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Course Profile Issues in Human Growth and Development
(HHG4M), Grade 12, University/College Preparation, Public
Course Overview
Prerequisite: Any University, University/College, or College Preparation course in
Social
Sciences and Humanities, English, or Canadian and World Studies
This
course offers a multidisciplinary approach to the study of human development
throughout the life cycle, with particular emphasis on enhancing growth and
development. Students will examine how early brain and child development are
linked to lifelong learning, health, and well-being, and will develop
child-care and human-relationship skills through practical experience in a
community setting. This course also refines students’ skills used in
researching and investigating issues related to human growth and development.
It is strongly recommended that teachers follow
the order in which the units are presented in this Course Profile because of
the sequential nature of the learning. Often, prior knowledge from previous
units and activities is assumed and required to proceed with the activities.
This curriculum is designed to allow students to gain insights into some of the
issues of human growth and development; therefore, providing students with the
opportunity to explore the impact of these issues on individuals, families, and
society as a whole. Subsequently, they are able to make the connections among
individuals, their family, the community, and society within a global
perspective with reference to human growth and development.
As there is a prerequisite for the Issues in
Human Growth and Development course, teachers may wish to survey their students
to establish their prior knowledge and skills with reference to parenting and
human growth and development, which they may have learned in previous social
science and humanities courses. Many of the concepts in this course are similar
to the concepts in the two Grade 11 parenting courses, but with a more in-depth
approach to research in conjunction with the school age and adolescent child as
they relate to issues in human growth and development. The Issues in Human
Growth and Development course is a University/College designated course; it is
designed to equip students with the knowledge and skills required to meet the
entrance requirements for specific programs offered at universities and
colleges. Students should be made aware that some of the positions they might
be considering as a future career could be obtained through participating
colleges and the Ontario Youth Apprenticeship Program (OYAP). The
apprenticeship programs currently being offered are as follows: Child and Youth
Worker (CYW), Aboriginal Early Childhood Educator, Early Childhood Educator
(ECE), and the Early Childhood Educator Specialists in Exceptionalities, which
is only granted to an individual who has either the Aboriginal Early Childhood
Educator or Early Childhood Educator Certificate of Apprenticeship or an ECE
Diploma or its equivalent. The Issues in Human Growth and Development course is
appropriate for students who intend to pursue a higher education in programs
such as child and youth care, early childhood education, social work, teaching,
nursing, midwifery, medicine, family law, family counselling, speech pathology,
sociology, or psychology.
Social science research and inquiry
skills are introduced in the unit where they are first applied, and they are
repeated and developed throughout the course. The overall expectations and
specific expectations are listed for each unit in the cluster where they are
taught. For the developed unit, the overall expectations and the corresponding
specific expectations are stated at the beginning of each activity within that
unit.
Note: When a specific expectation has more than one
segment, be sure to address only the segment that is being focused on in that
particular cluster/activity. Specific expectations are repeated throughout the
Course Profile to reinforce a particular concept, thus ensuring that content
connections are made throughout the course. The culminating activity
exemplifies this by incorporating the “enduring understandings” of the course;
therefore, providing the students with an opportunity to apply the key
concepts/issues of human growth and development, which have been emphasized
throughout the course.
Teachers should review their school board
policy on equity. They must be sensitive to a variety of religious beliefs as
well as the ethnic and cultural customs of their students, thus, making changes
to their teaching/learning strategies to address the needs of their student
population. Similarly, teachers must be sensitive to the variety of
socio-economic levels and family structures of their student body and be
prepared to make adjustments to the learning experiences and resources as
needed. This course deals with many sensitive issues with reference to
children, families, and society (e.g., how bonding and attachment, or the lack
thereof affects the development of a child; consequences of stress and
environmental deprivation on brain development during early childhood; healthy
adult/child relationships [or lack of] and the effect on the child throughout
development; major theories of child development and how they are interpreted
for optimal growth and development; gender differences in how children develop
morals; cultural and religious differences and how they impact on parenting and
societal expectations; the involvement or not of the family, schools, and
media, and the effects they have as agents of socialization on children and
adolescents; benefits of child development and parenting programs or lack of as
related to the economics and the well being of a nation). The students’
reactions to these issues must be anticipated and respected. Teachers should be
prepared for potential student disclosures and be prepared to work with school
counsellors who may provide referrals to the appropriate professionals or
services within their community. Finally, the roles and the responsibilities
that parents, care-givers, and professionals have in ensuring the well-being of
children and adolescents will be addressed.
Prior to the students being involved in the
practical components of this course, whether in a day care, school classroom,
or community setting, proper observation techniques, appropriate child
behaviour guidance techniques, child safety, and the issues of confidentiality
need to be thoroughly taught. When the importance of confidentiality issues are
taught, students need to become knowledgeable about the situations wherein they
may not be able to maintain confidentiality due to policies and legislation. It
is essential that students are fully aware of the expectations and the responsibilities
they incur when observing children. Students are provided with guidelines for
research ethics, which include issues such as observation protocol, legislation
and policies regarding confidentiality, and the administration of
interviews/surveys. Students should be instructed to respect an individual’s
choice to respond to an interview/survey question with “no comment” or “no
response at all” as a valid answer.
As well, guidelines for research ethics will be
provided for student use. For clarification of the Cooperative Education and
Other Forms of Experiential Learning Policies and Procedures for Ontario
Secondary Schools 2000 document, it is suggested that teachers consult
their school board policy and/or their cooperative education department with
reference to the expectations that are to be followed for observations and job
shadowing. For example, if electronic infant simulators are used in this
course, complete instructions need to be given along with a demonstration on
how to properly care for the electronic infant simulator while it is in the
student’s care. It is recommended that the safe use of all equipment and
materials required for this course be taught prior to their use.
Teachers must take all reasonable steps to
ensure the safety of students, helping them understand the importance of health
and safety issues and the need to assume responsibility for their own safety
and the safety of others.
The activities in this course take into account
the variety of students represented and their abilities, backgrounds,
interests, and learning styles. Accommodation for, or adaptations of, the
expectation(s) will be made by teachers in accordance with the exceptional
students’ Individual Education Plans (IEPs). 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 are transferable to their postsecondary destination and ultimately to
the careers of their choice. These skills are also essential for students in
their everyday lives as empathic citizens and future parents/care-givers within
our Canadian and global society.
Although
written for adolescents in Grade 12, this course could be adapted for adult
students. While the practical skills are similar, the content may need to be
adjusted to be relevant to adult learners. The suggested hours for units and
activities are guidelines; teachers may adjust the timelines to meet student,
school, and community needs.
|
Unit 1 |
Human
Development: An Overview |
11
hours |
|
* Unit
2 |
Human
Development: Brain Development in the Early Years |
27
hours |
|
Unit 3 |
Human
Development: The Early Years |
15
hours |
|
Unit 4 |
Parenthood:
The Roles and Responsibilities Throughout the Family Life Cycle |
20
hours |
|
Unit 5 |
Socialization
Factors That Influence Human Development |
18
hours |
|
Unit 6 |
The
Impact of Society and the Global World on Human Development |
19
hours |
* This
unit is fully developed in the Course Profile.
Time: 11 hours
Unit
Description
In this
first unit, students gain a fundamental understanding of human development and
related theories that are essential for this course. Students describe
age-appropriate behaviour for the phases of middle childhood. The changes in
growth and development, which occur during adolescence, are addressed as well
as what one might expect to happen developmentally during one’s lifetime.
Additionally, economic, political, and social issues and challenges that affect
our human growth and development are investigated. The knowledge and insight
gained in this first unit form the foundation of the concepts within the curriculum
to be used throughout the course.
