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Occupational Certificate ECD – Level 4 – 97542

Occupational Certificate ECD – Level 4 – 97542

97542

Occupational Certificate ECD

Overview

The SAQA Qualification 97542- Occupational Certificate Early Childhood Development Practitioner (ECD) qualification is a qualification that empowers the learner to follow a career within Early Childhood Development. An Early Childhood Development Practitioner plans and prepares early childhood activities, facilities 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 in different center-based or non-center-based settings.

A qualified learner will be able to:

  • Plan and prepare inclusive activities to support the holistic development and well-being of children

  • Facilitate and mediate appropriate holistic learning of every child

  • Observe, assess and record each child’s progress according to the age and stage

  • Develop reports of children’s development and learning

  • Promote the well-being, health, safety and protection of children

 

Entry Requirements

  • NQF Level 3 or NVC 3

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Detailed Information

Modules for this Qualification

 

Knowledge

  • The landscape of early childhood development

    • History of early childhood development

    • Definitions, concepts and principles of early childhood development, including inclusive learning and the continuum of early childhood

    • Legislation and policy frameworks relating to the early childhood development field

  • Essential package for early childhood development

    • The essential package of early childhood development service

    • The critical role of the family in the child’s development

  • Child development

    • Types and application of child development related theories

    • Child development from conception to school-going age, including brain development in the first 1000 days

    • Domains of child development and how they interrelate

  • Early childhood learning environments

    • National curriculum framework, guidelines and documents for early childhood development

    • Play in early education and childcare

    • Stimulating and supporting early learning at home

  • Equality and inclusion in childhood development

    • Promotion of anti-bias and ensuring equality of opportunities

    • Supporting the child’s first language

    • Promoting self-regulation

  • Early childhood development programmes

    • Early childhood development-related programs

    • Daily programme/daily routines, including design activities and transitions

    • Program planning and evaluation

    • Uses of information technology with children

  • Facilitation and mediation in early childhood development

    • Facilitation and mediation of all children’s learning

    • Adult-directed and child-initiated learning

    • Supporting language, literacy and maths in an early childhood education setting

    • Types and features of basic resources and teaching aids, including adapted equipment

  • Observation in early childhood development

    • Contribution of observation to the assessment of child development and responsive practice

    • Observation and assessment as continuous, inclusive and culturally sensitive and a team effort

    • Observation methods which ensure that records are accurate, systematic and used for reporting to parents and for referrals and future planning

  • Assessment and recording on child progress

    • Assessment strategies, types and challenges

  • Professionalism through reflecting and improving on own practice

    • Standards for personal/professional behaviour in education of children

  • Health and nutritional needs of children and pregnant women

    • Age-appropriate approaches to health needs of children and pregnant women

    • Age-appropriate approaches to nutritional needs of children and pregnant women

  • Interventions to promote the health, nutrition, safety, protection and well-being of children

    • Integrated management and control of childhood illnesses

    • Roles and responsibility of practitioners and agencies in promoting child health, safety, well-being and interventions

  • Hygiene and universal precautions

  • Childhood trauma and distress

  • Early childhood administrative systems and processes

    • Requirements for registration

    • Early childhood programme policies, procedures and records

    • Parent involvement initiatives in early childhood services

    • Types of administrative information and documentation

 

Practical

  • Plan and prepare inclusive educational activities and routines using an approved programme based on the curriculum framework

  • Facilitate and mediate active learning in an integrated and holistic learning programme

  • Observe, assess, record and report each child’s progress according to the age and stage

  • Support and promote the health, nutrition, safety, protection and well-being of children

  • Build and maintain collaborative relationships with parents and other service provider

  • Prepare and maintain administrative system

 

Workplace

  • Learning programme and routines planning and preparation process

  • Processes of facilitating and mediating the learning programme in a variety of contexts

  • Processes of observation, assessment, recording and reporting on children’s learning and development

  • Processes and procedures of promoting the health, nutrition, safety, protection and well-being of children in an early childhood development setting

Coach and mentor

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