Course
Profile Living and
Working with Children, Grade 11, College Preparation, Public
Unit 2: The Growth and Development of Children
Time: 35 hours
Unit
Developer(s)
Diane O’Shea, Thames Valley District School Board
Carole Booth, Peel District School Board, Retired
Activity 1 | Activity 2 | Activity 3
| Activity 4
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.
Strand(s): Growth and Development, Research and Inquiry Skills
Overall
Expectations: GDV1.01, GDV.02, GDV.03, ISV.01, ISV.02, ISV.03,
ISV.04, ISV.05.
Specific
Expectations: GD1.01, GD1.02, GD1.03, GD2.01, GD2.02, GD2.03,
GD2.04. GD3.01, GD3.02, GD3.03, IS1.01, IS1.02, IS1.03, IS2.01, IS2.03, IS2.04,
IS3.02, IS3.03.
The teacher should:
·
ensure
adherence to the school policy for Internet use;
·
book
the computer lab, library, and guidance resource centre; (Activities 1, 2, 3,
and 4)
·
book
audio-visual materials and equipment; (Activities 1, 2, 3, and 4)
·
invite
guest speakers. Consider school policies, fees, and/or honorariums; (Activities
1, 2, and 4)
·
organize
field trip(s) and observation study sites (e.g., local child-care centres,
elementary schools, etc.). Ensure all security and legal issues are addressed;
(Activities 2 and 4)
·
be
sensitive to the gender, ethno/cultural, and religious diversity within the
class in the selection and preparation of resources;
·
consider
accommodations that are required to meet the needs of exceptional students.
In
order to support and enhance the unit content, teachers could contact local
health units as well as area child care centres, pre-schools, elementary
schools, community centres, branch libraries, etc. for resources and to assist
in arranging opportunities for child observation study and research. Health
units, in particular, offer numerous resources with borrowing privileges. Some
resources are available for purchase. Make inquiries by contacting the
Reproductive Health Department of your local health unit.
Teachers
may find personal benefit in spending time in local bookstores, child resource
centres and specialized toy stores. These sources often provide valuable
insights into current research, community, and government initiatives.
Resources that pertain to the entire unit are
listed below. Activity specific resources are listed with each activity. The
writers have tried to offer a variety of suggested resources that could be used
in the activities of this unit. It is not the expectation that a teacher would
use all of the resources listed.
Textbooks
Brisbane,
Holly E. The Developing Child, Understanding Children and Parenting, 8th
ed. Peoria, Illinois: Glencoe McGraw-Hill, 2000. ISBN 0-02-642708-7
Hildebrand,
Verna. Parenting Rewards and Responsibilities, 6th ed. Peoria, Illinois:
Glencoe McGraw-Hill, 2000. ISBN 0-02-647385-2
Teacher
Resources
Hacker,
Diane. A Canadian Pocket Style Manual. Scarborough, Ontario: Nelson
Canada, 1995.
ISBN 0-17-604879-0
Langlois,
C. (Editor). Raising Great Kids Ages 6 to 12. “A Canadian Living Family
Book.” Toronto: Telemedia Communications Inc.1999. ISBN 0-345-39879-3
Langlois,
C. (Editor). Understanding Your Teen: Ages 13 to 19 Parenting Strategies
That Work. “A Canadian Living Family Book.” Toronto: Telemedia
Communications Inc. 1999. ISBN 0-345-39880-7
Parry,
Caroline. Let’s Celebrate Canada’s Special Days. Toronto: Kids Can Press,
Ltd., 1987.
ISBN 0-921103-40-9
Periodicals/Articles
Special
2000 Edition. “Your Child.” Newsweek, (Fall/Winter 2000)
Kids
and Food. The
Learning Seed. McIntyre Media, 1997. #200101-61N0
Sudden
Infant Death Syndrome: An Update. Meridian Education Corporation. McIntyre Media, 1998. #700335-61N0
Teacher/Child
Interaction. Magna
Systems, Inc., 1994. #103
The
Heart of Learning: Unlocking the Key to Every Child’s Potential. Kern Murch Productions. Magna
Systems, Inc., 1999. #82
The
Road to Reading: Early Steps to Help Children Become Readers. Kern Murch Productions. Magna
Systems, Inc., 1999. #83
Who’s
Watching Your Kids? Child Care Decision Making. McGraw-Hill Ryerson. #0-02-639743-9
Why
Can’t Michael Pay Attention? The Learning Seed. McIntyre Media, 1997. #200099-61N0
BC
Council on Families - http://www.bccf.bc.ca
Canadian
Living: Your Family Magazine - http://www.canadianliving.com
Canadian
Paediatric Society - http://www.cps.ca
Centre
for Health Promotion - http://www.utoronto.ca/chp/
Child
Care Resources and Research -
http:/www.childcarecanada.org/research/research.html
I
Am Your Child - http://www.iamyourchild.org
Learning
Disabilities Association of Canada - http://educ.queensu.ca/~lda
The
Vanier Institute of the Family - http://www.vifamily.ca
Today’s
Parent - http://www.todaysparent.com
Time: 5 hours
Recent
health promotion and education strategies support the fact that a child’s health,
and thus, growth and development, begin before pregnancy with the healthy
lifestyles of both parents. This activity begins with a brief overview linking
the importance of an individual’s lifestyle to preconception planning, the
development of the fetus, and a child’s future growth and development. Students
will further investigate the possible effects of heredity and/or environment on
the developing fetus and infant. As well, students will propose possible
solutions to the problems that are detrimental to the healthy development of
children.
Strand(s): Growth and Development, Research and Inquiry Skills
Overall
Expectations
GDV.01 -
demonstrate an understanding of the multifaceted nature of and the various
influences on child development;
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.05 -
communicates the results of their inquiries effectively.
Specific
Expectations
GD1.01 -
demonstrate an understanding of the many aspects of child development 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;
IS1.03 -
correctly use terminology related to living and working with children;
IS2.04 -
summarize and interpret information found in research materials on children’s
behaviour, development, and well-being;
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.
