Higher Certificate in Early Childhood Care and Education

Purpose

The purpose of the Higher Certificate in Early Childhood Care and Education is to equip learners with basic introductory knowledge, cognitive and conceptual tools and practical techniques to enable further Early Childhood Development. The qualification will develop resourceful, adaptable, pedagogically flexible, knowledgeable, proactive, and reflexive educators who will facilitate the optimal learning and development of babies, toddlers and young children.in diverse Early Childhood Development (ECD) contexts.

This qualification will produce learners who are able to act both professionally and ethically so that they can contribute meaningfully to ECD-level education. The design of the qualification will thus facilitate the development of a well-rounded beginner ECD practitioner, and graduates will be required to demonstrate both theoretical depth and the applied skills and competencies relevant to ECD practitioner practice.

Learners will become familiar with educational theory, the requisite disciplinary knowledge, and pedagogical content knowledge essential for teaching and learning in Early Childhood Care and Education contexts. Learners will develop an understanding of the holistic development of the child from birth to four years old as well as the educational and ecological contexts and issues that shape children's learning. Learners will also understand their profession and professional role; not only what it entails but also the legislative, policy, curricular, and professional demands, challenges, and opportunities.

The qualification serves as an entry for the study of Early Childhood Care and Education (ECCE) and will prepare graduates to further their Childhood Care and Education studies at Level 6.

Rationale

The provision of quality care for all infants, toddlers and young children has been a concern for a long time in South Africa. Several South African government initiatives indicate awareness of the importance of ECD and the need for training ECD educators. In this context, the National Integrated Early Childhood Development Policy (NIECD) stresses the importance of the availability of quality ECD qualifications. Quality ECD impacts positively on human and social development and thus on national productivity. For this, a qualified workforce is essential. The implication of this is that training possibilities need to be provided. The institution will provide quality training qualifications to serve the interests of caregivers as well as society.

The qualification responds to the need for professionalisation of the sector to ensure quality teaching and learning in the birth-to-four context in South Africa which is articulated in the Report on ECCE Knowledge and Practice Standards and Curriculum Development for Initial Teacher Education (2017) and the Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for Early Childhood Development Educators (2017, MRECDE) and the Department of Social Development National Integrated ECD policy (2015). The MRECDE indicates that the education sector has a responsibility to design and offer qualifications that will afford professional status and recognition to ECD educators and to develop quality programmes to equip ECD educators with information, knowledge and skills to support the implementation of the National Curriculum Framework (NCF) for Children from Birth to Four.

The qualification is framed around access to education and equity principles as entailed in the South African Constitution. The envisaged learner cohort is drawn from predominantly demographically marginalised communities in South Africa. The qualification will address the skills, access, equity, and education quality concerns and needs of the country. The qualification aims to reach African language speakers who are able to teach in different languages of learning and teaching promoted in diverse contexts in South Africa. The distance modality addresses the need to provide affordable higher education to those who otherwise would not have systematic physical access. Epistemological access is realised through online attendant learners' support qualifications.

The envisaged learner cohort consists of mainly unqualified or underqualified Early Childhood Care Education caregivers who wish to gain an entry-level qualification that will afford them recognition as an Early Childhood Care Education teacher and a learning pathway to enable career progression in the ECCE sector and also school leavers who want to enter the ECCE field. The qualification will qualify graduates as educators in South African Early Childhood Care Education Centres.

The qualification will address the need to provide a career pathway for ECD educators Completion of the qualification will qualify graduates as educators and graduates who want to become professionally qualified may enter the Diploma in Early Childhood Care and Education or the Bachelor of Education in Early Childhood Care and Education.

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 advanced standing within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

The institution allows admission to the qualifications through RPL Learners must apply for admission through RPL. The Academic Head of the qualification within the institution will design appropriate assessment instruments with the support of the Assessment Committee. The applicant will be required to complete the assessment instruments to form a Portfolio of Evidence (PoE) to prove their competence at the appropriate level in the selected respective subjects. Where the applicant learner has prior experience in teaching in the ECD, knowledge and skills gained in this regard will be given due consideration through appropriate assessment and forming part of the overall PoE for RPL purposes. The Assessment Committee will make a recommendation to the Academic Board regarding each learner. Learners who are unsatisfied with the Board's decision will have the right to appeal through the appropriate appeals procedure.

