Promote Healthy Development - Workbook

EDU-BUILD INSTITUTE
Head office: 343 Kingfisher Avenue, Sunward Park, Boksburg, 1470 Tel: 011 893 0251, email:
info@edu-build.co.za, www.edu-build.co.za
WORKBOOK
Unit Standard: 13854
SURNAME : ___________________________________________________
FIRST NAME : __________________________________________________
ID NUMBER : ___________________________________________________
COMPANY : ____________________________________________________
VENUE : ____________________________________________________
Date: __________________ Start time: __________ End time: __________
Promote healthy development in ECD programs
NQF Level 5
Property of Edu-Build Institute. Copyright@2012

How to use this Workbook
This workbook should be used in combination with the Promote healthy development
in ECD programs: Learner Guide. The workbook contains detailed information on the
following:
Unit standard The SAQA (South African Qualifications Authority) registered unit
standard on which this course is based (page 31).
Learning Activities To be completed to enhance your knowledge and understanding
of key learning concepts. (Most of these activities are included in
your learner guide)
Formative assessment To be completed during the learning process to assess your
activities knowledge and understanding. These activities will also be used
to determine your competence against the assessment criteria of
the relevant unit standard. (The Learner guide has reference to
these activities)
Summative assessment All the guidelines and assessment activities you need to complete
activities and for your final assessment (summative assessment – p19).
documents

Application for Assessment
Assessment Candidate Name: __________________________________________
ID No.: __________________________ Unit Standard No.: ___________________
Title: _______________________________________________________________
Learnership: Skills Programme:
First attempt  Second attempt  Third attempt  RPL attempt 
Observer/Witness required: YES  NO 
Name: ___________________________Contact No.: _______________________
Interpreter required: YES  NO 
Name: ___________________________Contact No.: _______________________
Name any special needs or language barriers if applicable:
______________________________________________________________
Pre-assessment meeting was done on: ____________________________________
Signature of Applicant (candidate): _________________ Date: _________________

Declaration of Authenticity
Learner
I, _______________________________________________, ID Number__________________________________
(Full name and ID Number)
Declare that the contents of this portfolio are entirely my own original work with the
exception of the following:
(List the items or documents – with the page numbers - in this portfolio that were not
generated by you)
Learner Signature: ______________________________ Date: _______________________
Assessor
I, ________________________________________, ID Number____________________________
(Full name and ID Number)
Declare that the contents of this portfolio are entirely the learner’s original work with
the exception of the following:
(List the items or documents – with the page numbers - in this portfolio that were not
generated by you)
Assessor’s Signature: ____________________ Date: __________________

Learning unit 1
Specific Outcome 1:
Promote the safety of children and adults.

Assessment Criteria: Evidence
1. A detailed written safety policy that complies with Formative Assessment 1

legal requirements is appropriately adapted to the
setting in its community context and to the age of the
children and is implemented as planned
2. Local environmental safety hazards are recognised, Formative Assessment 1

and where possible procedures are in place to
protect children and adults.
3. Families and communities are encouraged to Formative Assessment 1

participate actively in ensuring the safety of children
4. Children are helped to understand ways of Formative Assessment 1

protecting their own safety in relation to their own
capacities.

Formative assessment activity 1
(Assessment criterion 1-4)
1) Discuss the implementation and planning of the safety policy in your centre.
2) Discuss the protection of children and adults form environmental safety hazards in
your centre.
3) How are family and communities encouraged to participate in ensuring the safety of
children in your centre?
4) Explain how children are helped to understand ways of protecting their own safety in
your centre.
Attach all relevant documentation as evidence
Learning unit 2
Specific Outcome 2:
Promote and advocate good health and nutrition practices

1. A comprehensive written health policy that Formative Assessment 2

complies with legal requirements is appropriately
adapted to the setting in its community context and
to the age of the children and is implemented as
planned
2. Key child health and nutrition concerns in the local Formative Assessment 2
area, including the relationship between poverty and
inequality and health, are understood (e.g. endemic
diseases such as bilharzia, malaria; asthma, TB, AIDS,
hepatitis B, parasites, gastroenteritis, malnutrition,
micronutrient deficiencies; water-borne diseases),

and appropriate action is taken
3. The role of family and community members in Formative Assessment 2
supporting the healthy development of children is
strengthened through health education opportunities
planned co-operatively to meet their needs.
4. Critical awareness of, and respect for, alternative Formative Assessment 2
medicine, including traditional and cultural beliefs
and health practices, which have anecdotally proved
to work, is demonstrated.
5. Planned activities appropriate to children`s Formative Assessment 2
developmental level allow children to explore health
issues
6. A contextual awareness of the socio-economic Formative Assessment 2
influences on health and nutrition is demonstrated.

1) Obtain a copy of the health policy of your centre and discuss the following:
a) Does the health policy comply with legal requirements?
b) How is it implemented and planned?
2) Discuss the key child health and nutrition concerns in your local area and explain
the actions taken. (bilharzia, malaria, asthma, TB, AIDS)
3) Discuss the role of family and community in supporting the healthy development
of children in your centre.
4) Discuss the critical awareness of traditional and cultural beliefs and health
practices in your centre.
5) Explain activities in your centre that help children explore health issues.
6) Discuss the awareness of socio-economic influences on health and nutrition in
your centre.
Learning unit 3

Specific Outcome 3:
Facilitate the learning and development of children.

