Topic outline

  • General


  • Introduction


    • This introductory online synchronous meeting will take place on Date | Time. Attendance is compulsory.

    • Programme overview

      Welcome to this learning programme that will lead you to greater understanding of:

      • Facilitating the holistic development of babies, toddlers and young children
      • Preparing resources and set up the environment to support the development of babies, toddlers and young children
      • Observing and reporting on child development
      • Engaging in sustained oral/signed communication and evaluate spoken/signed texts.


      As you work your way through the learning programme, you will gain competence against the following unit standards:

      Click on the link below to find out further information on this learning programme:

      • Which persons this learning programme is intended for
      • The entry level requirements
      • Programme outcomes
      • Assessments
      • Learning map (delivery structure)
      • Learner support.


    • Programme resources


    • Portfolio of Evidence (PoE) Instructions??????

      As mentioned in your study guides, there are two types of assessments present in each module:

      • Formative assessments
        • These assessments take the form of activities which are required to be completed throughout each unit of study
        • All the module's activities must be completed in this module's learner workbook
        • Use this same learner workbook through the entirety of the module
        • Save your learner workbook in the following format: Module 4 Learner Workbook_Full name 
        • At the end of the module, you will receive instructions on how to submit your learner workbook into your ePortfolio
        • Each module of study will have their own unique learner workbook
      • Summative assessment: this takes the form of knowledge questions, a practical activity and project at the end of each module
        • Detailed instructions will be provided on how to submit your summative assessment at the end of the module.


      Checklists
      Checklists are required to be completed throughout the progress of this module of study. You may complete these checklists in your relevant guide / workbook for your own records but online versions of these checklists are available for both the learner and the supervisors / facilitator including the facility for electronic sign off by all relevant parties. These links will be made available at the end of each module.


  • 1: Facilitation approaches and appropriate activities

    • Learning outcomes

      After completing this learning unit, you will be able to use facilitation approaches and ensure that facilitation uses developmentally appropriate activities. You will:

      • Understand and apply child development and child development theories
      • Ensure that the facilitation approach responds to cues provided by the children, while providing structure and experiences for their own development
      • Ensure that the facilitation approach is multi-cultural, avoids bias and is sensitive to the existing knowledge, experiences and needs of the children
      • Ensure that the facilitation approach takes advantage of teachable moments
      • Ensure that facilitation uses developmentally appropriate activities that are fun, relevant and meaningful to the life-world of the children
      • Identify activity purposes and ensure that they are consistent with given frameworks, guidelines and/or plans
      • Ensure that activities identified are appropriate to the given context and support the developmental outcomes.

    • Unit 1 study materials

      Included below is a study guide in PDF format as well as an online study guide. The study guides contain the same information as that contained in the module guide, but the information is just relevant to unit 1.


    • Additional study resources

      Click on the link below to view an additional resource relevant to this unit of study.

    • Activity 1: Facilitate development of babies, toddlers and young children

      In your learner workbook, complete the following activity individually:

      • Activity 1 on page 3 of your learner workbook
      • Ensure that you save your learner workbook in the following format: Module 4 Learner Workbook_Full name
      • This workbook will be used throughout module four.

    • Activity 2: Identify activities to support the development of babies, toddlers and young children

      In your learner workbook, complete the following activity individually:

      • Activity 2 on page 7 of your learner workbook.

  • 2: Identify and prepare resources for ECD facilitation

  • 3: Set up the environment for ECD facilitation


    • This online synchronous meeting will be held on Date | Time. Attendance is compulsory.

    • Learning outcomes

      After completing this learning unit, you will be able to set up the environment for ECD facilitation. You will:  

      • Understand how the environment impacts on child development
      • Be able to set up the learning environment
      • Know how to store materials and physical resources in an organised and accessible manner.

    • Unit 3 study materials

      Included below is a study guide in PDF format as well as an online study guide. The study guides contain the same information as that contained in the module guide, but the information is just relevant to unit 3.

    • Additional study resources

      Click on the link below to view an additional resource relevant to this unit of study.

    • Activity 5: Set up the learning environment

      In your learner workbook, complete the following activity individually:

      • Activity 5 on page 17 of your learner workbook.

    • Activity 6: Store materials and physical resources

      In your learner workbook, complete the following activity individually:

      • Activity 6 on page 19 of your learner workbook.

  • 4: Facilitate the development of babies, toddlers and young children


    • This online synchronous meeting will take place on Date | Time. Attendance is compulsory.

    • Learning outcomes

      After completing this learning unit, you will be able to facilitate the development of babies, toddlers and/or young children and use communication effectively during facilitation. You will be able to:  

      • Manage children in a manner that promotes development and is sensitive to the needs of individual children
      • Carry out facilitation in a manner that ensures the physical and emotional safety, security and comfort of the children
      • Carry out facilitation in such a way that behaviour and life-skills are modelled in a developmentally appropriate manner
      • Ensure that facilitation assures the holistic development of children
      • Ensure that communication is responsive and promotes development
      • Ensure that verbal and non-verbal interactions are developmental
      • Use appropriate behaviour and conflict management.

