Diploma in Early Childhood Care and Education

Purpose

The purpose of the Diploma in Early Childhood Care and Education is to develop professionally competent educators who are knowledgeable, skilled, and ethically inclined to facilitate early care and learning in diverse early childhood contexts. The open distance e-learning environment (ODel) will afford multi-modal learning opportunities to develop in-depth specialisation of knowledge, practical skills and experience required for quality Early Childhood Care and Education (ECCE) in a rapidly transforming context.

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

• Apply knowledge and professional skills to theoretical, and practical contexts, including the workplace environment with specific reference to the ECCE context.
• Translate disciplinary knowledge into practical ways of working with children, families, and communities.
• Implement effective stimulation, nurturing and care for young children with a view to developing and implementing linguistic, cultural, and developmentally appropriate strategies and methods in the ECCE context.
• Communicate collaboratively in an accurate and coherent manner, with young children, team members and multiple stakeholders.
• Act in accordance with the code of conduct and rules of practice relevant to working with young children in diverse and adverse contexts.
• Demonstrate sensitivity and competence to work with different dimensions of diversity in ECCE contexts.
• Foster an understanding of the potential and capabilities of the child as a competent individual and develop strategies so that the full potential and capabilities of the young child can be realised.

Rationale

In South Africa, early childhood development is considered a vehicle to effect social change and contribute to human development in a democracy (Department of Education 2001). There is a need for well-designed qualifications to open opportunities for nurturing optimal development and learning for young children (birth to four -babies, toddlers, pre-schoolers). For this to happen, the South African early childhood workforce must be adequately prepared to care for and to educate young children in all their diversity. The Human Resource Development Strategy tabled in the National Integrated ECD Policy (Department of Social Development & UNICEF 2015) recognises the need to be responsive to the realities that young children encounter in their daily lives.

The Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for Early Childhood Development Educators (MRQECDE) has been developed as part of the policy environment in South Africa.

The challenge of a poorly qualified workforce and a fragmentary teacher education system for the early years continues to undermine quality provision to influence child outcomes. Morrow (2007:28) in his response to the challenges in South African education maintains that the "remedy is going to have to be professional". This is particularly true for ECCE.

Qualifying learners will develop the knowledge, skills and professional dispositions through learner-centred learning opportunities offered in multiple modes, namely, print, blended and online teaching delivery modes. The qualification opens and widens access to Early Childhood Development (ECD) initial teacher education for learners irrespective of their transactional distance.

Considering the nationally developed knowledge and practice standards for ECCE and the complexities of working with young children in different ECCE settings, the qualification aims to:

• Empower learners to construct ECCE knowledge using a variety of knowledge mixes including personal and indigenous knowledge systems.
• Develop critically reflective dispositions to meet the needs of young children in developmental, linguistic, cultural, and socially just ways.
• Build learners' competence in using transformative pedagogies to foster responsiveness to young children as competent people in diverse contexts.
• Enable learners to apply their knowledge and skills to create a learning environment, design, plan, implement, evaluate, and reflect on meaningful experiences for young children.
• Promote and nurture a commitment to democratic values and ethical practices with, and for young children.
• Develop professional competence in ICT, multilingualism, and academic literacies.
• Promote Ubuntu principles to guide practice with families and communities supporting young children.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with 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 (NSC), NQF Level 4, granting access to Diploma studies.

Or

• National Certificate (Vocational), NQF Level 4 granting access to Diploma studies.

Or

• Senior Certificate (SC), NQF Level 4 without endorsement.

Or

• Higher Certificate in Early Childhood Development, NQF Level 5.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5 and 6 totalling 360 Credits.

Compulsory Modules, Level 5, 132 Credits

• Applied African Language Communicative Competence for Second Additional Language/Basiese Kommunikatiewe Vaardigheid in Afrikaans, 12 Credits.
• Being a professional teacher, 12 Credits.
• Early learning development areas, 12 Credits
• Foundations of early childhood education, 12 Credits
• Early communication language and literacy 1, 12 Credits
• Early mathematics 1, 12 Credits
• Inclusive education approaches, 12 Credits
• Teaching practice 1, 12 Credits
• Computer integration in the classroom, 12 Credits.
• Health, safety, and nutrition, 12 Credits.
• Wellbeing, 12 Credits.

Elective Module, Level 5, 12 Credits (Select one module)

• Applied English Language for FP (HL), 12 Credits
• Applied English Language for FP, (FAL),12 Credits

Elective Module, Level 5, 12 Credits (Select one module)

• Applied English Literature for FP (HL)
• Applied English Literature for FP (FAL)

Elective Module, Level 5, 12 Credits (Select one module)

• African language Grammar (HL), 12 Credits.
• African language Grammar (FAL), 12 Credits.
• Basiese teksvardighede (HL) / Afrikaans Vandag, 12 Credits
• Taalkunde en skriftelike kommuikasie (FAL), 12 Credits.

Elective Module, Level 5, 12 Credits (Select one module)

• African Language Literature for (HL), 12 Credits.
• African Language Literature for (FAL), 12 Credits.
• Voetspore op reis in Afrikaans (HL), 12 Credits.
• Ontdek die Afrikaanse letterkunde (FAL), 12 Credits.

Compulsory Modules, Level 6, 180 Credits.