Unit
Overview Chart
|
Cluster/ hours |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1.1 |
HDV.04, ISV.02, ISV.03, ISV.04, HD3.01,
IS1.02, IS2.01, IS2.02, IS3.01 |
Knowledge/ Understanding |
Human Growth and Development: Terms and
Theories of Child Development ·
Comparison
of definitions of human development ·
Changes
that occur throughout the life cycle (e.g., infancy, early childhood, middle
childhood, adolescence, early adulthood, mid-life, aging) ·
Terminology
as it relates to human growth and development (e.g., physical, intellectual,
social, emotional, psychological, development, growth, maturation, etc.) ·
Major
theories of child development (e.g., Freud, Piaget, Erikson, Kohlberg,
Vygotsky, Maslow, Mead, Carole Gilligan, Alfred Binet, and Arnold Gesell’s,
etc.) Note: These, as well as other theorists will be studied in more
depth throughout the course ·
Introduction
of observation skills linking informal observations (e.g., siblings,
neighbourhood children, etc.) with key concepts of the theorists |
|
1.2 |
HDV.04,
ISV.01, ISV.03, ISV.04, HD3.02, HD3.03, IS1.03, IS2.03, IS3.01 |
Knowledge/
Understanding |
Human
Growth and Development: Changes Occurring Throughout One’s Lifetime ·
Physical,
intellectual, social, emotional, and psychological changes that occur during
adolescence and throughout one’s lifetime (e.g., discovering “who am I,”
developing critical and abstract thinking skills, awareness of the aging
process, etc.) ·
Age-appropriate
behaviour for 4- to 8-year-olds and 9- to 12-year-olds |
|
1.3 |
GCV.02,
ISV.01, ISV.02, ISV.03, ISV.04, GC2.03, GC2.04, IS1.03, IS1.02, IS2.03,
IS3.01 |
Thinking/
Inquiry Application |
Human
Growth and Development: Effects of Economic, Political, and Social Factors ·
Terminology
(e.g., poverty, social status, etc.) with reference to human growth and
development ·
Identification
of economic, political, and social factors (e.g., poor nutrition, low birth weight,
illiteracy, etc.), which affect human growth and development of individuals.
Further addressed in Unit 6 ·
Investigation
of how to prevent above factors from affecting human growth and development
negatively |
|
1.4 |
HDV.04, GCV.02, ISV.01, ISV.02, ISV.03,
ISV.04, HD3.01, HD30.2, HD3.03, GC2.03, GC2.04, IS1.01, IS1.02, IS2.01,
IS3.01 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Culminating Activity: Reflection ·
Assigned
as homework: · Reflection in response to the following statement: What have I learned about human growth and development which can be applied to my daily life as an adolescent; subsequently, how can I use the information for my projected lifetime goals? OR · Reflection using the narrative enquiry approach to include what I have learned and what factors have contributed to make me who I am; OR · Interview with elderly person to identify stages in his/her life cycle. Relate to major human development theories. Identify significant factors in the person’s life, which impacted development. |
Time: 27 hours
Unit
Description
Students
explore the major theories of brain development as they pertain to young
children. The impact of maternal health on neonatal brain development and
postnatal brain development is investigated. Particular emphasis is placed on
the study of language acquisition and its relationship to cognitive
development. Students increase their knowledge of factors that can interfere
with brain development and examine how play-based activities can facilitate
brain development. For the culminating assignment, students design and
implement a play-based activity that encompasses the key learnings from the
unit. Students apply an aspect of social science methodology to conduct a
review of literature in this unit.
Unit
Synopsis Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Tasks |
|
2.1 6 hours |
HDV.02,
ISV.02, ISV.04, HD3.01, IS1.02, IS3.01, IS3.02 |
Knowledge/
Understanding |
·
Diagram
of Brain – labelled ·
Brain
Development Terms ·
Homework:
article(s) and question sheet on “Windows of Opportunity” ·
Group
Presentations: Brain Development Theorists ·
Student
Notes: “Factors That Can Influence Brain Development” ·
Personal
Opinion Paper: “Nature versus Nurture” |
|
2.2 5 hours |
HDV.02, ISV.01, ISV.03, ISV.04, HD2.01,
IS1.03, IS2.01, IS2.02, IS3.01 |
Knowledge/ Understanding |
·
Student
Research Notes (from Internet): “Maternal Health” ·
Student
Fact Sheet: “Maternal Health” ·
Group
Pamphlet: “Maternal Health” ·
Group
Presentation: “Maternal Health” ·
Criteria
for A Community Health Program |
|
2.3 4 hours |
HDV.02,
SOV.03, GCV.01, ISV.01, ISV.03, ISV.04, HD2.03, SO3.01, GC1.04, IS1.03,
IS2.02, IS3.01 |
Knowledge/
Understanding |
·
Think/Pair/Share
activity ·
Jigsaw
activity – précis an article ·
Worksheet:
“Communication and Learning: Infancy to Adolescence” ·
Student
Research (Internet) ·
Students
write a Parenting Magazine Article/Brochure: “Key Concepts About How Children
Develop Language” |
|
2.4
Environmental Deprivation and Its Long Term Effects 4 hours |
HDV.02,
HDV.03, ISV.01, ISV.03, ISV.04, HD2.02, HD2.04, HD2.05, IS1.01, IS2.01,
IS2.03, IS3.01, IS3.03 |
Thinking/
Inquiry |
·
Case
Studies: Environmental Deprivation/Stressful Environments ·
Student
Predictions: Long Term Effects of Children Raised in Emotionally
Deprived/Stressful Environments ·
Summary
of “Early Years Report” or similar report ·
Critiques:
Review of Literature ·
Written
Report |
|
2.5 8 hours |
HDV.02,
HDV.04, ISV.03, ISV.04, HD2.03, HD2.06, HD2.07, HD3.01, IS2.03, IS3.01 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
·
Guest
Speaker(s) ·
Student
Notes: Reading (implementing a play-based activity) ·
Group
Presentation: Play-Based, Problem - Solving Activities Enhance Brain
Development ·
Student
List: “Ways Play-Based, Problem - Solving Activities Enhance Brain
Development” ·
Written
Proposal: Individuals Play-Based Activity Segment ·
Implementation
of Play-Based Activity ·
Self-Evaluation
of Play-Based Activity ·
Play-Based
Activity Report |
Time: 15 hours
Unit
Description
The focus of this unit is infant
attachment and bonding, which includes the investigation of related theories.
