Diploma in Early Childhood Care and Education

Purpose

The purpose of the Diploma in Early Childhood Care and Education is to develop graduates committed to developing professionally competent educators who can demonstrate the general principles, focused knowledge and skills that are appropriate for facilitating learning in Early Childhood Care and Education (ECCE) contexts. The qualification requires in-depth specialisation of knowledge, as well as practical skills and experience required in an ECCE context for progressing in a professional career as an ECCE educator and leading to the development and application 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 will enable successful learners to apply their learning as ECCE educators. The ECCE educator should be able to demonstrate initiative and responsibility in a professional environment.

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

• Apply the detailed professional and practical knowledge and disciplinary knowledge base required for the holistic development of the baby, toddler, and young child to enable transformation in communities, and in the ECCE profession in local and national contexts to interpret knowledge in the field of ECCE.
• Examine prevalent schools of thought working with children, families, and communities to enhance transformation in diverse and adverse contexts within the ECCE setting in responsive ways.
• Distinguish discipline-specific methods and techniques of scientific enquiry appropriate for implementation in the ECCE field, the ability to gather, analyse, process and present integrated literature on a discipline-related topic relating to ECCE.
• Position own knowledge and understanding of the inclusive environment to apply knowledge and professional skills to theoretical, practical contexts linked to an appropriate understanding within the historical context of the ECCE field as well as the intellectual traditions and societal conditions that have shaped diverse local, national, and educational systems.
• Analyse, select and effectively implement stimulation, nurture, and care for young children to develop and implement linguistic-, cultural and developmentally appropriate strategies and methods to address fundamental challenges and complex problems in the ECCE context.

1. Ability to communicate effectively and manage appropriate communication strategies and Information Computer Technology (ICT) in 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 and literacies of South African society.

Rationale

The South African history of education is currently experiencing a crisis, exemplified by poor throughput of learners. 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 educate young children in all their diversity. The Department of Higher Education and Training (DHET) aims to resolve this through policy and qualification development, starting with the birth-to-four-year 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 qualifications. The knock-on effect of costly remediation implies that learners will 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 qualifications in ECCE function as vehicles that open 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 socio-economic backgrounds, ethnicities, and cultures. They differ in their abilities and experiences. The South African ECCE workforce must therefore be adequately prepared to care for and educate young children in all their diversity. There is a national need to provide quality, affordable care for the birth-4 age group.

The qualifications of the current workforce are problematic. The workforce is made up of largely un- and - underqualified females. The professionalization of the ECCE workforce was not an issue 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. The qualification opens and widens access to Early Childhood Development (ECD) initial teacher education for learners irrespective of their transactional distance.

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. It takes cognisance of the fact that the provision of quality ECD services relies on the availability of a committed cadre of appropriately qualified and passionate employees in the sector. The qualification will equip learners with the knowledge, skills, competencies, and professional dispositions for personal development and for quality practice in diverse contexts. The qualification will contribute to making birth to 4 teacher education an arena of scholarly and professional focus.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5, 6 and 7 totalling 360 Credits.

Compulsory Modules, NQF Level 5, 96 Credits

• Educational Media and Technology, 8 Credits.
• Mathematical knowledge for ECCE Teachers, 12 Credits.
• Health, Safety and Nutrition in the ECCE centre, 12 Credits.
• Fundamental Academic Literacy and Support, 12 Credits.
• Work-integrated Learning 1, 8 Credits.
• Teaching and Learning through Play, 16 Credits.
• Well-being in early childhood, 12 Credits.
• Creativity in the early years 1, 16 Credits.

Elective Modules, NQF Level 5, 24 Credits (Select two modules from the following options)

• Early communication, language, and literacy for the young child (0-3 years) English, 12 Credits.
• Early communication, language, and literacy for the young child (0-3 years) Afrikaans, 12 Credits.
• Early communication, language, and literacy for the young child (0-3 years) Setswana, 12 Credits.
• Early communication, language, and literacy for the young child (0-3 years) isiXhosa, 12 Credits.
• Early communication, language, and emergent literacy for the young child (0-3 years) isiZulu, 12 Credits.
• Early communication, language, and literacy for the young child (0-3 years) Sepedi, 12 Credits.
• Early communication, language, and literacy for the young child (0-3 years) SiSwati, 12 Credits.
• Early communication, language, and literacy for the young child (0-3 years) Sesotho, 12 Credits.
• Conversational Language Proficiency Afrikaans, 12 Credits.
• Conversational Language Proficiency Setswana, 12 Credits.
• Conversational Language Proficiency isiXhosa, 12 Credits.
• Conversational Language Proficiency isiZulu, 12 Credits.
• Conversational Language Proficiency Sepedi, 12 Credits.
• Conversational Language Proficiency SiSwati, 12 Credits.
• Conversational Language Proficiency Sesotho, 12 Credits.

