Course Overview

Parenting, Grade 11, Open, HPC3O

Secondary Policy Document: The Ontario Curriculum: Grade 11 and 12 Social Sciences and

Humanities 2000

Course Description

This course focuses on the skills and knowledge needed to promote the positive and healthy nurturing of children, with particular emphasis on the critical importance of the early years to human development. Students will learn how to meet the developmental needs of young children, communicate, and discipline effectively, and guide early behaviour. They will have practical experiences with infants, toddlers, and preschoolers, and will learn skills in researching and investigating questions relating to parenting.

Course Notes

In writing this course, the writers for the Public School Board and the writers for the Catholic School Board collaborated on the sequencing of units, number of units, and the general organization of the overall and specific expectations.

It is strongly recommended that teachers follow the order in which the units are presented in the course profile because of the sequential nature of the learning. This curriculum is designed to allow students to explore the connections with each other, their family, the community, and society within a global perspective.

Parenting is an Open course. This course has been designed to allow students to further their knowledge and skills in a specific area of interest that may be linked to future educational goals. As the Parenting course is appropriate for all students, male and female, it has been designed to give students an overview of parenting skills, responsibilities, and issues facing today’s parents.

Social science research and inquiry skills will be introduced in the unit where they are first applied, and will continue to be developed throughout the course. The overall expectations are listed for each unit and in the clusters with the corresponding specific expectations where they are taught.

Teachers should review their school board policy on equity. They must be sensitive to a variety of religious beliefs as well as the ethnic and cultural customs of their students; thus, making changes to their teaching/learning strategies to address the needs of their student population. Similarly, teachers must be sensitive to the variety of socio-economic levels and family structures of their student body and be prepared to make adjustments to the learning experiences and resources as needed. This course deals with many sensitive issues with reference to children, families, and society (e.g., reasons for becoming parents, parenting styles, discipline techniques, balance of family/work, socialization of children, death, legal/social responsibilities/regulations for children/parents, teenage parenting, divorce/child custody, and the causes, consequences and impact of violence on children, etc.); therefore, the students’ reactions to these issues must be anticipated and respected.

Teachers should be prepared for potential disclosures and be prepared to work with school counsellors who will be able to provide referrals to the appropriate professionals or services within their community. In conclusion, the roles and the responsibilities that parents, caregivers, and professionals have in ensuring the well-being of children will be addressed.

Proper observation techniques, how to play with children in a day care or classroom setting, appropriate discipline techniques, and the issues of confidentiality will be thoroughly taught prior to the students being involved in the practical components of this course. When the importance of confidentiality issues are taught, students need to become knowledgeable about the situations wherein they will not be able to maintain confidentiality due to policies and legislation. It is essential that students are fully aware of the expectations of them and the responsibilities they have when interacting with children. If electronic infant simulators are used in this course, complete instructions need to be given along with a demonstration on how to properly care for the electronic infant simulator while it is in the student’s care. The safe use of all equipment and materials required for this course will be taught prior to their use.

The activities in this course take into account the variety of students represented and their abilities, backgrounds, interests, and learning styles. Accommodation for the expectation(s) will be made by teachers in accordance with the student’s IEP in assisting the student to learn. In this course, students will learn how to work effectively with others, to develop team skills, to use effective communication skills, and to use research and analytical skills, all of which can be transferred to many occupations.

The suggested hours for the units are guidelines. A teacher may wish to adjust the timelines to meet the needs of the students, school and/or community.

Although this course was written for adolescents in Grade 11, it could be adapted for adult students.

Units: Titles and Time

* Unit 1	Preparation for Parenthood	32 hours
Unit 2	Environmental Influences on Preconception, Conception, Pregnancy, and Child Development from Birth to Age Three	30 hours
Unit 3	The Diversity and Universal Concerns of Parenting	26 hours
Unit 4	The Social and Legal Challenges of Parenting	22 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: Preparation for Parenthood

Time: 32 hours

Unit Description

Students will increase their knowledge of the importance of preparing for parenthood, and explore the various factors that influence the parenting process. As well, students will identify the responsibilities parents have for their children. They will investigate the importance of communication in family relationships and demonstrate their understanding of effective communication techniques to use with young children. By participating in an infant simulation experience, students will demonstrate their knowledge of infant needs. Research skills required for the preparation, administration, and tabulation of a survey on parenting skills will be introduced. For the culminating activity, students will explore career opportunities as they relate to families in various stages of the family life cycle.

Unit Synopsis Chart

Activity	Expectations	Assessment	Tasks
1. Preparing for Parenthood 9 hours	PRV.01, PRV.03, ISV.02, PR1.01, PR1.02, PR3.01, PR3.02, PR3.03, PR3.04, PR3.05, IS2.02	Knowledge/ Understanding Thinking/Inquiry Communication Application	Mind Mapping Think, Pair, Share Activity Skit Development Job Description for Parents Written Comparison of Changing Roles Reflection – “PARENTING” (life long commitment)
2. Researching Parenting Skills 10 hours	PRV.01, ISV.01, ISV.02, ISV.03, PR1.03, IS1.01, IS2.01, IS3.04	Thinking/Inquiry Communication Application	“Sorting Social Science Research Steps – From Start to Finish” Research Question Questionnaire Questions Survey – “Parents with Small Children” Written Research Report (using graphics)
3. How to Listen and Talk to Children 7 hours	PRV.02, PR2.01, PR2.02, PR2.03, PR2.04	Knowledge/ Understanding Thinking/Inquiry Communication Application	Cartoons/Pictures (depicting communication scenarios) Verbal and Non-verbal Communication Skills Story Time: Effective Ways to Communicate with Children Written Report on Communication Scenario Guest Speakers Quiz – “Effective Ways to Communicate …” Reflection – “Influences of Communication on Parent – Child Relationships”
4. Caring for Infants: Meeting Their Needs 2 hours	PRV.01, PRV.03 PR1.04, PR3.03	Knowledge/ Understanding Application Communication	Introduction to Infant Simulation Activity Infant Simulation Activities – Completed Worksheets, Reflections, etc.
5. Careers Related to Families in Society 4 hours	PRV.03, ISV.03, PR3.03 PR3.06 IS3.04	Knowledge/ Understanding Thinking/Inquiry Communication Application	Career Fact Sheet Letter to Your Future Child

Unit 2: Environmental Influences on Preconception, Conception, Pregnancy and Child

Development from Birth to Age Three

Time: 30 hours

Unit Description

In this unit, students will first outline the stages of the biological process and explain what contributes to the healthy development of the unborn child through the first few months of life. In conjunction with this, the healthy lifestyle choices both parents make before, during, and after pregnancy, and how these benefit children will be discussed. Students will become familiar with developmental patterns that occur within the four stages of childhood growth and development. Positive and/or negative influences on the growth and development of the fetus, infant, and young child will be analysed. The correlation between an individual’s development in later life, and what occurred from conception to the age of three will be addressed. Through their own practical experiences and/or a variety of child observation situations, students will identify and describe the developmental stages that are occurring at various ages. They will also note the behaviour and capabilities young children have at different ages and in various settings. For their culminating activity, students will be responsible for planning, organizing, and implementing age appropriate activities for children.

