Course Overview

Living and Working with Children, Grade 11, College Preparation, HPW3C

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

Humanities 2000

Course Description

This course focuses on the well-being of children in families and community settings. Students will study child behaviour and child development in the context of relationships with parents and others in the community, and will learn through research and by observing and interacting with children. This course prepares students for further study of children, familiarizes them with occupational opportunities related to working with children, and introduces them to skills used in researching and investigating children’s behaviour in response to others.

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 connections with each other, their family, the community, and society within a global perspective.

Living and Working with Children is a College Preparation course. This course has been designed to prepare students with the knowledge and skills required to meet the entrance requirements for a variety of college programs.

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 within 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, child rearing practices, birth defects, divorce/child custody, 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 teachers choose to incorporate electronic infant simulators 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. Adaptations 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, this course could be adapted for adult students.

Units: Titles and Time

Unit 1	Children in Our Society	20 hours
* Unit 2	The Growth and Development of Children	35 hours
Unit 3	The Socialization of Children	27 hours
Unit 4	The Social Issues and Challenges Facing Children and Caregivers	28 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: Children in Our Society

Time: 20 hours

Unit Description

In this unit, students will first gain a historical perspective of the expectations families and society have had for children, the roles and status of children, and the changes that have occurred with child-care and related professions working with children throughout history within our society. Students will define the roles they are currently in with children, and the possible roles they may have in the future. They will then examine what makes healthy parenting relationships and how these relationships may change between parents and children, as they both grow older. Finally, students will become aware of the responsibilities and roles that parents/caregivers have for children in order to ensure their well-being.

Unit Overview Chart – Children in Our Society

Cluster

Expectations

Assessment

Focus

3 hours

CSV.01, ISV.05, CS1.01, CS1.02, CS1.03, IS3.02, IS3.03

Knowledge/ Understanding

Thinking/Inquiry

Communication

Describe roles of children throughout history. Identify expectations of families and society for a child’s contributions to his/her family.

History of child-care and related work opportunities throughout history.

3 hours

CSV.02, CSV.04, ISV.05, CS2.01, CS2.02, CS4.02, IS3.02

Thinking/Inquiry

Communication

What roles do you have with children now, and what roles do you anticipate having in the future?

Building healthy relationships with children and others.

How relationships change between parents and children, as they both grow older (e.g., nurturing, role reversals, dependency, etc.).

4 hours

CSV.02, CSV.04, ISV.05, CS2.01, CS2.02, CS2.03, CS4.01, IS3.03

Knowledge/ Understanding

Thinking/Inquiry

Communication

How the roles of parents, caregivers, and people working with children are similar, yet different.

How children interact with individuals in those roles.

Students report their interactions with children.

How an individual’s personal experiences have had an impact on his/her later interactions with children.

10 hours

CSV.03, CSV.04, ISV.02, ISV.05, CS3.01, CS3.02, CS3.03, CS3.04, CS4.03, IS2.02, IS2.05, IS3.03

Knowledge/ Understanding

Thinking/Inquiry

Communication

The importance of being prepared for parenthood and its long term affects on both parents and children.

Understand what is involved in becoming a parent, child-care worker, or other profession working with children.

Realize the demands of the role of caregiver.

Become familiar with the training programs available to prepare for parenthood.

The importance of parenthood and the commitment that is required.

This culminating cluster for Unit One prepares students for the topics discussed in Unit Two.

Unit 2: The Growth and Development of Children

Time: 35 hours

Unit Description

Students will study the influences of heredity and environment on conception, prenatal, and subsequent life development. In particular, students will connect the relevancy of an individual’s lifestyle to preconception planning and a child’s future growth and development. Students will analyse infant and child development according to traditional milestones as well as to modern and contemporary research perspectives. Social science research skills, observation studies, and hands-on experiences will be incorporated into theoretical as well as practical application activities. For the culminating activity, students will apply the knowledge and understanding they have gained in assessing and creating environments and experiences that encourage child growth and development.

