Course Profile Issues in Human Growth and Development
(HHG4M), Grade 12, University/College Preparation, Public
Unit
2: Human Development: Brain Development
in the Early Years
Time: 27 hours
Activity 2.1 | Activity 2.2 | Activity
2.3 | Activity 2.4 | Activity 2.5
Unit Description
In this
unit, 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.
Overall
Expectations: HDV.02, HDV.03, HDV.04, GCV.01, SOV.03, ISV.01,
ISV.02, ISV.03, ISV.04.
Specific
Expectations: HD2.01, HD2.02, HD2.03, HD2.04, HD2.05, HD2.06,
HD2.07, HD3.01, GC1.04, SO3.01, IS1.01, IS1.02, IS1.03, IS2.01, IS2.02, IS2.03,
IS3.01, IS3.02, IS3.03.
The teacher should:
·
note
that resource selection may be time consuming due to the specific nature of the
content in this unit; it may be advisable to allow adequate time to research
and locate suitable resources/support materials. Introductory Developmental
Psychology texts will be helpful in planning this unit. Also note that brain
development is a rapidly changing area of study, some of the research from the
1990s is now outdated, and much of the research is still theoretical. As the
information within this field continues to evolve, teachers may wish to
periodically update their files to stay abreast of current research;
·
note
that resources that are not specific to an activity, but reflect the overall
topic area of brain development are located in Activity 2.1;
·
preview
video and prepare required handouts, or prepare an alternative Socratic lesson;
(Activity 2.1)
·
book
audio-visual materials and equipment; (Activity 2.1)
·
prepare
file folders with relevant information on selected theorists; (Activity 2.1)
·
collect
appropriate resources/support materials; (Activities 2.1, 2.2, 2.3, 2.4, and
2.5)
·
book
library/resource centre and computer lab; (Activities 2.2, 2.3, and 2.4)
·
review
school policies on computer/Internet use (safety/censorship) and plagiarism;
(Activities 2.2, 2.3, and 2.4)
·
research
and preview appropriate Internet sites; (Activities 2.2, 2.3, and 2.4)
·
prepare
or locate case studies on environmental deprivation; (Activity 2.4)
·
book
guest speaker(s); (Activity 2.5)
·
be
aware that overall there is a significant amount of reading within this unit,
which reflects the academic rigor of the course;
·
be
sensitive to the gender, ethno/cultural, and religious diversity within the
class in the selection and preparation of resources; resources should reflect a
bias-free and balanced perspective;
·
consider
accommodations that are required to meet the needs of exceptional students and
ESL/ELD students;
·
teachers
should be sensitive to the personal nature of the experience, and support
students in avoiding disclosure and discussion of sensitive issues in the
classroom context.
·
ensure
students are aware of proper observation techniques, how to play with children
in a day care or classroom setting, appropriate child behaviour guidance
techniques, health and safety concerns, and the issues of confidentiality.
(Activity 2.5)
Activity
specific resources are listed with each activity. Resources that are not
specific to an activity, but reflect the overall topic/area of brain
development are located in Activity 2.1.
Time: 6 hours
This
activity provides the foundation for the unit and enables students to gain a
greater understanding of the brain and how it functions. Students examine
several theorists in the field of cognitive development and learning. Through a
discussion surrounding the nature-versus-nurture debate, students have the
opportunity to formulate their own opinions about the impact of both genetics
and the environment in brain development and learning.
Strand(s): Human Development, Research and Inquiry Skills
Overall
Expectations
HDV.02 -
evaluate the significance of neuroscience and theories of brain development
during critical periods in early childhood;
ISV.02 -
use appropriate psychological and sociological terminology relating to human
growth and development;
ISV.04 -
communicate the results of their inquiries effectively.
Specific
Expectations
HD3.01 -
identify the major theories of child development and evaluate their relevance
for today’s society;
IS1.02 -
correctly use psychological terms and socio-economic terms associated with
human growth and development;
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;
IS3.02 -
effectively use computer technology to produce and present the results of
research inquires.
