Provide access to a recognised educator qualification at Level 6 for ECD educators who have a Level 4 or Level 5 certificate in ECD, providing a bridge between non-formal and formal learning programmes. To enable educators/ learners to plan and implement a learning programme which is based on their knowledge of child development from birth to nine years and which helps children in a specific phase work towards achieving the learning outcomes of the national school curriculum (where appropriate). To improve community-based ECD services for young children by raising the level of ECD teaching competence and/or by providing opportunities for training in support and leadership roles.
TYPE OF PROGRAMME
- Full time
9- 12 months
Learner is required to have a Matric. Must able to speak and write in English.
All learning material included in tuition fee.
Reg Fees: R 1750.00
Course Fees: R26,950.00
Enquire at Eskilz College for pricing structure
1.1 The planning and delivery of a developmentally appropriate learning programme is underpinned by the critical understanding of child development and learning theories, including the importance of play in the early years.
1.2 All areas of learning and development are covered, with an appropriate and contextually relevant emphasis on literacy, numeracy and life skills.
1.3 Children`s learning, development and responses to the learning environment are observed and assessed continuously in order to inform practice and planning on an individual basis.
1.4 Interactions with children in a range of situations demonstrate an understanding of theories of `scaffolding` and mediating learning.
1.5 A wide repertoire of skills is used appropriately in working with individuals, small groups and large groups of children.
1.6 Children are encouraged to use their first language(s) for learning, and they are helped to acquire and use another language through meaningful activities and situations.
2.1 The implications for working with children across the whole range of special needs and barriers to learning are identified and explained within the context of child development theory and research.
2.2 Children with barriers to learning are appropriately supported, and specific activities for their learning are planned and provided in association with relevant specialist agencies if possible.
2.3 Legal requirements and policies for dealing with abuse, neglect, children with AIDS and violence are understood and implemented.
2.4 The impact on children`s well-being and development of socio-economic factors (poverty, unemployment, inequality, 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.
2.5 A range of strategies for challenging all types of discriminatory and biased behaviour are described (and demonstrated if appropriate), based on relevant theoretical understanding of oppression and cultural world views.
3.1 Comprehensive written safety and health policies which comply with legal requirements are appropriately adapted to the setting in its community context and to the age of the children, and implemented as planned.
3.2 Families and communities are encouraged to participate actively in ensuring the safety and health of children, especially with regard to environmental hazards, AIDS/HIV and other endemic diseases.
3.3 Planned activities appropriate to children`s developmental level allow children to explore safety and health issues in a way that is sensitive to the socio-economic context and to the role of traditional healers/alternative medicine.
3.4 Theories relating to social and emotional development, including indigenous theories underlying traditional child-rearing practices, and their application to practice are critically evaluated.
3.5 The social and emotional development of individual children is observed and assessed as the basis for planning and implementing strategies for facilitating their further development, including helping them to manage their own behaviour.
3.6 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.
4.1 Constructive contributions are made to the development of good practice among those working in the ECD service in ways that are democratic and supportive.
4.2 The community context in which the ECD service operates is analysed to assess family and community needs and the implications for ECD provision and practice.
4.3 The general principles of community development and organisation, processes of social change and transformation underpin the establishment of a meaningful partnership with families and the community.
4.4 Accessible information and resources are provided to help families meet their children`s needs.
4.5 Co-operative relationships with other agencies and practitioners working in the community are established and maintained.
5.1 Programme planning is based on an understanding of key issues and trends in early childhood development and their implications for ECD provision and curriculum development (historical, international, South African).
5.2 The learning programme is planned to help children achieve the specific outcomes of the national school curriculum in developmentally appropriate ways learning at their own pace.
5.3 Creatively developed learning resources are used to ensure a stimulating and effective programme.
5.4 The learning programme is critically evaluated according to specified criteria, both informally on a daily basis and formally at specified times, and modified accordingly.
5.5 Efficient administrative systems for managing the learning programme are are established and maintained.
5.6 ECD policy, legal requirements, regulations and procedures for registration and subsidisation are described, and implemented when applicable.
6.1 The implications of different approaches to assessment for ECD practice, including issues and current trends in assessment practice, are critically analysed.
6.2 The uses of different forms of assessment are understood, and appropriate methods and procedures are selected for assessing children`s progress in all developmental and learning areas.
6.3 Children are encouraged to reflect on what they have learned/achieved and participate in self-evaluation.
6.4 A regular process exists for periodic sharing of information with family members about children`s progress in ways that are fair, valid, reliable and constructive.
6.5 The effectiveness of one`s own assessment practices and reporting skills are evaluated regularly through reflection and peer assessment, and modifications made when necessary.
7.1 Advocacy on behalf of children and ECD provision is based on a comprehensive analysis of the context of ECD in South Africa.
7.2 An effort is made to keep informed about child development practices, research, legislation and other developments affecting young children; useful information and resource materials are kept in an accessible filing system.
7.3 Time and stress are managed efficiently in coordinating work commitments and own needs so that energy and enthusiasm are maintained.
7.4 Legislation and regulations governing the employment of ECD practitioners, the organised teaching profession and one`s role in it are described accurately.
7.5 Responsibility is taken for one`s own professional development, and progress is evaluated regularly as shown in a journal or portfolio.
8.1 Reading skills and strategies are used effectively for academic course work, research and professional development.
8.2 Writing skills and strategies are used effectively for recording observations in learning programmes and for communication purposes in ECD services as well as for academic course work and assessment (e.g. written assignments, reports, essays and examinations).
8.3 A well-organised and relevant portfolio is presented for assessment purposes.
8.4 The language of instruction is used appropriately and fluently to facilitate language development and tell stories, explain, describe and mediate learning in the preschool phase.
8.5 A second official language is used correctly and appropriately in bi-lingual learning groups and/or to facilitate the acquisition of a new language in the preschool phase.
9.1 The assumptions underlying the descriptions of competence in a particular specialisation are analysed and explained.
9.2 Understanding of the ways of thinking, doing and learning in a particular specialisation informs the selection and presentation of appropriate learning activities or management practices.
9.3 Relevant content knowledge of a particular specialisation is evident in the planning and presentation of appropriate learning activities or management practices.
9.4 Appropriate assessment practices are used to assess learner progress or to monitor management systems.
9.5 Evaluation of learning programmes or management practices includes critical reflection on own practice.
A range of assessment methods are recommended including workplace observation, written assignments and examinations, portfolios, structured interviews/discussion, self-evaluation, peer assessment, and family evaluation for both formative and summative assessment.
In each unit standard guidance on assessment methods is given that is appropriate to the competence that needs to be demonstrated in relation to the specific outcomes.
On successful completion of course, the learner will receive a certificate
This course is accredited with Health and Welfare Sector Education and Training Authority
For more details contact www.eskilzcollege.co.za or call 0100300080