RPL for credits

For prospective students holding credits gained through relevant prior qualifications or part-qualifications, it is possible to provide recognition for credits earned in the prior qualification, provided that there is equivalence between the learning for which credits have been achieved in the prior qualification and the learning that will be 'credited' in the new qualification, both in terms of the learning content and the NQF level at which it is pitched. A maximum of 50% of the credits of a completed qualification may be transferred to another qualification. The same set of credits cannot be transferred to more than one qualification within the institution and credits may not be duplicated.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Higher Certificate studies.

Or

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

Or

• National Senior Certificate for Adults, NQF Level 4 granting access to Higher Certificate studies.

Or

• Senior Certificate, NQF Level 4 without endorsement.

Or

• An appropriate Certificate in Early Childhood Development, NQF Level 4.

And

• All registering learners must submit a certificate indicating that they have been cleared in terms of the provisions of the Children's Act, Act 38 of 2005, as persons suitable to work with babies, toddlers and young children.

This qualification consists of the following compulsory and elective modules at NQF Level 5 totalling, 132 Credits.

Compulsory Modules, NQF Level 5, totalling 118 Credits.

• Developmental Education, 8 Credits.
• Pedagogy in the Early Years, 8 Credits.
• Education Studies in the Early Years 1, 8 Credits.
• ELDAs 1: Well-being in the Early Years, 8 Credits.
• ELDAs 1: Identity and Belonging in the Early Years, 8 Credits.
• ELDAs 1: Communication in the Early Years, 8 Credits.
• Workplace Integrated Learning 1, 10 Credits.
• Assessment in the Early Years, 8 Credits.
• Becoming an Early Years Professional, 8 Credits.
• Education Studies in the Early Years 2, 8 Credits.
• ELDAs 2: Exploring Mathematics in the Early Years, 8 Credits.
• ELDAs 2: Creativity in the Early Years, 8 Credits.
• ELDAs 2: Knowledge and Understanding of the World, 8 Credits.
• Workplace Integrated Learning 2, 12 Credits.

Elective Modules, Level 5, 8 Credits (Select one module)

Home Language and Literacy in the Early Years: Afrikaans, 8 Credits.

Home Language and Literacy in the Early Years: English, 8 Credits.

Home Language and Literacy in the Early Years: isiXhosa, 8 Credits.

Home Language and Literacy in the Early Years: isiZulu, 8 Credits.

Home Language and Literacy in the Early Years: Sepedi, 8 Credits.

Home Language and Literacy in the Early Years: Setswana, 8 Credits.

And

Elective Modules, 6 Credits (Select one module)

Language of Conversational Competence: isiXhosa, 6 Credits.

Language of Conversational Competence: isiZulu, 6 Credits.

Language of Conversational Competence: Sepedi, 6 Credits.

Language of Conversational Competence: Setswana, 6 Credits.

1. Demonstrate basic competencies in mathematics, academic literacy, digital literacy and self-directed skills for vocational application in one of the languages of learning and teaching.
2. Display culturally appropriate basic interpersonal communication skills and competence in more than one language to manage playrooms across diverse contexts.
3. Demonstrate an informed understanding of the theories of holistic child development and learning in the early years encompassing inclusivity and diversity.
4. Develop a basic understanding of creating a culturally responsive and effective, age-appropriate and play-based learning environment that respects diversity and inclusivity.
5. Promote an appreciation for children's agency and executive functioning.
6. Apply foundational knowledge to enable concrete explorations of early literacy, mathematics and beginning knowledge in a range of appropriate areas.
7. Demonstrate knowledge and understanding of the role and implementation of fundamental planning of integrated learning activities which are age-appropriate and play-based.
8. Design, select and make appropriate learning materials and equipment.
9. Mediate learning by nurturing active engagement in learning through appropriate play-based methods in the early years.
10. Select and use age-appropriate techniques for assessing young children's progress in the early years, use the results of assessment to improve learning and report on this to parents, caregivers and other stakeholders.
11. Demonstrate basic knowledge and understanding of health, hygiene, safe environments and nutrition, including assisting young children to develop self-help skills concerning health, hygiene, nutrition and their own safety.
12. Collaborate with all relevant stakeholders to assess, create, maintain and enhance early learning environments for optimal development allowing for referral and reporting to services for child protection, support and enrichment.
13. Follow and model a professional code of ethics; integrate quality standards and practices in care and education in the early years, demonstrating commitment to acquiring and maintaining current professional knowledge.
14. Demonstrate the ability to reflect on practices, experiences and actions in the early learning environment in order to build pedagogical knowledge.
15. Apply basic leadership and managerial skills to manage early learning environments.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply basic mathematical knowledge and skills in one Language of Language and Teaching (LoLT) for personal, academic and vocational application.
• Apply basic academic reading and writing knowledge, skills and values in one LoLT for personal, academic and vocational application.
• Apply basic digital literacy knowledge and skills in one LoLT for personal, academic and vocational application.
• Demonstrate basic competencies in self-directed skills for the distance education context in one LoLT.

