Assessment Specification

External Assessment
Specifications Document

Curriculum Code Qualification Title NQF Level

234201000 Early Childhood 4
Development
Practitioner

Name Email Phone Logo

Assessment ETDP SETA [email protected] 011 - 372
Quality Partner 3337

234201000 - Early Childhood Development Practitioner (Early Childhood Development Practitioner) Page 1 of 9

Table of content
1. ASSESSMENT STRATEGY........................................................................................................... 3

1.1 Assessment Model ..................................................................................................................... 3
1.2 Qualification Purpose................................................................................................................. 3
1.3 Assessment Standards.............................................................................................................. 3

1.3.1 Assessment Standards for the Qualification ................................................................... 3
1.3.2 Assessment Standards for Phases................................................................................... 6
1.3.3 Assessment Standards for Part Qualifications................................................................ 6
2. ASSIGNMENTS TO BE EVALUATED EXTERNALLY............................................................... 6
3. CRITICAL ASPECTS OF THE INTERNAL ASSESSMENTS TO BE ASSESSED EXTERNALLY

................................................................................................................................................................. 6

4. CRITERIA FOR THE REGISTRATION OF ASSESSORS ........................................................ 6
5. FOUNDATIONAL LEARNING........................................................................................................ 6
6. ELIGIBILITY REQUIREMENTS FOR THE EXTERNAL SUMMATIVE ASSESSMENT ....... 7

6.1 Qualification................................................................................................................................. 7
6.2 Phase 1 ........................................................................................................................................ 9
6.3 Part Qualification ........................................................................................................................ 9

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1. ASSESSMENT STRATEGY

1.1 Assessment Model

The external assessment will include written assessment conducted up to a maximum of 3 hours at
decentralised assessment sites or centres, approved by the ETDP SETA (AQP), practical tasks evaluation in
a simulated environment to be conducted at accredited assessment sites approved by ETDP SETA (AQP)
over a period of 1-2 days, and the evaluation of workplace assignment assessed by ETDP SETA registered
Assessor.

1.2 Qualification Purpose

The purpose of this Qualification is to prepare a learner to operate as an Early Childhood Development
Practitioner.

An Early Childhood Development Practitioner plans and prepares early childhood activities, facilitates and
mediates learning, observes and assesses the progress of children, and reflects on learning in an inclusive,
play-based environment to support holistic development of children (from conception - school going) in
different centre-based or non-centre-based settings.

A qualified learner will be able to:

 Plan and prepare inclusive activities to support the holistic development and well-being of children

 Facilitate and mediate appropriate holistic learning of every child

 Observe, assess and record each child's progress according to the age and stage

 Develop reports of children's development and learning

 Promote the well-being, health, safety and protection of children

1.3 Assessment Standards

1.3.1 Assessment Standards for the Qualification

Integrated Assessment Focus Area 1

Plan and prepare broad-phase learning environment and stimulating activities that meet the holistic needs of
all children in centre-based or non-centre-based settings, 25%

Associated Assessment Criteria

 AC 1: An inclusive physical learning environment is set up for the selected broad phase to
encourage play, exploration and learning for all children in a centre-based or non-centre-based
setting

 AC 2: The concepts of inclusion, diversity, equality, cultural and language sensitivity in early
childhood development are explained in accordance with legal and centre policy requirements

 AC 3: A daily plan for one broad phase that reflects diversity, culture and inclusivity is designed and
developed using developmentally appropriate activities, resources and equipment

 AC 4: The activities are planned and prepared, and resources are adapted to meet the learning and
developmental needs, including special needs, of a selected broad phase within the planned
programme

 AC 5: Factors to be considered when planning for the learning and development of children in a
centre-based or non-centre-based setting are identified and explained

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Integrated Assessment Focus Area 2

Facilitate and mediate all aspects of the daily programme in a centre-based or non-centre-based setting,
35%

Associated Assessment Criteria

 AC 1: The importance and benefits of both indoor and outdoor play are explained with examples

 AC 2: Types of play that support the areas of learning and development are identified and analysed
as outlined in the early childhood development curriculum

 AC 3: A daily plan for one broad phase is implemented using appropriate activities and resources
that reflect diversity, culture and inclusivity

 AC 4: Reasons why both adult-directed and child-initiated play and learning activities are important
for children are explained in relation to development and learning of children

 AC 5: The needs of all children in a centre-based or non-centred-based setting are identified and
mediated through interactions, communication, guidance and care

 AC 6: The facilitation of child-initiated and adult-directed activities is demonstrated

 AC 7: The development of children's language and thinking is mediated through integrated activities
using different methods

 AC 8: Barriers to play-based learning in an early childhood development setting are identified and
described with examples

Integrated Assessment Focus Area 3

Observe, assess and record each child's progress, 15%

Associated Assessment Criteria

 AC 1: The importance of observing, assessing and documenting children's learning and
development in a centre-based setting is explained

 AC 2: Different assessment techniques appropriate to early childhood development are identified
and explained in order to assess the child's development and learning

 AC 3: Different methods for gathering information of children's development and learning are
identified and described with examples

 AC 4: Different methods for recording children's learning and development are identified and
described with examples

 AC 5: Possible factors which may impede children's progress are identified and explained with
examples