Unit Overview Chart: Environmental Influences on Preconception, Conception, Pregnancy, and Child Development from Birth to Age Three

Cluster	Expectations	Assessment	Focus
1 4 hours	SOV.01, ISV.02 SO101, SO1.02, SO1.03, IS2.02, IS2.03	Knowledge/ Understanding Thinking/Inquiry Communication	Healthy Development of Children: · The biological process; · Healthy lifestyle choices of parents (e.g., nutrition, exercising, etc.); · Patterns of physical, intellectual, social, and emotional development of children; · Prenatal/postnatal support systems available in communities for parents.
2 14 hours	SOV.02, ISV.01, ISV.02, ISV.03 SO2.02, SO2.03, IS1.03, IS2.04, IS3.04	Thinking/Inquiry Communication Application	Developmental Stages of Children: · Influences of positive/negative factors on growth and development of the fetus, infant, and young child; · How the development from conception to 3 years of age has an impact on an individuals development in later life; · Students distinguish between fact and opinion when researching activity concepts.
3 6 hours	SOV.02, SOV.03, ISV.01, ISV.03 SO2.01, SO3.01, SO3.02, IS1.01, IS3.03	Knowledge/ Understanding Communication	Child Study Observations – Practical Experiences: · Child observation sites arranged; · Prepare students for child study observation; · Child Observations – students identify, describe, and explain developmental theory observed (physical, intellectual, social, and emotional development occurring in young children at various ages) and the behaviour /capabilities young children have at different ages and in a variety of settings; · Students report findings.
4 6 hours	SOV.03, SOV.02, ISV.03, SO2.01, SO3.03, IS3.03, IS3.04	Knowledge/ Understanding Thinking/Inquiry Communication Application	Culminating Cluster: Activity for Preschoolers · Students demonstrate they understand what is involved in planning, organizing, and implementing age appropriate activities for preschoolers.

Unit 3: The Diversity and Universal Concerns of Parenting

Time: 26 hours

Unit Description

Students will begin the unit by identifying and describing the configuration of family forms in today’s society. The impact of culture and family traditions that parents and other family members transmit to children will be summarized. As students research the leading authorities and their proposed parenting practices, they will consider how culture and family traditions affect the techniques parents use. This will lead to the identification and evaluation of the various parenting styles used and their affects/effects on children. Students will have the opportunity to observe as well as to practise parenting and discipline techniques. The global commonalities of children’s play and folklore will be researched. For the culminating activity, students will identify, research, and communicate how parents and grandparents transmit their culture and family traditions to their children/grandchildren. This final activity is designed to reinforce the importance of culture and family traditions, and their influences on the way parents raise their children.

Overview Chart: The Diversity and Universal Concerns of Parenting

Cluster	Expectations	Assessment	Focus
1 1 hour	UCV.01, UC1.01	Knowledge/ Understanding	Configurations of Today’s Families – In Our Global Society: · Types/Structures
2 5 hours	UCV.01, UCV.03, ISV.02, ISV.03 UC1.02, UC1.04, UC3.03, IS2.02, IS2.04, IS3.01	Knowledge/ Understanding Thinking/ Inquiry Communication	Impact of Culture/Family Traditions on Children: · How do parents/family members teach children socially acceptable behaviour; · Report on the role of culture/family traditions in child-rearing practices; · Compare and contrast the expectations that family/society has for male/female children; · Students distinguish between fact and opinion when researching concepts within this activity.
3 4 hours	UCV.02, ISV.02, ISV.03 UC2.02, IS2.04, IS3.01, IS3.02	Knowledge/ Understanding Thinking/ Inquiry Application Communication	Current Authorities on Parenting Techniques: · Identify the current authorities on parenting techniques (e.g., Coloroso, Mustard, etc); · Describe the advantages of their proposed parenting techniques; · Describe any disadvantages of their proposed parenting techniques; · Evaluate the proposed parenting techniques and the impact of culture/family traditions, and distinguish between fact and opinion.
4 7 hours	UCV.01, UCV.02, ISV.01, ISV.02, ISV.03 UC1.04, UC2.01, UC2.03, IS1.01, IS1.03, IS2.04, IS3.03, IS3.04	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Parenting Styles: · Identify and describe parenting styles (e.g., democratic, permissive, authoritarian, etc.); · Identify the pros and cons of each style; Discuss the impact each parenting style has on children; · Based on real-life observation/experiences, students compare and contrast the impact that parenting styles have on children; · In a practical experience, students apply appropriate use of positive parenting and discipline techniques (e.g., setting limits, offering choices, etc.) for young children.
5 4 hours	UCV.03, ISV.02, ISV.03 UC3.01, UC3.02, IS2.02, IS3.04	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Common Experiences of Children: · Universality of play and its importance in the lives of children; · Traditional toys and games (and their variations) children play around the world; · The importance of play in the physical, intellectual, social, and emotional development of children; · Use children’s literature to identify and classify how society perceives children in folklore and media; · Students participate in a practical experience if time and facilities permit.
6 5 hours	UCV.01, ISV.01, ISV.02, ISV.03 UC1.03, IS1.01, IS1.03, IS2.01, IS2.03 IS3.04	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Culminating Cluster: · How Culture/Heredity is Transmitted to Children How our mothers, fathers, and grandparents transmit family culture/heritage (e.g., storytelling, arts and crafts, children’s festivals, religious rituals, family holidays, special meals to celebrate special times, decorations for specific occasions, visiting relatives, etc.) to their children (infants, toddlers, preschoolers); · Students will communicate their findings (both personal and research) through both an oral and written presentation of their choice (poster/collage, scrapbook, video, “telling a story,” samples of food, etc.).

Unit 4: The Social and Legal Challenges of Parenting

Time: 22 hours

Unit Description

Throughout the unit, students will be involved in research to identify, analyse, communicate, and demonstrate their understanding of how we can ensure that children have a peaceful environment within their home, school, and community. Students will first explore the legal and social responsibilities that parents have for their children, and the difficulties they encounter in today’s rapidly changing society when meeting the needs of young children. The societal agencies and their roles in the socialization of children will be discussed and researched as well as the laws that are in place to help protect children and parents. How parents manage early childhood traumas will also be addressed. For the culminating project, students will research the programs and social service agencies that are available within communities to support parents and families in a variety of circumstances.