As well, the long-term effects of insufficient nurturing and environmental deprivation
are reviewed as they relate to infant attachment and bonding. Students analyse
the factors that contribute to the well-being of a newborn and demonstrate
their understanding of the issues (e.g., breast feeding vs. bottle feeding,
newborn adoption vs. older child adoption, bonding of fathers, bonding of other
primary care-givers, multiple attachments, etc.). How care-givers and parents
ensure that children feel secure is addressed. Finally, students collect data
to demonstrate their understanding of an effective parent/care-giver and child
relationship by applying attachment and bonding theories in a real-life
setting.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
3.1 |
ISV.02,
IS1.02 |
Communication |
Terminology ·
Define
terms related to infant attachment and bonding (e.g., attachment, bonding,
trust environmental deprivation, nurturing, etc.) |
|
3.2 |
HDV.01,
HDV.03, ISV.01, ISV.03, ISV.04, HD1.01, HD1.02, HD2.02, HD2.05, IS1.01,
IS2.03, IS3.01 |
Thinking/
Inquiry |
Issues
Related to Infant Attachment and Bonding ·
Theorists:
(e.g., Diane Benoit, Clyde Hertzman, Paul Steinhauer, Mary Ainsworth) ·
Factors
that contribute to the emotional and physical development of newborns (e.g.,
nurturing, security, trust, etc.) ·
Issues
related to infant attachment and bonding ·
Review
of the effects of insufficient nurturing and environmental deprivation as
related to brain development and infant attachment and bonding |
|
3.3 |
HDV.01,
SOV.01, ISV.03, ISV.04, HD1.03, SO1.01, SO1.03, IS2.03, IS3.01 |
Thinking/
Inquiry |
Healthy
Parent Infant Relationships ·
Theories
as they relate to the causes and effects of healthy/unhealthy parent-infant
relationships (e.g., Freud’s, Offord’s) ·
How parents/care-givers
ensure that children feel secure and self-confident (e.g., nurturing,
maintaining a positive attitude, showing empathy, responsive care giving) ·
Role
that the parent’s and the infant’s temperament plays in the parent-infant
relationship. (e.g., Chess and Thomas, Mary Sheedy-Kurcinka, etc.) |
|
3.4 |
HDV.01, ISV.03, ISV.04, HD1.02, HD1.04,
IS2.01, IS3.01 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Culminating Activity: ·
Collection
of data to demonstrate an understanding of an effective relationship between
parent/care-giver and an infant by applying the infant attachment and bonding
theories discussed in class through a real-life setting (e.g., interviews,
observations) |
Time: 20 hours
Unit
Description
Within
this unit, students gain an understanding of the importance of the roles that
parents and care-givers have in the human growth and development of children
throughout a child’s life span (e.g., nurturing, meeting physiological and
psychological needs). Relationships that are involved in human development are
analysed (e.g., family relationships within family structures, child relationships
within a family, etc.). Students participate in a variety of communication and
problem-solving activities in order to recognize their importance in healthy
family relationships.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
4.1 |
SOV.02,
ISV.01, ISV.03, SO2.01, IS1.03, IS2.01, IS2.02 |
Knowledge/
Understanding |
Transition
to Parenthood ·
Changes
that occur within a couple’s relationship ·
Information
by Jay Belsky and John Kelly |
|
4.2 |
SOV.01,
SOV.02, ISV.01, SO1.03, SO1.04, SO2.02, SO2.03, IS1.03 |
Thinking/
Inquiry Application |
Family
Relationships ·
Comparison
of family relationships within a variety of family structures (e.g., nuclear,
extended, and alternative family groupings) ·
Issues
that affect how children relate within a family (e.g., a single child, a
sibling, an older child, the middle child, a younger child) ·
The
child’s temperament and its affects on the parent-child relationship ·
Reasons
for, and the effects of, positive and maladjusted parent-child relationships |
|
4.3 |
SOV.01,
GCV.01, ISV.01, ISV.03, ISV.04, SO1.01, SO1.02, GC1.06, IS1.03, IS2.01,
IS3.01 |
Application |
Roles
of Parents and Care-givers ·
Roles
parents/care-givers play in making sure that children are happy, healthy,
safe, secure, and self-confident ·
How
the role of the parent as a primary care-giver changes throughout a child’s
life (e.g., Galinsky’s model) ·
Discussion
of various types of special needs children that parents may need to
accommodate ·
Support
groups available within the community ·
Interview
program staff and family members and investigate strategies to manage a
special needs child in a real-life setting |
|
4.4 |
SOV.03, SO3.01, SO3.02, SO3.03, SO3.04 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Communication and Problem Solving ·
Correlation
between verbal communication and cognitive development in children from infancy
through late adolescence ·
Connection
between a child’s communication skills and the quality of one’s social
interactions with peers, parents, and other adults ·
Problem-solving
strategies used to build self-confidence (e.g., “I” messages, negotiations,
active listening, etc) ·
Application
of the communication and conflict management skills learned in class in a
real-life setting (working as a team member). Students select the team
(family, school, work) and the situation |
|
4.5 |
ISV.01,
ISV.03, ISV.04, IS1.01, IS2.01, IS3.01 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Culminating
Activity: The Roles and Responsibilities of Parenthood Throughout the Family
Life Cycle ·
Case
studies/family scenarios regarding issues (e.g., transition into parenthood,
family relationships, parental/care-giver roles, and communication and
problem solving) to identify the problem(s) and make suggestions as to how to
solve the problem(s) ·
Homework:
essay on “The Roles and Responsibilities of Parenthood Throughout the Family
Life Cycle” |
Time:
18 hours
Unit
Description
Students
gain a thorough understanding of how important the trilogy of the family, the
school, and the media is on the impact of human development. They also gain a
more in-depth understanding of how critical the role of the family is in the
socialization of its members. Students describe the contributions that schools
make towards the socialization of individuals throughout one’s life span.
Students research the issues that confront schools as they endeavour to educate
individuals (e.g., defiance of authority, safety, etc.). Finally, students
analyse media and its role in the socialization of individuals and families
through a variety of formats (e.g., TV sitcoms, print materials, radio
programs, movies, music, advertising, the Internet, etc.). To culminate the
unit, students investigate a socialization issue and its impact on human growth
and development.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
5.1 |
SHV.01, ISV.01, ISV.03, ISV.04, SH1.01,
SH1.02, SH1.03, SH1.04, SH1.05, IS1.01, IS1.03, IS2.01, IS2.02, IS2.03,
IS3.01, IS3.03 |
Knowledge/ Understanding Thinking/ Inquiry |
The Family as an Agent of Socialization ·
Human
Ecology Theory ·
Positive
and negative socialization of family members (e.g., confidence, language acquisition,
rules of society, family violence, neglect, addictions, etc.) ·
How
the social issues/personal challenges that families face affect how family
members are socialized within the family unit (e.g., unemployment, stress,
income, divorce, etc.) ·
Programs
and projects available through schools and community services that help
parents to develop the optimum environment for family members (e.g., resource
centres for parents, support groups, etc.) ·
Parenting
style theories (e.g., Baumrind’s) ·
In
real-life settings, gather responses from children and compare their
responses to the different parenting styles |
|
5.2 |
SHV.02,
ISV.01, ISV.03, ISV.04, SH2.01, SH2.02, SH2.03, SH2.04, IS1.03, IS2.01,
IS2.02, IS2.03, IS3.01, IS3.03 |
Knowledge/
Understanding Thinking/
Inquiry |
The
School as an Agent of Socialization ·
How
the school contributes to the socialization of individuals throughout their
lifetime (e.g., teachers, play, peer relationships, curriculum,
extracurricular activities, adult education, etc.) ·
Social
issues (e.g., truancy, safety, defiance, bullying, anger management, etc.)
