1.1 A practical knowledge of how children learn and develop underpins the provision of a wide range of learning activities and resources to facilitate integrated learning and holistic development.
1.2 Space, equipment and materials are arranged attractively to stimulate children`s interest and encourage active learning.
1.3 Activities are carefully planned to include familiar objects that allow children to build on previous experience as well as novel elements that present a challenge to extend learning.
1.4 Observations of children`s responses to the learning environment are recorded and reviewed regularly to inform programme planning.
2.1 Strategies used to support and extend children`s learning and thinking include observation, listening, modelling, offering help, and an understanding of the use of language to mediate learning.
2.2 Meaningful praise is given to affirm the learner`s competence.
2.3 Children are actively encouraged to collaborate and learn from each other.
2.4 Large groups are skilfully managed using a range if inter-cultural and intra-cultural techniques and supports (e.g. story props, puppets, songs, games, rhymes, musical instruments, inflection and tone of voice).
2.5 Children`s language development is facilitated in their first language(s) as a basis for communication, literacy and conceptual development, and another language is introduced at a conversational level.
3.1 All activities and learning resources are culture-fair and free from race and gender bias, and are adapted where necessary for children with special needs.
3.2 Activities and learning experiences are provided to help children explore and value their cultural heritage and understand other cultural traditions and ways of life.
3.3 The importance of the early identification of children with barriers to learning and other special needs (disabilities, emotional problems and abuse) is understood, and appropriate action is taken.
3.4 Children with disabilities are helped to participate fully in the ECD programme in co-operation with families, health practitioners and specialist agencies.
3.5 Support is provided to children coping with experiences of communal and/or domestic violence and personal trauma (including child abuse, consequences of HIV/AIDS).
3.6 Activities, stories and discussion are used to enable children to support those with special needs, express their fears and explore issues of personal safety in ways that are appropriate to the level of development.
4.1 Safety measures and routine practices for maintaining a clean and safe environment are recorded and explained.
4.2 Children are supervised appropriately for their developmental level in relation to the degree of risk involved.
4.3 The extent of an injury or an emergency is quickly and calmly assessed, and appropriate action taken immediately.
4.4 Children are encouraged to learn and practise safety and health maintenance habits, including an understanding of nutrition and physical fitness.
4.5 Signs of malnourishment, ill health and abnormality are noted and appropriate action is taken.
5.1 Appropriate strategies are used to help children develop a positive self-image and identity, self-reliance and initiative, and to recognise and deal with their feelings.
5.2 Children`s social development is facilitated in developmentally appropriate ways.
5.3 Developmentally appropriate strategies and techniques are used to help children learn to manage their own behaviour.
5.4 Problem situations are anticipated, and appropriate action is taken to prevent behaviour getting out of control.
5.5 Concerns about persistent behavioural problems are discussed with responsible family members or guardians and/or persons qualified to give advice.
6.1 Responsibilities and duties are agreed with co-workers and carried out in a positive way that promotes co-operation and good relationships in the team.
6.2 A constructive contribution is made to problem-solving in team meetings and to the resolution of conflict situations.
6.3 Family members are encouraged to participate in activities with children and/or in activities related to maintaining a good programme.
6.4 Information about children`s development and needs is shared with families informally on an individual basis and in more structured group situations based on an understanding of how adults learn.
6.5 Available resources in the community are used to support the ECD programme.
7.1 Learning activities and experiences are planned on a daily, weekly and longer term basis in response to children`s interests and developmental needs within the context of the national curriculum framework (where appropriate).
7.2 Programme activities are regularly evaluated and the planned learning programme adapted accordingly.
7.3 The process of continuous outcomes-based assessment is understood, and the methods and procedures used are sufficiently comprehensive and systematic to provide a valid assessment of each child`s progress.
7.4 The assessments are used to identify children requiring specific assistance, and appropriate activities or strategies are planned to help each child.
7.5 The methods or procedures used to discuss or report on children`s progress to family members are appropriate to the setting, supportive and meaningful to families.
7.6 Administrative tasks relating to admission procedures, educational programme and assessment record-keeping, and financial controls are implemented satisfactorily.
8.1 Problems and weaknesses in the programme have been identified, and efforts to improve the quality of the service are being made in co-operation with co-workers, families and the community.
8.2 Decisions about children and programme 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 judgement.
8.3 Good quality services and the rights of children and families are advocated through working with families, the community and other practitioners.
8.4 Communication with children, co-workers, parents, community and people in positions of authority is effective, including the ability to speak, read, write and use written resource material for learning and teaching in at least two South African languages.
8.5 An effort is made to gain knowledge and increase vocational competence through reflection on own practice and learning from others informally (e.g. asking questions, discussion, radio or TV programmes) and formally through reading and attending events (e.g. workshops and conferences).
Integrated Assessment:
A range of assessment methods are recommended including workplace observation, written assignments, portfolios, structured interviews/discussion, self evaluation, peer assessment, and family evaluation for both formative and summative assessment.
In each unit standard guidance on assessment methods is given that is appropriate to the competence that needs to be demonstrated in relation to the specific outcomes.
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