Overview Chart: The Social and Legal Challenges of Parenting

Cluster	Expectations	Assessment	Focus
1 6 hours	LCV.01, LCV.02, UCV.03, ISV.01, ISV.02, ISV.03 LC1.01, LC1.02, LC1.03, LC2.04 UC3.04, IS1.02, IS1.03, IS2.02, IS3.04	Knowledge/ Understanding Thinking/ Inquiring Communication	Legal Responsibilities and Social Responsibilities Facing Parents During Early Childhood: · Legal and social responsibilities of parents (e.g., shelter, adequate food, clothing, care, education, socialization of child, trauma, grief process, etc.); · Parenting challenges in today’s rapidly changing society (e.g., balancing family/work, finding quality child care, poverty, divorce/ child custody, spending time/family outings with child, etc.); · Problems associated with teenage parenthood (e.g., stress, dependent on family and/or social agencies, give up “teenage” lifestyle, difficult social life, poverty – hard to make ends meet, fewer friends, etc.). Are these problems different from those of older parents? How? · How parents/families manage childhood traumas (e.g., illness, disease, exceptionalities, death of a family member, friend, pet, etc.).
2 4 hours	LCV.02, PRV.03, ISV.02 LC2.01, LC2.02, LC2.03, PR3.03, IS2.03	Knowledge/ Understanding Communication Application	Legal Challenges and Societal Responsibilities for the School Age Child and Parents: · Identification of societal agencies that assist in the socialization of children; Role of societal agencies in the socialization of children (e.g., rules, proper conduct, etc.); · Concerns parents may have as children start school (e.g., safety, gaining independence, etc.); · Identification of laws regulating children and parents and their relationships in society (e.g., child care, school attendance, child labour, etc.).
3 7 hours	LCV.03, ISV.01, ISV.02, ISV.03 LC3.01, LC3.02, LC3.03, LC3.04, IS1.01, IS1.02, IS1.03, IS2.01, IS2.02, IS2.03, IS2.04, IS3.02, IS3.04	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Legal Challenges and Society’s Responsibility Towards Child Abuse and Family Violence: · Describe indicators of child abuse (e.g., insecurity, fear, repeated injuries, etc); · The importance of society’s laws as they relate to child abuse and children’s rights (e.g., reporting child abuse, etc); · Explain strategies and supports for children to help them survive abuse, etc.; · Students identify the support systems within the community that are available to assist children survive abuse, etc.; · How to develop a safe and peaceful environment for children within homes, schools, community, etc;
4 5 hours	LCV.03, ISV.01, ISV.02, ISV.03 LC3.05, IS1.03, IS2.01, IS2.02 IS2.03 IS3.01 IS3.02 IS3.03 IS3.04	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Culminating Cluster: Support Systems for Families · Identify social service programs and agencies that are available in communities that provide support systems for families; · Identify barriers parents may have in accessing these services; · Indentify assistance available to parents to access these resources; · Students may conduct interviews with social service agencies to determine the frequency of use, benefits to clients, why it is used, etc.; · Students may want to research agencies that are available outside of their community, using the Internet; · This culminating project should be inclusive of appropriate topics/concepts discussed in this unit as well as throughout the course; · Students report information to class.

Teaching/Learning Strategies

There will be times during this course that the teacher will want to reinforce classroom learning through practical activities. Teaching strategies have been recommended that involve sectors of the local community to assist with practical activities. Demonstrations, instructions, and specific techniques will be taught to ensure the student’s safety prior to involvement in these practical activities. Students will also need to be aware of the expectations and responsibilities they have when observing and playing with children.

Teachers will need to use the most appropriate methods and materials to help students achieve the expectations as outlined in their IEP. Practical experiences and simulations related to the real world provide opportunities for students to explore and expand their ability to interact with children on both a professional and personal level. Teachers must be cognizant of the needs of the ESL/ELD student’s in their classroom and make the appropriate adjustments to their teaching/learning strategies.

As an open course, the teaching/learning strategies are educationally broad with an emphasis on general parenting skills. Critical thinking and problem-solving skills are reinforced as well as the development of social science research and independent skills through experiential applications of the theories presented within the course. A variety of teaching/learning strategies are encouraged to enable students to meet the course expectations. Some examples of strategies that could be used in this course include: brainstorming, case studies, child observations, class discussion, collaborative/cooperative learning, computer-assisted learning, debates, demonstrations, homework, independent study, interactions with children, interviews, issues based analysis, mind mapping, note making, presentations, problem-solving strategies and models, reading and reviewing children’s literature, reflective writing, report writing, role playing, scenarios, simulation games, skits, social science research, Socratic lessons, student/teacher conferencing, and viewing and analysing TV programs and/or videos related to parenting. This list is in no way inclusive of all of the appropriate teaching/learning strategies available for teachers to use in the classroom.

Teachers should review their school/school board policy with reference to the use of the Internet prior to using the Internet as a teaching/learning strategy. There are many web sites listed as teacher and/or student resources. While all web sites have been thoroughly investigated and were current at the time of publication, teachers should preview web sites prior to student use. Teachers may also find it very useful to develop a guideline to assist students with assessing the quality of Internet information.

Assessment & Evaluation of Student Achievement

Student achievement is the measurement of learning. It must be congruent with the assessment of the learning expectations. It must reflect the balance of the Achievement Chart for Social Sciences and Humanities.

Students must be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations, across all four categories of the Achievement Chart. Some examples of strategies are paper-and-pencil tests, performance assessment, presentations/multimedia presentations, checklists, research projects, portfolios, verbal feedback, critiques, formal/informal teacher observations, teacher conferencing, reports/reflections of student observations, logs, simulation games, day care visits, interviewing child care workers and community agencies, and a playschool lab. Examples of assessment tools are criterion referenced checklists, criterion referenced marking schemes, rubrics, rating scales, anecdotal comments, and suggestions for improvement.

Methods of assessing student achievement are as follows:

· Diagnostic: occurs at the beginning of a term, a unit of study, or whenever information about prior learning is useful.

· Formative: during learning; ongoing feedback to the teacher and student about quality of learning and the effectiveness of instruction.

· Summative: usually carried out at the end of a learning process; may include feedback and/or evaluation.

As per The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000, seventy percent of the grade will be based on evaluations conducted throughout the course and thirty percent of the grade will be based on the final evaluation. The final evaluation may take the form of an examination, performance task, and/or another method of evaluation that is suitable to the course content and is to be administered towards the end of the course. The final evaluation could include one or more of the following examples: written examination, oral examination, oral report, or presentation, social science research project, and/or case study application.

Accommodations

Teachers using this profile should be acquainted with the student’s Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations. For most exceptional students, the learning expectations will be the same as, or similar to the expectations outlined in the curriculum policy document. Accommodations such as specialized supports and services will be provided in collaboration with the Special Education teacher to help identfied students meet the expectations.

