment q 1 - 3

Summative Assignment 1


 

Provide care for babies, toddlers and young children (NLRD 244469)

 

Name of Skills Programme

Basic Child Knowledge

US No.

244469

US Title

Provide care for babies, toddlers and young children

NQF Level

4

No of Credits

10

Critical Cross-field Outcomes

CCFO IDENTIFYING

Identify and solve problems related to health, hygiene and safety.

FA: Activity 2-6

Knowledge Assignment 2 - 9

Summative Assignment 2 A - D

CCFO ORGANISING

·         Organise and manage oneself and one's activities responsibly and effectively in the promotion of safety, health

·         and hygiene and the prevention of illness.

FA: Activity 2-6

Knowledge Assignment 2 - 9

Summative Assignment 2 A - D

CCFO COLLECTING

Collect, analyse, organise and critically evaluate information regarding child illnesses and issues related to the safety and hygiene of the environment.

 

FA: Activity 2-6

Knowledge Assignment 2 - 9

Summative Assignment 2 A - D

CCFO COMMUNICATING

Communicate effectively with children, adults and health practitioners regarding health, hygiene and safety.

FA: Activity 2-6

Knowledge Assignment 2 - 9

Summative Assignment 2 A - D


 

Assessment Alignment Matrix

 

Specific Outcomes

Assessment

Criteria

Assessment Methods

Assessment Instruments/tasks

Evidence checklist

Specifics to measure achievement & Non achievement

1 Provide a safe and healthy environment to prevent and reduce injuries and illness.

1 Provide a safe and healthy environment to prevent and reduce injuries and illness.

1.1 Legal implications of providing responsible care are identified, with particular reference to public liability issues and related responsibilities of care-givers

Questioning

Research

Product Sample

Formative Activity 3.1

Knowledge Assessment

Question q 4

Summative Activity 2A

Formative Activity 3.1

Knowledge Assessment

Question q 4

Summative Activity 2A

1.2 Environmental hazards are identified and explained in terms of their potential impact on the safety of children.

Questioning

Research

Product Sample

Formative Activity 3.2

Knowledge Assessment

Question 8

Summative Activity 2B

 

Formative Activity 3.2

Knowledge Assessment

Question 8

Summative Activity 2B

 

1.3 Environmental hazards are identified and explained in terms of their potential impact on the health of children.

Questioning

Research

Product Sample

Formative Activity 3.2

Knowledge Assessment

Question 8

Summative Activity 2B

 

Formative Activity 3.2

Knowledge Assessment

Question 8

Summative Activity 2B

 

1.4 Strategies for preventing and/or correcting safety hazards in the environment are identified and implemented, thus ensuring a safe environment as per the ages and stages of the children.

Questioning

Research

Product Sample

Formative Activity 3.2

Summative Activity 2B

Formative Activity 3.2

Summative Activity 2B

1.5 Strategies for preventing and/or correcting health hazards in the environment are identified and implemented, thus ensuring a safe environment as per the ages and stages of the children.

Questioning

Research

Product Sample

Knowledge Assessment

Question 9

Summative Activity 2C q1

Knowledge Assessment

Question 9

Summative Activity 2C q1

1.6 Written Health & Safety records are maintained to accurately reflect strategies and actions taken.

Questioning

Research

Product Sample

Summative Activity 2A

Summative Activity 2A

1.7 Contact lists of available emergency services and parents/guardians are accurate and easily accessible.

Questioning

Research

Product Sample

Summative Activity 2B

Summative Activity 2B

1.8 Emergency plans, procedures and equipment are ensured to be available, appropriate to the given emergencies, and can be understood by all the adults and children.

Questioning

Research

Product Sample

Summative Activity 2B

Summative Activity 2B

1.9 Supervision of children is appropriate to their developmental level and the degree of potential risk involved.

Questioning

Research

Product Sample

Summative Activity 2B

Summative Activity 2B

2. Promote and maintain optimal health and nutrition for caregivers and children

2.1 Child health is monitored and instruments are correctly interpreted and integrated into practice.

Questioning

Research

Product Sample

Formative Activity 4.4

Summative Activity 2C q2

Formative Activity 4.4

Summative Activity 2C q2

2.2 Awareness and implementation of Workplace Health Policies and Guidelines is explained in terms of maintaining staff health.