·
Students
need to be knowledgeable in using a variety of sources to obtain information
(e.g. books, reference books, pamphlets, Internet, etc.);
·
Experience
in the jigsaw method of learning.
The
teacher should:
·
consider
the four suggested strategies listed for presenting the overview linking
lifestyle to preconception planning and select the one that most suits the
student’s venue. A second strategy may be chosen, if time permits (Strategy 1);
·
prepare
worksheets, assessment/evaluation tools, etc. (Strategies 1, 3, 8, 9);
·
gather
information and resources for Strategy 3 taking care to choose a representative
sampling from the possible effects of heredity and/or environment. The
following research topics are suggested: Influenced by heredity - Down
Syndrome, Cystic Fibrosis, Tay-Sachs Disease, Sickle Cell Anemia, Hemophlia,
Muscular Dystrophy; Influenced by environment – Fetal Alcohol Syndrome,
Toxoplasmosis, low birth weight from smoking, drug use, improper nutrition and
other lifestyle choices, Sexually Transmitted Diseases; Influenced by heredity
and environment: Spina Bifida, Cleft Palate/lip (Strategy 3);
·
prepare
jigsaw strategy (Strategy 3);
·
schedule
Library/Resource Centre and/or computer lab, where available (Strategy 3);
·
prepare
answer/question game and matching quiz using the lists of key findings and
prepared questions for the panel of guest speakers (Strategies 3, 7, 8);
·
invite
a panel of guest speakers to speak to the class on the selected topics
discussed in class (Strategies 3, 4). Students will prepare questions for the
speakers based on their research
(Strategy 5);
·
be
aware of the sensitive issues that may arise during class discussion and/or
student investigation;
·
be
prepared to refer students to specialists in public health, special interest
associations, school counsellors, social workers, etc.;
·
be
aware that they may want to have on hand appropriate small prizes such as gift
certificates, apples, growth charts, etc. for the answer/question game
(Strategy 7).
1. The teacher introduces the relevancy of
preconception health planning to the developing fetus by choosing one or more
of the following:
a) A
preconception health unit lesson plan/kit;
b) An
appropriate video;
c) A
board game;
d) The
teacher prepared case studies.
2. The teacher briefly summarizes environmental
factors that may contribute to the growth and development of a fetus before and
during pregnancy (e.g., smoking, workplace environment, nutrition, etc.). The
teacher discusses the role heredity may play in producing birth defects as well
as how the environment and heredity together may affect the development of the
fetus and the future growth of the child.
3. Class is divided into “home” groups of student
investigators. Using the jigsaw method, each student investigator becomes a
member of an expert group. Expert groups are assigned two tasks:
· Investigate one possible effect of heredity, and/or environment (e.g., Cystic Fibrosis, Fetal Alcohol Syndrome, Spina Bifida – more detailed list in Planning Notes) by first having each member research and prepare a list of 5 key findings. The expert group then compiles their key findings into a master list of 7 – 10 key findings. (This master list is then relayed to the home groups for note taking purposes for Strategy 4.) Each investigator submits his/her original list of 5 key findings.
· Prepare 3 questions suitable for invited panel of guest speakers.
4. Home groups meet and the experts report and
discuss their lists of 7-10 key findings. Students take notes. As a class,
students discuss the information presented in their home groups and supplement
their 7-10 key findings lists if necessary.
5. A panel of guest speakers will discuss the
possible effects of heredity and/or environment on child development and
strategies for a reasonable quality of life. Speakers will respond to the
students’ prepared questions.
6. The teacher debriefs the students after the
panel discussion.
7. If time permits, students play the
answer/question game for review prior to taking the quiz.
8. Students take the quiz (matching).
9. For homework, students write a reflection,
extrapolating information from their class discussions, research, and the
information presented by the guest speaker(s), proposing possible solutions to
problems that are detrimental to the healthy development of children.
|
Task/Product |
Tool |
Purpose |
Category of Achievement Chart |
|
Group
Research - 5 key findings (Strategy 3) |
Criterion
Referenced Checklist |
Formative |
Knowledge/Understanding |
|
Quiz –
Matching (Strategy 8) |
Quiz |
Summative |
Knowledge/Understanding |
|
Reflection
– possible solutions to detrimental problems (Strategy 9) |
Anecdotal
Comments |
Summative |
Thinking/Inquiry Communication |
·
Home
groups may wish to be predetermined to meet the needs of all students;
·
Alternative
testing arrangements may need to be arranged for some students;
·
For
student enrichment, students may introduce and thank guest speakers and chair
panel presentation;
·
For
student enrichment, students (rather than the teacher) may develop an
answer/question game on healthy lifestyles, the environment, and heredity and
their effects/affects on a child’s development in preparation for the matching
quiz;
·
For
student enrichment, the teacher may choose to initiate discussion on the topic
of genetic counselling using a Socratic method of questioning and discussion. A
written response to a problem may be assessed under Thinking and Inquiry.
Sample problem: You and your partner have decided that you want to start a
family. You are aware, however, of a serious birth defect in your family
history. What are your options?
Textbooks: (see Unit Resources)
Teacher
Resources
Canadian
Medical Association. Complete Book of Mother and Baby Care.
Langlois,
C. Growing with Your Child: Pre-birth to Age 5 “A Canadian Living Family
Book.”
Booklets/Pamphlets/Reports
National
Council of Welfare. “Healthy, Parents, Healthy Babies.”
Your
Fertile Future:
Board Game.