·
Collaborative/Cooperative
group skills
·
An
understanding of the concept of ‘theories’ and their purpose (Unit1)
·
Critical
thinking skills
·
Computer
literacy skills (presentation programs)
The teacher should:
·
obtain
and preview video; (T/L S 1)
·
prepare
handouts on anatomy of the brain and a glossary of key terms or alternately
prepare a Socratic lesson on brain development; (T/L S 1)
·
obtain
article(s) that relates to the critical periods (windows of opportunity) of
early brain development and prepare question sheet; (T/L S 1)
·
prepare
visual aids such as overheads for “Theories of Brain Development”; (T/L S 2)
·
prepare
file folders with relevant information on selected theorists; (T/L S 2)
·
prepare
handout “Factors That Can Influence Brain Development”; (T/L S 4)
·
prepare
assessment tools. (T/L S 4 and 5)
1. As an introduction to brain development, the
teacher shows a video on the topic of brain development that includes the
physiology of the brain. The teacher provides the students with relevant
diagrams of the anatomy of the brain and a glossary of key terms. Students
label the identified parts of the brain. The teacher also discusses
neuroscience as a new and emerging field of study. As an alternative, the
teacher prepares a Socratic lesson on brain development, incorporating the
above topics. For homework, students are provided with an article(s) and
question sheet that outlines critical periods of early childhood brain
development (windows of opportunity). The following day the teacher reviews the
article and answers the question sheet to ensure accuracy and understanding of
critical periods of early brain development. Note: Using the information
learned in this introductory activity, the relationship/connection is then made
to the critical periods in early childhood brain development.
2. In order to evaluate theories of brain
development effectively, the teacher provides a Socratic lesson (using visual
aids such as overheads) on why theories are important to the study of brain
development and how to effectively evaluate the theories. Students take notes.
In groups of four to five, students are provided with a folder containing
information on a theorist whose work includes brain development during early
childhood (e.g., Jean Piaget, Noam Chomsky, Lev Semenovich Vygotsky, Urie
Bronfenbrenner, John Watson, Maria Montessori, and Howard Gardner). As a group,
students determine the following:
·
Basic
premise of the theory;
·
Strengths/weaknesses
and possible biases of the theory using the information from the Socratic
lesson and the visual aids such as overheads;
·
The
relevance of the theory for society and for our current understanding of brain
development as it relates to early childhood.
3. Each group reports the information to the
class using an overhead, presentation software, or handout. Students are
responsible for taking notes if an overhead or presentation software is
utilized.
4. The teacher leads the class in a
brainstorming activity. Students identify factors that can influence brain
development and classify them as either genetic or environmental. Note:
The teacher may need to prompt students to ensure that factors are identified.
Students record the information on their handout, “Factors That Can Influence
Brain Development,” in either the column for genetic factors or environmental
factors, which will be handed in for assessment.
5. The concept of the nature-versus-nurture
debate as applied to brain development and learning is introduced. Students
write a personal position paper stating their position on the
nature-versus-nurture debate. They must support their position using
information from the video or Socratic lesson, readings assigned, group
presentations on theorists, and the brainstorming activity. Students submit
their personal position papers for assessment.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Student
Notes: “Factors That Can Influence Brain Development” |
Criterion-Referenced |
Formative |
Knowledge/Understanding |
|
Personal
Position Paper: Nature versus Nurture (T/L S 5) |
Rating
Scale |
Summative |
Knowledge/Understanding
|
·
Students
who have difficulty with written communication could present their position on
the nature versus nurture debate assignment orally or on audio tape, (T/L S 5)
·
For
enrichment, students can research additional theorists to strengthen their
position on the nature-versus-nurture argument and participate in a formal
debate, (T/L S 5)
·
For
enrichment, students could research and submit a report on a topic of interest
relating to brain development (e.g., the effects that exposure to music in the
womb have on brain development, learning to play a musical instrument has an
impact on intellectual ability, multiple intelligences, improving memory and
study skills through the knowledge of brain functioning).