that schools must address and how they are managed ·
Impact
of a parent’s involvement in the school environment on a child’s growth and
development (e.g., school attendance, self-confidence, academic performance,
extracurricular activities, parent-child relationship, etc.) ·
Creative
approaches to encourage parental involvement within the school |
|
5.3 |
SHV.03, ISV.01, ISV.03, ISV.04, SH3.01,
SH3.02, SH3.03, IS1.03, IS2.01, IS2.02, IS2.03, IS3.01, IS3.02 |
Knowledge/ Understanding Application |
The Media as an Agent of Socialization ·
Media’s
representation of families in movies, TV/radio programs, advertising, music,
print materials, and the Internet ·
Investigation
of how media influences our lives (e.g., lifestyles, stereotyping, buying
patterns, values, etc.) ·
Investigation
of how children perceive television; reality vs. fantasy, distinguishing
between program and commercials, influence of television violence, etc. ·
Effectiveness
and impact of media censorship in our daily lives ·
Guidelines
that could be used by the media to encourage healthy socialization of
individuals and families |
|
5.4 |
ISV.01,
ISV.03, ISV.04, IS1.03, IS2.01, IS2.03, IS3.01, IS3.02, IS3.03 |
Knowledge/
Understanding Thinking/
Inquiry Communication Application |
Culminating
Activity: Socialization Issues That Influence Human Development ·
Assigned
as homework: · Individual investigation of a socialization issue and its impact on human growth and development · Individual preparation of a case study, dramatization, etc. |
Time: 19 hours
Unit
Description
The
diversity of today’s society is addressed as it relates to human growth and
development throughout one’s life span. Various cultural and religious
practices are introduced, and theories, behaviours, and values in our global
society are revisited. Students gain an understanding of the social challenges
related to human growth and development that face parents/care-givers within an
integrated society. The historical and emerging initiatives for parents and
society in sharing the responsibilities of parenting (e.g., extending
maternity/paternal leave) are addressed. Students continue to gain a more
in-depth perception of how the effects of economic, political, and social
factors impact on human growth and development. How to prevent these factors
from becoming negative influences is studied. Students review reports by McCain
and Mustard, and Hertzman and Keating to gain a better understanding of why
early child development and parenting programs are so important in the human
growth and development of children. The human development initiatives to assist
countries in meeting these global challenges, as are suggested in today’s
literature, are evaluated. Human growth and development issues and the concepts
discussed throughout the course, with an emphasis on global perspectives, will
be the thrust of the culminating activity for the course.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
6.1 |
GCV.01,
HDV.03, ISV.01, ISV.03, ISV.04, GC1.01, GC1.02, GC1.03, GC1.08, HD2.05,
IS1.01, IS1.03, IS2.01, IS2.02, IS2.03, IS3.01, IS3.02, IS3.03 |
Knowledge/
Understanding Thinking/
Inquiry |
Morality
within a Global Society ·
Definition
of morality ·
Evaluation
and comparison of the theories of male/female morality (e.g., Kohlberg’s) in
relation to gender differences in moral development (e.g., Gilligan’s) ·
Examination
of how different societies develop their sense of morality ·
Forms
of socially unacceptable behaviour (e.g., criminal behaviour, anarchy,
thwarting authority, etc.) ·
Long-term
effects of inadequate nurturing and environmental deprivation, as it relates
to the behavioural problems and criminal behaviour within a global context ·
Short-
and long-term effects of these behaviours within various societies ·
Ways
in which one’s personal values evolve over time and circumstances (e.g., from
parents to child, from family to family, from friend to friend, from one
situation to another, etc.) |
|
6.2 |
GCV.01,
ISV.01, ISV.03, ISV.04, GC1.04, GC1.05, GC1.07, IS1.01, IS1.03, IS2.01,
IS2.02, IS2.03, IS3.01, IS3.02, IS3.03 |
Knowledge/
Understanding Thinking/
Inquiry |
Cultural
Variations within Our Global Society ·
How
societies value intelligence differently ·
Cultural
and religious practices that affect the role of parents within our global
society (e.g., men and women in families and in society, etc.) ·
Comparison
of a variety of child-rearing practices within our global society (e.g.,
kibbutz, nuclear family, isolated cultures, etc.) |
|
6.3 |
GCV.02,
ISV.03, ISV.04, GC2.01, GC2.02, IS2.02, IS3.01 |
Knowledge/
Understanding Thinking/
Inquiry |
Historical
and Emerging Perspectives with Reference to Social Challenges ·
Examination
of how historically and socially education has evolved over time for parents
with reference to parenting within society ·
Emerging
initiatives, which promote parents and society sharing the responsibilities
of raising children within an integrated framework (e.g., extending
maternity/paternity leave, etc.) |
|
6.4 |
GCV.01, GCV.02, HDV.02, ISV.01, ISV.03,
ISV.04, GC1.04, GC2.02, GC2.03, GC2.04, GC2.05, GC2.06, HD2.03, IS1.01,
IS1.03, IS2.01, IS2.02, IS2.03, IS3.01, IS3.02, IS3.03 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Culminating Activity: Global Challenges –
Economic, Political, and Social Factors in Relationship to Human Growth and
Development ·
Long-term
benefits of early childhood development and parenting programs on the
economic well-being of a community as well as the nation (e.g., McCain and
Mustard Report, Keating and Hertzman Report, etc.) ·
Identification
of human development initiatives that are available to assist countries in
preparing themselves to meet the new economic, political, and social
challenges of human growth and development around the world (e.g., McCain and
Mustard, Keating and Hertzman) ·
Positive
and negative impact that economic, political, and social factors have on
human growth and development ·
Bonding
and attachment, brain development, socialization, parenting issues, etc., as
related to human growth and development ·
Independent
study of an issue in human growth and development to write a position paper
that could be presented to a local, provincial, national, or international
body, which provides for the healthy growth and development of children,
families, and/or societies ·
Presentation
of findings |
There are times during this course when the
teacher will want to reinforce classroom learning through practical activities.
Several teaching/learning strategies have been recommended that involve various
sectors of the local community to assist with practical activities.
Demonstrations, direct instruction, and information about specific techniques
ensure the student’s safety prior to involvement in these practical activities.
Students need to be aware of the expectations and responsibilities they have
when observing, job shadowing, or interacting with children. As well, students
need to review the proper techniques required for setting-up, implementing, and
administering surveys or interviews.
Teachers need to use the most appropriate
methods and materials to help exceptional students achieve the expectations as
outlined in their IEPs. Practical experiences and simulations related to the
real world provide opportunities for students to explore and expand their
ability to interact with children on both a professional and personal level.
Teachers must be cognizant of the needs of ESL/ELD students in their classroom
and make the appropriate adjustments to their teaching/learning strategies.
As a University/College Preparation
course, the teaching/learning strategies emphasize 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 stressed in order to build on prior learning.
Students have the opportunity to improve their teamwork skills,
consensus-building skills, and their ability to respect the opinions and ideas
of others. A variety of teaching/learning strategies are encouraged to meet the
different learning styles of the students, in order to enable them to meet the
course expectations and to set the stage for adult learning. Some examples of
strategies that could be used in this course include analysing information,
brainstorming, case studies, child observations, class discussion,
collaborative/cooperative learning, computer-assisted learning, evaluating
information, debates, demonstrations, homework, independent study, interactions
with children, interviews, issues-based analysis, jigsaw, mind mapping, note
making, presentations, problem-solving strategies and models, reflective
writing, report writing, role playing, scenarios, simulation games,
dramatizations, Socratic lessons, student/teacher conferencing, surveys,
think/pair/share, and viewing and analysing TV programs and/or videos related
to parenting/care-giving issues and human growth and development. This list is
in no way inclusive of all of the appropriate teaching/learning strategies
available for teachers to use in the classroom.
It is
strongly recommended that teachers review their 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 very useful to develop a guideline to
assist students with assessing the quality of Internet information.
The
improvement of student learning is the primary purpose of assessment and
evaluation. It must be congruent with the assessment and evaluation principles
of The Ontario Curriculum, Grades 9 – 12: Program Planning and Assessment,
2000. The intent of the Achievement Chart for Social Sciences and
Humanities (The Ontario Curriculum, Social Sciences and Humanities, Grades
11 and 12, 2000,
pp.144-145) is reflected within the units of this course.
Students
must be provided with numerous and varied opportunities to demonstrate the full
extent of their achievement of the curriculum expectations, across all four
categories of the achievement chart. Some examples of strategies are paper-and-pencil
tests, performance assessment, presentations/multimedia presentations,
checklists, research projects, portfolios, verbal feedback, critiques,
formal/informal teacher observations, teacher conferencing, reports/reflections
of student observations and day care visits, logs, creation of simulation
games, interviewing community agencies and analysing information, and the
creation of activities for children. Examples of assessment tools are
criterion-referenced checklists, criterion-referenced marking schemes, and
rubrics.
