Bachelor of Education in Early Childhood Care and Education
Education, Training and Development - Early Childhood Development
Purpose and Rationale
Bachelor of Education in Early Childhood Care and Education
Purpose
The purpose of the Bachelor of Education in Early Childhood Care and Education is to equip qualifying learners with the required disciplinary knowledge, educational theory, and training necessary to demonstrate competence and responsibility as academically and professionally qualified educators. This qualification aims to develop educators specializing in the care and education of children aged from birth to four years. Learners will gain specialized knowledge, practical skills, and workplace experience to apply as educators. Upon completion, learners will be able to create effective learning environments, facilitate early literacy and mathematics development, ensure health and safety, reflect on teaching practices, and identify and respond to child protection issues. This qualification also aims to foster intellectual independence and research competence for potential postgraduate studies in Early Childhood Care and Education.
Learning Outcomes
Upon completion of this qualification, learners will be able to:
- Create effective learning environments conducive to exploration, play, and learning for children aged birth to four years.
- Develop early literacy, early mathematics, and knowledge in various areas such as social and natural sciences, technology, and creative arts.
- Understand and implement health, hygiene, safe environment, and nutrition practices for young children.
- Reflect on classroom practices to enhance pedagogical knowledge.
- Identify and address child protection issues, including recognizing signs of abuse and making appropriate referrals.
Rationale
Early childhood experiences significantly impact a child's social, emotional, and intellectual development, influencing their learning and overall success in life. Educators working with children aged birth to 4 years play a crucial role in supporting children's development. In South Africa, Early Childhood Development (ECD) is recognized as vital for the country's social and economic development. Extensive research has informed the development of policies and educational programs, including the creation of standardized quality curricula for ECCE degrees and diplomas. The Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for Early Childhood Development Educators (MRQECDE) emphasizes the importance of qualified and passionate ECCE practitioners. Collaborative efforts among South African higher learning institutions, supported by funding from the European Union, aim to enhance teacher education and training in ECCE to meet quality standards.
Note
This document outlines the purpose and rationale of the Bachelor of Education in Early Childhood Care and Education, highlighting its significance in preparing educators specializing in early childhood development.
Outcomes
- Demonstrate a strong knowledge base to enable the development of early literacy, early mathematics explorations, and beginning knowledge in a range of appropriate areas, such as social and natural sciences, technology, and the creative arts.
- Evaluate theories on constructions of childhood, partnerships with family and community, leadership, and management in an ECD centre.
- Demonstrate an understanding of a range of methods of enquiry in a field particularly addressed in curriculum and pedagogy in the early years, and playful development activities.
- Demonstrate the ability to identify, analyse, evaluate, and design developmentally/ culturally and linguistically appropriate resources.
- Demonstrate the ability to make decisions and act ethically and professionally.
- Demonstrate the ability to develop appropriate solutions regarding the diverse contexts in SA ECD centres.
- Communicate and produce information, in respect of which a learner can demonstrate the ability to develop and communicate.
- Demonstrate the ability to manage processes in unfamiliar and variable contexts, especially in the different socio-economic contexts of ECD centres.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Enhance early learning and development areas through observation and recall of information.
- Interpret development and learning achievements and respect individual differences.
- Understand various influences affecting development based on multidisciplinary knowledge of child growth and development.
- Apply knowledge, policies, and practices in the ECCE field.
Associated Assessment Criteria for Exit Level Outcome 2:
- Understand and reflect on theories and practices regarding child development, school programme, transformative pedagogy, parental engagement, and leadership and management in ECD centres.
- Create oral assignments/PowerPoint presentations on relevant theories and content.
Associated Assessment Criteria for Exit Level Outcome 3:
- Design lesson plans for Early Learning Development Areas with playful learning opportunities.
- Organise learning environments to achieve developmental outcomes as per the National Curriculum Framework.
- Mediate learning through play-based methods among babies, toddlers, and young children.
- Select appropriate assessment methods for reporting progress to stakeholders.
Associated Assessment Criteria for Exit Level Outcome 4:
- Plan integrated programmes with age-appropriate, culturally and linguistically appropriate, play-based activities.
- Design, select, and make appropriate learning materials and equipment.
Associated Assessment Criteria for Exit Level Outcome 5:
- Follow a professional code of ethics.
- Integrate high-quality standards and practices in caring for and educating babies, toddlers, and young children.
- Commit to ongoing professional development.
Associated Assessment Criteria for Exit Level Outcome 6:
- Identify learners with barriers to learning and design suitable solutions.
- Facilitate the development and learning of children with barriers to learning and special needs.
- Maintain environments that respect diversity and support optimal development.
Associated Assessment Criteria for Exit Level Outcome 7:
- Display basic interpersonal communication skills and competence in more than one language.
- Demonstrate strong listening, speaking, reading, writing, and reasoning skills.
- Develop early literacy, early mathematics, and general knowledge in appropriate areas.
Associated Assessment Criteria for Exit Level Outcome 8:
- Apply basic leadership and managerial skills in ECD learning environments.
- Mentor and support others to improve standards of learning through play.
Integrated Assessment:
- Formative assessment through peer assessment, oral presentations, and poster presentations.
- Summative assessment through portfolio files with learning resources, including playful learning ideas and indigenous knowledge activities.
- Work Integrated Learning (WIL) assessments to evaluate teaching and developmental practices.
- Reflective journals and reflections to assess the professional mindset, role, and responsibility of the learner.
- Critical reflection on lesson plans and activities during WIL.
- Design, imagine, create, and plan for optimal child development in specialized modules.
Qualification Details
- Type
- National First Degree
- NQF Level
- 07
- Min. Credits
- 480
- SAQA Source
- More Information
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This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.