Teacher
Resources
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
Howard,
Pierce J. The Owner’s Manual for The Brain: Everyday Applications from
Mind-Brain Research, 2nd ed. Atlanta: Bard Press, 2000. ISBN 1885167-41-5
Jensen,
Eric. Teaching With the Brain in Mind. Alexandria, VA: ASCD (Association
for Supervision and Curriculum Development), 1998. ISBN 0-87120-299-9
Smith,
Peter, Helen Cowi, and Mark Blades. Understanding Children’s Development, 3rd
ed. Malden: Blackwell Publishers Inc., 1998. ISBN 0-631-19412-6
Teacher/Student
Resources
Cunningham,
Mary, Eva Meriorg and Laura Trysenaar. Parenting in Canada Today.
Ontario, Canada: Irwin Publishing, 2003. ISBN 07725-29434
Lansdown,
Richard and Marjorie Walker. Your Child’s Development from Birth to
Adolescence. London: Frances Lincoln Limited, 1996. ISBN 0-7112-1114-0
LeDoux,
Joseph. The Emotional Brain. New York: Simon and Schuster, 1996. ISBN
0297841084
Papalia,
Diane E., Sally Olds Wendkos, and Ruth Feldman Duskin. Human Development,
7th ed. Boston: McGraw-Hill, 1998. ISBN 0-07-048772-3
Shapiro,
Lawrence. How to Raise a Child with a High EQ. New York: Harper Collins
Publishers, 1997. ISBN 0-06-018733-6
Stassen
Berger, Kathleen and Ross A. Thompson. The Developing Child Through
Childhood. New York: Worth Publishers, 1996. ISBN 1-57259-016-5
Booklets/Pamphlets/Reports
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
Periodicals/Articles
Special
2000 Edition. “Your Child.” Newsweek, (Fall/Winter 2000)
Videos
Five
and Six Year Olds.
(Learning Seed) McIntyre Media Inc., 2002. #200136-61R2
The
Adult Brain: To Think by Feeling. Thirteen WNET. P.O. Box 2284 South Burlington, VT, 05407.
(1-800-336-1917) Item # WX823
The
Aging Brain: Through Many Lives. Thirteen WNET. P.O. Box 2284 South Burlington, VT, 05407.
(1-800-336-1917) Item # WX824
The
Baby’s Brain: Wider Than the Sky. Thirteen WNET. P.O. Box 2284 South Burlington, VT, 05407.
(1-800-336-1917) Item # WX820
The
Child’s Brain: Syllable From Sound. Thirteen WNET. P.O. Box 2284 South Burlington, VT, 05407.
(1-800-336-1917) Item # WX821
The
Developing Adult Series: Early Adulthood-Cognitive Development. (Magna Systems Inc.) McIntyre
Media Inc., 1999. #520017-61R2
The
Teenage Brain: A World of Their Own. Thirteen WNET. P.O. Box 2284 South
Burlington,
VT, 05407. (1-800-336-1917) Item # WX822
Websites
ABCs
of Parenting – http://www.abcparenting.com/
Association
for Supervision and Curriculum Development ASCD – http://www.ascd.org/
Canadian
Institute of Child Health – http://www.cich.ca/
Canadian
Paediatric Society – http://www.cps.ca
Canadian
Institute for Advanced Research – http://www.ciar.ca
Keating,
Daniel P. Human Development Program
– http://webserver.ciar.ca/web/home.nsf/CIARResearch?Open
Child
and Family Canada – http://www.cfc-efc.ca/
Indiana
University P540 Learning and Cognition - Funderstanding
– http://www.funderstanding.com/about_learning.cfm
Electronic
Library Canada (registration required) – http://www.elibrary.ca/
Early
Years Study (207 pages) – http://www.childsec.gov.on.ca
Get
Set for Life – http://www.getsetforlife.ca
Invest
in Kids Foundation – http://www.investinkids.ca
Growing
Healthy Canadians: A Guide for Positive Child Development
– http://www.growinghealthykids.com/
Invest
in Kids Foundation – http://www.investinkids.ca/
Ontario
Children’s Secretariat – http://www.childsec.gov.on.ca/
Ontario
Prevention Clearinghouse – http://www.opc.on.ca/
National
Centre for Early Development and Learning – http://www.fpg.unc.edu/~ncedl/
National
Library of Canada – http://www.nlc-bnc.ca/
Parenthood
– http://www.parenthood.com/
Parenting
Me – http://www.parentingme.com/
The
Vanier Institute of the Family – http://www.vifamily.ca
The
Virtual Faculty – http://www.massey.ac.nz/~alock//virtual/welcome.htm
Today’s Parent – http://www.todaysparent.com
Voices for Children –
http://www.voices4children.org
Zero
to Three – http://www.zerotothree.org/
Teacher
Resource
Bruer,
John T. The Myth of the First Three Years: A New Understanding of Early
Brain Development and Life Long Learning. New York: The Free Press, 1999.