Methods of assessing
student achievement are as follows:
·
Diagnostic: occurs at the beginning of a term
or unit of study, or whenever information about prior learning is useful.
·
Formative: occurs during learning; ongoing
feedback to the teacher and student about quality of learning and the
effectiveness of instruction.
Summative evaluation is usually carried out at the end of a learning
process.
Seventy
per cent of the grade will be based on assessment and evaluations conducted throughout
the course. Thirty per cent of the grade will be based on the final evaluation
in the form of an examination, performance task, essay, and/or another method
of evaluation. It should be suitable to the course content, and it is to be
administered towards the end of the course. The final evaluation could include
one or more of the following examples: written examination, essay, oral
examination, oral report or presentation, social science research project,
and/or case study application.
In the
Unit Overview Charts provided in this document, the Assessment Categories
column states the focus of assessment for that cluster of expectations. This
does not preclude assessment in the other areas of the assessment chart, but
simply emphasizes some direction for attention to a particular part of the
assessment chart category. It is suggested that various means of formative
assessment be used throughout the units to assess all areas of the achievement
chart in order to prepare students for success in the culminating activities.
The
teacher should consult exceptional students’ IEPs for specific direction on
accommodation for individuals. For most exceptional students, the learning
expectations are the same as, or similar to, the expectations outlined in the
curriculum policy document. Accommodations, such as specialized supports and
services, will be provided in collaboration with the special education teacher,
where this service is present.
Some
examples of accommodations for exceptional students and other students with
special needs are as follows: oral testing; oral reporting; using a scribe for
written work; demonstration of a skill; peer tutor; simplified instructions;
presentations on tape, disc, or CD; flexible timelines; making changes to handouts,
instructions and project guidelines; arrangement of student groupings by
teacher; and enrichment activities. The special education teachers are
excellent supports in this area and their expertise should be sought.
To
uphold the principles of sound educational pedagogy, accommodations must be
made so students maintain their dignity with respect to their level of ability,
income, or language proficiency. Teachers should foster a positive atmosphere
which is accepting of the individual’s uniqueness, values, and needs.
Adaptation
of the course for ESL/ELD students should reflect the knowledge and skills that
these students possess. They may need extra support to acquire basic literacy
skills and academic concepts. Teachers should select resources that relate to
the ESL/ELD Curriculum Document Strand’s Expectations: writing, reading, oral
and visual communications, and social and cultural competence. Teachers should
use the expertise of ESL/ELD teachers if available for assistance in meeting
the needs of these students. There is a wide range of teaching/learning
strategies available to teachers for use in the classroom. Teachers are
encouraged to expand teaching strategies in order to best meet the needs of all
students and accommodate different learning styles.
Many
of the resources that may be used for the entire course are listed below.
General and specific resources for Unit 2 are listed there; however, the
teacher may find these resources applicable to the other units. The writers
have tried to offer a variety of suggested resources that could be used in this
course to meet the needs of their students.
The
URLs for the websites were 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.
Units in
this course profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. Teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
Ministry
of Education Policy
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 9 to 12, Program Planning and Assessment, 2000.
The
Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000.
Teacher
Resources
Baker,
Linda L., Peter G. Jaffe, and Kathy J. Moore. Understanding the Effects of
Domestic Violence: A Trainer’s Manual for Early Childhood Educators.
London, Ontario: Centre for Children and Families in the Justice System
Government of Ontario. ISBN 1-8959953-12-X
Fox,
Mem. Reading Magic: Why Reading Aloud to Our Children Will Change
Their Lives Forever. New York: Harcourt, Inc., 2001. ISBN 0-15-601076-3
Gardner,
Howard. Frames of Mind: The Theory of Multiple Intelligences. New
York: Basic Books, 1993. ISBN 0-465-02509-9
Gurian,
Michael and Patricia Henley. Boys and Girls Learn Differently! A Guide for
Teachers and Parents. San Francisco: Jossey-Bass, Wiley Corporation, 2001.
ISBN 0-7879-5343-1
Jensen,
Eric. Arts With the Brain in Mind. Alexandria, VA: ASCD (Association for
Supervision and Curriculum Development), 2001. ISBN 0-87120-514-9
Jensen,
Eric. Teaching With the Brain in Mind. Alexandria, VA: ASCD (Association
for Supervision and Curriculum Development), 1998. ISBN 0-87120-299-9
Keating,
Daniel P. and Clyde Hertzman. Developmental Health and the Wealth of Nations.
New York, NY: The Guilford Press, 1999. ISBN 1-57230-455-3
Tieger,
Paul, D. and Barbara Barron Tieger. Nurture by Nature: Understanding Your
Child’s Personality Type – and Become a Better Parent. Toronto: Little
Brown and Company, 1997. ISBN 0-316-84513-2
Wolf,
Patricia. Brain Matters. Translating Research into Classroom Practice.
Alexandria, VA: ASCD (Association for supervision and Curriculum Development),
2001. ISBN 0-87120-517-3
Teacher/Student
Resources
Cunningham,
Mary, Eva Meriorg and Laura Trysenaar. Parenting in Canada Today. Ontario,
Canada: Irwin Publishing, 2003. ISBN 07725-29434
Erwin,
Cheryl and Rosalyn Ducky. Positive Discipline for Preschoolers.
Rockland, California: Prima Rib, 1995. ISBN 1-555-958-497-1
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
Herr,
Judy. Working with Children. Tinley Park, Illinois: The
Goodheart-Willcox Company, Inc., 1998.
ISBN 1-56637-387-5
Herr,
Judy. Working with Children: The Observation Guide. South Holland,
Illinois: The Goodheart-Willcox Company, Inc., 1990. ISBN 0-87006-734-6
Herr,
Judy and Terri Swim. Creative Resources for Infants and Toddlers.
Albany, U.S.A.: Delmar Publishers, 1999. ISBN 0-7668-0337-6 (This can also be
obtained through Nelson Canada, Scarborough.)
Herr,
Judy. Working with Children: The Teacher’s Resource Guide. Tinley Park,
Illinois. The Goodheart-Willcox Company, Inc., 1998. ISBN 1-56637-390-5
Klein,
Diane M. and Deborah Chen. Working with Young Children from Culturally
Diverse Backgrounds. Scarborough, Ontario: Nelson Thomson Learning (Delmar
Publishers), 2001.
ISBN 0766821063
Martin,
Sue. Take a Look: Observation and Portfolio Assessment in Early Childhood, 2nd
ed. Don Mills, Ontario: Addison-Wesley, Longman, Ltd., 1999. ISBN
0-201-39602-5
McKay,
Gary D., Joyce L. McKay, Daniel Eckstein, and Stephen A. Maybell. Raising
Responsible Kids in a Rude World: Teaching Your Children the Power of Mutual
Respect and Consideration. California: Prima Publishing, 2001. ISBN
0-7615-2811-3
Morrish,
Ronald G. Secrets of Discipline: 12 Keys for Raising Responsible Children.
Ontario: Woodstream Publishing, 1997. ISBN 0-9681131-0-9
Rosser,
Caroline Sprang. Planning Activities for Child Care: A Curriculum Guide for
Early Childhood Education. Canada: Irwin Publishing, 1998. ISBN
1-56637-4286
Sheedy-Kurcinka,
Mary. Raising Your Spirited Child. New York: Harper Collins Publishers,
1998.