1. The development of children with all types of Formative Assessment 3

barriers to learning and other special needs is
understood within the context of child development
theory and research, and the implications for
working with children across the whole range of
special needs are identified
2. Children with barriers to learning are Formative Assessment 3
appropriately supported, and specific activities for
their learning are planned and provided
3. Legal requirements and policies for dealing with Formative Assessment 3
abuse, children with AIDS and violence are
understood and implemented.
4. The impact on children`s well-being and Formative Assessment 3

development of socio-economic factors (poverty,
unemployment, disempowerment), crime and
violence, both communal and domestic, substance
abuse and addiction is taken into consideration in
helping children develop the life skills to cope with
abuse, violence or stressful home situations.
5. Partnerships with health and welfare practitioners, Formative Assessment 3

government agencies and specialist agencies are set
up with a clear definition and understanding of roles.

1) Discuss the implications of working with children with special needs in your centre.
2) Discuss the support given to children with barriers to learning in your centre.
3) Discuss the policy in your centre with regards to abuse, AIDS and violence
4) Discuss the impact on children’s well-being and the development of socio-economic
factors in your centre.
5) Discuss the partnerships your centre has with health and welfare practitioners,
government agencies and specialist agencies.

Learning unit 4
Specific Outcome 4:
Promote each child`s emotional and social development.

1. A thorough understanding of how children develop Formative Assessment 4

socially and emotionally is demonstrated, and the
implications for practice (with children 0 - 9 years)
are identified.
2. Current theories relating to social and emotional Formative Assessment 4
development, including indigenous theories
underlying traditional child-rearing practices, and
their application to practice are critically evaluated.
3. The social and emotional development of Formative Assessment 4
individual children is observed and assessed as the
basis for planning and implementing strategies for
supporting their further development.
4. Children are helped to deal with family disruption Formative Assessment 4
(e.g. divorce, separation from key family members),
bereavement, and the birth of a sibling.
5. Children are helped to develop anti-bias attitudes Formative Assessment 4
and values and conflict resolution skills.

1) Discuss the social and emotional development of children and explain how your
centre provides for this development.
2) Discuss the theories of the social and emotional development of young children and
describe how it is applied in your centre.
3) Explain how the social and emotional development of children are observed and
assessed in your centre.
4) Explain how children are helped to deal with family disruption in your centre.
5) Discuss how children are helped to develop the following in your centre:
a) Anti-bias attitudes
b) Values
c) Conflict resolutions skills
Learning unit 5

Specific Outcome 5:
Specific strategies are used to help individual children learn

1. The knowledge of each child`s personality and Formative Assessment 5

developmental level is used to guide interactions
with individual children to help them learn to
manage their own behaviour.
2. The implications and underlying values of different Formative Assessment 5
theories for managing children`s behaviours are
critically evaluated, and a consistent set of principles
for their own practice is described.
3. Families are helped to understand the attitudes Formative Assessment 5
and values underlying children`s rights and relevant
protective legislation and to learn a range of positive
strategies for managing children`s behaviour
4. Careful observation and knowledge of the child`s Formative Assessment 5
background and recent experiences are used to help
identify possible causes of, or contributing factors to,
patterns of behaviour which are not consistent with
progressive development
5. Specific strategies are used appropriately for Formative Assessment 5
managing different types of disruptive and/or
unacceptable behaviour, e.g. conflict resolution skills
and cultural resources of respect and honouring.

1) Discuss the management of children’s behaviour in your centre.

2) Discuss how families are helped to understand the attitudes and values regarding a
child’s behaviour in your centre.
3) Discuss how the observation and knowledge of a child’s background and recent
experiences are used to identify the reason for bad behaviour in your centre.
4) Discuss the strategies used to manage behaviour in your centre.

Summative (Final) Assessment guidelines
Purpose: The purpose of the assessment is to allow you the opportunity to provide
evidence of being competent against all the specific outcomes.
Performance to be assessed: The required performance is described below under
types of evidence:
Types of evidence:
1. Formative Assessment Activities:
 All the evidence that you have developed in completing the formative
assessment activities of Learning Unit 1-4
2. Summative Assessment Activity:
 The summative assessment activity is discussed below.
3. Authentication statement:
It is very important that you should do your assessment activities on your own.
You must include a statement with your assignments. It must state that you have
conducted the assignments. Please provide your signature and date.
Timing of the Assessment:

All assessment activities should be completed at the most two weeks after the
last day of the course.
The date to hand in my completed assessment activities
is____________________________
Resources required:
 The learner guide provides adequate information for you to complete

assessment activities
Assessment process:
1. Candidate complete: Candidate Preparation Confirmation document

2. Candidate prepare evidence for assessment
3. Hand in evidence at the Training and Development Centre.
4. The assessor conducts an assessment.
5. Assessor provides feedback in written form (including assessment
decision).
6. The candidate has the right to appeal against the assessment decision
(Written appeal to, first the assessor than to the moderator then the
ETQA).
7. (Optional)Re-assessment (as agreed upon between you and the assessor).
8. One other conducting of assessment and feedback.
9. Competent: Assessment will be moderated by an internal moderator.
10. Candidate information and assessment results to be sent to the SETA for
verification.
11. SETA endorses part-qualification by means of a formal letter.
12. Certification.