    • Unit 4 study materials

      Included below is a study guide in PDF format as well as an online study guide. The study guides contain the same information as that contained in the module guide, but the information is just relevant to unit 4.

    • Additional study resources

      Click on the link below to view an additional resource relevant to this unit of study.

    • Activity 7: Facilitate the development of babies, toddlers and young children

      In your learner workbook, complete the following activity individually:

      • Activity 7 on page 21 of your learner workbook.

    • Activity 8: Ensure that communication promotes development

      In your learner workbook, complete the following activity individually:

      • Activity 8 on page 25 of your learner workbook.

    • Activity 9: Use appropriate behaviour and conflict management

      In your learner workbook, complete the following activity individually:

      • Activity 9 on page 27 of your learner workbook.

  • 5: Reflect on own facilitation and use of resources


    • This online synchronous meeting will take place on Date | Time. Attendance is compulsory.

    • Learning outcomes

      After completing this learning unit, you will be able to reflect on own facilitation and the use and effectiveness of the resources. You will be able to: 

      • Reflect on your own facilitation
      • Evaluate spoken discourse
      • Reflect on the use and effectiveness of the resources.

    • Unit 5 study materials

      Included below is a study guide in PDF format as well as an online study guide. The study guides contain the same information as that contained in the module guide, but the information is just relevant to unit 5.

    • Additional study resources

      Click on the link below to view an additional resource relevant to this unit of study.

    • Activity 10: Use appropriate behaviour and conflict management

      In your learner workbook, complete the following activity individually:

      • Activity 10 on page 30 of your learner workbook.

    • Activity 11: Evaluate spoken discourse

      In your learner workbook, complete the following activity:

      • In your groups discuss the problem with resources in your ECD centre and what can be done about it
      • Video record this group discussion
      • Individually complete the activity 11 feedback form in your learner workbook
      • Submit your group video recording. The recording must be saved in the following format: Activity 11_Full name.

    • Activity 12: Reflect on the use and effectiveness of the resources

      In your learner workbook, complete the following activity:

      • Activity 12 on page 35 of your learner workbook.

  • 6: Observe and report on child development


    • This online synchronous meeting will take place on Date | Time. Attendance is compulsory.

    • Learning outcomes

      After completing this learning unit, you will be able to observe and report on child development. You will be able to:  

      • Observe babies, toddlers and young children
      • Record observations
      • Give feedback on observations
      • Use strategies to be an effective speaker in sustained oral interactions.

    • Unit 6 study materials

      Included below is a study guide in PDF format as well as an online study guide. The study guides contain the same information as that contained in the module guide, but the information is just relevant to unit 6.

    • Additional study resources

      Click on the link below to view an additional resource relevant to this unit of study.

    • Activity 13: Observe and report on child development

      In your learner workbook, complete the following activity on an individual basis:

      • Activity 13 on page 37 of your learner workbook
      • Complete the Reflection document below
      • Save your reflection document in the following format: Module 4 Reflection _Full name
      • Submit your completed workbook and reflection using the submission tool below.

    • Facilitator observation checklist

      Your facilitator will provide feedback on the participation of each learner in this module by accessing the online checklist below. Each learner is required to electronically sign the online document to confirm that he / she has received the observation feedback.

  • References and additional reading

      • Armecin, G; Behrman, JR; et al. (2006): Early Childhood Development through an integrated Program: Evidence from the Philippines. World Bank, Impact evaluation series; no. IE 2 Policy, Research working paper; no. WPS 3922
      • Cantwell, N. (2006): Children without parental care: Qualitative alternatives, Early Childhood Matters 105, Bernard van Leer Foundation
      • Early Childhood Care and Development Group (2002): Early Childhood Indicators, Coordinator’s Notebook Issue 25
      • Early Childhood Care and Development Group (2002): HIV/AIDS and Early Childhood, Coordinator’s Notebook Issue 26
      • Orrego, M.E. (1994) Life is difficult - Let’s play first! Celebrations as a vehicle building family and community life Zero to Three bulletin Vol 14
      • Richter, L. (2004): The impact of HIV/AIDS on the development of children, Published in Monograph no 109, Dec 2004 A Generation at risk? HIV/AIDS vulnerable children and security in South Africa
      • Sherr, L. (2005): HIV and young children: An annotated bibliography on psychosocial perspectives, Working papers in Early Childhood Development: Young child and HIV/AIDS sub-series 34, Bernard van Leer Foundation
      • Shonkoff, J.P. (2004): Science, Policy, and the Young Developing Child, Closing the Gap Between What We Know, Published by Ounce of Prevention Fund
      • World Health Organisation (1999): A critical link: interventions for physical growth and psychological development.

  • Summative assessment

  • Evaluation