To maintain the principles of sound educational pedagogy, accommodations must be made so students do not lose their dignity due to level of ability, income, or language proficiency. Teachers should foster a positive atmosphere accepting of the individual’s uniqueness, values, and needs.

Adaptation of the course for ESL/ELD students should reflect the knowledge and skills, which these students possess. They may need extra support to acquire basic literacy skills and academic concepts. Teachers should select resources that relate to the ESL/ELD Curriculum Document Strand’s Expectations: Writing, Reading, Oral and Visual Communications, and Social and Cultural Competence. There is a wide range of teaching/learning strategies available to teachers. Teachers are encouraged to expand teaching strategies in order to best meet the needs of all students and accommodate different learning styles.

Some examples of accommodations for students with special needs are: oral testing; oral reporting; using a scribe for written work; demonstration of skill; peer tutor; simplified instructions; presentations on tape, disc, or CD; flexible timelines; making changes to handouts, instructions and project guidelines; arrangement of student groupings by teacher; and enrichment activities. The Special Education teachers are excellent supports in this area, and their expertise should be sought.

Resources

The resources that may be used for the entire course are listed below. Both general and specific resources for Unit One are listed there. The writers have tried to offer a variety of suggested resources that could be used in this course. It is not expected that a teacher would use all of the resources listed.

Print

Textbooks

Brisbane, Holly E. The Developing Child, Understanding Children and Parenting, 8th ed. Peoria, Illinois: Glencoe McGraw-Hill, 2000. ISBN 0-02-462708-7

Hildebrand, Verna. Parenting Rewards and Responsibilities, 6th ed. Peoria, Illinois: Glencoe McGraw-Hill, 2000. ISBN 0-02-647385-2

Teacher/Student Resources

Canadian Medical Association. Complete Book of Mother and Baby Care. Montreal: Reader’s Digest Association (Canada) Ltd., 1997. ISBN 0-88850-544-2

Conway, John F. The Canadian Family in Crisis. Toronto: James Lorimer and Company, 1997.
ISBN 1550285637

Draper, Henry E, Draper, Wanda, and Leonord Barnes Polk. Observing and Participating: Study of Children, 2nd. Edition. Mission Hills, California: Glencoe Publishing Comp. Bennett and Mc Knight Division, 1989. ISBN 0-02-668160-7

Erickson, Donna. More Prime Time Activities with Kids. Minneapolis: Augsburg Fortress, Discovery Toys, Inc., 1995. ISBN 0-8066-2606-2

Erickson, Donna. Prime Time Together…with Kids Creative Ideas, Activities, Games, and Projects. Minneapolis: Augsburg Fortress, Discovery Toys, Inc., 1989. ISBN 0-8066-2430-2

Hall, Nadia Saderman and Valerie Phomberg. The Effective Curriculum: Teaching the Anti-Bias Approach to Young Children. Toronto: ITP Nelson Publisher (Delmar Publishing), 1995.
ISBN 0-17-604858-8

Harper, Mark, et al. Quality Assessment: Fitting the Pieces Together. The Educational Services Committee OSSTF, 1999. ISBN 0-920930-47-6

Herr, Judy. Creative Learning Activities for Young Children. New York: Delmar Publishers, 2001.
ISBN 0-7668-1613-3

Herr, Judy, and Terri Swim. Creative Resources for Infants and Toddlers. New York: Delmar Publishers, 1999. ISBN 0766805433

Kreidler, William, J. Teaching Conflict Resolution Through Children’s Literature. Toronto: Scholastic Publisher, 1994. ISBN 0590497472

Langlois, C. Growing with Your Child: Pre-birth to Age 5 “A Canadian Living Family Book.” North York: Telemedia Communications, 1998. ISBN 0-345-39858-0

Morrish, Ronald, G. Secrets of Discipline/for Parents and Teachers: 12 Keys for Raising Responsible Children. Fonthill, Ontario: Woodstream Publishing, 1997. ISBN 0-9681131-0-9

Parry, Caroline. Let’s Celebrate Canada’s Special Days. Toronto: Kids Can Press, Ltd., 1987
ISBN 0-921103-40-9

Rosser, Caroline Spang. Planning Activities for Child Care. Toronto: Irwin Publishing, 1998.
ISBN 1-56637-4286

Schiller, Pamela, Kay Hastings, and Joan C. Waiter. The Complete Resource Book: An Early Education Curriculum with Over 2000 Activities and Ideas. Downsview, Ontario: Monarch Books, 1998.
ISBN 0876591950

Stephens, K. The Child Care Professional. Peoria, Illinois: Glencoe-McGraw-Hill, 1999.
ISBN 0-02-675772-9

Booklets/Pamphlets/Reports

For the Love of Kids. A ‘Brighter Futures’ initiative of the Government of Canada (Children’s Bureau) in partnership with Canadian Living and McDonald’s Restaurants. 48-page booklet.

McCain, The Honourable Margaret Norrie and J.F. Mustard. Reversing the Real Brain Drain: Early Years Study Final Report. Canadian Institute for Advanced Research, 1999.

National Council of Welfare. “Healthy Parents, Healthy Babies.” Ottawa: Minister of Public Works and Government Services Canada, 1997. Cat. No. H68-42/1997E. ISBN 0-662-25790-1

Our Promise to Children. Ottawa: Canadian Institute of Child Health, 1997. Publication #10

Parenting in a Culturally Diverse Society: A Manual for Facilitators. Ottawa: Parent Resource Centre.

Periodicals/Articles

(see Unit 1 and websites for a complete bibliographic annotation)

Special 2000 Edition. “Your Child.” Newsweek, (Fall/Winter 2000)

Ministry of Education Documents

Choices into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999.

The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000.

The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.

Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.

Associations/Non-Profit Organizations

(also see Websites)

Federated Women’s Institutes of Ontario. Guelph, Ontario.

Computer Software/Multimedia

Labor and Delivery for Teens. (CD-ROM) MacIntosh/Windows. SVE Churchill Media. McIntyre Media, 2000. #280001-71N0

Let’s Talk about Divorce. (CD-ROM). MAC/WIN CD-ROM (16MB). (see Videos). Sunburst.
#093102-UA

Saying Goodbye. (CD-ROM, grades K-5). Bolden Publishing. WIN/MAC CD-Rom (16MB). (see Videos). Sunburst. #090502-UA

Games/Kits: (see Unit 1)

Videos

A Child Grows: The First Year. The Learning Seed. McIntyre, 1993. #200009-61N0

A Child Grows. The Second Year of Life. Illinois: The Learning Seed, 1998.

A Child Grows. Preschoolers: How Three and Four-Year-Olds Develop. Illinois: The Learning Seed, 1998.

A Simple Gift: Comforting Your Baby. Centre for Health and Information and Promotion, Toronto, 1998.