Unit 2 Synopsis Chart – The Growth and Development of Children

Activity	Time	Expectations	Assessment	Tasks
1. Influences on Development Before Birth (Preconception Health)	5 hours	GDV.01, ISV.02, ISV.03, ISV.05, GD1.01, GD1.02, IS2.04, IS1.03, IS3.02, IS3.03	Knowledge/ Understanding Thinking/Inquiry Communication	Group Research (5 key findings) Panel Preparation Quiz (matching) Reflection – proposed solutions
2. Development After Birth – Nature and Nurture	14 hours	GDV.01, GDV.02, ISV.01, ISV.02, ISV.03, ISV.04, ISV.05, GD1.03, GD2.03, IS1.02, IS1.03, IS2.01, IS2.03, IS2.04, IS3.03	Knowledge/ Understanding Thinking/Inquiry Communication Application	Notes on development “What if …” story Scrapbook - milestones, visuals and journal reflections Costing Assignment Toy Selection Chart Toddler Development Chart Newsletter-style report
3. Child Development Theories – Frameworks for Further Understanding	8 hours	GDV.02, ISV.02, ISV.05, GD2.01, GD2.02, GD2.04, IS2.04, IS2.05, IS3.02, IS3.03	Knowledge/ Understanding Thinking/Inquiry Communication Application	Group Skits Problem Solving/Case Studies Simple experiments, Piaget style Summary of theorists – note taking chart Reflection – summary of theorist’s information Test
4. Wanted: Encouraging Environments and Experiences for Child Development	8 hours	GDV.03, ISV.01, ISV.05, GD3.01, GD3.02, GD3.03, IS1.01, IS3.02, IS3.03	Knowledge/ Understanding Thinking/Inquiry Communication Application	Child Observation Study and Report Creative Project (Culminating Activity)

Unit 3: The Socialization of Children

Time: 27 hours

Unit Description

The socialization of children is an on-going multifaceted process. The diversity of various cultures and their beliefs with reference to the socialization of children is an integral part of this unit. Positive communication skills and strategies will be addressed in conjunction with parenting, care giving, and professionals working with children. Students will examine conflict-management strategies, and how adults and children use them when interacting with others. Subsequently, students will define misbehaviour and discuss strategies to promote positive behaviour. They will gain an understanding of the theorists with reference to child behaviour and their strategies. For their culminating project, students will research, analyse, compare, and report on how child-rearing practices, discipline techniques, and lifestyles/situations in other countries are managed with reference to the socialization of children.

Unit Overview Chart – The Socialization of Children

Cluster

Expectations

Assessment

Focus

4 hours

SOV.01, SO1.01

Knowledge/ Understanding

Application

Communication

Communication skills and strategies for effective parenting, care giving, and professionals working with children.

3 hours

SOV.01, SO1.02, SO1.03

Knowledge/ Understanding

Application

Comparison of positive and negative conflict-management techniques used by adults and children and their effectiveness. Evaluate a variety of conflict-management models.

3 hours

SOV.03, ISV.01, SO3.01, IS1.02

Knowledge/ Understanding

Thinking/Inquiry

Child behaviour and child care theorists (e.g., Coloroso’s, Dreikers’s, Brazelton’s, Bowlby’s, etc.) and their theories.

7 hours

SOV.02, SOV.03, ISV.01, ISV.02, SO2.03, SO3.02, SO3.03, IS1.02, IS2.02, IS2.05

Knowledge/ Understanding

Thinking/Inquiry

Communication

What is misbehaviour?

Evaluate child-care techniques promoted by the experts in the field. What are their advantages and/or disadvantages?

Gain an understanding of strategies to promote positive child behaviour.

Students will differentiate between research evidence and opinions.

3 hours

SOV.02, SOV.04, SO2.01, SO2.02, SO4.01, SO4.02

Knowledge/ Understanding

Communication

Thinking/Inquiry

Child rearing practices (locally as well as with a global perspective).

Diversity of cultures, beliefs, etc. and the influences they have on families and society with reference to the socialization of children.

What influence does war, poverty, malnutrition, etc. have on children’s lives?

7 hours

SOV.03, SOV.04, ISV.01, ISV.04, ISV.05, SO3.04, SO4.03, IS1.04, IS2.03, IS3.01, IS3.03

Knowledge/ Understanding

Thinking/Inquiry

Communication

Application

For the culminating cluster, students will compare child rearing (including: parenting, child-care, and individuals working with children), discipline practices, and lifestyles/situations in other countries.

Students will draw on both personal and global facts to complete this task on the socialization of children. Students will connect with other countries via the Internet.