Associated Assessment Criteria for Exit Level Outcome 2

• Use basic interpersonal communication skills in more than one language.
• Apply appropriate communication methods when interacting with educational stakeholders.
• Display an understanding of cultural appropriateness in communication.
• Manage playrooms effectively across diverse contexts to ensure a conducive learning environment through communication.

Associated Assessment Criteria for Exit Level Outcome 3

• Discuss the theories of holistic child development and learning in the early years.
• Accommodate inclusivity and diversity in the early years.
• Apply an inclusive, anti-bias approach based on inclusive education practices and diverse contexts.

Associated Assessment Criteria for Exit Level Outcome 4

• Develop a culturally responsive, age-appropriate and play-based learning environment in the early years.
• Plan and create an effective, culturally responsive, age-appropriate and play-based.learning environment

Associated Assessment Criteria for Exit Level Outcome 5

• Plan and implement classroom activities to promote children's agency.
• Focus, plan, and control the impulses of children in the classroom through dramatic play and cooperative learning
• Apply evidence-based interventions to demonstrate an understanding of executive functioning.
• Evaluate if the learning environment recognises and promotes children's agency and executive functioning.

Associated Assessment Criteria for Exit Level Outcome 6

• Examine concrete explorations in early literacy in a range of appropriate areas.
• Explore concrete explorations in early mathematics in a range of appropriate areas.
• Display an informed understanding of concrete explorations in beginning knowledge in a range of appropriate areas.
• Facilitate concrete explorations to enhance early literacy, mathematics and beginning knowledge.

Associated Assessment Criteria for Exit Level Outcome 7

• Plan integrated learning activities which are age-appropriate and play-based.
• Apply integrated learning activities which are age-appropriate and play-based.

Associated Assessment Criteria for Exit Level Outcome 8

• Evaluate the age-appropriateness of learning materials and equipment in the early years context.
• Select age-appropriate learning materials and equipment in the early years context, adopting an asset-based and recycling approach.
• Design and develop age-appropriate learning materials and equipment in the early years context.

Associated Assessment Criteria for Exit Level Outcome 9

• Mediate learning through active engagement in learning, adopting a play-based approach in the early years.
• Plan activities that encourage active engagement in learning.

Associated Assessment Criteria for Exit Level Outcome 10

• Create age-appropriate opportunities for the assessment of young children's literacy, numeracy skills and life skills.
• Select and apply age-appropriate techniques for assessing young children`s progress in the early years.
• Apply the results of the assessment to improve learning.
• Report on the outcomes of assessment to inform parents, caregivers and other stakeholders.
• Analyse learners' performance and progress to inform future lessons and to reflect on best practices.

Associated Assessment Criteria for Exit Level Outcome 11

• Apply effective practices to demonstrate an understanding of children's health, hygiene, safe environments and nutritional needs.
• Create and maintain safe learning environments both inside and outside the classroom.
• Capacitate young children to develop self-help skills concerning health, safety, hygiene and nutrition.
• Demonstrate basic first aid and life-support proficiency.

Associated Assessment Criteria for Exit Level Outcome 12

• Discuss the importance of collaboration amongst all relevant stakeholders in an early years context.
• Collaborate with all relevant stakeholders to assess, create, maintain and enhance early learning environments for optimal development.
• Refer and report to services for child protection, support and enrichment.

Associated Assessment Criteria for Exit Level Outcome 13

• Discuss the value of a professional code of ethics in the early years context.
• Adhere to quality standards and practices in care and education in the early years.
• Acquire and maintain current professional knowledge related to care and education in the early years context.
• Model professional practice in the early years context.
• Recognise, apply and integrate the policy documents, quality standards and practices in care and education in the early years.

