Occupational Certificate – Observation and Assessment in Early Childhood Development

Purpose of the Qualification

Purpose:

The purpose of this qualification is to prepare a learner to operate as an Early Childhood Development Practitioner.

An Early Childhood Development Practitioner plans and prepares early childhood activities, facilitates and mediates learning, observes and assesses the progress of children, and reflects on learning in an inclusive, play-based environment to support holistic development of children (from conception – school going) in different centre-based or non-centre based settings.

A qualified learner will be able to:

• Plan and prepare broad-phase learning environment and stimulating activities that meet the holistic needs of all children in centre-based or non-centre-based settings.
• Facilitate and mediate all aspects of the daily programme in a centre-based or non-centre based setting.
• Observe, assess and record each child’s progress according to the age and stage.
• Compile a report of each child’s progress.
• Maintain and promote the well-being, health, nutrition, safety and protection of children.

Rationale:

The Occupational Certificate: Early Childhood Development has been designed to meet the needs and interests of the early childhood development sector in a variety of settings and contexts with an inclusive focus on education, health and safety issues, amongst others. There is a vast need for early childhood development services and it is critical that the field must be served by competent practitioners. In order to meet the needs at early childhood development level, it is important to be able to identify and recognise competent early childhood development practitioners who are able to work in centre-based and non-centre-based early childhood development settings.

This qualification will provide a means to give recognition to practitioners at an entry level, thus making it possible for practitioners to increase their employment prospects within the Department of Basic Education. The Department of Social Development, through the registration of early childhood development centres and/or sites, may also provide business opportunities to successful practitioners who may wish to establish early childhood centres and/or sites. It will also provide access to a recognised career path and at the same time provide the field with suitably qualified professional practitioners.

The qualification will provide opportunities to people who wish to enter and/or continue learning in the early childhood development field, which include the employed, under-employed but not qualified, and school leavers. Every child has the right to high-quality, holistic education and care which forms the critical foundation for further development and learning from childhood into adulthood.

This necessitates the universal availability of high-quality early childhood development and education as a vital strategy to yield personal and long-term benefits to individual children, their families and the society at large.

Early childhood development is an essential component of economic development within the framework of child care services. Changing social and economic needs require parents to enter the labour market. Therefore, quality early childhood development service provision is required to meet growing demands in the country, both in urban and rural settings.

Qualification Rules

This qualification is made up of the following compulsory Knowledge Modules, Practical Skill Modules and Work Experience Modules totalling 131 Credits:

Knowledge Modules: 43 Credits:

• 234201000-KM-01, Introduction to the early childhood development sector, at NQF Level 4, 4 Credits.
• 234201000-KM-02, Theories and Perspectives of Child Development, at NQF Level 5, 6 Credits.
• 234201000-KM-03, Planning and Programme Development in early childhood settings, at NQF Level 4, 8 Credits.
• 234201000-KM-04, Facilitation and mediation of active learning, at NQF Level 5, 12 Credits.
• 234201000-KM-05, Observation and assessment in early childhood development, at NQF Level 4, 4 Credits.
• 234201000-KM-06, Promotion of health, safety and well-being of children, at NQF Level 4, 6 Credits.
• 234201000-KM-07, Administration for early childhood development services and programmes, at NQF Level 3, 3 Credits.

Practical Skill Modules; 43 Credits:

• 234201000-PM-01, Plan and prepare inclusive educational activities and routines using an approved programme based on the curriculum framework, at NQF Level 4, 12 Credits.
• 234201000-PM-02, Facilitate and mediate active learning in an integrated and holistic learning programme, at NQF Level 5, 9 Credits.
• 234201000-PM-03, Observe, assess, record and report each child’s progress according to the age and stage, at NQF Level 4, 4 Credits.
• 234201000-PM-04, Support and promote the health, nutrition, safety, protection and well-being of children, at NQF Level 4, 12 Credits.
• 234201000-PM-05, Build and maintain collaborative relationships with parents and other service providers, at NQF Level 4, 3 Credits.
• 234201000-PM-06, Prepare and maintain administrative systems, at NQF Level 3, 3 Credits.