Unit 4: The Social Issues and Challenges Facing Children and Caregivers

Time: 28 hours

Unit Description

The expectations society has for parents, caregivers, and individuals who work with children as well as the community support systems available for them will be addressed. The universal rights of children along with the laws/safety requirements that apply to those who live and work with children are integrated within this unit. One major issue/challenge for children is violence. Through research, students will identify the causes, indicators, and implications of violence towards children. They will identify pertinent individuals and explain their importance in reporting and intervening on behalf of children. As well, students will outline strategies to be used in the prevention of violence towards children. For the culminating activity, students will incorporate the information and understandings gained throughout this course to further investigate the issues/challenges of living and working with children and their right to a peaceable existence. In conjunction with this, they will identify strategies and evaluate the validity of instructional information as it applies to those living and working with children.

Unit Overview Chart – The Social Issues and Challenges Facing Children and Caregivers

Cluster

Expectations

Assessment

Focus

3 hours

SCV.01, SC1.02, SC1.06

Knowledge/ Understanding

Communication

Child-care options available for parents. Social agencies available in the community for support, and the roles they play.

5 hours

SCV.01, SCV.02, SC1.01, SC1.03, SC1.04, SC1.05, SC2.01

Knowledge/ Understanding

Communication

Application

What expectations does society have of parents, caregivers, and individuals who work with children? What expectations do parents have of individuals who work with children?

What does one learn from working/interacting with children?

How are the laws and safety requirements for children related to the expectations of society and parents? What universal rights do children have in our society?

8 hours

SCV.02, SCV.03, ISV.01, ISV.02, ISV.04, ISV.05, SC2.01, SC3.01, SC3.02, SC3.03, SC3.04, SC3.05, IS1.01, IS2.01, IS2.02, IS2.03, IS2.04, IS2.05, IS3.01, IS3.03

Knowledge/ Understanding

Thinking/Inquiry

Communication

Application

Violence towards children and their rights. What are the circumstances that lead to violence?

What are the physical/emotional signs that violence has occurred?

What impact does this have on everyone?

Roles of individuals in the reporting and intervention of violence towards children.

Strategies for anticipating and preventing violence towards children.

12 hours

SCV.02, ISV.01, ISV.02, ISV.04, ISV.05, SC2.02, SC2.03, SC2.04, SC2.05, IS1.01, IS1.02, IS2.01, IS2.03, IS2.05, IS3.01, IS3.03

Knowledge/ Understanding

Communication

Application

This culminating cluster will explore the issues/challenges of living and working with children and a child’s right to a peaceable existence.

Students will incorporate previous learnings and understandings from the course.

What are the issues/challenges? (e.g., balancing family/work, divorce/child custody, bullying, child-care, child safety, children as targets of media/advertising, etc.)

What are the strategies needed to address these concerns? How does one critically evaluate the “how to” advice that is available?

Teaching/Learning Strategies

There will be times during this course that the teacher will want to reinforce the classroom learning through practical activities. Several strategies have been recommended that involve various 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, working, and/or 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 also 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 a college preparation course, the teaching/learning strategies will emphasize the reinforcement of critical thinking and problem-solving skills. As well, the development of social science research and independent skills through concrete applications of the theoretical material covered within the course will be emphasized. 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 living and working with children. 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 websites listed as teacher and/or student resources. While all websites have been thoroughly investigated and were current at the time of publication, teachers should preview websites prior to student use. Teachers may also find it useful to develop a guideline to assist students with assessing the quality of Internet information.

Assessment & Evaluation 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 assessments, 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 evaluating 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 to help 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, language proficiency or race. 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 in English languages and literacy skills. 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. Teachers should use the expertise of ESL/ELD teachers and consultants for assistance in meeting the needs of these students. 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 as follows: oral testing, using a scribe for written work, demonstration of skill, peer tutor, simplified instructions, flexible timelines, making changes to handouts, instructions and project guidelines, 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 Two are listed there. The writers have tried to offer a variety of suggested resources that could be used in this course. It is not the expectation 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

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 ed. Mission Hills, California: Glencoe Publishing Comp. Bennett and McKnight Division, 1989. ISBN 0-02-668160-7

Hacker, Diane. A Canadian Pocket Style Manual. Scarborough, Ontario: Nelson Canada, 1995.
ISBN 0-17-604879-0