Questioning

Research

Product Sample

Formative Activity 4.5

Summative Activity 2C q7

Formative Activity 4.5

Summative Activity 2C q7

2.3 Common childhood diseases and infections are described in terms of their symptoms and transmission, as well as possible effects on individuals and/or groups.

Questioning

Research

Product Sample

Formative Activity 4.2

Knowledge Assessment

Question 5,6

Formative Activity 4.2

Knowledge Assessment

Question 5,6

2.4 Responses to illness are appropriate to the nature of the illness. Children presenting symptoms of common infectious diseases are referred to qualified Health Practitioners.

Questioning

Research

Product Sample

Formative Activity 4.1

Knowledge Assessment

Question 7

Formative Activity 4.1

Knowledge Assessment

Question 7

2.5 Actions and communication responding to the holistic needs of children are dealt with in a non-discriminatory and confidential manner, taking into consideration the child's socio-cultural context.

Questioning

Research

Product Sample

Summative Activity 2C q3

Summative Activity 2C q3

2.6 Responses to injuries and emergencies are appropriate to the given situation and in line with emergency procedures and first aid practice. Conditions outside of scope of competence are referred to the appropriate authorities without delay.

Questioning

Research

Product Sample

Formative Activity 4.2, 4.3

Knowledge Assessment

Question 8, 9

4.2, 4.3

Knowledge Assessment

Question 8, 9

2.7 Records reflect up-to-date and accurate accounts of health history, regular checks and monitoring activities, medications, actions taken, accidents and incidents.

Questioning

Research

Product Sample

Summative Activity 2A

Summative Activity 2A

2.8 Medication is administered only with written consent from parent/guardian and in line with instructions. Consequences of incorrect application of medicines are described with reference to the wellbeing of the child, and possible legal consequences of negligence.

Questioning

Research

Product Sample

Summative Activity 2C q4

Summative Activity 2C q4

2.9 General precautions are identified and applied consistently to promote general health and welfare of children and adults.

Questioning

Research

Product Sample

Summative Activity 2C

Summative Activity 2C

2.10 Nutritional needs of children are provided for in relation to their age, special dietary requirements and cultural preferences, while ensuring balanced meals.

Questioning

Research

Product Sample

Formative Activity 5

Summative Activity 2C q5

Formative Activity 5

Summative Activity 2C q5

2.11 Nutrition advice and guidelines provided to children and adults promotes good nutrition and serves to encourage them to promote their own good health.

Questioning

Research

Product Sample

Formative Activity 5

Summative Activity 2C q5

Formative Activity 5

Summative Activity 2C q5

3. Promote and protect the rights of children.

3.1 Education provided to children concerning child rights is consistent with current legislation and regulations and is appropriate for the stage of development of the children.

Questioning

Research

Product Sample

 

Summative Activity 2D

 

Summative Activity 2D

3.2 Violations of child rights are correctly identified and reported according to given procedures.

Questioning

Research

Product Sample

Formative Activity 6.2

Summative Activity 2D

Formative Activity 6.2

Summative Activity 2D

3.3 Child monitoring is provided continuously and is sufficient to promote the safety of children

Questioning

Research

Product Sample

Formative Activity 6.1

Summative Activity 2D

Formative Activity 6.1

Summative Activity 2D

3.4 Opportunities are used to educate parents about ways of protecting children.

Questioning

Research

Product Sample

Summative Activity 2D

Summative Activity 2D

4. Manage routines and transitions.

4.1 Routines are sufficiently flexible to cater for the individual needs of children.

Questioning

Research

Product Sample

Formative Activity 2.2, 2.3

Summative Activity 2C

Formative Activity 2.2, 2.3

Summative Activity 2C

4.2 Routines implemented are sensitive to individual needs and are consistent with child rights.

Questioning

Research

Product Sample

Formative Activity 2.2, 2.3

Summative Activity 2C

Formative Activity 2.2, 2.3

Summative Activity 2C

4.3 Routines and transitions extend learning and are managed in a way that promotes independence, participation and an understanding of the days progress/sequence.