Candidate Preparation Confirmation (To be completed by the candidate to be
assessed):
Unit standard Title: Promote healthy development in ECD programs

Level: 5 Credit value: 12 Number: 13854
1. Full Name and
Surname:
2. ID number:
3.
Organisation/company:
Contact telephone Work: Cell:
numbers:
E-mail Address:
Date of course attended:
I confirm that: Comments/Agreement
a. The purpose of the assessment has been clearly explained to me.
b. The assessment criteria are clear.

c. I have received the relevant information to prepare myself for
assessment.
d. I have received adequate time to prepare myself for the assessment.
e. I know and understand that all evidence that I submit should be my
own work.
f. I had the opportunity to ask questions and am satisfied.
g. All procedures and policies applicable to this assessment have been
explained to me (e.g. appeals procedure, assessment policy)
Additional Remarks:
I am ready for the assessment:

Learner Date:
signature:

Summative Assessment Activity
Purpose: Apply knowledge practically
Task: Complete the following
1. Develop a poster on health, safety, and nutrition of young children

2. As a group draws up the table on the development of babies, toddlers and young children under the
following headings:
a) Social Development
b) Emotional Development
c) Physical Development
d) Cognitive Development
Assessment Guide
Unit Standard Title: Promote healthy development in ECD programs Unit Std
No: 13854
Level: 1 Credit value: 12
Learner Name: Learner
no:
ID number Phone no:
Organisation Departme
nt:
Date Assessed
Assessment Decision:
Assessor Assesso Assessor signature:
Name: r no:
Date Assessment
assessed decision
Learner Date
Signature
Moderator Satisfied Dissatisfied
Name:
Date Moderator
moderated signature

Table of competence achieved or not yet achieved. Comply?
S.O / A.C  X
Criteria Cross-reference
evidence
S.O. 1 Promote the safety of children and adults.
1. A detailed written safety policy that complies

with legal requirements is appropriately adapted
to the setting in its community context and to the
age of the children and is implemented as planned
2. Local environmental safety hazards are
recognised, and where possible procedures are in
place to protect children and adults
3. Families and communities are encouraged to
participate actively in ensuring the safety of
children
4. Children are helped to understand ways of
protecting their own safety in relation to their own
capacities.
S.O. 2 Promote and advocate good health and nutrition practices
1. A comprehensive written health policy that

complies with legal requirements is appropriately
adapted to the setting in its community context
and to the age of the children and is implemented
as planned
2. Key child health and nutrition concerns in the
local area, including the relationship between
poverty and inequality and health, are understood
(e.g. endemic diseases such as bilharzia, malaria;
asthma, TB, AIDS, hepatitis B, parasites,
gastroenteritis, malnutrition, micronutrient
deficiencies; water-borne diseases), and
appropriate action is taken
3. The role of family and community members in
supporting the healthy development of children is
strengthened through health education
opportunities planned co-operatively to meet
their needs.
4. Critical awareness of, and respect for,
alternative medicine, including traditional and
cultural beliefs and health practices, which have
anecdotally proved to work, is demonstrated.
5. Planned activities appropriate to children`s
developmental level allow children to explore
health issues
6. A contextual awareness of the socio-economic
influences on health and nutrition is
demonstrated.
S.O. 3 Facilitate the learning and development of children.

1. The development of children with all types of
barriers to learning and other special needs is
understood within the context of child
development theory and research, and the
implications for working with children across the
whole range of special needs are identified
2. Children with barriers to learning are

appropriately supported, and specific activities for
their learning are planned and provided
3. Legal requirements and policies for dealing with

abuse, children with AIDS and violence are
understood and implemented
4. The impact on children`s well-being and
development of socio-economic factors (poverty,
unemployment, disempowerment), crime and
violence, both communal and domestic, substance
abuse and addiction is taken into consideration in
helping children develop the life skills to cope with
abuse, violence or stressful home situations.
5. Partnerships with health and welfare

practitioners, government agencies and specialist
agencies are set up with a clear definition and
understanding of roles.
S.O. 4 Promote each child`s emotional and social development.
1. A thorough understanding of how children

develop socially and emotionally is demonstrated,
and the implications for practice (with children 0 -
9 years) are identified.
2. Current theories relating to social and emotional
development, including indigenous theories
underlying traditional child-rearing practices, and
their application to practice are critically
evaluated
3. The social and emotional development of
individual children is observed and assessed as the
basis for planning and implementing strategies for
supporting their further development.
4. Children are helped to deal with family
disruption (e.g. divorce, separation from key
family members), bereavement, and the birth of a
sibling.
5. Children are helped to develop anti-bias
attitudes and values and conflict resolution skills.
S.O. 5 Specific strategies are used to help individual children learn
1. The knowledge of each child`s personality and

developmental level is used to guide interactions
with individual children to help them learn to
manage their own behaviour.