Work Experience Modules; 45 Credits:

• 234201000-WM-01, Learning programme and routines planning and preparation process, at NQF Level 4, 13 Credits.
• 234201000-WM-02, Processes of facilitating and mediating the learning programme in a variety of contexts, at NQF Level 4, 15 Credits.
• 234201000-WM-03, Processes of observation, assessment, recording and reporting on children’s learning and development, at NQF Level 4, 7 Credits.
• 234201000-WM-04, Processes and procedures of promoting the health, nutrition, safety, protection and well-being of children in an early childhood development setting, at NQF Level 4, 10 Credits.

Exit Level Outcomes

1. Plan and prepare broad-phase learning environment and stimulating activities that meet the holistic needs of all children in centre-based or non-centre-based settings.
2. Facilitate and mediate all aspects of the daily programme in a centre-based or non-centre based setting.
3. Observe, assess and record each child’s progress.
4. Compile a report of each child’s progress.
5. Maintain and promote the well-being, health, nutrition, safety and protection of children.

Occupation Regulation

All trades are regulated by the Department of Higher Education and Training (DHET) through the National Artisan Moderation Body (NAMB).  To become a qualified artisan you have to pass a trade test at a national trade test centre that is accredited by the Quality Council for Trades and Occupations (QCTO). All national trade test centres are quality assured and recommended for accreditation by the NAMB.

Entry Requirements

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 

Recognition of Prior Learning (RPL):

RPL for access to the external integrated summative assessment: Accredited providers and approved workplaces must apply the internal assessment criteria specified in the related curriculum document to establish and confirm prior learning. Accredited providers and workplaces must confirm prior learning by issuing a Statement of Results or certifying a Work Experience Record.

RPL for access to the Qualification: Accredited providers and approved workplaces may recognise prior learning against the relevant access requirements.

Entry Requirements:

• National Certificate Vocational (NCV) at NQF Level 3.
  Or
• Any other NQF Level 3 qualification.

Articulation Options

Horizontal Articulation:

• Further Education and Training Certificate in Early Childhood Development, NQF Level 4, SAQA ID: 58761.

Vertical Articulation:

• National Certificate in Early Childhood Development, NQF Level 5, SAQA ID: 58761.
• National Diploma in Early Childhood Development, NQF Level 5, SAQA ID: 64650.

Assessment Requirements

Integrated Formative Assessment: The skills development provider will use the curriculum to guide them on the stipulated internal assessment criteria and weighting. They will also apply the scope of practical skills and applied knowledge as stipulated by the internal assessment criteria. This formative assessment leads to entrance into the integrated external summative assessment.

Integrated Summative Assessment:

The external summative assessment will be a trade test conducted in terms of Section 26 D of the Skills Development Act through an evaluation of written and practical tasks covering critical aspects of the trade and conducted in a simulated environment at an assessment centre accredited by QCTO by an assessor registered by National Artisan Moderation Body. The assessment will take place over a minimum of 2 days.

Provider Accreditation Requirements for the Module

Physical Requirements:

• Training venue/classroom, chairs, desks and tables
• Training material and resources

Human Resource Requirements:

• The trainer must have an NQF Level 5 or higher Early Childhood Development Qualification or equivalent
• Registered Assessor with ETDP SETA is a recommendation
• The trainer with facilitation skills is a recommendation
• Trainer to learner ratio: 1:30 (Maximum)

Legal Requirements:

• Legal Entity
• Accredited skills development provider with ETDP SETA
• Compliant with Occupational Health and Safety legislation and requirements

Exemptions

None

Topic Elements to be Covered Include

• Purpose of the Knowledge Modules
• The main focus of the learning in this Knowledge Module is to build an understanding of the concepts of observation, assessment, recording and reporting of children’s development and the importance of reflecting on own practice.

The learning will enable learners to demonstrate an understanding of:

• KM-05-KT01: Observation in early childhood development (35%)
• KM-05-KT02: Assessment and recording on child progress (35%)
• KM-05-KT03: Develop professionalism through reflecting and improving on own practice (30%)