Associated Assessment Criteria for Exit Level Outcome 14

• Reflect on practices, experiences and actions of mentor educators in the early learning environment in order to build pedagogical knowledge.
• Record and reflect on observations of all aspects of ECD practice as part of a portfolio of evidence.
• Reflect on own practices, experiences and actions in the early learning environment in order to build pedagogical knowledge.

Associated Assessment Criteria for Exit Level Outcome 15

• Apply basic leadership and managerial skills to manage early learning environments.
• Demonstrate an understanding of administrative, technical and programme support in an ECD organisation.
• Implement projects, programmes and functions in a professional manner.

INTEGRATED ASSESSMENT

It is necessary to use a set of assessment methods, to achieve consistent and fair results. The total assessment package for the qualification will be carefully designed to cover all learning outcomes and assess different competencies, skills and knowledge.

The assessment types used will also be suited to the underlying teaching and learning principles outlined in the Teaching and Learning Policy, suitable to distance education, the learners need to evidence the level of the module and diverse learners' abilities, learning styles, and contexts.

Integrated assessment of applied competence refers to

• Assessing a number of outcomes together;
• Assessing a number of modules together;
• Using a combination of assessment methods and instruments for an outcome/outcomes;
• Collecting naturally occurring evidence (such as in a workplace setting);
• Acquiring evidence from other sources such as supervisors' reports, testimonials, portfolios of work previously done, logbooks, journals, etc.

The constraints of distance learning will be a consideration in the formulation of assessments. Self-assessment is built into the Curriculum and Learning Guide, given the need for self-mediated learning by distance education learners. Each module includes activities, some of which are commentaries (as opposed to model answers). Learners not only use the commentaries to assess their own understanding but also the extent to which they are responding adequately. Curriculum and Learning Guides also include reflective tasks at the end of each unit that enable learners to self-assess their knowledge, understanding and critical interpretation of key concepts.

Assessment in this qualification takes place through written assignments, tests, examinations, and during practical teaching in workplace-integrated learning.

Formative Assessment

The use of the following formative assessment methods: portfolios, academic assignments, research projects, etc.

Formal assessment for each module will comprise a minimum of two formative assessment tasks and a summative assessment. Based on the module outcomes, formative assessments will be selected from a range that includes multiple choice questions, assignments, online practical assessment, case study analyses and Portfolios of Evidence.

Student teachers have the opportunity to get feedback on their understanding of critical concepts through classwork/tutorial tasks early in modules. The teachers are given written feedback to improve the quality of their writing. The development of writing competence is a shared responsibility across the qualification, although some modules are more reading/writing intensive than others. To optimise the value of formative feedback, feedback on formative assessment tasks takes place before the summative assessments, like tests and examinations.

Tests and assignments are part of the continuous assessment for each module. The weight of the tests and assignments is a minimum of 40% of the final mark for the module, but in most modules contributes 60% of the final mark.

Work Integrated Learning assessment consists of assessment during their Work Integrated Learning sessions at schools by a qualified teacher appointed and trained. Several feedback opportunities and repeat opportunities are scheduled to provide formative assessment and opportunity for improvement. Marks and rubrics are used to develop a continuous assessment score This counts for 60% of the overall assessment.

The Workplace Integrated Learning 1 and Workplace Integrated Learning 2 modules' assessment design is integrated with all other modules as Workplace Integrated Learning seeks to combine learners' learning experiences from all modules in application in practical workplace contexts.

Assessment of Developmental Education has two components with a weighting of 60% for the formative component and 40% for the summative component. The online practical formative assessment of this module will take place online and will provide students with immediate assessment feedback.

The activities in the Curriculum and Learning Guide (CLG) are varied and are aimed to assist with self-directed learning through reflection and study group discussion. The reflection is aimed at revision, reinforcement and self-assessment and the group discussion at informal peer assessment. The formative assessment constitutes 60% of the final mark and the summative assessment constitutes 40% of the final mark.

Summative Assessment

A range of assessment practices are in place. Teachers are required to do summative assessments in the form of written tests, exams and ongoing continuous assessments as well as through Portfolios of Evidence, assessment of Reflective Journals, lesson plans and formal assessments during School Practice/WIL.

The summative assessment of the Work Integrated Learning is a Portfolio of Evidence. The pre-service teachers compile a portfolio that includes lesson plans, profiles of schools, learners, etc., written reflections, and exemplars of learning and teaching support materials. The WIL counts for 40% of the overall assessment.