2. The implications and underlying values of
different theories for managing children`s
behaviours are critically evaluated, and a
consistent set of principles for their own practice is
described.
3. Families are helped to understand the attitudes
and values underlying children`s rights and
relevant protective legislation and to learn a range
of positive strategies for managing children`s
behaviour
4. Careful observation and knowledge of the child`s
background and recent experiences are used to
help identify possible causes of, or contributing
factors to, patterns of behaviour which are not
consistent with progressive development
5. Specific strategies are used appropriately for
managing different types of disruptive and/or
unacceptable behaviour, e.g. conflict resolution
skills and cultural resources of respect and
honouring.
Candidate’s overall achievement
C/ Feedback per specific outcome

NYC
Specific Outcome 1
Specific Outcome 2
Specific Outcome 3
Specific Outcome 4
Specific Outcome 5
Critical cross-field
outcomes
Overall Feedback form Assessor:
Signature: Date:
Assessor

Feedback on Assessment
Following is feedback on an assessment conducted:
Name of learner:
Date of assessment:
ID of learner:
Unit standard Title: Promote healthy development in ECD programs US No: 13854
The following aspects were covered during Feedback:
the assessment:
SO1 Promote the safety of children and
adults.
SO2 Promote and advocate good health

and nutrition practices.
SO3 Facilitate the learning and

development of children
SO4 Promote each child`s emotional and

social development.
SO5 Specific strategies are used to help

individual children learn
CCFO
Overall feedback:
(write down your
overall impression)
Assessment decision:
Next step: Reassessment Moderation Appeal
Assessor details:
Name: Assessor Date:
Number:
Learner input:
I am satisfied/dissatisfied with the Learner Signature Date:

assessment results

Internal Moderator’s Report
Learner’s Name ID
NLRD Number
Assessor’s Name Number
Moderator’s Name Number
Date of observation Date of feedback Date of re-

assessment
Unit standard Title: Promote healthy development in ECD programs US No: 13854
Moderation Decisions
Specific Comment Agree Disagree
outcomes
1
CCFO
Overall
moderation I Agree/Disagree with the assessment decisions made by the assessor
decision
Feedback to the Assessor:
Action required
Internal Moderator’s Name:
Internal Moderator’s Signature: Date:

Review Questionnaire (to be completed by Candidate)
Purpose: The purpose of this questionnaire is to obtain feedback on your experience during the
assessment
Please complete the following questionnaire as honest as possible
Unit standard Promote healthy development in ECD programs US No: 13854
Title:
Name: Assessment
date:
No Question Yes/No No Question Yes/No
1 Have you received adequate information during 7 Did you feel safe and
the assessment preparation meeting to prepare comfortable during
yourself? the assessment?
2 Were all your questions answered to your 8 Did you understand
satisfaction? the instructions and
questions during the
assessment?
3 Were you clear on the assessment activities and 9 Was the feedback
timing of the assessment? given to you in time?
4 Were you granted the opportunity to give input 10 Were the strengths
and suggestions for the assessment? and weaknesses in
your performance
clearly spelled out?
5 Were your special needs adequately dealt with? 11 Did you have the
opportunity to share
your assessment
experience during
the feedback session?
6 Was the assessment conducted in a fair 12 Were you clear on
manner? the next steps in the
process?
Please provide specific feedback on the items that were answered no:
Item Explanation:
No
Any
Suggestions
Assessor’s Review

Unit Promote healthy development US Number: 13854
stand in ECD programs
ard
Title:
Assessor Date of assessment:
Name:
No Question Yes/No
Assessment plan:
1. Are the assessment methods appropriate?
2. Are the assessment instruments appropriate?
3. Are the assessment activities selected adequate?
4. Is the timing allowed sufficient?
5. Are the assessment conditions stipulated appropriately?
6. Where the physical and human resources selected adequately?
7. Was the assessment conducted in a cost-effective manner?
8. Were the special needs of candidates taken into account without compromising
the fairness or validity of the assessment?
9. Were unfair barriers removed?
10. Was the assessment context taken into account during the assessment?
11. Was the assessment environment safe?
12. Were contingencies dealt with in a fair manner?
Learner preparation:
13. Was the assessment context in terms of the NQF explained and understood by
the candidate?
14. Was the candidate clear on all the expectations of the assessment?
15. Was input/suggestions obtained from the candidate?
16. Was the candidate ready for the assessment?
Conducting the assessment:
17. Was the assessment environment prepared according to the plan?
18. Was the assessment environment safe?
19. Was evidence collected that comply with the quality factors of:
Validity, Authenticity, Currency, and Sufficiency?
20. Was record-keeping adequate?
Feedback:
21. Was feedback given in the agreed timeframes?
22. Does feedback focus on the strengths and weaknesses in performance?
23. Is feedback constructive?
24. Has feedback been obtained from the candidate?
Please elaborate on items answered no:
Item number: Explanation:
Identify the overall strengths and weaknesses (based on this review as well as the input received from the
candidate)
Strengths Weaknesses