ISBN 0-684-85184-9
Jensen,
Eric. Arts With the Brain in Mind. Alexandria, VA: ASCD (Association for
Supervision and Curriculum Development), 2001. ISBN 0-87120-514-9
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
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
Armstrong,
Thomas. Multiple Intelligences in the Classroom. Alexandria, VA: ASCD
(Association for Supervision and Curriculum Development), 2000. ISBN
0-87120-376-6
Barnet,
Ann B. and Richard J. Barnet. The Youngest Minds. New York: Simon &
Schuster, 1998.
ISBN 0-684-85440-6
Eliot,
Lise. What’s Going On In There? How the Brain and Mind Develop in the First
Five Years of Life. New York: Bantam Books, 2000. ISBN 0-553-37825-2
Gopnik,
Alison, Andrew N. Meltzoff, and Patricia K. Kuhl. The Scientist in the Crib:
Minds, Brains, and How Children Learn. New York: William Morrow and
Company, Inc., 1999. ISBN 0-688-15988-5
Papalia,
Diane E., Sally Olds Wendkos, and Ruth Feldman Duskin. Human Development,
7th ed. Boston: McGraw-Hill, 1998. ISBN 0-07-048772-3
Shore,
Rima. Rethinking the Brain: New Insights into Early Development. New
York: Families and Work Institute, 1997. ISBN 1-888324-04-X
Stassen
Berger, Kathleen and Ross A. Thompson. The Developing Child Through
Childhood. New York: Worth Publishers, 1996. ISBN 1-57259-016-5
Watson,
Linda D., et al. Infants and Toddlers. 1st Canadian ed. Scarborough,
Ontario: Nelson Thomson Learning, 2000. ISBN 0-17-616784-6
Periodicals/Articles
Teacher
Resources
Barinaga,
Marcia. “A Critical Issue For the Brain.” Science, Vol. 288, Issue 5474
(June 23, 2000):
2116-2119
Johnson,
Mark H. “Into the Minds Of Babes.” Science, Vol. 286, Issue 5438 (October
8, 1999): 247
Thompson,
Ross A. “Early Brain Development and Social Policy.” Policy and Practice of
Public Human Services, Vol. 56, Issue 2 (August 1998): 66-67
Teacher/Student
Resources
Begley,
Sharon and Mary Hager. “Your Child’s Brain.” Newsweek, Vol. 127, Issue 8
(February 19, 1996): 54-61
“Brain
Development: Frequently Asked Questions” –
http://zerotothree.org/brainwonders/FAQ.html
“Brain
Development is Remarkable During The First Few Years.” USA Today Magazine,
Vol. 128,
Issue 2651 (August 1999): 8-9
Epstein,
Bruce A. “The Importance of Early Brain Development”
– http://www.allkids.org/Epstein/Articles/Brain_Development.html
“From
Neurons to Neighbourhoods” –
http://zerotothree.org/parent.html?load=NAS-report.html
Lach,
Jennifer. “Cultivating The Mind.” Newsweek, (Spring/Summer 1997): 38-39
Muha,
Laura. “Your Baby’s Amazing Brain.” Parenting, (Special Edition, Fall
1999): 40-46
Nash,
Madeleine J. “Fertile Minds.” Time, Vol. 149, Issue 5 (February 3,
1997): 48-56
Reichert,
Bonny. “What Have the Men in White Lab Coats Taught Us About Bringing Up
Babies?” Today’s Parent Baby & Toddler, (Special Edition,
Autumn/Winter 2001)
Steinhauer,
Paul. “Windows of Opportunity: Raising a Healthy Child Depends on Time -
Timing”
– http://www.cfc-efc.ca/docs/vocfc/00001087.htm
UGA
College of Family and Consumer Services Cooperative Extension Services. “Better
Babies”
– http://fcs.uga.edu/pubs/current/FACS01-CS.php3
Games/Kits
What a
Child Will Be Depends on You and Me: A Resource Kit For a Child’s First Five
Years. Invest in
Kids Foundation. 2000.
