Bachelor of Education in Early Childhood Care and Education

Purpose

The purpose of the Bachelor of Education in Early Childhood Care and Education is to provide a well-rounded education that equips learners with the required disciplinary knowledge, educational theory and methodology that will enable them to demonstrate competence and responsibility as academically and professionally qualified Early Childhood Care and Education (ECCE) educators. Principles and theory are emphasized as a basis for progressing in a professional career as an ECCE educator and lead to the development of ECCE competencies.

The qualification is intended to develop qualified ECCE educators who can demonstrate focused knowledge and skills related to the care and education of children from birth to four years of age. The qualification requires a specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable qualifying learners to apply their learning as ECCE educators. The ECCE educator should be able to demonstrate initiative and responsibility in a professional environment. The qualification requires intellectual independence and the development of some level of research competence in the field of ECCE to provide a basis for postgraduate study in the field of ECCE.

Upon completion of this qualification, qualifying learners will be able to

• Apply acquired disciplinary and pedagogic knowledge, learning and developmental theories to support the holistic development of the young child in diverse contexts of practice to promote young children's development and learning in different contexts.
• Apply intellectual independence, research leadership and management of research and research development in the ECCE context.
• Demonstrate the ability to position own knowledge and understanding of the playroom and broader societal trends and developments, flexibility, and adaptability to apply knowledge and professional skills with specific reference to the ECCE context.
• Apply appropriate strategies and methods to address fundamental challenges and complex problems in the ECCE context.

Rationale

Historically, education in SA is exemplified by poor throughput of learners. Government aims to resolve this through policy and programme development, starting with the birth-to-4 age group. Formal schooling begins at age six, turning seven, but many children are ill-prepared owing to a lack of access to quality Early Childhood Development (ECD) programmes. The knock-on effect of costly remediation implies that learners will likely leave the schooling system before completing Grade 12.

In rapidly transforming societies, citizens are enabled to think critically and act responsibly to effect social change and contribute to human development. Well-designed programmes in ECCE function as vehicles that open up opportunities for nurturing the youngest citizens in accordance with democratic values and principles. In South Africa, the increasing diversity means that ECCE is a complex field of intervention. Young children in early childhood settings come from a variety of socioeconomic backgrounds, ethnicities, and cultures. The South African ECCE workforce must therefore be adequately prepared to care for and to educate young children in all their emotional, mental, spiritual, moral, physical, and social development spheres. There is a national need to provide quality, affordable care for children from birth to age four group.

The qualifications of the current workforce are problematic. The workforce is made up of largely underqualified females. The professionalization of the ECCE workforce was a non-issue up until recently. Working with young children is complex, dynamic, and challenging and makes demands on a variety of professional roles. It includes paying attention to curbing risk and building protective factors in early childhood. Social issues such as poverty, high infant mortality rates, malnutrition and anti-social behaviour can be improved by an educated ECCE workforce.

This qualification aims to help build the potential of a quality ECCE workforce for children from birth to age four group. Also, aims to equip learners with the knowledge, skills, competencies, and professional dispositions for personal development and quality practice in diverse contexts.

Possible career opportunities with this qualification include

ECCE teacher at a day-care, cr�che, or childcare centre; childcare centre manager or director, home-based ECCE service provider, family care and support provider and ECCE consultant.

Professional registration, membership or licensing as required by recognised professional bodies, and proof of collaboration with the relevant stakeholders are linked to three learning pathways, general, vocational, and professional. The general pathway links to further education, the vocational pathway will lead to occupations in the workplace and sectors while the professional pathway will lead to registration with statutory bodies. The qualification was designed in accordance with the Policy on Minimum Requirements for Qualifications Leading to Qualifications in Higher Education for Early Childhood Development Educators (Act No 299 of 2017) (MRECDE). The policy provides a basis for the construction of core curricula for programmes leading to initial professional and post-professional qualifications for ECD educators.

The qualification will follow a vocational and professional pathway leading to employment and entrepreneurial opportunities for qualifying learners and they are required to register with the South African Council of Educators (SACE) registration before appointment to a teaching post.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Bachelor's degree studies.

Or

• National Certificate (Vocational), NQF Level 4 granting access to Bachelor's degree studies.

Or

• Senior Certificate, NQF Level 4 with endorsement.

Or

• Higher Certificate in Early Childhood Care and Education, NQF Level 5.

Or

• Diploma in Early Childhood Care and Education, NQF Level 6.

This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5, 6 and 7 totalling 516 Credits.