Recommendations:
Assessor Report
Assessment Decision
Unit Standard: Health, safety, and Nutrition
C NYC Comments / Remarks
Specific Outcome 1
Specific Outcome 2
Specific Outcome 3
Specific Outcome 4
Specific Outcome 5
Candidate’s overall achievement Competent / Not Yet Competent

Candidate’s signature
Assessor’s signature
Assessor’s Registration Number
Moderator’s signature
Moderator’s Registration Number
Declaration by Candidate
I ………………………………………………………………declare that I am satisfied that the feedback

given to me by the Assessor was relevant, sufficient and done in a constructive manner.
I accept the assessment judgment and have no further questions relating to this
particular assessment instrument.

Internal Moderator Report
Moderator’s name
Assessor’s name
Date of moderation
Unit standard/s being moderated 13854 Level 5
Moderation Decisions
Unit Standard: Health, safety, and Nutrition

Agree Disagree Comments / Remarks
Specific Outcome 1
Specific Outcome 2
Specific Outcome 3
Specific Outcome 4
Specific Outcome 5
Candidate’s overall achievement Competent / Not Yet Competent

Candidate’s signature
Assessor’s signature
Assessor’s Registration Number
Moderator’s signature
Moderator’s Registration Number
Declaration by Candidate
I ………………………………………………………………declare that I am satisfied that the feedback

given to me by the Assessor was relevant, sufficient and done in a constructive manner.
I accept the assessment judgment and have no further questions relating to this
particular assessment instrument.

Candidate Evaluation of the Assessment
Candidate’s name
Assessor’s name
Moderator’s name
Date of feedback
Promote healthy development NQF level 5
Unit standard/s in ECD programs
Specific outcomes to be assessed 1-5
Please answer the following questions by ticking in the applicable box.

 Indicates that you are happy
 Indicates that you are not happy
# QUESTIONS  
1 Did your assessor welcome you to the meeting?
2 Did the assessor explain to you the reasons for the assessment?
3 Did the assessor explain to you what you would be assessed on?
4 Did you understand the questions the assessor asked you?
5 Was your assessor friendly?
6 Did your assessor provide you with feedback on how you did during the
assessment?
7 Did you understand the feedback?
8 Did you like the assessment process?
9 Would you like to be assessed on other things?
10 Would you encourage your friends to go forward for an assessment?
Candidate’s signature: __________________________________
Date: _______________________________________

Assessment Appeal Form
Any candidate has the right to appeal against any “not yet competent” decision by the
learner-assessor. If the candidate wishes to appeal, he or she should follow the
procedure set out below.
I hereby wish to appeal against the outcome of an assessment.

SECTION ONE (Within 1 week of receipt of Assessment Report)
Candidate’s Name
ID Number
Assessment Date
Unit Standard Title
Reason for appeal
against Assessment
Report
(Brief outline)
Assessor name
Candidate ………………………………………….. …………………………………
(Signature) (Date)
SECTION TWO (Within 1 week of receipt of Assessment Report)
Principal/manager
reconsidered decisions
and rationale.
(Attach a detailed
report if required)
Principal/manager …………………………………………… …………..……………………
(Signature) (Date)
The above decision has been explained to me and I accept the assessment decision is final.
Candidate
………………………………………….. …………………………………
(Signature) (Date)
The above decision has been explained to me and I wish to submit a third appeal.
Candidate ………………………………………….. …………………………………
(Signature) (Date)

Assessor Evaluation of the Assessment
NAME of ASSESSOR NAME of MODERATOR
VENUE DATE of REVIEW

Health, safety, and Nutrition
UNIT STANDARD
Review Dimension ASSESSOR MODERATOR ACTION
The principles/criteria for good Agree Agree

assessment were achieved? Disagree Disagree
The assessment related to the Agree Agree
registered unit standard? Disagree Disagree
Agree Agree
The assessment was practical?
Disagree Disagree
It was time-efficient and cost-effective
Agree Agree
and did not interfere with my normal
Disagree Disagree
responsibilities?
The assessment instruments were fair, Agree Agree
clear and understandable Disagree Disagree
The assessment judgements were made Agree Agree
against set requirements Disagree Disagree
The venue and equipment was Agree Agree
functional Disagree Disagree
Special needs were identified and the Agree Agree
assessment plan was adjusted Disagree Disagree
Feedback was constructive against the Agree Agree
evidence required Disagree Disagree
Agree Agree
An opportunity to appeals was given
Disagree Disagree
Agree Agree
The evidence was recorded
Disagree Disagree
The learner was satisfied with the Agree Agree

assessment process used Disagree Disagree
CANDIDATE” S DECLARATION OF UNDERSTANDING