ISBN 0-06-016361-5
Shore,
Kenneth. Keeping Kids Safe: A Guide for Parents of Toddlers and Teens – and
All the Years in Between. New Jersey: Prentice Hall Press, 2001. ISBN
0-7352-0214-1
Booklets/Pamphlets
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. ISBN 0-7778-8953-6
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
Parenting
in a Culturally Diverse Society: A Manual for Facilitators. Ottawa: Parent Resource Centre.
Periodicals/Articles
(see
Unit 2 and websites for a complete bibliographic annotation)
“Adolescence”
(13- to 18- years- old) (Fact Sheet #9) –
http://www.cfc-efc.ca/docs/vocfc/00000799.htm
Gilligan
– “Notes on In a Different Voice” –
http://www.acypher.com/BookNotes/Gilligan.html
“Children
and Poverty” – http://www.cfc-efc.ca/docs/cccf/00000764.htm
“Children
with Special Needs” (Fact Sheet #18) –
http://www.cfc-efc.ca/docs/vocfc/00018_en.htm
“Developmental
Stages, Theories of” (Kohlberg) –
http://www.findarticles.com/cf_dls/g2699/0000/2699000096/p1/article.jhtml
“Emotional
Growth through Musical Play” – http://www.cfc-efc.ca/docs/cccf/00015_en.htm
“Enhancing
Language Skills in Four- and Five- Year-Olds” –
http://www.cfc-efc.ca/docs/cccf/00001046.htm
“Facing
TV Violence: A 3-Lesson Unit for Primary and Junior Ages” – http://www.cfc-efc.ca/docs/mnet/00001164.htm
“Family
Decisions About Television” – http://www.cfc-efc.ca/docs/mnet/00001062.htm
“Helping
Children Respect and Appreciate Diversity” (Resource Sheet #35) –
http://www.cfc-efc.ca/docs/cccf/rs035_en.htm
“Kohlberg’s
Theory of Moral Reasoning” –
http://www.findarticles.com/cf_dls/g2699/0000/2699000096/p1/article.jhtml
“Literacy
Development in Young Children” – http://www.cfc-efc.ca/docs/cccf/00000049.htm
“Managing
TV – Strategies for Different Ages” – http://www.cfc-efc.ca/docs/mnet/00001064.htm
“Middle
Childhood” (6- to 12- years- old) –
http://www.cfc-efc.ca/docs/vocfc/00000798.htm
“Overview
Highlights of the Discussion Paper for the National Symposium,” Chateau
Laurier, Ottawa, October 27-30, 1991(Child Welfare League of Canada) –
http://www.cfc-efc.ca/docs/cwlc/00000283.htm
“Parenting
A Child with Special Needs” (Fact Sheet #19) –
http://www.cfc-efc.ca/docs/vocfc/00019_en.htm
“Parents
and Play” – http://www.cfc-efc.ca/docs/cafrp/00001_en.htm
“Poverty
and Income Distribution in Canada and Abroad” –
http://www.cfc-efc.ca/docs/ccsd/00000324.htm
“Privacy
Playground: The First Adventures of the Three Little Cyberpigs” –
http://www.cfc-efc.ca/docs/mnet/00001178.htm
“Protecting
Your Children from Online Predators” – http://www.cfc-efc.ca/docs/mnet/00001239.htm
“Self-Help
and Support Groups for Parents of Children with Special Needs in Canada: A
Background Report,” published by the Canadian Association of Family Resource
Programs, 1995. (an excerpt) – http://www.cfc-efc.ca/docs/fscan/00000444.htm
“Television
Violence: A Review of the Effects on Children of Different Ages” –
http://www.cfc-efc.ca/docs/mnet/00001068.htm
“The
Early Years” (Fact Sheet #4) – http://www.cfc-efc.ca/docs/vocfc/00000794.htm
“Understanding
Children’s Behaviour: The Key to Effective Guidance” –
http://www.cfc-efc.ca/docs/cccf/00009_en.htm
“Understanding
Delinquency” (Fact Sheet #13) – http://www.cfc-efc.ca/docs/vocfc/00000803.htm
“Why
the Early Years Are So Important” (Fact Sheet #4) – http://www.cfc-efc.ca/docs/vocfc/00001084.htm
Federated
Women’s Institutes of Ontario, Guelph, Ontario
See Unit 2
Early
Adulthood: Cognitive Development. (Magna Systems, Inc.) McIntyre Media Inc., 1999.
#520017-61R2
Exploring
Healthy Relationships.
(Human Relations Med.) McIntyre Media Inc., 2001.
#600239-61R2
Five
and Six Year Olds.
(Learning Seed) McIntyre Media Inc., 2002. #200136-61R2
Growing
Up in Video World: Media and the Developing Child. (Learning Seed) McIntyre Media Inc., 2001.
#200128-61L1 (closed captioned)
How Boys and Girls Differ: The First
Six Years.
(Learning Seed) McIntyre Media Inc., 2002.
#200135-61R2
Identifying
and Responding to Trauma in Ages 6 to Adolescence. (Magna Systems, Inc.) McIntyre Media Inc.,
2001. #520032-61R2
Maxed
Out. (Knowledge
Unlimited) McIntyre Media Inc., 2001. #930035-61R2
Raising
Responsible Children.
(Sunburst) McIntyre Media Inc., 2000. #ST2661-21R2
School
to Work: Essential Skills. (Sunburst) McIntyre Media Inc, 1998. #ST2589-21R2
The
Brain: Effects of Childhood Trauma. (Magna Systems, Inc.) McIntyre Media Inc., 2001.
#520030-61R2
The
Human Animal: Nature and Nurture. A Phil Donahue Show. Films for The Humanities, Inc. Box
2053 Princeton, N.J. 08543, 1987.
Theories
of Development.
(Magna Systems, Inc.) McIntyre Media Inc., 1997. #520041-61R2
Understanding
Underachievers.
(Meridian Educational Corporation) McIntyre Media Inc., 2000. #700410-61R2
Why
You Buy: 21st Century Advertising. (Learning Seed) McIntyre Media Inc., 2001.
