MEDIATE ACTIVE LEARNING IN ECD PROGRAMMES
SAQA Unit standards ID: 13853
NQF Level: 5 Credits: 36
CORE UNIT STANDARD
The purpose of this course is to build people who mediate active learning in ECD programmes. At the end of the training learners will be able to:
- Explain and apply consistently theories of child development within the national curriculum framework.
- Systematically observe the development of individual learners to inform own practice and planning on an individual basis.
This course is about mediating active learning in ECD programmes. It will be useful to practitioners working with children between birth and the age of 9 in all types of settings.
It consists of 1 module with five study units.
- Study unit 1: Providing developmentally appropriate learning activities.
- Study unit 2: Analysing observations of each child’s learning, development, and responses to the learning environment
- Study unit 3: Using a range of learning mediation techniques for interacting and communicating.
- Study unit 4: Using developmentally appropriate learning mediation techniques when working.
- Study unit 5: Reflecting on and analysing own practice.
- Lectures 8
- Quizzes 5
- Duration 360 hours
- Skill level All levels
- Language English
- Students 0
- Assessments Self
Introduction and Notes to Learner
This course is about mediating active learning in ECD programmes. It will be useful to practitioners working with children between birth and the age of 9 in all types of settings. It consists of 1 module with five study units. • Study unit 1: Providing developmentally appropriate learning activities. • Study unit 2: Analysing observations of each child's learning, development, and responses to the learning environment • Study unit 3: Using a range of learning mediation techniques for interacting and communicating. • Study unit 4: Using developmentally appropriate learning mediation techniques when working. • Study unit 5: Reflecting on and analysing own practice.
Dear Learner Please note that although your formative assessment is online, you are still required to complete the Portfolio of Evidence (PoE) document below and to send it to Ukhanyiso Ebantwini (Pty) Ltd as part of the assessment process. A facilitator will contact you after you have completed your online formative assessment. He or she will assist you in preparing for the summative assessment and go through this PoE with you. If there are any questions or concerns about the PoE or the summative assessment please contact email@example.com Good luck! Warm regards The Ukhanyiso Ebantwini Team
Study Unit 1 Providing developmentally appropriate learning activities
Infants, toddlers, and young children are active learners from birth. They are intrinsically motivated to explore the world around them, investigating and engaging with the objects and people in their environment and gathering knowledge in the process. Even the youngest of children make active choices and decisions; they choose objects and people to play with and explore, initiate actions that interest them, respond to events in their surroundings, and figure out how to communicate their feelings and ideas- first by sounds, gestures, and facial expressions, and later through language- to parents and family members, caregivers, and peers. During their explorations with people and things “beyond the blanket,” they rely on parents and caregivers to attend to, support, and build on their actions, choices, and ways of communicating. One effective way of doing this is providing children with various developmentally appropriate activities. This will allow children to be actively involved in their learning experiences. This will be covered in detail in this study unit.
Study Unit 2 Analysing observations of each child's learning, development, and responses to the learning environment
Observation, assessment and planning all support children’s development and learning. Planning starts with observing children to understand and consider their current interests, development, and learning. All planning starts with observing children to understand and consider their current interests, development, and learning. Babies and young children are individuals first, each with a unique profile of abilities. Practitioners should: • Observe children to find out about their needs, what they are interested in and what they can do. • Note children’s responses in different situations. • Analyse your observations and highlight children’s achievement or their need for further support. • Plan to observe as part of the daily routine. • Develop records of learning and development.
Study Unit 3 Using a range of learning mediation techniques for interacting and communicating
Mediated learning experience refers to the way in which inducements experienced in the environment are transformed by a mediating agent, usually a parent, educator, sibling, or other intentioned person in the life of the learner. This mediating agent, guided by intention, culture, and emotional investment, selects, enhances, focuses, and otherwise organises the world of inducements for the learner, according to a clear intention and goals for that learner’s enhanced and effective functioning. The mediator selects stimuli that are most appropriate to his/her intentions, and then frames, filters, and schedules them; their appearance or disappearance is arranged to structure the learner’s exposure according to clearly identified and explicit goals. Through this process, the learner acquires behaviour patterns, awareness, and strategies that in turn become important ingredients in the capacity to be modified by further direct exposure to inducements. This will all be explored in this study unit.
Study Unit 4 Using developmentally appropriate learning mediation techniques when working
An understanding of the nature of development and learning during the early childhood years, from birth through age 9, generates guidelines that inform the practices of early childhood educators. Developmentally appropriate practice requires that educators integrate the many dimensions of their knowledge base. They must know about child development and the implications of this knowledge for how to facilitate, the content of the curriculum- what to facilitate and when-how to assess what children have learned, and how to adapt curriculum and instruction to children's individual strengths, needs, and interests. Further, they must know the children they teach and their families and be knowledgeable as well about the social and cultural context. Practitioners should there use developmentally appropriate learning mediation techniques when working with individuals, small groups, and large groups and for introducing a second language.
Study Unit 5 Reflecting on and analysing own practice
The purpose of mediation in learning programmes is to facilitate interaction among children and educators during the learning/ teaching process, as well as to help children to learn, broaden children’s learning experiences and meet different learning needs. If implemented effectively, mediation can help children to construct knowledge for themselves and develop effective learning strategies, generic skills, values, and attitudes, thus laying a solid foundation for life-long learning. It is important to ask the following questions when running a learning programme: Do the mediation techniques serve the purpose described? Were there any of the techniques that were inappropriate? If so, how did you deal with them? This is covered when reflecting on and analyzing own practice.