Conflict Resolution Series: Breaking the Barriers of Violence. Cambridge Educational, McIntyre Media, 2000. #010201-61N0 (“Understanding Violence”), #010202-61N0 (“Taking Action Against Violence”), #010203-61N0 (“Preventing Violence”)

Dads Under Construction Video Series. Magic Lantern Communications, 1997.

Disciplining Kids (Without Screaming or Scolding). The Learning Seed. McIntyre Media, 1996. #200080-61N0

Everybody’s Ethnic: Your Invisible Culture. “Discover Yourself by Exploring Other Cultures.” Illinois: The Learning Seed, 1999.

Fetal Abuse: The Effects of Alcohol and Drugs. Meridian Education Corporation. McIntyre Media, 1997. #700304-61N0

Fetal Development: A Nine-Month Journey. Melner-Fenwick Producer. Sunburst. #2688-UA

Going It Alone: Preparing for Single Parenthood. Cambridge Educational. McIntyre Media,
1995. #010090-61N0

Good Discipline, Good Kids. Sunburst. #2612-UA

Healthy Lifestyle: A Guide for Living. TMW Media Group. McIntyre Media, 1998.
#200531-61N0

Help Your Child Succeed in School. Sunburst. #2613-UA

Helping Young Children Cope with Emotions. Centre for Health and Information and Promotion, Toronto, 2000.

How Families Differ. McGraw-Hill Ryerson. #0-02-637712-8

Hurting with Words: Understanding Emotional Violence and Abuse (VideoKit). Human Relations Media. McIntyre Media, 1997. #600098-61N0

Intellectual Development: The First 5 Years. Meridian Education Corporation. McIntyre Media, 1997. #700286-61N0

Let’s Talk about Divorce. (Grades 3-4). (see computer software). Sunburst. #093203-UA

My Brother Bit Me! Parenting Siblings. The Learning Seed. McIntyre Media, 1997.
#200098-61N0

Negative Behavior: Positive Behavior. Cambridge Educational. McIntyre Media, 1995.
#010095-61N0

Parenting Children with Learning Differences: LD/AD/HD. Sunburst. #0687-UA

Physical Development: The First 5 Years. Meridian Education Corporation. McIntyre Media, 1997. #700286-61N0

Play. Magna Systems, Inc., 1993. #21.

Playground Safety. (Grades K-3). 100% Educational Videos, Inc., McIntyre Media, 1998. #550013-61N0

Prenatal Development: A Life in the Making. Magna Systems, Inc., 1996. #06

Raising Non-Violent Children In Violent Times. Meridian Education Corporation. McIntyre Media, 1999. #700380-61N0

Raising Responsible Children. Fort Erie: Houghton Mifflin Co., Sunburst Division, 2000.

Real People: Violence in the Family. Sunburst. #2642-UA

Resiliency…Beating the Odds (Poverty, Abuse, Drug Dependency, Alcoholism, Disabilities). Meridian Education Corporation. McIntyre Media, 1998. #700338-61N0

Resistance: Preventing Teen Fatherhood (VideoKit). Human Relations Media. McIntyre Media, 1998. #600177-61N0

Saying Goodbye. (Grades K-5). (see computer software) Sunburst. #0791-UA

Secrets of Discipline/for Parents and Teachers: 12 Keys for Raising Responsible Children. Omn: Media Productions, Ltd., 1997. ISBN# 0-9681131-1-7

Shaking, Hitting, Spanking. “What to do Instead!” Illinois: The Learning Seed, 1995.

Shaping Young Minds. The Learning Seed. McIntyre Media, 1998. #20018-61N0

Skills for Single Parents. Sunburst. #0915 UA

Styles of Parenting. The Learning Seed. McIntire Media, 1994. #20058-61N0

The Essentials of Discipline. Cambridge Education. McIntyre Media, 2000. #010225-61N0 (“The Toddler and Preschool Years”), #010226-61N0 (“The Middle Years” [ages 5-11])

The First Years Last Forever. Johnson and Johnson, 1997.

The Heart of Learning: Unlocking the Key to Every Child’s Potential. Kern Murch Productions.

The Newborn: Development and Discovery. Magna Systems, Inc., 1996. #08

The Road to Reading: Early Steps to Help Children Become Readers. Kern Murch Productions. Magna Systems, Inc., 1999. #83

The Spanking Controversy. The Learning Seed. McIntyre Media, 1998. #200113-61N0

The Tomorrow’s Children Face When A Parent Dies. TM Enterprises. McIntyre Media, 1997.
#300121-61N0

Toddlerhood/Preschoolers Series (4 videos). Magna Systems, Inc., 1992. #’s 17,18,19,20

To Touch A Grieving Heart. Panacom Publishing. McIntyre Media, 1995. #300120-61N0

Tough Roads: Teen Parents Tell Real Stories (Video Kit). Human Relations Media. McIntyre Media, 1997. #600108-61N0

Understanding Attention Deficit Hyperactivity Disorder. Meridian Education Corporation. McIntyre Media, 1995. #700228-61N0

Understanding Parenting Styles: Authoritarian – Democratic – Permissive. Meridian Education Corporation. McIntyre Media, 1998. #700341-61N0

Working Parents. “Balancing Kids and Careers.” Illinois: The Learning Seed, 1992.

Websites

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

ABC’s of Parenting - http://www.abcparenting.com/

Annick Press Ltd. - http://www.annickpress.com

Attention Deficit Hyperactivity Disorder - http://www.mhnet.org/guide/adhd.htm

BC Council on Families - http://www.bccf.bc.ca

Canadian Association of Speech Language Pathologists and Audiologists - http://www.caslpa.ca

Canadian Home Economics Association - http://www.chea-acef.ca

Canadian Incidence Study of Reported Child Abuse and Neglect (CIS) -

http://www.hc-sc.gc.ca/hpb/lcdc/brch/maltreat/cisnews/1098_e.html

Canadian Institute of Child Health - http://www.cich.ca

Canadian Living: Your Family Magazine - http://www.canadianliving.com

Canadian Paediatric Society - http://www.cps.ca

Canadian Toy Testing Council - http://www.toy-testing.org

Chatelaine Magazine - http://www.chatelaine.com

Centres for Families, Work and Well-Being - http://www.uoguelph.ca/cfww

Centre for Health Promotion - http://www.utoronto.ca/chp/

Child and Family Canada - http://www.cfc.efc.ca/docs/00000328htm

Choosing Quality Child Care - http://www.cafcc.on.ca/choose.htm

Down Syndrome Association of Metro Toronto - http://www.dsamt.toronto.on.ca

Early Years Study (207 pages) - http://www.childsec.gov.on.ca

I Am Your Child - http://www.iamyourchild.org

Invest in Kids - http://www.investinkids.ca/

Learning Disabilities Association of Canada - http://educ.queensu.ca/~lda

Magna Systems, Inc. - http://www.magnasystemsvideos.com or http://www.webering.com/magna