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
Healthy
Lifestyle: A Guide for Living. TMW Media Group. McIntyre Media, 1998. #200531-61N0
Parenting
Children with Learning Differences: LD/AD/HD. Sunburst. #0687-UA
Prenatal
Development: A Life in the Making. Magna Systems, Inc., 1996. #06
Think
Ahead. Is There A Baby In Your Future? March of Dimes. (Strategy 1)
Understanding
Attention Deficit Hyperactivity Disorder. Meridian Education Corporation. McIntyre
Media, 1995. #700228-61N0
Attention
Deficit Disorder
Attention
Deficit Hyperactivity Disorder - http://www.mhnet.org/guide/adhd.htm
Canadian
Aids Society - http://www.cdnaids.ca
Canadian
Association of Speech Language Pathologists and Audiologists -
http://www.caslpa.ca
Canadian
Cystic Fibrosis Foundation - http://www.ccff.ca/~cfwww/home.cfm
Canadian
Down Syndrome Society - http://www.cdss.ca/
Canadian
Downs
Syndrome Association of Metro
Early
Years Study (207 pages) - http://www.childsec.gov.on.ca
Learning
Disabilities Association of
Muscular Dystrophy
Association of
Time: 14 hours
The
association of nature and nurture in understanding child growth and development
after birth is the focus of this activity. This activity begins with a brief
overview on areas of development. Students will explore a child’s development
(physical, emotional, intellectual, and social) during the crucial first year
of life. This understanding is further extended as students determine how
selected but representative developmental needs are met. Students then examine
the aspects of development during the toddler years and the implications for
parents and caregivers. Finally, they will investigate the most current
research in child development study through social science research inquiry and
data collection (secondary research). Information is summarized and
implications for living and working with children are communicated in a
newsletter-style report.
Overall
Expectations
GDV.01 -
demonstrate an understanding of the multifaceted nature of and the various
influences on child development;
GDV.02 -
describe the various child-development theories and evaluate their relevance;
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
GD1.03 -
explain how development from conception through the first three years of life
affects subsequent human development;
GD2.03 -
explain the significance for parents and caregivers of special-focus theories
of infant and child development;
IS1.02 -
use appropriate sources to identify leading authorities on topics related to
living and working with children;
IS1.03 -
correctly use terminology related to living and working with children;
IS2.01 -
pose research questions to frame their inquiries;
IS2.03 -
organize information using headings and subheadings and following accepted
style guidelines;
IS2.04 -
summarize and interpret information found in research materials on children’s
behaviour, development and well-being;
IS3.03 -
effectively communicate the results of their inquiries, using a variety of
methods and forms.
·
Students
need to be acquainted with the social science research model;
·
Students
need to be self-disciplined in managing time and resources in independent work
and study;
·
It
is helpful if students have experience with a computer generated newsletter
template.
The
teacher should:
·
locate
a child’s growth chart and/or baby pictures to be used as props for
introductory purposes; (Strategy 1)
·
prepare
assessment/evaluation tools; (Strategies 1, 2, 3, 4, 5a, 6, 8)
·
prepare
worksheets to assist students in understanding and portraying the traditional
developmental milestones during the first year beginning with the newborn;
(Strategies 4, 5)
·
preview
videos and prepare student worksheets; (Strategies 4, 5c, 6)
·
arrange
computer and/or library time so that students can effectively conduct inquiries
and prepare a newsletter-style report using computer template; (Strategies 4,
5, 8)
·
review
the sample lessons given to demonstrate how the physical, intellectual,
emotional and social needs of the infant are met in Strategies 5a, 5b, 5c, 5d.
Other lesson plans are possible depending on the teacher’s resources. The
intent is to provide a link in understanding the aspects of development and how
a child’s needs are met in living and working with children;
·
collect
samples of baby food including formula, cereal, and other prepared items;
(Strategy 5a)
·
prepare
infant needs list and toy chart; (Strategies 5a, 5b)
·
arrange
for guest speaker or field trip, if applicable; (Strategy 5b)
·
prepare
case studies; (Strategy 5d)
·
investigate
and collect recent research findings on brain science, stimulation and
interaction
(T. Berry Brazelton), temperament (Thomas and Chess), attachment (John Bowlby,
Mary Ainsworth), and the role of fathering (Neil Campbell, David Blankenhorn).
A general Internet word search is suggested. Developmental psychology textbooks
are also useful; (Strategy 8)
·
be
aware that locating recent research findings requires advance preparation by
the teacher. Using general Internet word searches are suggested as well as
developmental psychology textbooks;
·
be
aware that some students may need assistance in learning the computer template
for a newsletter-style report. (Strategy 8)
1. Using a growth chart and/or baby pictures as
props, the teacher introduces concept of growth as an increase in size and
weight over time. Example: a baby’s birth weight typically triples by the end
of the first year. The teacher continues discussion on growth to include the
acquisition of different skills in the maturation process, these skills will
cover all aspects of development: physical, intellectual, emotional, and
social. Students define terms in note taking form, the teacher or textbook
generated. Terms should include: growth, development, child development,
physical development, intellectual development, emotional development, and
social development.
2. The teacher expands on the concept of
development by explaining the principles of development (e.g., development is
sequential, development proceeds at an individual rate, aspects of development
are interrelated, etc.), and factors that contribute to development (e.g.,
presence of siblings, temperament, general health, etc.). Students make notes.
3. The teacher introduces nature vs. nurture
debate in child development study and may follow with appropriate textbook
references. Students write a “What if…” story for homework examining the
influence of nature (heredity) and/or nurture (environment) on a child’s
development and behaviour (e.g., “What if a child’s nature only contributed to
their development and behaviour?” or “What if a child’s environment only
contributed to their development and behaviour?” or “What if both nature and
environment contributed to a child’s development and behaviour?”). Story
assessed for completion only.
4. The teacher uses an appropriate video to
illustrate the rapid growth and development during the infant stage of life.
Using the title, The Amazing First Year, students create a scrapbook
describing the developmental stages of the infant (newborn, first 3 months, 3-6
months, 6-9 months and 9-12 months) explaining the physical, intellectual,
emotional and social changes that occur during this time period. Textbooks and
other materials can be used as references. The teacher may supply worksheets to
assist students with their project. Students should be encouraged to use
pictures and graphics to convey information. A journal type reflection for each
stage should be incorporated into the scrapbook to apply knowledge gained. A
combination of class time and independent homework time is suggested.