Compulsory Modules, Level 5, 108 Credits

• Educational Media and Technology, 8 Credits.
• Mathematical knowledge for ECCE teachers, 12 Credits.
• Health, safety, and nutrition, 12 Credits.
• Identity and belonging in the early years, 12 Credits.
• Work-integrated learning 1 (Learning in practice; Learning from practice), 12 Credits.
• Academic literacy development, 12 Credits.
• Well-being in early childhood, 12 Credits.
• Creativity in the early years 1, 16 Credits.
• Early communication, language, and literacy 1, 12 Credits.

Compulsory Modules, Level 6, 244 Credits

• Knowledge and understanding of the world, 12 Credits.
• Inclusive education in the early years 1, 12 Credits.
• Work-integrated learning 2 (Learning in practice; Learning from practice), 8 Credits.
• Constructions of early learning and care, 12 Credits.
• Mathematical knowledge for ECCE teachers in practice 1, 12 Credits.
• Observing, documenting, and assessing in the early years, 12 Credits.
• Curriculum in the early years, 12 Credits.
• Work-integrated learning 3 (Learning in practice; Learning from practice), 8 Credits.
• Building partnerships with families and communities, 12 Credits.
• Learning environments in the early years, 12 Credits.
• Understanding psychology in the early years, 16 Credits.
• First Additional English language, 12 Credits.
• Work-integrated learning 4 (Learning in practice; Learning from practice), 8 Credits.
• Early communication, language, and literacy 2, 12 Credits.
• Conversational language proficiency, 12 Credits.
• Perceptual and motor Development in Early Childhood Care and Education (birth - 4), 16 Credits.
• Pedagogy in the early years, 24 Credits.
• Early Life Skills: Physical Education, 16 Credits.
• Research Proposal: Planning and designing a research proposal in the education context, 16 Credits.

Compulsory Modules, Level 7, 164 Credits

• Education law in the ECCE setting, 8 Credits.
• Leadership, management, and administration in the early years, 12 Credits.
• Mathematical knowledge for ECCE teachers in practice 2, 12 Credits.
• Inclusive education in the early years 2, 12 Credits.
• Research in education, 8 Credits.
• The healthy and safe child in the early years, 12 Credits.
• Science in the early years, 12 Credits.
• Creativity in the early years 2, 16 Credits.
• Early communication, language, and literacy 3, 12 Credits.
• Work-integrated Learning 5 (Learning in practice; Learning from practice), 8 Credits.
• Work-integrated Learning 6 (Learning in practice; Learning from practice), 8 Credits.
• Work-integrated Learning 7 (Learning in practice; Learning from practice), 8 Credits.
• Work-integrated Learning 8 (Learning in practice; Learning from practice), 8 Credits.
• Becoming a quality professional educator, 12 Credits.
• Disabilities and barriers in the early years, 16 Credits.

The programme will comply with the progression rules of the institution. WIL modules must be completed before the student may proceed with the following WIL modules for the next year. A student must pass all compulsory and elective modules totalling a minimum of 516 credits for the degree to be obtained.

1. Demonstrate acquired disciplinary and pedagogic knowledge, learning and developmental theories to support the holistic development of the young child in diverse contexts of practice to promote young children's development and learning in different contexts.
2. Demonstrate intellectual independence, research leadership and management of research and research development in the ECCE context.
3. Demonstrate the ability to position own knowledge and understanding of the playroom and broader societal trends and developments, flexibility, and adaptability to apply knowledge and professional skills with specific reference to the ECCE context.
4. Demonstrate appropriate strategies and methods to address fundamental challenges and complex problems in the ECCE context.
5. Communicate effectively in a variety of formats (oral, written, visual and electronic) to diverse audiences and for various purposes in the ECCE context to facilitate effective, collaborative communication with all persons involved in the ECCE context and communities.
6. Act in accordance with the code of conduct and rules of practice relevant to working with young children in diverse and adverse contexts; and have a coherent understanding of the ethical implications of decisions, actions, and practices.
7. Apply social, civic, and environmental responsibilities within the context of ECCE and display a commitment to social justice, democracy, human rights, and the integrity of the environment.
8. Develop basic leadership, managerial, administration and entrepreneurship skills and continue their professional practices and lifelong learning.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply relevant pedagogic and content knowledge of numeracy, literacy, and life skills to build meaningful learning opportunities in the ECCE playroom.
• Apply knowledge, skills, and dispositions theoretically with links to practical learning in relevant ECCE local and national contexts.
• Use technology for own learning and to facilitate young children's learning.
• Create an effective learning environment including managing behaviour in the ECCE playroom.
• Formulate responses that demonstrate flexibility and adaptability to contexts of ECCE practice by interpreting and applying policies, and regulations for ECCE settings.