#200137-61R2
ABCs
of Parenting – http://www.abcparenting.com/
Association
for Supervision and Curriculum Development ASCD – http://www.ascd.org/
BC
Council on Families – http://www.bccf.bc.ca
Bright
Futures – http://www.brightfutures.org/
Canadian
Association of Speech Language Pathologists and Audiologists –
http://www.caslpa.ca/
Canadian
Council on Social Development – http://www.ccsd.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
Institute for Advanced Research – http://www.ciar.ca/
Canadian
Institute for Advanced Research (Clyde Hertzman – Research – Population
Program; Daniel P. Keating – Research – Human Development) –
http://www.ciar.ca/
Canadian
Journal of Behavioural Science – http://www.cpa.ca/cjbsnew/noframes.htm
Canadian
Journal of Communication – http://www.cjc-online.ca/
Canadian
Journal of Experimental Psychology – http://www.cpa.ca/Psynoposis/science.html
Canadian
Journal of Political Science (CJPS) –
http://www.wlu.ca/~wwwpress/jrls/cjps/english/cjps.html
Canadian
Living: Your Family Magazine – http://www.canadianliving.com/
Canadian
Paediatric Society – http://www.cps.ca
Canadian
Policy Network – http://www.cprn.com/
Canadian
Psychological Association – http://www.cpa.ca/
Canadian
Psychological Association Publications – http://www.cpa.ca/pubs.html
Canadian
Toy Testing Council – http://www.toy-testing.org/
Chatelaine
Magazine – http://www.chatelaine.com/
Child
and Family Canada – http://www.cfc-efc.ca/
Childcare
Resource and Research Unit – http://www.childcarecanada.org/
Centres
for Families, Work and Well-Being – http://www.uoguelph.ca/cfww
Early
Years Study (207 pages) – http://www.childsec.gov.on.ca
Electronic
Library Canada (membership required) – http://www.elibrary.ca/need
Find
Articles – http://www.findarticles.com/cf_dls/PI/index.jhtml
I
Am Your Child – http://www.iamyourchild.org/
Invest
in Kids – http://www.investinkids.ca/
Keating,
Daniel P. Human Development Program
– http://webserver.ciar.ca/web/home.nsf/CIARResearch?Open
Lawrence
Kohlberg – http://www.findarticles.com/cf_dls/g2699/0001/2699000195/p1/article.jhtml
Mary
Ainsworth –
http://www.findarticles.com/cf_dls/g2699/0003/2699000364/p1/article.jhtml
Mary
Ainsworth (Application of Theories)
– http://www.psy.pdx.edu/PsiCafe/KeyTheorists/Ainsworth.htm
Magna
Systems, Inc. – http://www.magnasystemsvideos.com/
McIntyre
Media – http://www.mcintyre.ca/
Ministry
of Community and Social Services - Child Care Programs – http://gov.on.ca/CSS
MIT
CogNet (registration required) – http://cognet.mit.edu/
National
Council of Women of Canada – http://www.ncwc.ca/
National
Library of Canada – http://www.nlc-bnc.ca/
Ontario
Children’s Secretariat – http://www.childsec.gov.on.ca/
Ontario
Family Studies Home Economics Educators’ Association – http://www.ofsheea.ca
Ontario
Family Studies Leadership Council – http://www.ofslc.org
Ontario
Home Economics Association – http://www.ohea.on.ca/
Ontario
Human Rights – http://www.ohrc.on.ca/
Ontario
Publications – http://www.publications.gov.on.ca
Parent
Soup – http://www.parentsoup.com/
Save
The Children: Canada – http://www.savethechildren.ca/
Scholastic
Parent & Child: The Learning Link Between Home and School
– http://www.scholastic.com/smartparenting/parentandchild/index.htm
Sunburst
– http://www.sunburst.com/
The
Canadian Children’s Book Centre – http://www.bookcentre.ca/
The
Vanier Institute of the Family – http://www.vifamily.ca
Today’s
Parent – http://www.todaysparent.com
UNICEF
– http://www.unicef.ca/
Voices
for Children – http://www.voices4children.org/
Webforum
2001(Chapter summaries for the Developmental Health and Wealth of Nations text)
– http:// www.webforum2001.net
Zero
to Three – http://www.zerotothree.org/
The
Issues in Human Growth and Development course of study is part of the Social
Sciences and Humanities curriculum policy document. It is designated as a
University/College Preparation course; therefore, it is designed to equip
students with the knowledge and skills they need to meet the entrance
requirements for university and college programs. The Issues in Human Growth
and Development curriculum presents a broad range of expectations that provide
students with both the theoretical and the practical skills needed for
parenting/care-giving as well as living satisfying and productive lives as
independent and responsible members of society. To meet the requirements of the
Ontario Secondary School Diploma, students can use this course as an additional
compulsory credit, or as one of their twelve optional credits.
This
University/College Preparation course allows students to broaden their
knowledge of human growth and development; 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 human growth and
development, students need to be mindful of social justice issues that are prevalent
in our society, thus, preparing them to contribute actively in society by
promoting a just, equal, and compassionate environment for all.
Students
also have the opportunity to enhance their computer knowledge and skills (e.g.,
Internet usage, word processing, creation of graphs, etc.), as they use their
social science research skills to complete class assignments and projects.
Students may elect to create multimedia presentations.
As
all students enrolled in this course have taken the Grade 10 Careers course and
are in a Teacher Advisory Program, teachers should investigate cross-curricular
situations. Teachers should advise students in the Issues in Human Growth and
Development course of how they might apply the theory and practical
applications they have learned in class through a Cooperative Education
experience. Students who intend to pursue higher education in programs such as
child and youth care, early childhood education, social work, teaching,
nursing, midwifery, medicine, family law, family counselling, speech pathology,
sociology, or psychology may want to have some experience in a real-life
setting. Many of the positions may require some postsecondary education, which
could be obtained through participating colleges and the Ontario Youth Apprenticeship
Program (OYAP). The apprenticeship programs currently being offered are as
follows: Child and Youth Worker (CYW), Aboriginal Early Childhood Educator,
Early Childhood Educator (ECE), and the Early Childhood Educator: Inclusion
Practices, which is only granted to an individual who has either the Aboriginal
Early Childhood Educator or Early Childhood Educator Certificate of
Apprenticeship, or an ECE Diploma or its equivalent.
Coded
Expectations, Issues in Human Growth and Development, Grade 12, University/College
Preparation, HHG4M
HDV.01 · demonstrate an understanding of
established theories of bonding and attachment;
HDV.02 · evaluate the significance of
neuroscience and theories of brain development during critical periods in early
childhood;
HDV.03 · demonstrate an understanding of
the consequences of environmental deprivation during early childhood;
HDV.04 · analyse changes in human
development throughout the life cycle, including early childhood, adolescence,
mid-life, and aging.
Infant
Bonding and Attachment
HD1.01 – analyse and evaluate factors that
contribute to the emotional and physical well-being of a newborn (e.g.,
nurturing, breast-feeding, security, trust);
HD1.02 – demonstrate an understanding of
issues related to infant bonding and attachment, and investigate the effects of
lack of bonding (e.g., failure to thrive, inability to establish meaningful
relationships in later life);
HD1.03 – investigate theories related to
the causes and effects of healthy and unhealthy parent–infant relationships
(e.g., Freud’s, Offord’s), and summarize their findings;
HD1.04 – demonstrate an understanding of
what constitutes an effective relationship of care-giver and child by applying
attachment and bonding theories in a real-life setting.
Brain
Development in the Early Years
HD2.01 – explain the relationship between
maternal health and well-being and brain development in the child from the
neonatal period to age three;
HD2.02 – demonstrate an understanding of
the concept of “environmental deprivation” (e.g., lack of visual stimulation,
limited exposure to language, minimal physical contact);
HD2.03 – demonstrate an understanding of
the ways in which babies acquire language and develop intelligence;
HD2.04 – analyse and evaluate how an
individual’s ability to cope with stress relates to early brain development
(e.g., as discussed by McCain and Mustard in the Early Years Study and
by Keating and Hertzman in Developmental Health and the Wealth of Nations);
HD2.05 – investigate the long-term effects
of inadequate nurturing and environmental deprivation (e.g., behavioural
problems, criminal behaviour), and summarize their findings;
HD2.06 – explain and evaluate how
play-based problem-solving activities can facilitate brain development in
children;
HD2.07 – evaluate the effectiveness of an
enriching play-based activity of their own design, implemented in a real-life
setting.
Changes
Throughout the Life Cycle
HD3.01 – identify the major theories of
child development (e.g., Freud’s, Piaget’s, Erikson’s) and evaluate their
relevance for today’s society;
HD3.02 – describe and interpret
age-appropriate behaviour for the phases of middle childhood (ages four to
eight and nine to twelve);
HD3.03 – describe the physical, intellectual,
psychological, social, and emotional changes that take place during adolescence
and throughout the remaining stages in the life cycle (e.g., development of
identity, capacity for abstract thinking, awareness of aging).
SHV.01 · demonstrate an understanding of
the critical role that a family plays in the socialization of its members;
SHV.02 · investigate and interpret the
contributions that schools make to the socialization of individuals across the
life span;
SHV.03 · identify and evaluate the various
ways in which the media can be seen as agents of socialization.