Maxine Trottier - http://www.execulink.com/~maxitrot/maxine.htm

McIntyre Media - http://www.mcintyre.ca

Ministry of Community and Social Services - Child Care Programs - http://gov.on.ca/CSS

Ontario Children’s Secretariat - http://www.childsec.gov.on.ca/

Ontario Home Economics Association - http://www.ohea.on.ca

Ontario Human Rights - http://www.ohrc.on.ca

Ontario Publications - http://www.publications.gov.on.ca

Robert Munsch - http://www.robertmunsch.com

Save The Children: Canada - http://www.savethechildren.ca

Sunburst - http://www.SUNBURST.com

The Canadian Children’s Book Centre - http://www.3.sympatico.ca/ccbc/

The Vanier Institute of the Family - http://www.vifamily.ca

Today’s Parent - http://www.todaysparent.com

UNICEF website - http://www.unicef.ca

Voices for Children - http://www.foices4children.org/

Zero to Three - http://www.zerotothree.org/

Children’s Literature

Teacher/Student Resources

Cooper-Mullin, Alisin and Jennifer Marmaduhe Coye. Once Upon A Heroine: 450 Books for Girls to Love. Chicago: Contemporary Books, 1998. ISBN 0-8092-3020-8

Denvers, William J. III and James Cipielewski. Every Teacher’s Thematic Booklist. Adapted for Canadian Schools by Renate Torok. Ontario: Scholastic Canada Ltd., 1995. ISBN 0-590-24385-3

Jones, Raymond E. and Jon C. Scott. Canadian Children’s Guide: a critical guide to authors and illustrators. Don Mills: Oxford University Press, 2000. ISBN 0-19-541222-2

Silvey, Anita. Children’s Books and Their Creators. Boston: Houghton Muffin Company, 1995.
ISBN 0-395-65380-0

Teacher/Student/Children Resources

Allen, Jonathan. Don’t Wake the Baby: An Interactive Book with Sounds. London: Tango Books, 2000. ISBN 0-7636-0891-2 (a pop-up book)

Beaton, Clare. One Moose, Twenty Mice. New York: Barefoot Books, 1999. ISBN 1-84148-285-4
(board book)

Brett, Jan. The Mitten – A Ukrainian Folktale. New York: Penguin Putman Inc., 1989.
ISBN 039921920X

Berenstain, S. and J. The Berenstain Bears No Girls Allowed. New York: Random House, 1986.
ISBN 0-394-87331-9

Brown, Laurene Krasny and Mark Brown. Dinosaurs Divorce: A Guide for Changing Families. Boston: Little Brown and Company, 1986. ISBN 0-316-10996-7

Campbell, Rod. Dear Zoo. New York: Little Simon, 2000. ISBN 0-68982549-8 (lift the flap and board book)

Campbell, Rod. I Won’t Bite (a touch and feel book). Great Britain: McClelland. 1992.
ISBN 0-333-78119-8

Caril, Shelley, J. Cario, and T Cario. Our Brother Has Down’s Syndrome. Toronto: Annick Press Ltd., 1999. ISBN 0-920303-31-5

Carney, Margaret and Janet Wilson. At Grandpa’s Sugar Bush. Toronto: Kids Can Press, 1997.
ISBN 1-55074-341-4

Carter, David, A. Bugs That Go Bump in the Night. New York: Simon & Schuster Children’s Publishing Division, 1996. ISBN 0-689-80120-3. (a pop-up book)

Cousins, Lucy. Flowers in the Garden. Cambridge: Chadwick Press, 1992. ISBN 1-56420-029-0
(cloth book)

Frankel, Alona. Once Upon A Potty: Boy or Once Upon a Potty: Girl. Toronto: Harper Festival Harper Collins Publishers, 1979. ISBN 0-694-01367-9 (boy); ISBN 0-694-01366-9 (girl)

Hill, Eric. Spot Can Count. New York: G. P. Pitman’s Sons, 1999. ISBN 0-399-23454-3
(lift the flap book)

Hill, Eric. Spot’s Big Touch and Feel Book. New York: G.P. Putnam’s Ltd., 2000. ISBN 0-399-23598-1

Holtz, Lara Tankel. The Ultimate Alphabet Book. Richmond Hill, Ontario: Scholastic Canada Ltd., 1997. ISBN 0-590-12433-1

Gilman, Phoebe. Something from Nothing. Markham, Ontario: Scholastic Canadian Ltd., 1992.
ISBN 0-590-74557-3

Gilman, Phoebe. The Balloon Tree. Markham, Ontario: Scholastic Canada Ltd., 1984.
ISBN 0-590-24313-6

Krykarka, Vladyana, et al. A Promise Is A Promise: Story. Toronto: Annick Press Ltd., 1989.
ISBN 1550370081

Kurelek, William. A Northern Nativity. Toronto: Tundra Books, 1977. ISBN 0-88776-099-6

Kusugah, Michael Arvaarleek. Artic Stories. Toronto: Annick Press Inc., 1999. ISBN 1-55037-452-4

Major, Kevin. A Canadian Abe Cedarium Eh ? to Zed. Alberta: Red Deer Press, 2000.
ISBN 0-88995-222-1

Martin, Bill Jr., John Aachambault and Lois Ehlert. Chicka Chicka Boom Boom. New York: Simon & Schuster Books, 1989. ISBN 0-671-67949-X

Moerbeek, Kees. What’s for Dinner. Auburn, Maine: Child’s Play (International) Ltd.,
ISBN 0-85953-726-9 (board and pull out tab book)

Munsch, Robert. 50 Below Zero. Toronto: Annick Press Inc., 1989. ISBN 092023691X

Munsch, Robert. Purple, Green and Yellow. Toronto: Annick Press Inc., 1992. ISBN 1550372564

Munsch, R. The Paper Bag Princess. Toronto: Annick Press, 1980. ISBN 0920236162.