 AC 6: Written evidence of conducting observation and assessment of one child, using relevant tools,
templates and documentation meets the criteria for sound assessment practices

 AC 7: Observation and assessment methods to detect warning signs of developmental, emotional or
health-related problems, including special needs, are applied, and findings are interpreted and
recorded using relevant templates

 AC 8: Completed child's records meet the centre's policy requirements

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Integrated Assessment Focus Area 4

Compile a report of each child's progress, 5%

Associated Assessment Criteria

 AC 1: Observation and assessment records are evaluated to determine children's developmental
milestones and possible individual differences that affect children's growth and development

 AC 2: The achievement of learning goals and targets are reviewed to track children's progress

 AC 3: A progress report is developed integrating all relevant information pertaining to the child's
progress with recommendations in accordance with centre reporting requirements

 AC 4: A plan is developed using assessment results to shape learning opportunities and needs of
children to achieve positive outcomes

 AC 5: The importance of working with families to develop strategies with children when there are
behavioural concerns, is explained in order to promote positive behaviour

 AC 6: Information gathered about children's progress is analysed, interpreted and used to support
individual's development and learning and to inform practice

Integrated Assessment Focus Area 5

Maintain and promote the well-being, health, nutrition, safety and protection of children, 20%

Associated Assessment Criteria

 AC 1: Different types of accidents and emergency situations which may occur in an early childhood
development setting are identified and described

 AC 2: An action plan on how to respond to accidents and emergency situations is developed in
accordance with health and safety legislation and regulations and the centre's policy requirements

 AC 3: The nutritional requirements of a healthy diet for children are outlined by means of a weekly
menu for all children, taking into account special dietary requirements

 AC 4: Techniques of promoting healthy lifestyles for babies and children are identified and described
with examples

 AC 5: Given a case scenario, the signs of distress, maltreatment, abuse or neglect are identified and
described and recommendations on dealing with them reflect centre policies in terms of rules of
confidentiality and reporting procedures, including legal requirements

 AC 6: Environmental dangers, infections and risks that may affect children, including children with
special needs, in the centre-based or non-centre-based setting are identified and explained with
examples

 AC 7: Procedures for recording and reporting accidents and other emergencies in own setting are
described in accordance with legal and centre policy requirements

 AC 8: Measures for the prevention and spread of infection in early childhood development settings
are identified and described in accordance with legislation, regulations and guidance that apply to
infection prevention and control

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1.3.2 Assessment Standards for Phases

 None

1.3.3 Assessment Standards for Part Qualifications

 None

2. ASSIGNMENTS TO BE EVALUATED EXTERNALLY

 None

3. CRITICAL ASPECTS OF THE INTERNAL ASSESSMENTS TO BE ASSESSED
EXTERNALLY

 None

4. CRITERIA FOR THE REGISTRATION OF ASSESSORS

 Qualification: NQF Level 5 Early Childhood Development Qualification or equivalent
 Expertise: Practising Early Childhood Practitioner
 Years of Experience: Minimum of 3 years
 Assessment experience: Assessment Unit Standard
 Registration: Registered with EDTP SETA as an Assessor

5. FOUNDATIONAL LEARNING

Foundational Learning Competence is a pre-requisite for access to the external integrated summative
assessment.

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6. ELIGIBILITY REQUIREMENTS FOR THE EXTERNAL SUMMATIVE ASSESSMENT

In order to qualify for the external summative assessment, learners must have a copy of a completed and
signed Statement of Work Experience as well as proof of successful completion of the following subjects and
Knowledge Modules or Alternative Programmes where applicable:

6.1 Qualification

Proof of OR Proof of

Knowledge Alternative

Modules Programmes

Number Title NQF Credits Number Title NQF Level Credits
Level

234201000- Introduction to 4 4
KM-01 the early
childhood
development
sector

234201000- Theories and 5 6
KM-02 Perspectives of
Child
Development

234201000- Planning and 4 8
KM-03 Programme
Development in
early childhood
settings

234201000- Facilitation and 5 12
KM-04 mediation of
active learning

234201000- Observation 4 4
KM-05 and
assessment in
early childhood
development

234201000- Promotion of 4 6
KM-06 health, safety
and well-being
of children

234201000- Administration 3 3
KM-07 for early
childhood
development

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services and
programmes

Proof of OR Proof of

Practical Skill Alternative

Modules Programmes

Number Title NQF Credits Number Title NQF Level Credits
Level

234201000- Plan and 4 12
PM-01
prepare

inclusive

educational

activities and

routines, using

an approved

programme

based on the

curriculum

framework

234201000- Facilitate and 5 9
PM-02 mediate active
learning in an
integrated and
holistic learning
programme

234201000- Observe, 4 4
PM-03
assess, record

and report

each child's

progress

according to

the age and

stage

234201000- Support and 4 12
PM-04 promote the
health,
nutrition,
safety,
protection and
well-being of
children

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234201000- Build and 4 3
PM-05 3
maintain

collaborative

relationships

with parents

and other

service

providers

234201000- Prepare and 3
PM-06 maintain
administrative
systems

And
Statement of Work Experience

6.2 Phase 1

No Phase Tests applicable

6.3 Part Qualification

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