This is an entry-level Qualification for those who want to enter the field of Education, Training and Development, specifically within the sub-field of Early Childhood Development (ECD). Many of those who will seek this Qualification are already practicing within the field, but without formal recognition. 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 centers, 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.
Learners can move horizontally through the following qualifications:
ID 20838: National Certificate, ABET Practice, NQF Level 4.
ID 50332: Further Education and Training Certificate, ODETD, NQF Level 4.
ID 23094: Further Education and Training Certificate, Development Practice, NQF Level 4.
Learners can move vertically by using this qualification as the basis for the following qualifications:
ID 23118: National Certificate or Diploma in ECD, NQF Level 5.
ID 20159: National Diploma, ABET Practice, NQF Level 5.
ID 20478: Professional Diploma, Education, NQF Level 5.
ID 50331: National Certificate or Diploma ODETD, NQF level 5.
ID 49710: National Diploma Development Practice, NQF Level 5.
TYPE OF PROGRAMME
- Full time
Further Education and Training: 18 months
The learner is required to have a minimum grade 10 or 11 pass. Must able to speak and write in English.
All learning material included in tuition fees.
Course Fee: R15, 750.00
|Associated Assessment Criteria for Exit Level Outcome 1:
· Communication within and about Early Childhood Development planning, facilitation, care, monitoring, and feedback is clear, understandable and effective.
· Communication with children and adults is appropriate to their needs and age.
Associated Assessment Criteria for Exit Level Outcome 2:
· The tools and concepts of mathematics are used effectively to facilitate the planning and management of Early Childhood Development programs and services.
· Applications of mathematics in personal and work-related contexts are consistent with the given mathematical processes and principles.
Associated Assessment Criteria for Exit Level Outcome 3:
· A practical knowledge of how children learn and develop underpins the planning of a wide range of learning activities and resources to facilitate integrated learning and holistic development.
· Decisions about children and program planning are based on knowledge of early childhood development and teaching practices, showing recognition of how personal values, opinions and biases can influence one’s judgment.
· Activities are designed that are stimulating and developmentally appropriate.
· Space, equipment, materials and the environment are prepared to stimulate children’s interest and promote development.
Associated Assessment Criteria for Exit Level Outcome 4:
· Facilitation is carried out using a developmentally appropriate range of activities and resources, thus promoting integrated learning and holistic development.
· Individuals and groups are effectively managed using a range of appropriate techniques.
· All activities and resources are culture-fair and free from race and gender bias and are adapted where necessary for children with special needs.
· Children with disabilities and barriers to learning are helped to participate fully in the Early Childhood Development program in co-operation with families, health practitioners and specialist agencies.
· Observations of children are continuous and provide sufficient information to establish patterns of development.
· Records of child development are useful for contributing towards the assessment of individual development, referrals, design of programs and activities, and evaluation of activities and programs.
· Information about children’s development and needs are shared with families informally on an individual basis and in more structured group situations based on an understanding of how adults learn.
Associated Assessment Criteria for Exit Level Outcome 5:
· Safety measures and routine practices for maintaining a clean, safe and healthy environment are implemented throughout the provision of Early Childhood Development services.
· Children are supervised appropriately for their developmental level in relation to the degree of risk involved.
· Responses to incidents or accidents are appropriate to the situation.
· Family members are encouraged to participate in activities with children and/or in activities related to maintaining a good program.
· Available resources in the community are used to support the Early Childhood Development program.
· Good quality services and the rights of children and families are advocated through working with families, the community and other practitioners.
Evidence of integration will be gained by designing and conducting assessments that ensure the unit standards are assessed in clusters linked to each exit level outcome as identified below. Assessors are to be guided by the detailed specifications indicated in each of the identified unit standards and further guided by the integrative assessment criteria specified for each Exit Level Outcome above. As far as possible, assessment should take place within the context of an active Early Childhood Development environment, dealing with divergent and random demands related to Early Childhood Development.
Evidence of integration may be presented by learners when being assessed against the unit standards-thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration at Exit Level Outcome level. Well designed assessments, including formative and summative, should make it possible to gain evidence against each unit standard while at the same time gaining evidence of integration at the Exit Level Outcome level.
For the purposes of integration, assessment should be guided by the following relationships between each Exit Level Outcome and the Associated Unit Standards.
Unit Standards linked to Exit Level Outcome 3: Plan and prepare for Early Childhood Development:
· Prepare resources and set up the environment to support the development of babies, toddlers and young children.
· Prepare Early Childhood Development programs with support.
· Design activities to support the development of babies, toddlers and young children.
Unit standards linked to Exit Level Outcome 4: Facilitate and monitor the development of babies, toddlers and young children:
· Demonstrate knowledge and understanding of the development of babies, toddlers and young children.
· Facilitate the holistic development of babies, toddlers and young children.
· Observe and report on child development.
Unit standards linked to Exit Level Outcome 5: Provide care and support to babies, toddlers and young children:
· Work with families and communities to support early childhood development.
· Provide care for babies, toddlers and young children.
A candidate must demonstrate competence in the required unit standards, according to the rules of combination.
In addition, candidates must demonstrate the ability to engage in a supportive function in an integrative way, as described in the exit level outcomes, dealing with divergent and “random” demands effectively.
On successful completion of course, the learner will receive a certificate
The information provided may vary or change at the discretion of Eskilz College. Eskilz College will formally notify learners of any changes or variations.