Munsch. Robert. Up, Up, Down. Toronto: Scholastic Canada, Ltd., 2001. ISBN 0439187702

McCutcheon, John (lyrics). Happy Adoption Day. Boston: Little, Brown and Company, 1996.
ISBN 0-316-55455-3

McKnend, Heather. Moving Gives Me A Stomach Ache. Windsor, Ontario: Black Moss Press, 1988. ISBN 0-88753-178-4

Pedersen, Marika and Mikele Hall. Mommy Works, Daddy Works. Toronto: Annick Press Ltd., 2000. ISBN 1-55037-656-X

Prestine, Joan Singleton. Mom and Dad Break Up. Torrance, California: Fearon Teacher Aids Frank Shaffer Publisher Inc., 1996. ISBN 0-86653-857-7

Rogers, Fred. Let’s Talk About It: Adoption. New York: A Paper Star Book The Putman & Grosset Group, 1998. ISBN 0-698-11625-9

Rogers, Fred. When a Pet Dies. New York: A Paper Star Book The Putman & Grosset Group, 1998.
ISBN 0-698-11666-6

Stinson, Kathy. Big or Little. Toronto: Annick Press Ltd., 1998. ISBN 0-92-236-32-4

Stinson, Kathy. Red Is Best. Toronto: Annick Press Ltd., 2000. ISBN 0-929236-26-X

Tetro, Mark. No Rest for Edwin. Toronto: McArthur and Company, 1998. ISBN 1-55278-008-2

Tetro, Mark and Martin Loranger. The Royal Canadian Mounted Police. Markham, Ontario: Scholastic Canada, Ldt., 1994. ISBN 0-590-24544-9

Thomas, Pat .My Brother, My Sister, and Me: A First Look at Sibling Rivalry. New York: Barron’s Educational Series, Inc., 2000. ISBN 0-7641-1460-3

Thomas, Pat. My Family’s Changing: A First Look at Family Break Up. New York: Barron’s Educational Serries, Inc., 1999. ISBN 0-7641-0995-2

Trottier, Maxine. One Is Canadian. Toronto: Harper Collins Publishers Ltd., 1999.
ISBN 0-00-638663-6

Trottier, Maxine. Prairie Willow. Toronto: Stoddart Kids, 1998. ISBN 0-7737-6100-4

Zevy, Aaron. No Nuts for Me! Downsview, Ontario: Tumbleweed Press, 1995. ISBN 0-9680678-0-8

Zimmermann, Werner. Snow Day. Markham, Ontario: North Winds Press/Scholastic Canada Inc., 1999. ISBN 0-590-12485-4

OSS Considerations

The Parenting course is part of the Social Sciences and Humanities curriculum policy document. The Parenting program presents a broad range of expectations that provide male and female students with the knowledge and practical skills needed for parenting as well as living satisfying and productive lives as independent and responsible members of society. To meet the requirements of the Ontario Secondary School Diploma, students can use the course as an additional compulsory credit, or as one of their twelve optional credits.

This Open course allows students to broaden their knowledge of parenting; thus, benefitting themselves, their families, and their community. Through a variety of learning activities, students will have many opportunities to further develop their research, critical thinking, communication, interpersonal, and practical skills. In learning to critically analyse issues that deal with parenting, students will be prepared to be active in society by promoting a just, equal, and compassionate environment for all.

Students will also have the opportunity to enhance their computer knowledge and skills (e.g., Internet usage, word processing, creation of graphs, etc.), as they use their social science research skills to complete class assignments and projects. Students may elect to create multi-media presentations.

The Parenting course explores aspects of various careers as they relate to each stage of the family life cycle; hence, this course is aligned with Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999. As students enrolled in this course will have taken the Grade 10 Careers course and be in a Teacher Advisory Program, teachers should investigate cross-curricular situations. Teachers should advise students in the Parenting course of how they might apply the theory and practical applications learned in class through a Cooperative Education experience.

Coded Expectations, Parenting, Grade 11, Open, HPC3O

Self and Others

Overall Expectations

SOV.01 · describe factors that contribute to the healthy development of children before and during birth, and in the first few months after birth;

SOV.02 · explain patterns in the social, emotional, intellectual, moral, and physical development of children;

SOV.03 · evaluate their own practical experiences involving children.

Specific Expectations

Pregnancy, Birth, and Postnatal Care

SO1.01 – outline the stages in the biological process of conception, pregnancy, and birth;

SO1.02 – demonstrate an understanding of how new parents can become capable and confident in making choices that are in the best interests of their children before and during birth, and in the first few months after birth;

SO1.03 – evaluate prenatal and postnatal care/support programs available for parents in the community (e.g., prenatal classes; breast-feeding clinics; Healthy Babies, Healthy Children Program).

Stages of Growth and Development

SO2.01 – identify, through practical experiences in a classroom or community setting, the changes in social, emotional, intellectual, and physical development that take place in young children;

SO2.02 – explain how development from conception to three years of age affects and is crucial for development later in life;

SO2.03 – analyse behaviours, conditions, and environments that influence positive or negative growth and development of the foetus, infant, and young child (e.g., breast-feeding, bonding, infant stimulation; violence, addictions, neglect).

Experiences With Children

SO3.01 – identify and describe the capabilities and behaviours of young children of different ages in a variety of settings (e.g., play school, day care, nursery school, family, babysitting);

SO3.02 – explain the differences in capabilities and behaviours observed in children in classroom and community settings;

SO3.03 – demonstrate an understanding of what is involved in planning, organizing, and carrying out age-appropriate activities for preschoolers in classroom or community settings.

Personal and Social Responsibilities

Overall Expectations

PRV.01 · demonstrate an understanding of the need for preparation to become a parent;

PRV.02 · demonstrate an understanding of the responsibility parents have for ensuring quality communication in their family;

PRV.03 · describe the nature of and the responsibilities involved in parenting.

Specific Expectations

Preparation for Parenthood

PR1.01 – identify the factors involved in deciding whether or not to become a parent (e.g., social pressures, cultural influences, personal maturity and values, economic stability);

PR1.02 – identify what parents bring to their role from their own family background and past experiences;

PR1.03 – conduct and summarize the results of a survey of parents of young children to determine the personal qualities, skills, and experience they perceive as necessary for parenting;

PR1.04 – demonstrate an understanding of an infant’s needs and schedules by participating in a baby-simulation experience.

Communication With Young Children

PR2.01 – explain how communication influences parent–child relationships (e.g., promotes attachment, fosters mutual respect);

PR2.02 – demonstrate an understanding of age-appropriate communication practices (e.g., patticake and rhyming for infants);

PR2.03 – identify elements of and skills involved in communication (e.g., eye contact, active listening, “I messages”, encouragement);

PR2.04 – demonstrate an understanding of positive verbal and non-verbal interactions with young children, based on their own interactions with children in real-life settings.

Parenthood

PR3.01 – explain why parenting is a lifelong commitment in our society;

PR3.02 – demonstrate an understanding of factors that influence the parenting process (e.g., delayed parenthood, strong parenting partnerships, a love and understanding of children);

PR3.03 – identify and describe the responsibilities parents have for children of different ages (e.g., meeting their needs, teaching them skills, encouraging their independence);

PR3.04 – summarize the lifestyle and relationship changes that parents experience when raising children;

PR3.05 – compare the changing roles of parents and children as both grow older (e.g., from care-giver and nurturer to mentor to dependent adult);

PR3.06 – identify and describe career opportunities related to families at all stages of the life cycle.

Diversity and Universal Concerns

Overall Expectations

UCV.01 · identify social and cultural variations in family forms and parenting approaches;

UCV.02 · identify and evaluate various child-rearing practices and beliefs, and parenting techniques;

UCV.03 · demonstrate an understanding of the common experiences of young children across cultures.