5. Using the title, Meeting Developmental
Needs During the First Year, the teacher directs one or two small
activities in each of the four areas of development in order to link the
realities of living and working with children to the developmental changes in
the first year. The following are suggested lessons only (see Planning Notes).
a) Meeting
Physical Needs
From Milk to Meals
The teacher presents information about
breastfeeding and formula feeding. Students
prepare chart on the advantages and
disadvantages of breastfeeding and formula feeding using textbook and other
resources. The teacher then presents information through a teacher-prepared
note/overhead on the introduction of solids. Samples of cereal and baby food
may be displayed and students should have an opportunity to taste samples.
Costing Assignment
Brainstorm a list of needs that students think
are required in order to meet the physical needs of an infant (e.g., crib, car
seat, diapers, receiving blankets, undershirts, etc.).
Using the list provided, assign students the
task of investigating the actual costs of the items by using the Internet,
catalogues and/or flyers, or by personal visits to local stores. The teacher
should make students aware of the variety of stores available and the buying
options they have as well as the importance of comparing the cost to the value.
Students should include provincial and federal
sales taxes in their calculations.
b) Meeting
Intellectual Needs:
Stimulating Learning through Toys
and Play
Using textbook references, catalogues from toy
stores and appropriate websites, students will identify in chart form a toy
suitable for each stage of infant development, stating the reasons for their
choice. As an alternative, a guest speaker from a toy store, a toy company,
etc. may be invited to speak to the class; or a tour to a local toy store or
department store may be arranged. The intent of the visit or the presentation
must relate to choosing open-ended, age appropriate toys with an emphasis on
safe, practical toys according to a child’s stage of development.
c) Meeting
Emotional Needs
Crying is an Infant’s Way of
Communicating
The teacher uses a video and accompanying
worksheet to discuss understanding and meeting the needs of a crying baby.
d) Meeting
Social Needs
Stranger Anxiety
The teacher directs initial learning about
stranger anxiety using textbook and other references. Students reflect and
respond to case studies (teacher-produced) such as:
Strangers often stop to admire Heather and
Bryan’s new baby, Whitney. The baby is 8 months old and becomes easily upset
whenever strangers come close. What should Bryan and Heather do in these
situations? Can they do anything to help minimize the stranger anxiety their
child, Whitney, is experiencing?
6. The teacher instructs students now to
consider the next stage of development by examining the characteristics of
toddlers. An opening exercise may be a brainstorm session in response to Toddlers
are… Ask students to draw on their experiences in living and working with
children. An appropriate video may also be used. Using textbooks and other
references, students compile a developmental chart listing the physical,
intellectual, emotional, and social aspects of development of the 1-3 year old and
the implications for parents and caregivers (e.g., by 2 years a toddler
self-feeds, uses spoon; thus, in nurturing development, provide small
child-size portions and utensils). Students may work in pairs, but each student
should have a completed chart.
7. The teacher poses the question: Now that the
foundations for a child’s growth and development have been studied, what
questions arise? Examples: Why are some children shy and others outgoing? Why
do some children do better in school than others? Do fathers influence children
differently than mothers? Why are some children more attached to one parent?
The teacher shows students the relationship between child development
research and the implications in programs and services in the community by providing
copies of articles on brain science and the Early Years Study Final Report
(summary), explaining how this research based report has influenced government
policy in testing children for language development at intervals beginning at
18 months.
8. The
teacher briefly outlines other researchers and their influences on living and
working with children: T. Berry Brazelton (stimulation and interaction), Thomas
and Chess (temperament), John Bowlby and later Mary Ainsworth (attachment), and
David Blankenhorn and Neil Campbell (the role of fathering). Students choose
one area of research, pose a question of inquiry and proceed through social
science research model to create a newsletter-style report about the area of
research, the findings, and implications of the research conducted. A
newsletter computer template can be used with headlines, etc. A combination of
class time and independent homework time is suggested. Student work can then be
displayed in library or class bulletin board.
|
Task/Product |
Tool |
Purpose |
Category of Achievement Chart |
|
Notes
on development –terms, definitions, descriptions, principles, contributing
factors (Strategies 1, 2) |
Criterion
Referenced Checklist |
Formative |
Knowledge/Understanding |
|
“What
if…” story (Strategy 3) |
Criterion
Referenced Marking Scheme |
Formative |
Thinking/Inquiry Communications |
|
Scrapbook
(The Amazing First Year) - milestones/ journal reflections/visuals (Strategy
4) |
Rubric |
Summative |
Knowledge/Understanding Thinking/Inquiry Communication |
|
Costing
Assignment (Strategy 5a) |
Criterion
Referenced Checklist |
Summative |
Thinking/Inquiry Application |
|
Toddler
Development Chart |
Criterion
Referenced Checklist |
Formative |
Knowledge/Understanding |
|
Newsletter-style
Report (Strategy 8) |
Rubric |
Summative |
Knowledge/Understanding Thinking/Inquiry Communication |
·
Students
who have difficulty in transferring research into written form may choose to
make an oral presentation to the teacher/class;
·
For
student enrichment, the toddler developmental chart may be expanded to include
preschoolers, and school age children;
·
For
student enrichment, students graph data from costing assignments for further
class analyses and discussion;
·
For
student enrichment, students complete a more in depth study of the research
(Strategy 8).
Textbooks: (see Unit Resources)
Teacher/Student
Resources
Blankenhorn, David. Fatherless America:
Confronting Our Most Urgent Social Problems. New York: Basic Books, 1995.
ISBN 0-4650-1483-6
Brazelton, T. Berry. On Becoming Family, The
Growth of Attachment. New York: Dell Publishing Co., Inc., 1981. ISBN
0-440-56712-2
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
Shaffer,
David R. Developmental Psychology Childhood and Adolescence, 5th
Edition. Pacific Grove, California: Brooks/Cole Publishing Co., 1999. ISBN
0-534-35592-7
Stephens,
K. The Child Care Professional. 5th Edition. Peoria, Illinois:
Glencoe-McGraw-Hill, 1999. ISBN 0-02642878-4.
Booklets/Pamphlets/Reports
Developmental
Calendars: Learning Through Play 1 to 3 Years. City of Toronto. Department of Public Health,
Parents Helping Parents Program. 1999.