Associated Assessment Criteria for Exit Level Outcome 2

• Ensure effective health, safety, and nutrition practices.
• Distinguish discipline-specific methods and techniques of scientific enquiry appropriate for implementation in the ECCE field.
• Gather, analyse, process and present integrated literature on a discipline-related topic relating to ECCE.

Associated Assessment Criteria for Exit Level Outcome 3

• Translate disciplinary knowledge into practical ways of working with young children, families, and communities.
• Develop a responsive approach to enable transformation in diverse and adverse contexts.
• Create relationships and interactions to advance children's learning in the ECCE playroom.
• Develop partnership relationships with families and communities to enhance sustainability, prosperity, and advancement of societal harmony.

Associated Assessment Criteria for Exit Level Outcome 4

• Apply appropriate strategies to support the stimulation, nurturing, and care of young children.
• Promote effective health, safety, and nutrition practices in the ECCE context.
• Formulate decisions based on linguistic-, cultural and appropriate strategies and methods to address fundamental challenges in the ECCE context.

Associated Assessment Criteria for Exit Level Outcome 5

• Use appropriate communication tools for the ECCE context for collaboration and promotion of the development of multi-lingual skills to enhance respect and understanding within the social, cultural, and multi-linguistic literacies of South African society.
• Observe, document, and assess to support young children's development and learning.
• Act as innovative thinkers and communicators, capable of critical analysis, creative solving of complex problems and the generation of original ideas and concepts ECCE context.
• Interact and collaborate effectively with ECCE practitioners, and work as part of a team, in diverse social, cultural, and diverse contexts.
• Analyse alternative approaches and commitment to the development of multi-lingual skills to promote respect and understanding within the social, cultural, and linguistic diversity of South African society, through the development of own competence in multilingual language practices.
• Develop a basic level of research competence and communicate ideas and understanding verbally, in writing and via appropriate technologies and media in an accurate and coherent manner, with an understanding of copyright principles and adherence to the rules on plagiarism.

Associated Assessment Criteria for Exit Level Outcome 6

• Adhere to the provisions of the Children's Act, Act 38 of 2005 as persons suitable to work with babies, toddlers and young children as contemplated in section 97 (3) and duly verified against Part B of the National Protection Register in accordance with section 126 of the said Act.
• Reflect on the values, ethical conduct, and justifiability of decisions appropriate to the practice of ECCE professionals by developing a professional mindset, and roles and adopting professional practices and responsibilities.
• Adopt and work within the code of conduct and rules of practice to behave appropriately when working with young children and colleagues.
• Use a variety of forms (verbal, written, technological) to express an understanding of ethics with young children to support the development of democratic values.

Associated Assessment Criteria for Exit Level Outcome 7

• Respond to being in an inclusive society by demonstrating sensitivity and competence to work.

with different dimensions of diversity in ECCE contexts considering historical differences.

• Engage with the influence of intellectual traditions that have influenced diverse systems which impact ECCE.
• Take responsibility for their judgements, decisions and actions based on a strong value system, and an awareness and understanding of moral, ethical, social, cultural, religious, and environmental issues.
• Work constructively in an inclusive society and context, through awareness and appreciation of social, cultural, and linguistic diversity, linked to an appropriate understanding within the field of ECCE of the historical contexts, intellectual traditions and societal conditions that have shaped diverse local, national and global political, economic, legal, scientific, educational, healthcare, social, cultural, environmental and religious systems.

Associated Assessment Criteria for Exit Level Outcome 8

• Use critical self-reflection to evaluate and account for practice and support the needs of others.
• Capacity for self-reflection and self-discovery that supports continuing personal and professional development, based on a clear understanding of personal strengths and weaknesses.
• Reflect on own performance and support the learning needs of others, to take responsibility for his or her own decisions and actions.

INTEGRATED ASSESSMENT

Assessment occurs throughout the years of study, in the form of written and practical assignments, portfolios and practical assessments and written and practical examinations. Learners are assessed on the application of learned skills to assure that theory evolves into effective practice.

A number of outcomes of related specialisations across the different year levels are assessed in an integrated manner by means of a Work Integrated Learning (WIL) portfolio from the first to third year of the qualification, wherein not only the learners' evidence of work experience, practical skills, discipline-specific knowledge and skills are assessed, but also his writing and communication skills, his computer literacy and his ability to critically analyse and effectively evaluate a work-place related problem. Report writing is an important aspect of such an assessment.