Questioning

Research

Product Sample

Formative Activity 2.1, 2.4

Summative Activity 2C

Formative Activity 2.1, 2.4

Summative Activity 2C

4.4 Routines and transitions are managed in a way that builds relationships and trust between children and between children and adults.

 

Questioning

Research

Product Sample

Formative Activity 2.4

Summative Activity 2C

Formative Activity 2.4

Summative Activity 2C

4.5 Routines are managed at a level that is appropriate for the level of development of the different children

Questioning

Research

Product Sample

Formative Activity 2.2, 2.3

Summative Activity 2C

Formative Activity 2.2, 2.3

Summative Activity 2C

4.6 Routines are integrated as far as possible into activities, with sufficient opportunity for children to obtain a feeling of competence.

Questioning

Research

Product Sample

Summative Activity 2C

Summative Activity 2C

4.7 Information on babies, toddlers and young children is recorded on a daily basis.

Questioning

Research

Product Sample

Formative Activity 2.2, 2.3

Summative Activity 2A q5

Formative Activity 2.2, 2.3

Summative Activity 2A q5

 

Essential Embedded Knowledge

Childhood illnesses.

FA: Activity 5

Knowledge Assignment 5 - 9

Summative Assignment 2 A, C

Nutrition

FA: Activity 5

Summative Assignment 2 C

Rights of Children

FA: Activity 6.1,6.2

Summative Assignment 2 D

Policy and legislation related to health, safety and hygiene

FA: Activity 4.4

Summative Assignment 2 C

Awareness of public liability

Summative Assignment 2 A

 

 

 


 



 

 

 

 

 

 

 

 

Section 4:  Formative Activities

 

 

·         Classroom Activities

 


 


 

Activity 1:  Development Stages of Babies and Children

 

US 244484: Demonstrate knowledge and understanding of the development of babies, toddlers and young children

Specific Outcome 1

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Demonstrate knowledge and understanding of ways of seeing the development of babies, toddlers and young children.

Assessment Criteria

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1.       Own views about the meaning and use of key terms are compared to the views of others, showing how such views influence our ways of seeing and working with children. Plans cater for the needs of learners and stakeholders, possible learning barriers, previous learning experiences, literacy and numeracy levels, language, culture, special needs and different learning styles.

2.       Different ways of seeing the development of young children are compared to highlight key similarities and differences in the theories.

Specific Outcome 2

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Demonstrate knowledge and understanding of the development of babies, toddlers and young children within each domain of development.

Assessment Criteria

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1.       Stages in the development of children in each domain are described in line with existing theories. Plans cater for the needs of learners and stakeholders, possible learning barriers, previous learning experiences, literacy and numeracy levels, language, culture, special needs and different learning styles.

2.       Factors that enable the development of children in each domain are identified in line with relevant existing theories.

3.       Explanations of how gender, socio-economic background, age, environment and special needs impact on the development of children in each domain are consistent with established theories or literature and the principles of inclusion and anti-bias.

4.       Descriptions are provided to show how development is shaped by socio-cultural influences.

5.       Descriptions are provided to show how development is shaped by socio-cultural influences.

 


 

Please answer the questions below:

 

Activity 1.1 (SO1, AC1)

 

Name the three main development stages of a child according to Sigmund Freud, and name the age groups in which each prevail.

 

 

 

 

 

 

 

 

 

Activity 1.2 (SO1, AC1, 2)

 

Name the cognitive development stages as identified by Jean Piaget, and name the associated ages of each.

 

 

 

 

 

 

 

 

 

 


 

Activity 1.3 (SO2, AC1)

 

Name six physical milestones of a baby aged 0 – 3 months.