Videos
Five
and Six Year Olds.
(Learning Seed) McIntyre Media Inc., 2002. #200136-61R2
The
First Years Last Forever. (Johnson & Johnson) Produced by New Screen Concepts/Reiner
Foundation,
1997.
Theories
of Development.
(Magna Systems, Inc.) McIntyre Media Inc., 1997. #520041-61R2
Websites
American
Psychological Association – http://www.apa.org/psychnet/
Brain
Development – http://faculty.washington.edu/chudler/dev.html
Creative
Management Consultants - Brain and Neuroscience Links
– http://www.cmc.net.au/quality/links.htm
Dictionary
of Philosophy of Mind – http://www.artsci.wustl.edu/~philos/MindDict/index.html
Early
Years Study (207 pages) – http://www.childsec.gov.on.ca/
Indiana
University P540 Learning and Cognition - Funderstanding
– http://www.funderstanding.com/ABOUT_LEARNING.CFM
Invest
in Kids Foundation – http://www.investinkids.ca
MIT
CogNet (need to register) – http://cognet.mit.edu/
The
Virtual Faculty – http://www.massey.ac.nz/~alock//virtual/welcome.htm
Webforum
2001(Chapter summaries for the Developmental Health and Wealth of Nations text)
– http:// www.webforum2001.net
Zero
to Three – http://www.zerotothree.org/
Time: 5 hours
In this
activity, students individually research and prepare a fact sheet on maternal
health and well-being. In small groups they use their fact sheet information to
design a pamphlet on the possible effects of maternal health and well-being on
brain development in children. Particular emphasis is placed on the effects
observed in children from the neonatal stage to the age of three.
Strand(s): Human Development, Research and Inquiry Skills
Overall
Expectations
HDV.02 -
evaluate the significance of neuroscience and theories of brain development
during critical periods in early childhood;
ISV.01 -
use appropriate social science research methods in the investigation of issues
related 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.
Specific
Expectations
HD2.01 -
explain the relationship between maternal health and well-being and brain
development in the child from the neonatal period to age three;
IS1.03 -
use appropriate research and inquiry skills to investigate topics related to
human growth and development;
IS2.01 -
demonstrate effective data-collection skills, including the ability to gather
and select relevant information from a variety of primary and secondary
sources;
IS2.02 -
use information technology effectively to access and organize the information
and data collected;
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.
·
Collaborative/Cooperative
group skills
·
Library
research skills
The teacher should:
·
prepare
“Maternal Health Matters” mini presentation; (T/L S 1)
·
book
library/resource centre and computer lab; (T/L S 2)
·
develop
list of research topics such as maternal nutrition, stress, well-being,
lifestyle habits, medical care, sexually transmitted diseases, drugs, alcohol,
smoking, environmental pollutants, medications, etc.; (T/L S 2)
·
prepare
assessment tools; (T/L S 2, 3, and 5)
·
be
sensitive to the fact that students themselves may have experienced some of the
issues covered in this area. Also, be aware of possible personal disclosures
from students.
1. As an introduction to this activity, the
teacher provides a mini presentation entitled “Maternal Health Matters.”
Through the use of overheads, photographs or other visual aids, the teacher
provides examples of significant effects of maternal health on brain
development using examples for neonatal to age three.
2. In groups of three or four, students are
provided with a topic that relates to maternal health and well-being. Students
do an Internet search to research the topic in order to obtain the following
information:
·
Overview
of the topic area as it relates to brain development;
·
Possible
connections to brain development with emphasis on the stage of neonatal to age
three.
3. Using their notes from Strategy 2,
individually, students prepare a fact sheet on “Maternal Health” that is shared
with their group members. Within their group, students share their fact sheets
and come to a consensus on the shared information to be distributed during
their group presentation (T/L S 4). Individually, students submit their
research notes and original fact sheet for assessment.