Developmental
Calendars: Learning Through Play 3-6 Years. The Hincks Dellcrest Centre. 1998.
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
Periodicals/Articles
Degler,
Terri. “The Truth About Temperament, How to Nurture Your Child’s Nature.” Today’s
Parent, (November 1997): 70-74. (includes reference to Thomas and Chess)
Figerald,
N. “So Smart, So Fast, How Little Brains Grow.” Scholastic Choices,
(January 2000): 26-29.
Hoffman,
John. “Your Child’s Emotional Well-being, An Interview with Penelope Leach.” Today’s
Parent. (February 2001): 42-50
Jungkind,
Eleanor. “Changing Role of Fathers.” Owl Canadian Family, (May/June
1997): 13-16. (includes reference to Dr. Neil Campbell and Dads Canada
Initiative)
Keating,
John. “Why Dads Matter.” Canadian Living, (November 1997): 180-185.
(includes reference to Dr. Neil Campbell and Dads Canada Initiative)
Nash,
M. “Fertile Minds.” Time, (June 9, 1997): 47-54
Pitman,
T. “Developmental Milestones – From Birth to 12 years.” Today’s Parent.
(February 2001): insert
Underwood,
N. “Stimulation: Are You Going Overboard.” Owl Canadian Family, (April
2000): 18.
A
Child Grows: The First Year. The Learning Seed. McIntyre, 1993. #200009-61N0
A
Simple Gift: Comforting Your Baby. Centre for Health and Information and Promotion, Toronto, 1998.
Child
Development: Birth to One Year. McGraw-Hill Ryerson. #0-02-675793-1
Child
Development: One to Three. McGraw-Hill Ryerson. #0-02-675792-3
Child
Development: Three to Five. McGraw-Hill Ryerson. #0-02-675792-5
Dads
Under Construction Video Series. Magic Lantern Communications, 1997.
Helping
Young Children Cope with Emotions. Centre for Health and Information and Promotion, Toronto, 2000
Heredity and the Environment. Magna Systems, Inc., 1996. #05
History
and Trends. Magna
Systems, Inc., 1997. #01 (child development, early philosophies,
nature/nurture, research)
Infancy
Series (4 videos).
Magna Systems, Inc., 1991. #’s 09, 10, 11, 12
Infants
Crying – The
First 6 Months. Health View Library IDA Pharmacy, 1996.
Intellectual
Development: The First 5 Years. Meridian Education Corporation. McIntyre Media, 1997. #700286-61N0
Middle
Childhood Series (3
videos). Magna Systems, Inc., 1997. #’s 25, 26, 27
Physical
Development: The First 5 Years. Meridian Education Corporation. McIntyre Media, 1997. #700286-61N0
Play. Magna Systems, Inc., 1993. #21.
Shaping
Young Minds. The
Learning Seed. McIntyre Media, 1998. #20018-61N0
The
First Years Last Forever. Johnson and Johnson, 1997.
The
Newborn: Development and Discovery. Magna Systems, Inc. 1996. #08
Toddlerhood/Preschoolers
Series (4 videos).
Magna Systems, Inc., 1992. #’s 17,18,19,20 Welcome to Parenting, The 1st 6
Years. Health Canada.
Canadian
Toy Testing Council - http://www.toy.testing.org
Dads
Can - http://www.dadscan.org
Discovery
Toys Inc. - http://www.discoverytoysinc.com
Early
Years Study (207 pages) - http://www.childsec.gov.on.ca
Scholar’s
Choice - http://www.scholars.on.ca
Zero to
Three - http://zerotothree.org/
Time: 8 hours
In this
activity, students become familiar with the theoretical perspectives of modern
developmental theorists: Sigmund Freud, Eric Erikson, Jean Piaget, and Lawrence
Kohlberg as well as contemporary theorists: Urie Bronfenbrenner and Carol
Gilligan. Throughout the twentieth century, child development theorists have provided
frameworks for parents, caregivers, and other professionals to better
understand children and their behaviour. In this activity, students will have
opportunities to put theoretical perspectives into practice through practical
activities.
Strand(s): Growth and Development, Research and Inquiry Skills
Overall
Expectations
GDV.02 -
describe various child-development theories and evaluate their relevance;
ISV.02 -
organize and analyse data gathered through their research;
ISV.05 -
communicate the results of their inquiries effectively.
Specific
Expectations
GD2.01 - summarize the major modern and
contemporary theories of child development;
GD2.02 - compare traditional and feminist
theories regarding developmental stages;
GD2.04 - apply child-development theories to
explain the behaviour of young children in everyday situations;
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;
IS3.02 -
demonstrate an understanding of the group processes for locating resources and
sharing findings;
IS3.03 -
effectively communicate the results of their inquiries, using a variety of
methods and forms.
·
Students
need to be familiar with using various search engines in researching
information on the Internet;
·
Students
should be skilled in developing group goals and working to achieve them
effectively.
The
teacher should:
·
collect
an assortment of items for introductory exercise (Strategy 1);
·
collect
resources for students on the modern and contemporary theorists and their
frameworks (Strategy 2);
·
arrange
library and computer lab time, if desired (Strategy 2);
·
prepare
supplementary information on overheads (Strategies 3, 4, 5, 6, 7, 8);
·
have
markers and chart paper available (Strategy 4);
·
prepare
information folders and case studies pertaining to Eric Erikson’s theory
(Strategy 4);
·
gather
materials required to demonstrate Piaget’s concepts (e.g., blocks, coloured
balls, tall/ thin glass, short/wide glass, water, modelling clay, etc.)
(Strategy 5);
·
locate
an assortment of children’s storybooks, Canadian where possible. Some should
predate the 1980s. Students will analyse these for gender and stereotype bias
(Strategy 10);
·
prepare
Assessment/Evaluation tools (Strategies 9, 11, 12);
·
prepare
a test consisting of Knowledge/Understanding and Application (Strategy 12);
·
be
aware that the intent of this activity is to provide a brief overview of some
of the theoretical perspectives in the study of child development; thus, an
in-depth study of any particular theorist is not the goal. Some teachers may
choose to spend more time on one or more theorists;
·
be
aware that lists of questions are given in The Girls Are the Ones with the
Pointy Nails (see Resources) to assist with storybook analyses for gender
bias and stereotyping.