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

Klein, Diane, M. and Deborah Chen. Working with Young Children from Culturally Diverse Backgrounds. Scarborough, Ontario: Nelson Thomson Learning (Delmar Publishers), 2001.
ISBN 0766821063

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

Kurcinka, Mary Sheedy. Raising Your Spirited Child and Power Struggles. New York: Harper Collins, 1992. ISBN 0060923288

Lefrancois, Guy R. Psychology for Teaching, 9th ed. Belmont, California: Wadsworth Publishing Co., 1997. ISBN 0-534-50678-X

Schmidt, Fran and Alice Friedman. Creative Conflict Solving for Kids. Miami: Grace Contrino Abrams Peace Education Foundation Inc., 1985. ISBN 1-878227-00-9

Shaffer, David R. Developmental Psychology Childhood and Adolescence, 5th ed. Pacific Grove, California: Brooks/Cole Publishing Co., 1999. ISBN 0-534-35592-7

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

Ministry of Education Documents

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

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

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.

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 Two and websites for a complete bibliographic annotation)

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 video). 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 2)

Videos

Childcare Alternatives. McGraw-Hill Ryerson. #0-02-675784-2

Communicating with Preschoolers. Meridian Education Corporation. McIntyre Media, 1996.
#700227-61N0

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”)

Considerations of Discipline. McGraw-Hill Ryerson. #0-02-675788-5

Dads Under Construction Video Series. Magic Lantern Communications, 1997

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

Exercise and Nutrition Connection. Meridian Education Corporation. McIntyre Media, 1996.
# 700225-61N0

Gender Communication. “She Talks, He Talks.” Illinois: The Learning Seed, 1994.

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

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

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

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

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

Raising Responsible Children. Sunburst. 2000. #2661 UA

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

Safe Seating in the Kid Zone. Ottawa: Transport Canada, 1999.

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

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

Skills for Single Parents. Sunburst. #0915 UA

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

The Caregivers’ Journey. Caregivers’ Support Project. McIntyre Media, 1997. #300018-61N0

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 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

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

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

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 writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Advertising Standards - http://www.astandards.com

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

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.fc~efc.ca/

Child Care Resources and Research - http://www.childcarecanada.org/research/research.html

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

Dads Can - http://www.dadscan.org

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/

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

McGraw-Hill Ryerson - http://www.mcgrawhill.ca

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

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

Newsweek - http://www.msnbc.com

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

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

Parent Resource Centre (Ottawa) - http://parentresource.on.ca/

Scholastic Choices - http://www.scholastic.com

Statistics Canada (Canadian Social Trends Magazine) - http://www.statcan.ca

Sunburst - http://www.SUNBURST.com

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

The Canadian Children’s Book Centre - http://www3.sympatico.ca/ccbc/

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

Time Magazine - http://www.timecanada.com

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

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

Voices for Children - http://voices4children.org/

Children’s Literature

Teacher’s 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

Student’s/Children Resources

Aliki. Communication. New York: Mulberry Books, 1999. ISBN 0-86653-857-7

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

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. 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)

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

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

Jocelyn, Marthe. Hannah’s Collection. Toronto: Tundra Books, 2000. ISBN 0-88776-521-1

Joose, Barbara. M. Mama, Do You Love Me? Vancouver: Raincoast Books, 1991. ISBN 0-87701-759-X

Kleinen, Patrick. If I Were A Moose. Martinez, California: Discovery Toys, Inc., 1995.
ISBN 0-9399790-04

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

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.
SBN 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. Love You Forever. Willowdale, Ontario: Firefly Books Ltd., 1986. ISBN 0-920668-37-2

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

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

McBratney, Sam. Guess How Much I Love You. Cambridge, Massachusetts: Candlewick Press, 1994. ISBN 1-56402-473-3

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

Simon, Norman. The Saddest Times. Illinois: Albert Whitman and Company, 1986. ISBN 0-8075-7204-7

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

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 Living and Working with Children course of study is part of the Social Sciences and Humanities curriculum policy document. It is designated as a college program with a set of expectations that are suitable for students preparing to go to college. With reference to the requirements for the Ontario Secondary School Diploma, students can use the course as an additional compulsory credit or as one of the twelve optional credits. The practical aspect of the Living and Working with Children will provide students with the knowledge and skills needed for further education and working with children as well as living satisfying and productive lives as independent and responsible members of society.