• Constructions of early childhood, 12 Credits.
• Curriculum in the early years, 12 Credits.
• Creativity in the early years, 12 Credits.
• Early communication language and literacy 2, 12 Credits.
• Early mathematics 2, 12 Credits.
• Learning environments in the early years, 12 Credits.
• Teaching practice 2, 12 Credits.
• Building partnerships with Families and Communities, 12 Credits.
• Identity and belonging, 12 Credits.
• Inclusive education in the early years 1, 12 Credits.
• Knowledge and understanding of the world1, 12 Credits.
• Observing, documenting, and assessing in the early years, 12 Credits.
• Being and becoming a professional in the early years), 12 Credits.
• Pedagogy in the early years, 12 Credits.
• Play in the early years, 12 Credits.

1. Apply knowledge and professional skills to theoretical, and practical contexts, including the workplace environment with specific reference to the ECCE context.
2. Translate disciplinary knowledge into practical ways of working with children, families, and communities.
3. Implement effective stimulation, nurturing, and care for young children to develop and implement linguistic, cultural, and developmentally appropriate strategies and methods in the ECCE context.
4. Communicate collaboratively accurately and coherently, with young children, team members and multiple stakeholders.
5. Act in accordance with the code of conduct and rules of practice relevant to working with young children in diverse and adverse contexts.
6. Demonstrate sensitivity and competence to work with different dimensions of diversity in ECCE contexts.
7. Work with images of a competent child and uses this interpretive frame to develop responsive strategies for the optimal development of young children's full potential and capabilities.

Associated Assessment Criteria for Exit Level Outcome 1

• Position own knowledge and understanding within the context of broader societal trends and developments, flexibility, and adaptability.
• Use acquired professional and practical knowledge to support the holistic development of the young child in diverse contexts of practice.
• Effect transformation in communities and the profession in appropriate contexts using acquired professional and practical knowledge.
• Formulate responses that demonstrate flexibility and adaptability to contexts of practice.
• Apply knowledge, skills, and dispositions theoretically with links to practical learning in relevant ECCE contexts.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply a clear understanding of prevalent schools of thought working with children, families, and communities
• Enhance transformation in diverse and adverse contexts within the ECCE setting in responsive ways.
• Develop a responsive approach to enable transformation in diverse and adverse contexts.

Associated Assessment Criteria for Exit Level Outcome 3

• Decide on effective approaches to support the stimulation, nurturing, and care of young children.
• Formulate decisions based on linguistic, cultural, and appropriate strategies and methods.

Associated Assessment Criteria for Exit Level Outcome 4

• Communicate effectively in a variety of formats (oral, written, visual and electronic) to diverse audiences and for various purposes in ECCE.
• Analyse approaches to support the development of multilingual skills and the ability to offer value-driven and logical arguments for judgements.
• Facilitate effective, collaborative communication with all persons involved in ECCE.
• Use appropriate communication technologies for the ECCE context to promote the development of multi-lingual skills to enhance respect and understanding within the social, cultural, and multi-linguistic literacies of South African society.

Associated Assessment Criteria for Exit Level Outcome 5

• Adopt and work within the code of conduct and rules of practice to behave appropriately when working with young children.
• Use a variety of forms (verbal, written, technological) to express an understanding of ethics with young children to support the development of democratic values.
• Show a coherent understanding of the ethical implications of decisions, actions, and practices specifically relevant to the democratic values to promote equity, social justice, human dignity, quality access, active participation and freedom and life-long learning.

Associated Assessment Criteria for Exit Level Outcome 6

• Work constructively in an inclusive society, through awareness and appreciation of social, cultural, and linguistic diversity, linked to an appropriate understanding within the field of ECCE, intellectual traditions and societal conditions that have shaped diverse local, national, and educational, systems.
• Engage with the influence of intellectual traditions that have influenced diverse systems which impact ECCE.

Associated Assessment Criteria for Exit Level Outcome 7

• Foster an understanding of the potential and capabilities of the child as a competent individual and develop strategies so that the full potential and capabilities of the young child can be realised.
• Use critical self-reflection to evaluate and account for own practice and support the needs of others.
• Reflect on own performance to support the learning needs of others and take responsibility for own decisions and actions.

Integrated Assessment

Assessment is mostly weighted 60/40 where 40% is formative assessment and contributes to the overall year mark. A written or online examination of 2 hours duration, accounts for 60% of the final module grade.

Formative assessment consists of assignments, written, theoretical and practical.

The subminimum summative assessment mark required is 40% and should a learner obtain between 30-39%, a supplementary examination is offered.

In addition, some modules have non-venue-based examinations and instead amongst others, a portfolio of evidence, online and/or written (40% of total grade) contributes to the summative assessment.

Learners are expected to complete 3 teaching practice modules, including 2 periods of 6 weeks of continuous teaching in at least two, diverse school contexts. School-based WIL, including supervised and assessed teaching practice, constitutes an essential part of the qualification. In a full-time contact mode, learners should spend a minimum of 12 weeks and a maximum of 18 weeks in formally supervised and assessed school-based practices over the four-year duration of the qualification.

The learner needs to complete practical assignments that require the application of their total knowledge base - applied competence - with all modules contributing to a well-rounded, balanced, and well-informed professional teacher.

A portfolio completed over all three teaching practice modules is a visual tool to illustrate their professional and personal growth over the period and to enhance their reflective competence as emerging professional teachers.