1. The teacher introduces the concept of
theoretical frameworks, by dividing the class into groups of four or five
students. Each group is given a bag of assorted items (e.g., office supplies,
kitchen items, cleaning aids, personal hygiene items, etc.). Students are given
the task of sorting the objects into categories. Students share their decision
making process with the teacher and/or class. Next, students are asked to
regroup the items. The teacher now links the importance of having frameworks to
categorize and give understanding or meaning to related ideas. Thus, in child
development study, theorists provide frameworks to understand behaviour.
Theorists tend to have a particular area of expertise and interest (e.g.,
Erikson – personality, Kohlberg – morality, etc.). These frameworks assist parents,
caregivers, and other professionals in meeting the developmental needs of
children. (Teachers may like to put on a pair of oversized glasses as a prop
each time a new theorist is introduced.)
2. Class
is divided into six groups. Each group is assigned one major theorist: Freud,
Erikson, Piaget, Kohlberg, Gilligan, Bronfenbrenner. Using textbooks and other
resources (e.g., reference books and child development psychology textbooks),
groups become familiar with their assigned theorist gaining insights into when,
where, and how the theorist conducted his/her research with reference to early
childhood development. This information is transferred into a five-minute skit
or presentation. These will serve as introductions to the following lessons,
which examine insights into the theorist and his/her basic premise.
3. Group presents skit to introduce Sigmund
Freud. The teacher supplements information with prepared overhead. The teacher
then asks students to draw on personal experiences in applying Freud’s theory
as it pertains to early childhood development.
4. Group presents skit introducing Erik Erikson.
The teacher supplements information with prepared overhead. The class is
divided into 8 groups with each group assigned one of Erikson’s eight stages.
Groups are provided with information folders and are asked to describe their
stage on chart paper by identifying the stage according to age,
crisis/challenge, and any other significant information. The charts are posted
for class members to use on a rotating basis for the purpose of note taking.
Each group is then given teacher-produced case studies to analyse and to use in
applying Erikson’s theory (e.g., Andrew is forming language skills. However, he
tends to think faster than he can get the words out. As a result, he stutters.
Andrew’s grandparents are visiting the family. Every time Andrew begins to
speak, his mother interrupts and finishes his sentences for him. After a few
days, Andrew refrains from speaking at all.). Class discusses their analysis of
the case studies.
5. Group presents skit to introduce Jean Piaget.
The teacher supplements information with prepared overhead and textbook
references. The teacher demonstrates Piaget’s concepts: classification,
seriation, centration, and conservation using appropriate materials. The class
is divided into groups. Each group is to design simple experiments to test
Piaget’s ideas (e.g., 10 pennies and 1 quarter).
6. Group presents skit to introduce Urie
Bronfenbrenner. The teacher moves the class to an appropriate space, perhaps
outside the classroom and assigns students to positions of the Bronfenbrenner
model. The “child” is the centre and the “environmental influences” are in
circles surrounding the “child.” The teacher further clarifies the model with a
visual on chart paper or an overhead. The teacher encourages students to
describe why this theory (ecological model of the environment) is different
compared to the previous theorists’ stages of development, and why this model
is a useful framework in discussing child development. The teacher provides
prepared overhead.
7. Group presents skit to introduce Lawrence
Kohlberg. The teacher supplements with prepared overhead. The teacher poses the
scenario Kohlberg presented to children regarding the man with the dying wife
as used in Kohlberg’s research on morality. This is followed with a discussion
of the students’ reactions to the scenario. (Carol Gilligan’s response to
Kohlberg’s research with reference to early childhood development will be
referred to in Strategy8.)
8. Group presents skit to introduce Carol
Gilligan. The teacher supplements information with prepared overhead. The
teacher now explains Carol Gilligans’s response to Kohlberg’s research.
(Gilligan was concerned that the research methodology solicited responses from
white males only. She argues that there are clear differences in the ways that
males and females respond to issues, etc.) This should prompt a general
discussion on research, how research is conducted, flaws and criticisms,
relevancy in social science, and how research must be ongoing, building from
the past to provide new insights and understandings to our present and future
world.
9. Students summarize the characteristics of the
6 theorists in chart form.
10. To
further apply theoretical perspectives, the teacher expands on the notion of
feminist based theory (e.g., Carol Gilligan) explaining that these theories
have changed policies in our society regarding gender issues and stereotyping.
To examine issues in gender expectations and stereotyping, students will
conduct simple primary research, analysing children’s storybooks. The following
research question is posed: “How do gender stereotypes exist in children’s
storybooks?” (e.g., dress, occupations, toys/games, language, etc.). Students
will first work in pairs to do their research. Then, depending on class size,
the groups of two become groups of four or six individuals to share their
information. If class size permits, you may have one final grouping of two
large groups (half the class in each group) sharing their information. During
the final class discussion, the teacher lists on the blackboard the general
findings of the class. Students take notes.
11. For homework, students write a reflection
summarizing what they have learned by studying the various theorists, and how
this information will be useful for them as a parent, caregiver or other
professional living and/or working with children.
12. Students write a test based on
knowledge/understanding and application.
|
Task/Product |
Tool |
Purpose |
Category of Achievement Chart |
|
Summary
of theories (note taking chart) (Strategies 3, 4, 5, 6, 7, 8, for 9) |
Criterion
Referenced Checklist |
Summative |
Application Communication |
|
Reflection
on information gained about theorists – How it will be useful. (Strategy 11) |
Anecdotal
Comments |
Formative |
Knowledge/Understanding Thinking/Inquiry |
|
Test
(knowledge and application) – child development theorists and their theories
(Strategy 12) |
Test |
Summative |
Knowledge/Understanding Application |
·
Groups
may be predetermined to meet the needs of all students;
·
Alternative
testing arrangements may need to be made for some students;
·
Students
having difficulty with written work may wish to tape their summary report or
give an oral report to the teacher;
·
For
student enrichment, students may field test Piaget’s theory using simple
experiments with siblings, extended family members, neighbourhood children,
etc.