This college course allows students to broaden their knowledge of working and living with children; thus, benefiting 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 living and working with children, students will be prepared to be active in society by promoting a just, equal, and compassionate environment for all peoples.

Students will 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 Living and Working with Children course explores aspects of various careers as they relate to children; hence, this course is aligned with Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999. As all 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 Living and Working with Children course of how they might apply the theory and practical applications they have learned in class through a Cooperative Education experience.

Coded Expectations, Living and Working With Children, Grade 11,
College Preparation, HPW3C

Children in Society

Overall Expectations

CSV.01 · analyse the historical roles of children in families and society;

CSV.02 · identify the various ways in which people interact with children throughout their lives;

CSV.03 · demonstrate an understanding of the importance of planning for future parenthood;

CSV.04 · demonstrate an understanding of the role parents play in affecting how children form relationships within and outside the family.

Specific Expectations

Historical Roles of Children

CS1.01 – describe the historical roles of children in rural and urban Canada (e.g., as workers, as the father’s property, as supporters of aged parents);

CS1.02 – identify the expectations families and society had for children in the past in terms of children’s contributions to the family and their status in society;

CS1.03 – demonstrate an understanding of the history of child-care and of child-related work opportunities in our society.

How People Interact With Children

CS2.01 – evaluate their current roles in relation to children (e.g., as sibling, aunt, uncle, parent, foster-family member, program volunteer, baby-sitter) and describe roles they might have in the future (e.g., parent, coach, health-care worker);

CS2.02 – compare and contrast the roles of parents, care-givers, and people in occupations that involve working with children, and explain how children interact with people in those roles;

CS2.03 – report on their ongoing interaction with children of all ages in classroom and community settings.

Planning for Future Parenthood

CS3.01 – explain how being prepared for parenthood affects the lives of parents and children in the long term;

CS3.02 – demonstrate an understanding of the planning involved in becoming a father, mother, or child-care worker (e.g., planning for physical, emotional, financial changes);

CS3.03 – analyse the demands of the care-giver’s role (e.g., in terms of investment of time and energy) and the qualities care-givers bring to their interactions with children (e.g., patience and stamina, understanding);

CS3.04 – identify and describe the training opportunities available for preparation for parenthood (e.g., prenatal classes, community-based parenting programs) and for occupations involving children (e.g., university and college programs, cooperative education placements).

Relationships

CS4.01 – explain the importance of an individual’s personal experience as a child (e.g., development of trust, expectations of having needs met, having strong role models) as an influence on his or her later attitudes and behaviours towards children;

CS4.02 – analyse the various factors that contribute to healthy, lifelong parenting relationships and relationships with others (e.g., knowledge, commitment, caring, communication, empathy, flexibility);

CS4.03 – demonstrate an understanding of how relationships between children and parents may change as both grow older (e.g., reversal of dependency/nurturing roles).

Growth and Development

Overall Expectations

GDV.01 · demonstrate an understanding of the multifaceted nature of and the various influences on child development;

GDV.02 · describe various child-development theories and evaluate their relevance;

GDV.03 · identify and describe environments provided by families, care-givers, and others that offer positive conditions for child development.

Specific Expectations

The Nature of Child Development

GD1.01 – demonstrate an understanding of the many aspects of child development (e.g., social, ethical, emotional, intellectual, physical) and describe strategies used to enhance development in these areas, from conception to adolescence;

GD1.02 – propose solutions to problems that are detrimental to the healthy development of children (e.g., smoking, drinking, or drug use during pregnancy; hunger or malnutrition; abuse; parental neglect; separation; poverty);

GD1.03 – explain how development from conception through the first three years of life affects subsequent human development (e.g., health in later life, school performance, socialization, emotional maturity).

Theories of Child Development

GD2.01 – summarize the major modern and contemporary theories of child development (e.g., Freud’s, Erikson’s, Piaget’s, Goleman’s, Gorlick’s, Gilligan’s);

GD2.02 – compare traditional and feminist theories regarding developmental stages (e.g., Freud’s and Gilligan’s);

GD2.03 – explain the significance for parents and care-givers of special-focus theories of infant and child development (e.g., those related to brain science, attachment, temperament, language acquisition, male/female development);

GD2.04 – apply child-development theories to explain the behaviour of young children in everyday situations.

