Qualification Details

Qualification details

Title New Zealand Certificate in Early Childhood Learning and Care (Level 2)

Version 1 Qualification type Certificate

Level 2 Credits 40

NZSCED 090503 Society and Culture > Human Welfare Studies and Services > Nannying and Early Childhood Care

Qualification developer NZQA Qualifications Services on behalf of and in collaboration with the sector

Next review December 2020

Approval date February 2016

Strategic purpose statement The purpose of this qualification is to provide Aotearoa New Zealand with people who have early childhood learning and life skills. The primary focus is on parenting roles or as support for kaiāwhina and carers in a supervised environment relating to caring for infants, toddlers, and/or young children, and for learners to be involved in formally recognised learning. Graduates may contribute to improved community and family outcomes by providing support for infants, toddlers, and young children. t

n Graduate profile Graduates of this qualification will be able to: e

m – contribute to an environment that provides for the holistic well- e t

a being and care of infants, toddlers, and young children; t S – provide and reflect on play experiences using introductory e

m knowledge of child development and of how children learn o

c through play; t

u – identify own values and beliefs to inform practice in relation to O learning and care of children; – communicate to develop respectful relationships in an early childhood learning and care setting; – identify support services and networks available in the community to assist children and families; – use introductory te reo Māori and tikanga Māori to support the learning and care of children.

Education pathway This qualification may contribute to the National Certificate of Educational Achievement (NCEA) (Level 2) [Ref: 0973] and provide a pathway to further learning and education, either in ECE or elsewhere. Learners who want to study further in ECE may choose to progress to

Qualification Reference 2848 Page 1 of 4 © New Zealand Qualifications Authority 2016 the following: - New Zealand Certificate in Early Childhood Education and Care (Level 3) [Ref: 2849] - New Zealand Certificate in Early Childhood Education and Care (Level 4) [Ref: 2850] - New Zealand Diploma in Early Childhood Education and Care (Level 5) [Ref: 2851] Graduates that have appropriate te reo Māori skills may undertake further study towards Te Mana o te Mokopuna (Level 3) [Ref: 2854].

Employment and Graduates of this qualification will have the basic skills and foundation community pathway knowledge to care for children, primarily in parenting roles. They may also be involved as a kaiāwhina, providing support for carers in a supervised environment, or in unpaid caregiver support roles.

Qualification specifications

Qualification award This qualification may be awarded by any education organisation with an approved programme towards this qualification accredited under section 250 of the Education Act 1989. The graduate will be awarded the qualification by the education organisation when the accredited and approved programme has been successfully completed. The formal document certifying the award of this qualification will display the full qualification title, date of award, the NZQF logo and may also include the name and/or logo of the qualification developer or programme owner or other awarding education organisation.

Evidence requirements for assuring The core evidence requirements for assuring consistency may consistency include: - effective internal and external moderation systems and processes, including results relating to graduate outcomes - results of end-user surveys and actions taken or proposed from feedback. This includes consultation with graduates and employers to obtain destination information and end- user feedback specifically assessing the graduates against the graduate profile (e.g. employment, progression, further study) - samples of assessment materials and learners assessments/work (e.g. portfolios of work) - evidence of any benchmarking activities. Detailed information regarding arrangements for managing consistency will be published and updated via the NZQA website. For more information, please visit: http://www.nzqa.govt.nz/providers-partners/consistency-of- graduate-outcomes/ and download the guidelines

Qualification Reference 2848 Page 2 of 4 © New Zealand Qualifications Authority 2016 Minimum standard of achievement and Achieved. standards for grade endorsements

Other requirements for the There are no mandatory prerequisites for this qualification. qualification (including regulatory Safety checks body or legislative requirements) Completion of this qualification may require practical experience within an early childhood setting. Placements require the candidate to pass a safety check consistent with the requirements of the Vulnerable Children Act 2014. For more information on the Vulnerable Children Act 2014, safety checking regulations and guidelines see http://childrensactionplan.govt.nz/.

General conditions for the programme leading to the qualification

General conditions for Regulatory programme Programmes must reflect quality practice and maintain currency with amendments to, and replacements of, relevant legislation, regulations, Australia/New Zealand standards (AS/NZS), and security responsibilities including cyber safety. - Current legislation and regulations can be accessed at http://legislation.govt.nz - Current regulatory framework and licensing criteria for ECE can be accessed from the Ministry of Education at http://www.education.govt.nz/ - Current AS/NZS standards can be accessed at http://standards.co.nz Terminology is based on the New Zealand early childhood curriculum framework, Te Whāriki. Te Tiriti o Waitangi/The Treaty of Waitangi Programmes leading to this qualification will be underpinned by te Tiriti o Waitangi/The Treaty of Waitangi, and the New Zealand early childhood curriculum framework, Te Whāriki. This may include threading te reo Māori and tikanga Māori learning throughout programmes. This qualification has the potential to combine with other foundation learning for programme development. Diverse contexts Programmes can be developed which allow for training that encourages the use of the child’s first language and culture. There is potential to develop and deliver programmes towards this qualification bilingually (e.g. Samoan and English); and a specific philosophy or context may be identified in programmes leading to the award of this qualification. Consideration should be given to bicultural, multicultural, gender issues, and inclusive practice when designing programmes, in relation to encouraging a greater diversity within the ECE sector. Programme design Experiential learning to engage learners is seen as an important

Qualification Reference 2848 Page 3 of 4 © New Zealand Qualifications Authority 2016 consideration at this level, with scope for the parent to learn alongside the child. Literacy and numeracy are inherent and must be embedded within programmes leading to this qualification. Programmes may be developed that consider the Social and Community Services Sector vocational pathway, which also contributes to NCEA.

Conditions relating to the Graduate profile

Qualification outcomes Conditions

1 Contribute to an environment that Programmes must include: provides for the holistic well-being - basic needs of children; and care of infants, toddlers, and young children. - attachment patterns. (12 credits)

2 Provide and reflect on play Programmes must include: experiences using introductory - creating an environment for play; knowledge of child development and of how children learn through - strategies for fostering social competence. play. (12 credits)

3 Identify own values and beliefs to Programmes may include: inform practice in relation to - personal journey and growth, and understanding of learning and care of children. resilience; (4 credits) - whakapapa and/or heritage/family history.

4 Communicate to develop Programmes must include whanaungatanga/relationships respectful relationships in an early concepts, self-awareness, and strategies for relationships with childhood learning and care others. setting. (6 credits)

5 Identify support services and Programmes must include: networks available in the - recognising when to seek help; community to assist children and families. - basic personal budgeting. (3 credits)

6 Use introductory te reo Māori and tikanga to support the learning and care of children. (3 credits)