4. In their same groups, students prepare a
presentation on “Maternal Health” in which they act as public health
professionals, and the audience (their peers) represents expectant mothers and
fathers in a prenatal class.
5. For homework, students select a particular
topic area of interest from the Teaching/Learning Strategies in this activity
and develop a list of criteria for a community-based health program for at risk
mothers (families) with particular emphasis on the prenatal/postnatal period to
age three. Students submit their list of criteria for assessment. Students then
analyse their criteria by comparing it to an existing program (e.g., Healthy
Babies, Healthy Children, etc.).
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Student
Research Notes: “Maternal Health” (T/L S 2) |
Criterion-Referenced
Checklist |
Formative |
Knowledge/Understanding |
|
Original
Fact Sheet: “Maternal Health”(T/L S 3) |
Criterion-Referenced
Checklist |
Formative |
Knowledge/Understanding |
|
Criteria
for a Community-Based Health Program |
Criterion-Referenced
Rating Scale |
Summative |
Knowledge/Understanding |
·
Exceptional
students can work with a partner to produce research notes and a sample fact
sheet.
(T/L S 2 and 3)
·
For
enrichment, students could produce a game covering the main topics/areas as
they relate to development, which could be used in the Grade 11 Parenting
course. (T/L S 3)
Teacher
Resource
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
Thompson,
Ross A. “Early Brain Development and Social Policy.” Policy and Practice of
Public Human Services, Vol. 56, Issue 2 (August 1998): 66-67
Teacher/Student
Resources
Fact
Sheet #4: “The Early Years” – http://www.cfc-efc.ca/docs/vocfc/00000794.htm
“From
Neurons to Neighbourhoods” –
http://zerotothree.org/parent.html?load=NAS-report.html
Health
Canada Executive Summary: “Nutrition for Healthy Term Infants”
– http://www.hc-sc.gc.ca/english/media/releases/1998/9825ebk2.htm
Ministry
of Health and Long Term Care: “Implementation Guidelines for the Healthy
Babies, Healthy Children Program” – Phase 1 –http://www.gov.on.ca/health/english/pub/child/hbabies.html
Kaplan,
Sheila and Jim Morris. “Kids At Risk.” U.S. News & World Report, Vol. 128,
Issue 24 (June 19, 2000): 46-53
Key,
Sandra W. and Maryclaire Lindgren. “Maternal Stress and Stress Hormones May Influence
- Fetal Brain Development.” Women’s Health Weekly, (March 29, 1999 – April 5,
1999.): 12- 14
“Ontario
Increases Funding and Expands Services for Mothers and Newborns”
– http://www1.newswire.ca/government/ontario/english/releases/April2000/17/c4400.html
“The
First Duty-Report of the Metro Task Force on Service to Young Children and
Families”
– http://metrotor.on.ca/tskforce/index.html
UGA
College of Family and Consumer Services Cooperative Extension Services. “Better
Babies”
– http://fcs.uga.edu/pubs/current/FACS01-CS.php3
Ziwica,
Kristine. “Smart Foods.” Parenting, (Special Edition Fall 1999): 91
Websites
Best
Start Community Action for Healthy Babies –
http://www.opc.on.ca/beststart/newsletters
Canadian
Paediatric Society – http://www.cps.ca/
Caring
for Kids – http://www.caringforkids.cps.ca/babies/index.htm
Early
Years Study (207 pages) – http://www.childsec.gov.on.ca
Health
Canada – http://www.hc-sc.gc.ca/
Ministry
of Long-Term Care. “Implementation Guidelines for the Healthy babies, Healthy Children
Program” – Phase 1 – http://www.gov.on.ca/health/english/pub/child/hbabies.html
Motherisk
(Hospital for Sick Children) – http://www.motherisk.org
Parenting
Me – http://www.parentingme.com/
Sudbury
Better Beginnings Better Futures Association: Reweaving the Fabric of Community
– http://www.cfc-efc.ca/menu/sociss_en.htm
Webforum
2001 (Chapter summaries for the Developmental Health and Wealth of Nations
text)
– http:// www.webforum2001.net
Time: 4 hours
Students
gain a greater understanding of how babies acquire language. The relationship
between verbal communication and cognitive development is addressed. Students
also gain insight into the societal and cultural expectations and values of
language development and its relationship to intelligence.