Positive Environments for Development

GD3.01 – describe the conditions that promote growth and development in families, in care-giving situations, and in occupations involving interaction with children;

GD3.02 – demonstrate an understanding of age-appropriate learning environments for preschoolers and primary-school pupils;

GD3.03 – create activities or educational experiences that meet the physical, intellectual, social, and emotional needs of children at different stages of development.

Socialization of Children

Overall Expectations

SOV.01 · demonstrate the skills and strategies needed to communicate with and about children;

SOV.02 · identify a variety of social and cultural differences in child behaviour;

SOV.03 · analyse and evaluate a broad range of practices and techniques adopted by parents, care-givers, and others that shape the behaviour of children;

SOV.04 · evaluate various global influences on children and families.

Specific Expectations

Communication Skills and Strategies

SO1.01 – demonstrate an understanding of the communication skills and strategies necessary for effective parenting, care-giving, and professional relationships (e.g., establishing eye contact, actively listening, using “I messages”, being attentive to body language);

SO1.02 – compare positive conflict-management strategies (e.g., humour, apology, seeking third-party advice) and negative conflict-management strategies (e.g., sarcasm, threats, withdrawal of love) used by adults and by children;

SO1.03 – evaluate the effectiveness of a variety of conflict-management models in various circumstances.

Social and Cultural Differences in Child Behaviour

SO2.01 – demonstrate an understanding of the various family, community, and societal influences on children’s behaviour;

SO2.02 – identify how expectations related to child behaviour vary across time and across cultures (e.g., those related to child labour, deference to elders);

SO2.03 – analyse what constitutes child misbehaviour in family, care-giving, and occupational and/or community situations (e.g., acting out, sibling rivalry, refusing to share, tantrums).

Shaping Children’s Behaviour

SO3.01 – demonstrate an understanding of various child-behaviour and child-care theories (e.g., Coloroso’s, Dreikers’s, Brazelton’s, Bowlby’s);

SO3.02 – evaluate techniques and child-care practices promoted by experts in the field (e.g., time-outs, rewards for positive behaviour, ignoring bad behaviour, setting limits, establishing routines) to determine the benefits of each;

SO3.03 – demonstrate an understanding of strategies for encouraging positive behaviour in children (e.g., open communication, problem-solving, conflict resolution, cooperation, taking responsibility);

SO3.04 – report the results of an investigation (e.g., drawing on personal life histories, recorded observations, research studies, case studies, anecdotal evidence) of the effectiveness of child-rearing and discipline techniques available to families, care-givers, and professionals.

Global Influences on Children and Families

SO4.01 – demonstrate an understanding of global variations in family form and of the diversity of family and societal beliefs concerning child-rearing practices around the world;

SO4.02 – explain the influence of war, famine, overcrowding, poverty, child labour, and malnutrition on the lives of children;

SO4.03 – use electronic technologies to connect with children and with those who live and work with children in other countries, and compare situations and lifestyles.

Social Challenges

Overall Expectations

SCV.01 · evaluate society’s expectations of and support for parents, care-givers, and people who work with children;

SCV.02 · demonstrate an understanding of issues and challenges that concern parents, care-givers, and others who interact with children in society;

SCV.03 · demonstrate an understanding of causes and consequences of violence towards children, and assess its impact on families, care-givers, and those who work with children.

Society’s Expectations and Support

SC1.01 – identify society’s expectations of parents, care-givers, and those who work with children (e.g., providing positive role models, exercising discipline appropriately, being mature and responsible, behaving professionally);

SC1.02 – describe the various child-care options that are currently available;

SC1.03 – explain what parents expect of those who work with and care for their children (e.g., vigilance concerning their children’s physical safety and emotional well-being; prompt communication of particular concerns about their children; the ability to exercise authority over their children appropriately);

SC1.04 – demonstrate the special knowledge and skills acquired through working with children in a school or community setting;

SC1.05 – summarize the laws and safety requirements that apply to parents and those who work with children;

SC1.06 – identify the roles played by various social agencies that are in place to support parents, families, care-givers, and those involved with organizations that focus on children (e.g., Children’s Aid, YMCA/YWCA, Big Brothers/Sisters).