I am aware of the moderation process and understand that the moderator could declare the assessment
decision invalid
Candidate Assessor Moderator
27
Property of Edu-Build Development. Copyright@2012
All qualifications and part qualifications registered on the
National Qualifications Framework are public property.
Thus the only payment that can be made for them is for
service and reproduction. It is illegal to sell this material for
profit. If the material is reproduced or quoted, the South
African Qualifications Authority (SAQA) should be
acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:

SAQA US ID UNIT STANDARD TITLE
13854 Promote healthy development in ECD programs
ORIGINATOR ORIGINATING PROVIDER
SGB Early Childhood Development
QUALITY ASSURING BODY
-
FIELD SUBFIELD
Field 05 - Education, Training, and Development Early Childhood Development
ABET BAND UNIT PRE-2009 NQF NQF LEVEL CREDITS
STANDARD LEVEL
TYPE
Undefined Regular Level 5 Level TBA: Pre- 12
2009 was L5
REGISTRATION STATUS REGISTRATION REGISTRATION SAQA DECISION
START DATE END DATE NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30
In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level
are shown. In the text (purpose statements, qualification rules, etc), any references to
NQF Levels are to the pre-2009 levels unless specifically stated otherwise.
This unit standard replaces:

Pre-2009
US ID Unit Standard Title NQF Level Credits Replacement Status
NQF Level
Level TBA:
Facilitating Healthy
7397 Level 5 Pre-2009 was 12 Complete
Development
L5

PURPOSE OF THE UNIT STANDARD
This is a core unit standard of the Higher Certificate in ECD and the National
Diploma in ECD at Level 5.
The learners are able to demonstrate the ability to implement comprehensive

safety and health policies in a holistic, inclusive and developmentally appropriate
way in association with families and the wider community.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR

LEARNING
The applied competence outlined in Facilitate Healthy Development in ECD
Programs at Level 4.
UNIT STANDARD RANGE

This unit standard is suitable for practitioners working with children between
birth and 9 years and their families in all types of settings. Practitioners are
required to demonstrate applied competence in one of the following
developmental phases/ settings:
? 0 - 3 years (group or informal or family setting)

? 2 - 6 years (group or informal or family setting)
? 5 - 9 years (group or informal setting)
At this level, practitioners demonstrate the ability to:
o Prepare a detailed and comprehensive health and safety policies adapted to the
specific setting and age group based on a thorough understanding of the health
and safety needs of children from 0 - 9 years in different settings,
o Plan and implement developmentally-appropriate activities that help children

understand and explore health and safety issues;
o Establish partnerships with families, community members, and other

organisations to promote the safety and healthy development of children,
including those with special needs;
o Identify the implications for the practice of relevant theories and research
findings relating to children's learning and healthy development,
o Plan and provide specific activities and use appropriate strategies to support the
learning and development of children with special needs;
o Plan and implement a range of strategies for facilitating the social and emotional
development of children according to their individual needs.
The following contextual information relates to this unit standard:
o This unit standard focuses specifically on the competence required to protect

children's safety and support the good health and nutrition of children between

the ages of 0 and 9 years in an ECD learning site. It does not provide credits in
specific areas of health care, such as First Aid (although it includes basic first aid
requirements). Separate unit standards are or will be available in areas of health
care that could be credited towards a Level 4 ECD qualification as electives.
o Safety refers to the children enrolled in the ECD program and the adults (and
older children) who are responsible for the care of the children or for assisting
with, or contributing to, the program in any way (e.g. family members assisting
with outings, visitors, health practitioners).
o Children with barriers to learning and other special needs include children with
all types of disabilities, children with special talents, and those coping with abuse,
stressful home situations and/or communal crime and violence. The focus of this
unit standard is on the identification and active support of children with special
needs who are included in the ECD program. For practitioners working with
children with specific disabilities, other qualifications may be more relevant.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Promote the safety of children and adults.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. A detailed written safety policy that complies with legal requirements is
appropriately adapted to the setting in its community context and to the age of the
children and is implemented as planned.
2. Local environmental safety hazards are recognised, and where possible
procedures are in place to protect children and adults.
3. Families and communities are encouraged to participate actively in ensuring the
safety of children.
4. Children are helped to understand ways of protecting their own safety in
relation to their own capacities.
SPECIFIC OUTCOME 2
Promote and advocate good health and nutrition practices.
ASSESSMENT CRITERIA
1. A comprehensive written health policy that complies with legal requirements is
appropriately adapted to the setting in its community context and to the age of the
children and is implemented as planned.
2. Key child health and nutrition concerns in the local area, including the
relationship between poverty and inequality and health, are understood (e.g.
endemic diseases such as bilharzia, malaria; asthma, TB, AIDS, hepatitis B,
parasites, gastro-enteritis, malnutrition, micro-nutrient deficiencies; water-borne
diseases), and appropriate action is taken.
3. The role of family and community members in supporting the healthy
development of children is strengthened through health education opportunities
planned co-operatively to meet their needs.
4. Critical awareness of, and respect for, alternative medicine, including traditional
and cultural beliefs and health practices, which have anecdotally proved to work,
is demonstrated.
5. Planned activities appropriate to children's developmental levels allow children
to explore health issues.
6. A contextual awareness of the socio-economic influences on health and nutrition
is demonstrated.
SPECIFIC OUTCOME 3
Facilitate the learning and development of children.
OUTCOME NOTES
Facilitate the learning and development of children with barriers to learning and
other special needs.
ASSESSMENT CRITERIA
1. The development of children with all types of barriers to learning and other
special needs is understood within the context of child development theory and
research, and the implications for working with children across the whole range of
special needs are identified.
2. Children with barriers to learning are appropriately supported, and specific
activities for their learning are planned and provided.
3. Legal requirements and policies for dealing with abuse, children with AIDS and
violence are understood and implemented.
4. The impact on children's well-being and development of socio-economic factors
(poverty, unemployment, disempowerment), crime and violence, both communal
and domestic, substance abuse and addiction is taken into consideration in helping
children develop the life skills to cope with abuse, violence or stressful home
situations.
5. Partnerships with health and welfare practitioners, government agencies and
specialist agencies are set up with a clear definition and understanding of roles.
SPECIFIC OUTCOME 4
Promote each child's emotional and social development.
ASSESSMENT CRITERIA
1. A thorough understanding of how children develop socially and emotionally is
demonstrated, and the implications for practice (with children 0 - 9 years) are
identified.
2. Current theories relating to social and emotional development, including
indigenous theories underlying traditional child-rearing practices, and their
application to practice are critically evaluated.
3. The social and emotional development of individual children is observed and
assessed as the basis for planning and implementing strategies for supporting
their further development.
4. Children are helped to deal with family disruption (e.g. divorce, separation from
key family members), bereavement, and the birth of a sibling.
5. Children are helped to develop anti-bias attitudes and values and conflict
resolution skills.
SPECIFIC OUTCOME 5