The
Family as an Agent of Socialization
SH1.01 – explain how the current social
issues and personal challenges that families face (e.g., divorce, unemployment,
poverty, dual/single income, stress) affect the socialization of family
members;
SH1.02 – describe the role that the family
can play in the positive socialization of its members and how that
socialization affects human growth and development (e.g., encourages the
formation of meaningful relationships and the development of language and
literacy, confidence, and competence);
SH1.03 – demonstrate an understanding of
the impact that negative socialization patterns can have on human growth and
development (e.g., family violence, addictions);
SH1.04 – identify the various school and
community programs and projects designed to assist parents in creating positive
home environments that foster optimum human development (e.g., family resource
centres; parenting centres; Healthy Babies, Healthy Children Program;
family-life education programs);
SH1.05 – describe different theories of
parenting (e.g., Baumrind’s) and compare children’s responses to different
parenting styles in one or more real-life settings.
The
School as an Agent of Socialization
SH2.01 – describe the diverse ways in
which aspects of the school environment (e.g., teachers, volunteers, peer
relationships, play, curriculum, adult-education programs, and extracurricular
activities) contribute to the socialization of individuals at various stages of
the life cycle;
SH2.02 – identify through research and
critical analysis the social issues that schools face in educating individuals
across the life span (e.g., safety, defiance of authority), and evaluate
strategies for dealing with these issues;
SH2.03 – demonstrate an understanding of
the impact that parental involvement in the schools can have on a child’s
growth and development (e.g., with respect to academic performance, confidence,
attendance);
SH2.04 – describe creative approaches to
fostering parental involvement in schools.
The Media
as Agents of Socialization
SH3.01 – analyse media representations of
the family (e.g., in TV sitcoms, advertising, movies, music videos; on the
Internet) to identify the inherent values and ideologies;
SH3.02 – demonstrate an understanding of
how the media influence people’s lives (e.g., making lifestyle changes,
stereotyping), and evaluate the effectiveness of media censorship;
SH3.03 – design a set of guidelines for
the media that encourages healthy socialization.
SOV.01 · demonstrate an understanding of
the critical nurturing and teaching roles of parents and care-givers;
SOV.02 · analyse the many relationships
that are a part of human development;
SOV.03 · demonstrate an understanding of
the ways in which communication and problem-solving skills are essential to
human development.
Parent/Care-giver
as Teacher
SO1.01 – demonstrate an understanding of
how parents and care-givers can play a key role in ensuring that children are
healthy, secure, and confident (e.g., by nurturing, having a positive attitude,
demonstrating empathy);
SO1.02 – identify and evaluate the stages
of parenting (e.g., Galinsky’s model) and the changing role of the primary
care-giver as a teacher in a child’s life;
SO1.03 – analyse the role that temperament
plays in the parent–child relationship;
SO1.04 – identify and analyse the causes
and effects of positive and maladjusted parent–child relationships.
Relationships
With Others
SO2.01 – describe how the transition to
parenthood changes a couple’s relationship (e.g., as described by Jay Belsky
and John Kelly);
SO2.02 – analyse and compare the
relationships in a variety of family models (e.g., nuclear families,
alternative family groupings);
SO2.03 – identify the issues that affect
the ways in which children relate in a family (e.g., being a single child; a
sibling; or an older, middle, or younger child).
Communication
and Problem Solving
SO3.01 – demonstrate an understanding of
the relationship between verbal communication and cognitive development in
children, from infancy to late adolescence;
SO3.02 – analyse and evaluate the
connection between children’s communication skills and the quality of their
social interactions (e.g., with peers, parents, other adults);
SO3.03 – identify problem-solving
strategies (e.g., active listening, negotiation, “I messages”) and evaluate
their effectiveness as builders of confidence;
SO3.04 – apply communication and conflict-
resolution skills to work effectively as part of a team in a real-life setting.
GCV.01 · demonstrate an understanding of
the diverse influences that shape human growth and development;
GCV.02 · explain why social challenges
need to be understood within an integrated framework.
Diversity
and Human Development
GC1.01 – evaluate and compare various theories of
male/female morality (e.g., Kohlberg’s model) in relation to gender differences
in moral development (e.g., Gilligan’s model);
GC1.02 – explain how different societies have
developed a sense of morality;
GC1.03 – describe different forms of
socially unacceptable behaviour (e.g., thwarting authority, criminal behaviour,
anarchy) and predict their short- and long-term effects in various societies;
GC1.04 – demonstrate an understanding of
the diverse ways in which societies value various aspects of intelligence
(e.g., spatial skills in societies that engage in hunting and trapping;
linguistic and mathematical skills in modern urban societies);
GC1.05 – describe how cultural and
religious differences affect the roles and responsibilities of parents,
children, and others (e.g., of parents as authority figures; of couples in
arranged marriages; of men and women in families and in society);
GC1.06 – recommend, implement, and
evaluate strategies for dealing with a special-needs child in a real-life
setting;
GC1.07 – compare child-rearing practices
in various contexts (e.g., on a kibbutz, in a nuclear family);
GC1.08 – explain, through critical
analysis, the ways in which personal values and standards evolve, vary, and
change with time and circumstance (e.g., from family to family, from situation
to situation, across the life cycle).
Social
Challenges in an Integrated Framework
GC2.01 – e xplain, from both a historical
and a social perspective, how education for parents hasevolved over time;
GC2.02 – describe emerging initiatives
promoting shared responsibility between parents and society (e.g., developing
caring communities, extending maternity/parental leave, encouraging
family-friendly workplaces), and evaluate their effectiveness;
GC2.03 – demonstrate an understanding of
the effects that various economic, political, and social factors (e.g., poor
nutrition, low birth weight, illiteracy, technological change) can have on
human development;
GC2.04 – identify and evaluate ways to
prevent these factors from negatively affecting human growth and development;
GC2.05 – demonstrate an understanding of
the long-term benefits of early child development and parenting programs on the
economic health and well-being of a nation (e.g., as discussed by Keating and
Hertzman in Developmental Health and the Wealth of Nations and by McCain
and Mustard in the Early Years Study);
GC2.06 – identify various
human-development initiatives that will assist countries in preparing
themselves to meet new global challenges (e.g., as outlined by Keating and
Hertzman, and by McCain and Mustard).
ISV.01 · use appropriate social science
research methods in the investigation of issues related to human growth and
development;
ISV.02 · use appropriate psychological and
sociological terminology relating to human growth and development;
ISV.03 · demonstrate an understanding of
how to access, organize, analyse, and evaluate information for research
purposes;
ISV.04 · communicate the results of their
inquiries effectively.
Using
Research Methodology
IS1.01 – demonstrate an understanding of social
science research methods (e.g., case study, ethnographic study, narrative
inquiry);
IS1.02 – correctly use psychological terms
(e.g., bonding, attachment) and socio-economic terms (e.g., poverty,
social status) associated with human growth and development;
IS1.03 – use appropriate research and
inquiry skills to investigate topics related to human growth and development.
Organizing
and Analysing Information
IS2.01 – demonstrate effective
data-collection skills, including the ability to gather and select relevant
information from a variety of primary and secondary sources (e.g., interviews,
questionnaires, Internet sites);
IS2.02 – use information technology
effectively to access and organize the information and data collected;
IS2.03 – organize, analyse, and evaluate
the quality of the information gathered through research on a particular aspect
of human growth and development.
Communicating
Results
IS3.01 – communicate the results of their
investigations effectively in oral presentations and written reports and
essays, using an appropriate format for social science research (e.g.,
introduction/background, statement of purpose, description of method(s), data
collection, analysis, discussion of results, conclusion);
IS3.02 – effectively use computer
technology to produce and present the results of research inquiries;
IS3.03 – document sources accurately, using correct forms of citation.
Unit
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