Specific Expectations

Family Variations

UC1.01 – describe the various possible configurations of family (e.g., nuclear, step, extended, blended, lone-parent, foster, adoptive);

UC1.02 – explain the role of parents and family members in teaching children socially acceptable behaviour;

UC1.03 – describe how fathers, mothers, and grandparents transmit their cultural and religious heritage to infants, toddlers, and preschoolers (e.g., through storytelling, visual arts, children’s festivals, religious and other rituals associated with childhood);

UC1.04 – report on the role of culture and family tradition in child-rearing practices (e.g., name selection, touch and physical contact, rules, discipline, guidance).

Parenting Practices

UC2.01 – compare the impact of different styles of parenting (e.g., permissive, authoritarian, democratic) on young children, based on observations made in real-life settings;

UC2.02 – describe the advantages and disadvantages of parenting techniques advocated by current authorities on parenting (e.g., T. Barry Brazelton, Barbara Coloroso, Dr. Fraser Mustard);

UC2.03 – demonstrate, in practical settings, the appropriate use of a variety of techniques for parenting and disciplining young children (e.g., setting limits, establishing routines, offering choices, encouraging independence, helping children understand the logical consequences of behaviours, fostering mutual respect).

Universality of Childhood

UC3.01 – demonstrate an understanding of the universal belief in the importance of play in the lives of children (e.g., the presence in all cultures of traditional games involving balls and sticks, games modelled on “tag”, variations of “playing house”), based in part on observations and interactions in practical settings;

UC3.02 – identify and classify the ways in which children are perceived in the folklore and by the media of a society (e.g., as “little adults”, “helpless beings”, “the country’s future”);

UC3.03 – compare and contrast cultural expectations for male and female children;

UC3.04 – identify ways in which families manage early-childhood trauma (e.g., physical exceptionalities, illness, disease).

Social and Legal Challenges of Parenthood

Overall Expectations

LCV.01 · demonstrate an understanding of the challenges facing parents throughout the early-childhood years;

LCV.02 · describe the role society plays in the lives of children and families;

LCV.03 · demonstrate an understanding of child abuse and family violence, and outline strategies to secure a safe, non-violent environment for all children.

Specific Expectations

Parenting Challenges in the Early Years

LC1.01 – describe the legal and social responsibilities of parents and guardians (e.g., providing adequate food, shelter, care, education);

LC1.02 – demonstrate an understanding of the challenges faced by parents of young children in today’s rapidly changing society (e.g., balancing work and family, finding quality child care, divorce, poverty);

LC1.03 – explain how parents of very young children can support them during the grief process (e.g., after the loss of a family member, friend, or pet).

The Role of Society in the Lives of Children and Families

LC2.01 – identify the role of societal agents (e.g., schools, the media, the local community, the religious community) in teaching young children how to live in society (e.g., the importance of rules, social values, acceptable conduct);

LC2.02 – demonstrate an understanding of various social concerns that parents face as their children approach school age (e.g., relating to personal safety, independence, respect for self and others);

LC2.03 – identify the laws that regulate children and parents in society (e.g., legislation governing child protection, child care, school attendance, child labour);

LC2.04 – analyse the problems associated with teenage parenthood and lone-parenting of young children (e.g., poverty, alienation, lack of gender-role modelling, stress, dependence on social agencies).

Child Abuse, Neglect, and Family Violence

LC3.01 – describe the indicators of child abuse (e.g., unexplained fear, unusual or repeated injuries), neglect (e.g., malnutrition), and family violence (e.g., insecurity, lack of trust);

LC3.02 – explain the strategies and support needed for a child to survive abuse, neglect, or family violence;

LC3.03 – describe the skills and attitudes that can be developed to secure a safe and peaceful family, community, and social environment;

LC3.04 – explain the social importance of laws related to child abuse and children’s rights (e.g., responsibility of community for children’s welfare, reporting child abuse);

LC3.05 – identify community social programs and agencies that provide family support (e.g., YMCA/YWCA, Big Brothers/Sisters, LifeSpin, Crimestoppers, Child Help Line) and identify some of the barriers parents face in accessing that support (e.g., language, culture, literacy, education levels).

Research and Inquiry Skills

Overall Expectations

ISV.01 · use appropriate social science research methods in the investigation of a wide range of issues that concern parents of young children;

ISV.02 · use appropriate methods for organizing and analysing data collected;

ISV.03 · compile and present the results of their research effectively.

Specific Expectations

Using Research Methodology

IS1.01 – demonstrate an understanding of social science research methods (e.g., observation, participatory observation, action research, personal interviews, collecting life stories);

IS1.02 – use social science inquiry skills effectively to explore a variety of issues affecting parents with young children (e.g., balancing of work and family, child-care decisions, poverty, alcoholism, death in the family, lone-parenting);

IS1.03 – identify effective methods for collecting information from a variety of sources (e.g., textbooks, “how to” books, magazines, electronic sources, everyday experience).

Organizing and Analysing Information

IS2.01 – pose appropriate research questions to frame their inquiries;

IS2.02 – summarize the main points of information gathered from various reliable sources;

IS2.03 – effectively use headings and subheadings to organize information, following guidelines established for social science research;

IS2.04 – distinguish between fact and opinion in research information on the parenting of young children.

Communicating Results

IS3.01 – demonstrate an understanding of the techniques used for recording information and key ideas from research;

IS3.02 – document information sources accurately, using correct forms of citation;

IS3.03 – prepare reports on interactions with and observations of infants, toddlers, and preschoolers;

IS3.04 – effectively communicate the results of their inquiries, using a variety of methods and forms (e.g., written reports, seminars, visual or multimedia presentations, group presentations).

Unit 1 | Course Profiles Main Menu

Acknowledgments

Secondary Policy Document: The Ontario Curriculum: Grade 11 and 12 Social Sciences and

Course Description

Course Notes

Units: Titles and Time

Unit Overviews

Unit 1: Preparation for Parenthood

Unit 2: Environmental Influences on Preconception, Conception, Pregnancy and Child

Unit 3: The Diversity and Universal Concerns of Parenting

Unit 4: The Social and Legal Challenges of Parenting

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Print

Ministry of Education Documents

Associations/Non-Profit Organizations

Computer Software/Multimedia

Videos

Websites

Teacher/Student Resources

Teacher/Student/Children Resources

OSS Considerations

Self and Others

Overall Expectations

Specific Expectations

Personal and Social Responsibilities

Overall Expectations

Specific Expectations

Diversity and Universal Concerns

Overall Expectations

Specific Expectations

Social and Legal Challenges of Parenthood

Overall Expectations

Specific Expectations

Research and Inquiry Skills

Overall Expectations

Specific Expectations