Specific strategies are used to help individual children learn.
OUTCOME NOTES
Specific strategies are used to help individual children learn to manage their own
behaviour.
ASSESSMENT CRITERIA
1. The knowledge of each child's personality and developmental level is used to
guide interactions with individual children to help them learn to manage their own
behaviour.
2. The implications and underlying values of different theories for managing
children's behaviours are critically evaluated, and a consistent set of principles for
their own practice is described.
3. Families are helped to understand the attitudes and values underlying children's
rights and relevant protective legislation and to learn a range of positive strategies
for managing children's behaviour.
4. Careful observation and knowledge of the child's background and recent
experiences are used to help identify possible causes of, or contributing factors to,
patterns of behaviour which are not consistent with progressive development.
5. Specific strategies are used appropriately for managing different types of
disruptive and/or unacceptable behaviour, e.g. conflict resolution skills and
cultural resources of respect and honouring.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

o Direct observation of performance in a relevant work setting.
o Scrutiny of health and safety records and reports, child observations.
o Oral questioning to determine the practitioner's level of understanding of child

development and justification of practices observed.
o Written examination of knowledge required performing competently, especially

with regard to health and safety outcomes,
o Portfolio of assignments, relevant case studies, notes that show the ability to link
theory and practice.

o Moderation: Scrutiny of all relevant written records, portfolio, written work, and
other evidence; random workplace assessment by an external assessor, including
oral interviews.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners can analyse and explain the following:
o Children's needs within a perspective of holistic human development through

the lifespan;
o Relevant theories and research findings relating to the safety and healthy
physical, social and emotional development of children aged 0 to 9 years,
o The socio-economic context, like the effects of poverty, class background and
inequality, impact on the healthy development of children, and the role of the ECD
service in mediating this;
o The elements of comprehensive safety policy for children and adults in ECD
settings: the recording of regular safety checks, the identification and correction of
hazards, outings and transportation, emergency plans, including evacuation
procedures and first aid, protecting children from health hazards, supervision;
o The elements of comprehensive health policy for ECD settings: enrolment policy
regarding health matters; record-keeping, sanitation and hygiene requirements,
child health monitoring, care of ill children and outbreaks of infectious diseases,
medication policy, food, rest and sleep (if appropriate), staff health policy, and
health education policy;
o Relevant health and safety issues and the role of the wider community in
ensuring children's health and safety;
o Strategies for the effective inclusion of children across the whole range of special
needs;
o Legislation and policies relating to the safety, health and welfare of children aged
0 - 9 years (including child abuse and neglect);
o The national school curriculum, especially with regard to the life orientation
learning area;
o A range of strategies for facilitating children's social and emotional development,

and for managing disruptive/unacceptable behaviour;
o A range of strategies for challenging all types of discriminatory and biased

behaviour, based on relevant theoretical understanding of oppression and cultural
worldviews.
Learners demonstrate the following attitudes and values:
o A caring and concerned attitude towards children's health and safety;

o Inclusive anti-bias values and attitudes towards the children, co-workers, and
families;
o Warmth, trust and respect for children as capable individuals,
o Respect for traditional childbearing practices which are used as a basis for
supporting children's holistic healthy development provided that they do not
reinforce racial or gender stereotypes or conflict with children's rights, e.g.
physical punishment,
o Religious and cultural practices regarding health and diet in the community are
respected.
UNIT STANDARD DEVELOPMENTAL OUTCOME