Issues and Challenges

SC2.01 – demonstrate an understanding of the universal rights of children (e.g., the right to food, shelter, safety, a peaceable existence);

SC2.02 – describe ways in which children become the targets of marketing, advertising, and the media (e.g., through licensing of products, back-to-school ad campaigns, Christmas toy launches);

SC2.03 – demonstrate an understanding of the issues and challenges facing parents, care-givers, and those who work with children (e.g., balancing work and family; dealing with television violence, poverty, divorce, child custody, safety);

SC2.04 – identify strategies for meeting the challenges facing those who live and work with children (e.g., on-site child care for working parents, family counselling, safety training for care-givers);

SC2.05 – evaluate a variety of sources of information that offer advice to parents regarding the issues and challenges they face in caring for children (e.g., “how to” books, magazine articles, advice columns, Internet articles).

Violence Towards Children

SC3.01 – demonstrate an understanding of circumstances that lead to patterns of violence towards children (e.g., family history of violence, generational cycles of violence);

SC3.02 – identify indicators of violence in families or in other settings involving children (e.g., physical signs such as bruising and laceration; emotional signs such as withdrawal, unexplained fears);

SC3.03 – describe the roles of doctors, parents, school personnel, neighbours, staff in religious institutions, social agencies, and police in reporting and intervening in cases of child abuse and violence;

SC3.04 – assess the impact of violence towards children on families, care-givers, and those whose careers involve children (e.g., family breakdown, damaged reputations, legal repercussions);

SC3.05 – outline strategies for anticipating and preventing violence towards children in situations involving family, care-givers, and professionals (e.g., education, communication, policy development).

Research and Inquiry Skills

Overall Expectations

ISV.01 · use appropriate social science research methods in the investigation of issues related to the well-being of children in family and community settings;

ISV.02 · organize and analyse data gathered through their research;

ISV.03 · correctly use terminology associated with the well-being of children in family and community settings;

ISV.04 · correctly use the guidelines provided in recognized style manuals in producing written reports and/or audio-visual presentations and in citing sources;

ISV.05 · communicate the results of their inquiries effectively.

Specific Expectations

Using Research Methodology

IS1.01 – identify models of social science research methodology used to study children in family and community settings (e.g., surveys, interviews, clinical observation, participatory observation, action research);

IS1.02 – use appropriate research sources to identify leading authorities on topics related to living and working with children (e.g., Dr. Fraser Mustard, T. Barry Brazelton);

IS1.03 – correctly use terminology related to living and working with children (e.g., enuresis, neglect, regression, manipulation, early identification);

IS1.04 – compile relevant information gathered from a variety of primary research sources (e.g., interviews, personal observations, statistics, original documents) and secondary research sources (e.g., journal articles, Internet articles, research reports).

Organizing and Analysing Information

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

IS2.02 – demonstrate an understanding of how to interpret charts, graphs, and statistical data;

IS2.03 – organize information, using headings and subheadings and following accepted style guidelines (e.g., those of the American Psychological Association [APA]);

IS2.04 – summarize and interpret information found in research materials on children’s behaviour, development, and well-being;

IS2.05 – differentiate between research evidence and opinion.

Communicating Results

IS3.01 – summarize and report on key ideas from their research, and document sources accurately and in accordance with accepted guidelines (e.g., APA);

IS3.02 – demonstrate an understanding of group processes for locating resources and sharing findings;

IS3.03 – effectively communicate the results of their inquiries, using a variety of methods and forms (e.g., graphs, charts, diagrams, oral presentations, written reports, newspaper-style articles, videos).

Unit 2 | 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: Children in Our Society

Unit Overview Chart – Children in Our Society

Unit 2: The Growth and Development of Children

Unit 2 Synopsis Chart – The Growth and Development of Children

Unit 3: The Socialization of Children

Unit Overview Chart – The Socialization of Children

Unit 4: The Social Issues and Challenges Facing Children and Caregivers

Unit Overview Chart – The Social Issues and Challenges Facing Children and Caregivers

Teaching/Learning Strategies

Assessment & Evaluation Student Achievement

Accommodations

Resources

Print

Computer Software/Multimedia

Websites

OSS Considerations

Children in Society

Overall Expectations

Specific Expectations

Growth and Development

Overall Expectations

Specific Expectations

Socialization of Children

Overall Expectations

Specific Expectations

Social Challenges

Overall Expectations

Research and Inquiry Skills

Overall Expectations

Specific Expectations