 

 

 

 

 

 

 

 

 

 

 

Activity 1.4 (SO2, AC1)

 

Name six emotional milestones that should be reached by 5 years.

 

 

 

 

 

 

 

 

 

 

 

 

 


 

Activity 1.5 (SO2, AC3)

 

What influence does a child’s socio-economic background have on his/her development?

 

 

 

 

 

 

 

 

Activity 1.6 (SO2, AC4)

 

Name three ways in which a child is nurtured by his/her parents and caregivers and how it can influence his/her development.

 

 

 

 

 

 

 

 

 


 

Activity 2: Routines and Transitions

 

US 244469: Provide care for babies, toddlers and young children

Specific Outcome

 

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Manage routines and transitions.

 

Assessment Criteria

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1.       Routines are sufficiently flexible to cater for the individual needs of children.

2.       Routines implemented are sensitive to individual needs and are consistent with child rights.

3.       Routines and transitions extend learning and are managed in a way that promotes independence, participation and an understanding of the days progress/sequence.

4.       Routines and transitions are managed in a way that builds relationships and trust between children and between children and adults

5.       Routines are managed at a level that is appropriate for the level of development of the different children.

6.       Routines are integrated as far as possible into activities, with sufficient opportunity for children to obtain a feeling of competence

7.       Information on babies, toddlers and young children is recorded on a daily basis

 

 

 

 

 

 

 

 


 

Please answer the questions below:

 

Activity 2.1 (SO4, AC1, 3)

 

Name six reasons why routines are important for babies and children.

 

 

 

 

 

 

 

 

 

 

Activity 2.2 (SO4, AC1, 2, 5, 7)

 

Draw up a routine for a baby of 6 – 8 months that can be used in a care centre.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity 2.3 (SO4, AC1, 2, 5, 7)

 

Give an example of a routine for older children, around 3 – 5 years.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity 2.4 (SO4, AC4)

 

Name four general principles to plan for effective transitions.

 

 

 

 

 

 

 

 

 

 


 

Activity 3: Providing a Safe Environment

 

US 244469: Provide care for babies, toddlers and young children

Specific Outcome 1

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Provide a safe and healthy environment to prevent and reduce injuries and illness.

 

Assessment Criteria

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1.       Legal implications of providing responsible care are identified, with particular reference to public liability issues and related responsibilities of care-givers.

2.       Environmental hazards are identified and explained in terms of their potential impact on the safety of children

3.       Environmental hazards are identified and explained in terms of their potential impact on the health of children.

4.       Strategies for preventing and/or correcting safety hazards in the environment are identified and implemented, thus ensuring a safe environment as per the ages and stages of the children.

5.       Contact lists of available emergency services and parents/guardians are accurate and easily accessible.

6.       Emergency plans, procedures and equipment are ensured to be available, appropriate to the given emergencies, and can be understood by all the adults and children.

7.       Supervision of children is appropriate to their developmental level and the degree of potential risk involved.

 


 

Please answer the questions below:

 

Activity 3.1 (SO1, AC1)

 

3.1.1 Name the law that governs the registration of places of care.

 

 

 

3.1.2 What is the maximum number of children that an unregistered facility may have?

 

 

 

3.1.3 How often must a place of care be reviewed?

 

 

 

Activity 3.2 (SO1, AC2, 3, 4)

 

Name safety aspects that a facility must abide by in respect of each of the following:

 

3.2.1 Water sources

 

 

 

 

 

 

 


 

3.2.2 Prevention of poisoning. Include general rules as well as rules for kitchen, toilet and outdoor poison.

 

General rules:

 

 

 

 

 

Kitchen rules:

 

 

 

 

Toilet rules:

 

 

 

 

Outdoor poison:

 

 

 

 

 

3.2.3 Storing of medicines

 

 

 

 

 

 

 

 

 

 


3.2.4 Electricity

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3.2.5 Animals

 

 

 

 

 

3.2.6 Choking and strangulation

 

 

 

 

 

 

 

 


 

Activity 4:  Illnesses and Injuries

 

US 244469: Provide care for babies, toddlers and young children

Specific Outcome 1

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Provide a safe and healthy environment to prevent and reduce injuries and illness.

