Early Childhood Development (ECD) is an umbrella term which applies to the processes by which babies and young children grow and thrive, physically, mentally, emotionally morally and socially. ECD is of critical importance as a fundamental pillar to the foundation for lifelong learning,
Early Childhood Development (ECD) is important because the kind of early care a child receives from parents, pre-school teachers and caregivers determines how a child learns and relates in school and life in general.
During the early stages of child development all the key elements of emotional intelligence, namely confidence, curiosity, purposefulness, self-control, connectedness, ability to communicate and co-cooperativeness is formed. Young children are capable learners and suitable educational exposure during the pre-school years can have a positive impact on formal schooling.
Providing appropriate stimulation, nutrition, care, and health services during these critical, pre-school developmental period, results in:
In the South African context childcare workers teach and care for children while their parents are away for work. In the first place they make sure children are safe but their second responsibility is the development of these children by focusing on play and games, creative activities and the development of fundamental reading skills.
Childcare workers need to be energetic, fun, and patient. They help the children gain new skills and learn how to get along with others. Many childcare workers work as babysitters. They bathe, dress, and feed children; look after them while they play and clean up after them. They might put the children to bed and read to them. People who look after babies also prepare bottles and change diapers.
Childcare workers in pre-schools and day care centres take care of groups of children. Childcare workers plan daily activities before the children arrive. Each day usually includes indoor and outdoor activities, storytelling, creative activities, music, movement and routine activities. Childcare workers are also involved in the preparation of snacks and nutritious meals for children. They make sure children are healthy and clean.
Their daily tasks may include educational games and the development of language through storytelling, reading and dramatisation of stories. Basis mathematical skill is developed by the counting of blocks and cutting of shapes. To teach science, they mix colours when painting. They also teach music and movement.
Childcare workers spend most of their day with children but they also meet with the parents or guardians to give feedback on the child’s development. Childcare workers keep record of the child’s development. It is important to notice any delays in the child’s development and to report it to the relevant person – principal, parent or guardian.
Watching children grow and learn can be fun but it can be tiresome because workers have to run, clean, play outside, and pick up children. They should be cheerful, always aware of what the children are doing, and have a lot of energy. It is sometimes difficult to have the required patience.
The working hours and type of child care vary widely. It can be full time or part time. It can be as a practitioner, an assistant or a volunteer. Childcare centres are open year round. Caregivers who live with the children they look after usually work longer hours.
Childcare workers often care for children who have different needs and are sometimes in distress. It is important that we create opportunities for all children, including those who are disabled; opportunities to participate and to develop to their full potential.
The holistic model of ECD acknowledges the fundamental role that parents and communities play in the care and education of children.
It is important that we create opportunities for all children, including those who are disabled, to participate fully and to develop fully to their full potential. The holistic model of ECD also acknowledges the pivotal role that parents and communities play in the care and education of children.
Who should attend this course?
The Certificates in ECD are for anyone who has the ability to work and relate with children from birth to 5 years old and can include:
Developmental Learning Pathway
NQF 1 – Skills Development Programme : Early Childhood Development
26 Elective Credits from SAQA 71751
NQF 4 – FET Certificate : Early Childhood Development
SAQA 58761 140 credits
NQF 5 – Higher Certificate : Early Childhood Development
SAQA 64649 120 credits
NQF 5 – National Diploma : Early Childhood Development
SAQA 64650 120 credits
The duration of the certificates depends on the mode of instruction and can be from 18 weeks to 1 year.
› Notional Hours for NQF 4 Certificate = 980 work hours and 420 Academic Hours.
› Notional Hours for NQF 5 Certificate = 840 work hours and 360 Academic Hours.
› Notional Hours for NQF 5 Diploma = 840 work hours and 360 Academic Hours.
Should a potential Learner not have a Grade 12 certificate, it is advised that the Learner do the intro Skills Development Programme Level 1 before attempting further studies.
Please contact us for more information regarding the specific requirements for each ECD qualification.
Work with families and communities to support Early Childhood Development.
Prepare resources and set up the environment to support the development of babies, toddlers and young children.
Provide care for babies, toddlers and young children.
Prepare Early Childhood Development programmes with support.
Observe and report on child development.
Facilitate holistic development of babies, toddlers and young children
Demonstrate knowledge and understanding of the development of babies, toddlers and young children.
Design activities to support the development of babies, toddlers and young children
Use mathematics to investigate & monitor financial aspects of personal, business, national & international issues.
Apply knowledge of statistics & probability to critically interrogate & effectively communicate findings on life problems.
Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts.
Write/present/sign for a wide range of contexts.
Engage in sustained oral/signed communication and evaluate spoken/signed texts.
Read/view analyse and respond to a variety of texts.
Use language and communication in occupational learning programmes.
Interpret and use information from texts.
Write/present/sign texts for a range of communicative contexts.
Use language and communication in occupational learning programmes.
Accommodate audience and context needs in oral/signed communication.
Describe how to manage anxiety and depression in the workplace.
Motivate and build a Team.
Support children and adults living with HIV and AIDS.
Develop and manage the ECD learning Programme
Mediate active learning in ECD Programmes
Promote healthy development in ECD Programmes
Apply workplace communication skills
Present information in a public setting
Facilitating a Literacy Learning Programme in the reception year
Facilitating a Numeracy Learning Programme in the reception year
Facilitating a Life Skills Learning Programme in the reception year
Develop and Apply Academic Literacy Skills.
Facilitate a Programme of Learning
Organise a Programme of Learning
Promote Life Long Learning
Manage the Learning Programme
Conduct Outcome Based Assessment
Facilitate an Inclusive Educational Environment in ECD setting.
Identify and respond to learners with Special Needs and Barriers to Learning.