1. Reflect on and explore a variety of strategies to learn more effectively;
2. Participate as responsible citizens in the life of local communities around

general health and safety issues,
3. Be culturally and aesthetically sensitive across a range of social contexts.
4. Explore education and career options related to work with children.
5. Develop entrepreneurial opportunities in setting up ECD services.
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING

Identify and solve a variety of problems showing that responsible decisions using
critical thinking have been made in caring for children and facilitating their
development.
UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team and a community, especially in
helping to create a safe and healthy environment for young children.
UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively.
UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information relating to the
community context, children's needs, and development.
UNIT STANDARD CCFO COMMUNICATING

Communicate effectively (with children and adults) using visual, mathematical and
language skills in both oral and written modes.

UNIT STANDARD CCFO SCIENCE
Use science and technology effectively and critically, showing responsibility
towards the environment and health of others.
UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by
recognising that problem-solving contexts do not exist in isolation.
QUALIFICATIONS UTILISING THIS UNIT STANDARD:

PRE-
QUALITY
QUALIFICATION 2009 NQF END
ID STATUS ASSURING
TITLE NQF LEVEL DATE
BODY
LEVEL
As per Learning
Higher
NQF Programs
Certificate: Early 2015-
Core 64649 Level 5 Level Reregistered recorded
Childhood 06-30
05 against this
Development
Qual
As per Learning
National
NQF Programs
Diploma: Early 2015-
Core 64650 Level 5 Level Reregistered recorded
Childhood 06-30
05 against this
Development
Qual
As per Learning
National
NQF Programs
Certificate: 2015-
Elective 80946 Level 5 Level Reregistered recorded
Community 06-30
05 against this
Development
Qual
National
NQF
Diploma: 2015-
Elective 49710 Level 5 Level Reregistered ETDP SETA
Development 06-30
05
Practice

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EDU-BUILD INSTITUTE

FIRST NAME : __________________________________________________

Date: __________________ Start time: __________ End time: __________

Promote healthy development in ECD programs

Promote healthy development in ECD programs

Property of Edu-Build Institute. Copyright@2012

Property of Edu-Build Institute. Copyright@2012

Assessment Candidate Name: __________________________________________

ID No.: __________________________ Unit Standard No.: ___________________

Learnership: Skills Programme:

First attempt  Second attempt  Third attempt  RPL attempt 

Observer/Witness required: YES  NO 

Name: ___________________________Contact No.: _______________________

Interpreter required: YES  NO 

Name: ___________________________Contact No.: _______________________

Name any special needs or language barriers if applicable:

Pre-assessment meeting was done on: ____________________________________

Signature of Applicant (candidate): _________________ Date: _________________

Property of Edu-Build Institute. Copyright@2012

(Full name and ID Number)

Learner Signature: ______________________________ Date: _______________________

(Full name and ID Number)

Assessor’s Signature: ____________________ Date: __________________

Property of Edu-Build Institute. Copyright@2012

Promote the safety of children and adults.

1. A detailed written safety policy that complies with Formative Assessment 1

2. Local environmental safety hazards are recognised, Formative Assessment 1

3. Families and communities are encouraged to Formative Assessment 1

4. Children are helped to understand ways of Formative Assessment 1

Property of Edu-Build Institute. Copyright@2012

Attach all relevant documentation as evidence

Promote and advocate good health and nutrition practices

1. A comprehensive written health policy that Formative Assessment 2

Property of Edu-Build Institute. Copyright@2012

Formative assessment activity 2

Attach all relevant documentation as evidence

Property of Edu-Build Institute. Copyright@2012

Facilitate the learning and development of children.

1. The development of children with all types of Formative Assessment 3

4. The impact on children`s well-being and Formative Assessment 3

5. Partnerships with health and welfare practitioners, Formative Assessment 3

Formative assessment activity 3

Attach all relevant documentation as evidence

Property of Edu-Build Institute. Copyright@2012

Promote each child`s emotional and social development.

1. A thorough understanding of how children develop Formative Assessment 4

Formative assessment activity 4

Property of Edu-Build Institute. Copyright@2012

Attach all relevant documentation as evidence

Property of Edu-Build Institute. Copyright@2012

Specific strategies are used to help individual children learn

1. The knowledge of each child`s personality and Formative Assessment 5

Formative assessment activity 5

1) Discuss the management of children’s behaviour in your centre.

Attach all relevant documentation as evidence

Property of Edu-Build Institute. Copyright@2012

2. Summative Assessment Activity:

 The summative assessment activity is discussed below.

Timing of the Assessment:

Property of Edu-Build Institute. Copyright@2012

The date to hand in my completed assessment activities

 The learner guide provides adequate information for you to complete

1. Candidate complete: Candidate Preparation Confirmation document

Date: ______ Start time: End time:

ID No.: ________ Unit Standard No.: _

Name: _____Contact No.: _

Name: _____Contact No.: _

Signature of Applicant (candidate): _ Date: _

Learner Signature: ________ Date: _

Assessor’s Signature: __ Date: