This qualification is for those who want to provide access to higher education for many experienced and skilled EARLY CHILDHOOD DEVELOPMENT practitioners and trainers who do not have recognised qualifications. The purpose of this qualification is to:

1. Develop EARLY CHILDHOOD DEVELOPMENT ETD practitioners (e.g., home-based, centre- and school-based practitioners including Grade R, family and community EARLY CHILDHOOD DEVELOPMENT motivators, fieldworkers, facilitators, trainers and managers) to provide appropriate education, training and development services in the EARLY CHILDHOOD DEVELOPMENT sub-field.

2. Enable EARLY CHILDHOOD DEVELOPMENT ETD practitioners to use their knowledge of child growth and development from birth to nine years and relevant national policies to guide their professional practice in the EARLY CHILDHOOD DEVELOPMENT sub-field.

Develop EARLY CHILDHOOD DEVELOPMENT ETD practitioners such as:

Home-based practitioners

centre- and school-based practitioners including Grade R

Family and community EARLY CHILDHOOD DEVELOPMENT motivators

Fieldworkers

Facilitators

Trainers and managers to provide appropriate education, training and development services in the EARLY CHILDHOOD DEVELOPMENT sub-field.

This qualification provides an opportunity for:

Practitioners with a Level 4 certificate or equivalent in EARLY CHILDHOOD DEVELOPMENT to further their professional development in EARLY CHILDHOOD DEVELOPMENT by providing access to higher education and training qualifications and/or to specialise in aspects of EARLY CHILDHOOD DEVELOPMENT practice (e.g. Grade R) or specific roles (e.g. managers, trainers etc.)

Practitioners with a Primary Teachers Certificate (PTC), Primary Teachers Diploma (PTD), or an equivalent of 120 credits to obtain an EARLY CHILDHOOD DEVELOPMENT certificate, either in the preschool phase and/or specialising in reception year teaching.

Mediate active learning in an integrated and holistic learning programme

Facilitate learning and development of children with barriers to learning and other special needs, including those coping with abuse and violence, within an inclusive anti-bias approach

Promote the safety and healthy development of each child

Work with colleagues, families and community systems to develop each child`s potential as fully as possible

Manage a well-planned and organised learning programme to meet the needs of individual children within the framework of the national school curriculum (where appropriate)

Select and use appropriate methods and procedures for assessing children`s progress and reporting on this to parents

Promote the development of high quality EARLY CHILDHOOD DEVELOPMENT programmes and services.

Anyone who has the following knowledge and skills equivalent to NQF Level 4:

The ability to read, write and use written resource material for learning and teaching in at least two South African languages

The ability to understand fundamental mathematical/numeracy concepts

The applied competence outlined in the core unit standards at Level 4

Facilitate Active Learning in EARLY CHILDHOOD DEVELOPMENT Programmes

Facilitate Healthy Development in EARLY CHILDHOOD DEVELOPMENT Programmesand

Manage the EARLY CHILDHOOD DEVELOPMENT Learning Programme.

Communication and Presentation Skills

Managing EARLY CHILDHOOD DEVELOPMENT Service

Mediate Active learning in EARLY CHILDHOOD DEVELOPMENT Programmes

Develop and Manage the EARLY CHILDHOOD DEVELOPMENT Learning Programme

Facilitate and Mediate Learning using Multimedia

Promoting Healthy, Lifelong Learning and Development in EARLY CHILDHOOD DEVELOPMENT Programmes

Project and Learning Programme Management

Knowledge and Application of Skills Development and Stress Management

Facilitate Life Skills, Literacy and Numeracy Learning Programme in the Reception Year.

The PID training approach is highly interactive. It uses a mixture of presentations by the facilitator and by participant(s). A variety of methodologies is used such as group or individual exercises, case studies and role plays. These proven learning techniques enhance understanding and retention of the different focus issues.

PID uses mostly Blended learning Approach which involves using a variety of instructional resources and teaching methods in order to deliver content in multiple ways such as Distance Learning, Online Learning and Contact Learning.