Textbooks: (see Unit Resources)
Teacher
Resources
Lefrancois,
Guy R. Psychology for Teaching, 9th ed. Belmont, California: Wadsworth Publishing
Co., 1997. ISBN 0-534-50678-X
Teacher/Student
Resources
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
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, 5th ed. Peoria, Illinois:
Glencoe-McGraw-Hill, 1999.
ISBN 0-02642878-4
History
and Trends. Magna
Systems, Inc., 1997. #01 (child development, early philosophies,
nature/nurture, research)
Theories
of Development.
Magna Systems, Inc., 1997. #02
Annick
Press Inc.- http://www.annickpress.com
Robert
Munsch - http://www.robertmunsch.com
The
Children’s Canadian Book Centre - http://www3.sympatico.ca/ccbc
Maxine
Trottier - http://www.execulink.com/~maxitrot/maxine.htm
Children’s
Literature
Teacher’s
Resources
Bailey,
Karen R. The Girls Are the Ones with the Pointy Nails. London, Ontario,
Canada: The Althouse Press, University of Western Ontario, 1993. ISBN
0-920354-35-1
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
Schmidt,
Fran and Alice Friedman. Creative Conflict Solving for Kids. Miami:
Grace Contrino Abrams Peace Education Foundation Inc., 1985. ISBN 1-878227-00-9
Silvey,
Anita. Children’s Books and Their Creators. Boston: Houghton Muffin
Company, 1995.
ISBN 0-395-65380-0
Student’s/Children
Resources
(for
a more complete bibliographic annotation see the course overview resource list)
Berenstain,
S. and J. The Berenstain Bears No Girls Allowed. New York: Random House,
1986.
ISBN 0-394-87331-9
Carney,
Margaret and Janet Wilson. At Grandpa’s Sugar Bush. Toronto: Kids Can
Press, 1997.
ISBN 1-55074-341-4
De
Paola, T. Oliver Button Is A Sissy. New York: Harcourt, Brace and
Jovanovich, 1979.
ISBN 015257858 (hardcover) 0156681404 (soft cover)
Kurelek,
William. A Northern Nativity. Toronto: Tundra Books, 1977. ISBN
0-88776-099-6
Munsch,
Robert. The Paper Bag Princess. Toronto: Annick Press, 1980. ISBN
0920236162
Tetro,
Mark and Martin Loranger. The Royal Canadian Mounted Police. Markham,
Ontario: Scholastic Canada, Ldt., 1994. ISBN 0-590-24544-9
Development
Time: 8 hours
Child
development has been the focus of previous activities. In this activity,
attention is given to examining environments and creating experiences that
support and encourage healthy child development. Students identify, through
class and field observation studies, the environments that meet the physical,
intellectual, emotional and social needs of children. Students then design and
create an activity for children, drawing on knowledge gained throughout this
unit.
Strand(s): Growth and Development, Research and Inquiry Skills
Overall
Expectations
GDV.03 -
identify and describe environments provided by families, care-givers, and
others that offer positive conditions for child development;
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.05 -
communicates the results of their inquiries effectively.
Specific
Expectations
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;
IS1.01 -
identify models of social science research methodology used to study children
in family and community settings;
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.
·
Students
will apply information and skills gained throughout this unit
The
teacher should:
·
review
data collection and recording methods used in child development study and may
want to interview an early childhood educator to learn more about how these
methods are currently being used in the community (Strategy 3);
·
collect
magazines and newspapers for clipping purposes (Strategy 3);
·
make
arrangements with local day care, elementary school, etc. for child observation
studies (field trips). If this T/L is chosen for Strategy 4, follow school
policy for field trips. Ensure that all security and legal issues are addressed
(Strategy 4);
·
preview
a video on child observation or choose a suitable video clip, if this
alternative is chosen for Strategy 4 (Strategy 4);
·
collect
a variety of resources, which show the toys, games, activities, etc. that the
students can create for children (Strategy 5);
·
prepare
assessment/evaluation tools (Strategies 2, 3, 4, 5);
·
be
aware that in setting up the “Play Fair” (Strategy 6), the teacher may wish to
enhance the classroom with music and decorations. An early childhood educator
may be invited to comment on student projects and give insights into the role
of an early childhood educator in promoting an encouraging environment for
children.
1. Students, in a think, pair, share strategy,
create lists of places that are suitable for children. (Lists may include day
care centres, schools, libraries, museums, galleries, community centres,
playgrounds, transportation systems, faith communities, cultural settings,
homes, etc.) The teacher summarizes class ideas with a list on blackboard. The
teacher asks students to review the list and to suggest reasons why one might
choose one or more of the places listed. Discussion should lead to the places
that meet the physical, intellectual, emotional and social needs of children
within the constraints of individual family resources.
2. The teacher asks students to put themselves
into the role of parents with a preschool age child in need of child-care. The
teacher poses question: “What would you look for in seeking quality
child-care?” Together class develops a checklist, which includes points
relating to safety, child development, health, discipline practices,
nutritional meals and snacks, caregiver qualifications, toys, resources,
government regulations, activities, costs, etc. In groups, students will
further develop their checklist for quality childcare using specific criteria
(e.g., safety – playground equipment well maintained, fire extinguishers
evident, equipment and material properly stored, child security system
installed, etc.). Students will use checklist during observation research
assignment (Strategy 4).
3. The teacher uses textbook and other
references to discuss elements of observation research and relevancy to child
development study as well as for those who work with children (e.g., preschool
and kindergarten teachers who regularly record observations on students at
play, noting skills and development. This information is used in determining
programs and services that meet student needs). Data collection methods
including checklists and objective and subjective recording methods such as
running records and anecdotal records should be discussed. To develop
observation research skills, students will clip and analyse a picture of two or
more children from the magazines or newspapers that are provided. Students are
to imagine that they are viewing the scene, and they are to describe their
observations both objectively and subjectively.