Assessment Criteria

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2.  Environmental hazards are identified and explained in terms of their potential impact on the safety of children

3.  Environmental hazards are identified and explained in terms of their potential impact on the health of children.

4.  Strategies for preventing and/or correcting safety hazards in the environment are identified and implemented, thus ensuring a safe environment as per the ages and stages of the children.

5.  Strategies for preventing and/or correcting health hazards in the environment are identified and implemented, thus ensuring a safe environment as per the ages and stages of the children.

6.  Written Health & Safety records are maintained to accurately reflect strategies and actions taken

    9.  Supervision of children is appropriate to their developmental level and the degree of potential risk involved.

Specific Outcome 2

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Promote and maintain optimal health and nutrition for caregivers and children.

Assessment Criteria

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1.  Child health is monitored and instruments are correctly interpreted and integrated into practice.

2.  Awareness and implementation of Workplace Health Policies and Guidelines is explained in terms of maintaining staff health.

3.  Common childhood diseases and infections are described in terms of their symptoms and transmission, as well as possible effects on individuals and/or groups.

4.  Responses to illness are appropriate to the nature of the illness. Children presenting symptoms of common infectious diseases are referred to qualified Health Practitioners.

5.  Actions and communication responding to the holistic needs of children are dealt with in a non-discriminatory and confidential manner, taking into consideration the child's socio-cultural context.

6.  Responses to injuries and emergencies are appropriate to the given situation and in line with emergency procedures and first aid practice. Conditions outside of scope of competence are referred to the appropriate authorities without delay.

7.  Records reflect up-to-date and accurate accounts of health history, regular checks and monitoring activities, medications, actions taken, accidents and incidents.

8.  Medication is administered only with written consent from parent/guardian and in line with instructions. Consequences of incorrect application of medicines are described with reference to the wellbeing of the child, and possible legal consequences of negligence.

9.  General precautions are identified and applied consistently to promote general health and welfare of children and adults.

 

 

 


 

Please answer the questions below:

 

Activity 4.1 (SO2, AC4)

 

List five questions that you can use to determine whether a baby is sick.

 

 

 

 

 

 

 

 

 

 

Activity 4.2 (SO2, AC3, 6)

Work together in small groups (3 – 4 members). Complete the table of diseases and conditions by indicating the symptoms and treatment. Also indicate whether it is in infectious disease or not.

 

Work on your own. Complete the table of diseases and conditions by indicating the symptoms and treatment. Also indicate whether it is in infectious disease or not.

 

Illness or Condition

Symptoms

Treatment

Infectious/not infectious

Fever

 

 

 

 

 

 

 

 

 

Prickly Heat or Heat Rash:

 

 

 

 

 

 

 

 

 

Ear infection

 

 

 

 

 

 

 

 

 

 

Rotavirus

 

 

 

 

 

 

 

 

Chickenpox

 

 

 

 

 

 

 

 

 

Measles

 

 

 

 

 

 

 

 

Strep throat

 

 

 

 

 

 

 

 

Activity 4.3 (SO2, AC6)

 

Work together in small groups (3 – 4 members). Indicate by completing the table how you should react to each of the following emergencies:

 

Work on your own. Indicate by completing the table how you should react to each of the following emergencies:

 

Emergency

Correct Action

Wasp or bee sting

 

 

 

 

Serious burn, baby not breathing

 

 

 

 

 

 

Cuts and scrapes

 

 

 

 

Electrical shock

 

 

 

 

Nosebleed

 

 

 

 

 

Please answer the questions below:

 

Activity 4.4 (SO2, AC1)

 

4.4.1 What is the “Road to Health Card”? When will this card be needed?

 

 

 

 

 

 

 

 

 

 

4.4.2 Name eight illnesses for which a child should receive immunisation.

 

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