Compulsory Modules NQF Level 6, 220 Credits

• Knowledge and understanding of the world, 12 Credits.
• History of ECCE, 8 Credits.
• Work-integrated Learning II, 8 Credits.
• Constructions of early learning and care, 12 Credits.
• Mathematical knowledge for ECCE teachers in practice I, 12 Credits.
• ECCE Policies, 8 Credits.
• Creative Arts: Music and movement in the early years, 8 Credits.
• Work-integrated Learning III, 8 Credits.
• Emotional- and Social Barriers in the early years, 16 Credits.
• Education Management in the early years, 16 Credits.
• Building Partnerships with families and communities, 12 Credits.
• English in a multilingual environment, 12 Credits.
• Work-integrated Learning IV, 8 Credits.
• Research in the early years, 8 Credits.
• Management and Systems in ECCE, 8 Credits.
• Social Science in the Early years I: History and Geography, 12 Credits.
• Work-integrated Learning V, 8 Credits.
• Education Law in the ECCE setting, 8 Credits.
• Creative Arts: Drama and dance, 12 Credits.
• Social Science in the Early years II: Natural Science and Technology, 12 Credits.
• Inclusive education in the early years, 12 Credits.

Elective Modules, NQF Level 6, 12 Credits (Select one module from the following options)

- Early communication, language, and literacy for the young child (3-5 years) English, 12 Credits

- Early communication, language, and literacy for the young child (3-5 years) Afrikaans, 12 Credits

- Early communication, language, and literacy for the young child (3-5 years) Setswana, 12 Credits

- Early communication, language, and literacy for the young child (3-5 years) isiXhosa, 12 Credits

- Early communication, language, and literacy for the young child (3-5 years) isiZulu, 12 Credits

- Early communication, language, and literacy for the young child (3-5 years) Sepedi, 12 Credits

- Early communication, language, and literacy for the young child (3-5 years) SiSwati, 12 Credits

- Early communication, language, and literacy for the young child (3-5 years): Sesotho, 12 Credits

- Conversational Language Proficiency Afrikaans, 12 Credits

Compulsory Modules, NQF Level 7, 8 Credits

• Work-integrated Learning VI, 8 Credits.

Exit Level Outcomes

1. Demonstrate the detailed professional and practical knowledge and disciplinary knowledge base required for the holistic development of the baby, toddler, and young child to enable transformation in communities, and in the ECCE profession in local and national contexts to interpret knowledge in the field of ECCE.
2. Demonstrate a clear understanding of prevalent schools of thought working with children, families, and communities to enhance transformation in diverse and adverse contexts within the

ECCE setting in responsive ways.

1. Demonstrate the ability to distinguish discipline-specific methods and techniques of scientific enquiry appropriate for implementation in the ECCE field, the ability to gather, analyse, process and present integrated literature on a discipline-related topic relating to ECCE.
2. Demonstrate the ability to position own knowledge and understanding of the inclusive environment to apply knowledge and professional skills to theoretical, practical contexts linked to an appropriate understanding within the historical context of the ECCE field as well as the intellectual traditions and societal conditions that have shaped diverse local, national and

educational systems.

1. Demonstrate the ability to analyse, select and effectively implement stimulation, nurture, and care for young children to develop and implement linguistic-, cultural and developmentally appropriate strategies and methods to address fundamental challenges and complex problems in the ECCE context.
2. Demonstrate the ability to communicate effectively and manage appropriate communication strategies and ICTs in 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.
3. 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 specifically relevant to the democratic values to promote equity, social justice, human dignity, quality access, active participation freedom and life-long learning.

1. Demonstrate the ability to critically reflect on own performance and support the learning needs of others, to take responsibility for his or her own decisions and actions.

Associated Assessment Criteria

Associated Assessment Criteria for Exit Level Outcome 1

• Use 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 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.
• Integrate technology for own learning and to facilitate young children's learning.

Associated Assessment Criteria for Exit Level Outcome 2

• 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.
• Translate disciplinary knowledge into practical ways of working with young children, families, and communities.
• Develop partnership relationships with families and community and interactions to advance children's development and learning to enhance sustainability and societal issues.

Associated Assessment Criteria for Exit Level Outcome 3

• 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.
• Ensure effective health, safety, and nutrition practices.
• Apply intellectual independence and a basic understanding of research methods and strategies in the ECCE context.

Associated Assessment Criteria for Exit Level Outcome 4

• Develop a responsive approach to operating in an inclusive society by demonstrating sensitivity and the competence to work with different dimensions of diversity in familiar and unfamiliar ECCE contexts considering historical differences.
• Create partnerships and interactions with families and communities to enhance sustainability, prosperity, and advancement of societal harmony to advance children's learning in a diverse ECCE context.
• 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, and an awareness and understanding of moral, ethical, social, cultural, religious, and environmental issues.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply and develop appropriate strategies to stimulate play, learning, nurture and care of young children and exposure to real-life practical learning experiences.
• Use critical thinking skills, apply solutions, and reflect on complex 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 complex ECCE contexts.

Associated Assessment Criteria for Exit Level Outcome 6

• 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.
• Act as innovative thinkers and communicators, (individually and part of a group) capable of critical analysis, creative problem solving and the generation of original ideas and concepts in the ECCE context.
• Interact and collaborate effectively with ECCE practitioners, and work as part of a team, in diverse social, cultural, and diverse contexts.
• Analysis of 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, by 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 7

• 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 and actions appropriate to the practice of ECCE professionals by developing a professional mindset, and roles and adopting professional practices and responsibilities.
• Act appropriately when working with young children and colleagues in line with the code of conduct and rules of practice.

Associated Assessment Criteria for Exit Level Outcome 8

• Capacity for self-reflection and self-discovery that supports continuing personal and professional development, based on a clear understanding of personal strengths and weaknesses.
• Develop basic leadership, managerial, administration and entrepreneurship skills and continue their professional practices and life-long learning.