4. Students complete an observation report based
on a field study or video.
·
Students will observe children
in a setting of choice using the class-developed checklist
(Strategy 2). Teachers may arrange a visit with a child-care centre, elementary
school, in-home day care, laboratory school as in those associated with high
schools, colleges, and universities, etc for the student observations.
· As an alternative, students may be responsible to arrange for their own child observation setting. They will observe the children using the class-developed checklist. (Strategy 2)
· Another alternative the teacher may select is to show an appropriate video or video clip, which shows children at play in a particular setting. Students will observe the children in the video/video clip using the class-developed checklist (Strategy 2).
After the students have observed the children in a particular setting,
they will record their objective findings using the checklist. In their report,
students will also discuss in a subjective format the quality of the child-care
as based on their research findings.
5. Students
design and create a game, toy, storybook or activity for a child or group of
children of their choice drawing on the knowledge of child development gained
throughout this unit. In planning their creative project, students must include
the following information: age of child, for a boy/girl/either and why, why it
is age appropriate, how the age appropriate item meets three of the four
developmental needs (intellectual, social, emotional, and physical) of the
intended child or children. Students should also be able to link a theoretical
perspective in their reasoning. Students will submit their actual game, toy,
storybook or activity along with a detailed written rational for their creative
project. See Appendix A for Creative Project rubric.
6. Students share their creative projects with
class members in a “Play Fair” atmosphere.
|
Task/Product |
Tool |
Purpose |
Category of Achievement Chart |
|
Observation
Checklist (Strategy 2) |
Criterion
Referenced Checklist |
Formative |
Knowledge/Understanding |
|
Objective
and subjective interpretation of clipped photo (Strategy 3) |
Criterion
Referenced Marking Scheme |
Summative |
Knowledge/Understanding Thinking/Inquiry |
|
Child
Observation Study and Report (Strategy 4) |
Rubric |
Summative |
Application Communication |
|
Creative
Project - Culminating Activity - toy, game, storybook or activity with
supporting rationale (Strategy 5) |
Rubric |
Summative |
Knowledge/Understanding Thinking/Inquiry Communication Application |
·
Some
students may need more detailed resources to assist in creating their project;
·
Pairing
of students may be beneficial to assist some students with the child
observation study;
·
Students
with special needs may view an appropriate video or video clip, which shows
children at play in a particular setting. Students will observe the children in
the video/video clip using the class-developed checklist;
·
Students
with special needs may use a voice activated computer or prepare a video to
present their project;
·
Students
having difficulty with written work may wish to tape record their summary
report or give an oral report to the teacher;
·
For
student enrichment, students may field test their creative projects and report
on findings.
Textbooks: (see Unit Resources)
Teacher/Student
Resources
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: Discovery Toys, Inc., 1995.
ISBN 0-8066-2606-2
Erickson, Donna. Prime Time Together…with
Kids Creative Ideas, Activities, Games, and Projects. Minneapolis:
Discovery Toys, Inc., 1989. ISBN 0-8066-2430-2
Rosser,
Caroline Spang. Planning Activities for Child Care. Toronto: Irwin
Publishing, 1998.
#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, 5th Edition. Peoria, Illinois:
Glencoe-McGraw-Hill, 1999. ISBN 0-02642878-4
Curriculum. Magna Systems, Inc., 1994. #102 (child-care
centres)
Early
Child Care and Education. Magna Systems, Inc., 1992. #13
Learning
Environment. Magna
Systems, Inc., 1994. #101 (child-care centres)
Observation. Magna Systems, Inc., 1993. # 03
Playground
Safety. (Grades
K-3). 100% Educational Videos, Inc., McIntyre Media, 1998. #550013-61N0
Choosing
Quality Child Care - http://www.cafcc.on.ca/choose.htm
Appendix
A – Rubric for Culminating Activity: Creative Project – Activity, Game,
Storybook, or Toy (Activity 4 – Strategy 5)
Teachers
may wish to adapt the rubric for the Creative Project, as it is generic for the
activity, game, storybook, or toy.
Name:
____________________________ Project: ______________________________
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge
and Understanding -
Relates child development concepts to project (physical, social, emotional,
and intellectual) -
Relates child development theories to project (e.g., Piaget, Erikson,
Gilligan, Brazelton, etc.) |
-
relates limited knowledge of child development concepts -
relates limited knowledge of child development theories |
-
relates some knowledge of child development concepts -
relates some knowledge of child development theories |
-
relates considerable knowledge of child development concepts -
relates considerable knowledge of child development theories |
-
relates extensive knowledge of child development concepts -
relates extensive knowledge of child development theories |
|
Thinking
and Inquiry -
Determines rationale to support project (e.g., age, gender, age
appropriateness, etc.) |
-
determines rational to support project with limited effectiveness |
-
determines rational to support project with some effectiveness |
-
determines rational to support project with considerable effectiveness |
-
determines rational to support project with a high degree of effectiveness |
|
Communication -
Writes report with clarity (e.g., introduction; subheadings; knowledge,
understanding, rationale; and conclusion) - Uses
appropriate language conventions accurately (e.g., spelling, grammar,
punctuation) |
-
writes report with limited clarity - uses
language conventions with limited accuracy |
-
writes report with some clarity - uses
language conventions with some accuracy |
-
writes report with considerable clarity - uses
language conventions with considerable accuracy |
-
writes report with a high degree of clarity - uses
language conventions with a high degree of accuracy |
|
Application -
Applies knowledge in designing a well-crafted project (e.g., child
development concepts, child theories, rationale, etc.) -
Applies skills in creating a well-crafted project (e.g., neat, colourful,
sturdy, etc.) |
-
project shows limited application of knowledge -
project shows limited application of skills |
-
project shows some application of knowledge -
project shows some application of skills |
-
project shows considerable application of knowledge -
project shows considerable application of skills |
-
project shows a high degree of application of knowledge -
project shows a high degree of application of skills |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
Teacher’s
Comments/Next Steps: Level: ________________
Course
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