Strand(s): Human
Development, Self and Others,
Diversity,
Interdependence, and Global Connections and Research and Inquiry Skills
Overall
Expectations
HDV.02 -
evaluate the significance of neuroscience and theories of brain development
during critical periods in early childhood;
SOV.03 -
demonstrate an understanding of the ways in which communication and
problem-solving skills are essential to human development;
GCV.01 -
demonstrate an understanding of the diverse influences that shape human growth
and development;
ISV.01 -
use appropriate social science research methods in the investigation of issues
related 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.
Specific
Expectations
HD2.03 -
demonstrate the ways in which babies acquire language and develop intelligence;
SO3.01 -
demonstrate an understanding of the relationship between verbal communication
and cognitive development in children, from infancy to late adolescence;
GC1.04 -
demonstrate an understanding of the diverse ways in which societies value
various aspects of intelligence,
IS1.03 -
use appropriate research and inquiry skills to investigate topics related to
human growth and development;
IS2.02 -
use information technology effectively to access and organize the information
and data collected;
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.
·
Knowledge
of Think/Pair/Share learning strategy
·
Knowledge
of jigsaw learning strategy
·
Ability
to précis a resource
The teacher should:
·
collect
a series of resources (articles, section in textbooks, etc) that relate to
children’s language acquisition and cognitive development; (T/L S 2)
·
develop
worksheet “Communication and Learning From Infancy to Adolescence”; (T/L S 3)
·
prepare
assessment tools; (T/L S 3 and 5)
·
search
for Internet sites relating to society/culture and language. (T/L S 4)
1. Using a Think/Pair/Share learning strategy,
students are asked to individually brainstorm five ways that they think babies
acquire language. Some examples may include, songs, rhymes, talking, and
reading to children, etc. Next, they share and discuss their ideas with a
partner and add additional examples to their list. The teacher leads a class
discussion on how language is developed versus enhanced by asking partners to
share their ideas. Students continue to add additional examples to their list
from the entire class discussion.
2. Students work in groups of four to six for a
jigsaw activity. The teacher provides students in the expert group with a
resource (articles, sections in textbook, etc) that relates to how
babies/children acquire language and develop intellectually (e.g., a theory on
the biological acquisition of language). In their expert group, students précis
the article and record general concepts relating to language acquisition and
cognitive development; they then share this information with their peers in
their home group. Students record in their notes the various ways that children
acquire language and in turn develop intelligence. Note: Some articles
may focus more on language acquisition and not its relationship to intellectual
development; therefore, students may have to infer some connections between the
two. Using a class discussion, the teacher reviews the major concepts to ensure
accuracy of information.
3. Individually, students are provided with a
worksheet in chart format entitled “Communication and Learning From Infancy to
Adolescence.” In the first column, using textbooks and/or resource books,
students record the major milestones of cognitive development based on the age
category provided (e.g., infants, toddlers, preschoolers, school age children
and adolescents). In the second column, students indicate how verbal
communication relates to the milestones of cognitive development for each of
the age categories. Students submit their work for assessment.
4. Students research societal and cultural
aspects of language acquisition using the Internet sites provided by the
teacher. Some examples include the following: second languages, dialects, and
the importance of language in various societies/cultures.
5. Students write an article/brochure that could
be submitted to a parenting magazine outlining key concepts parents should know
about language development in their children. Students should draw on the key
learnings from this activity to develop their article/brochure (“Key Concepts
About How Children Develop Language”). Students submit their article/brochure
for evaluation.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Worksheet:
“Communication and Learning From Infancy to Adolescence” Worksheet. (T/L S 3) |
Criterion-Referenced
Checklist |
Formative |
Knowledge/
Understanding |
|
Students
write a Parenting Magazine Article/Brochure: “Key Concepts About How Children
Develop Language” |
Rubric |
Summative |
Knowledge/
Understanding Thinking/Inquiry Communication |
·
Exceptional
students may work with a partner to complete worksheet. (T/L S 3)
·
For
enrichment, students could interview a speech pathologist for additional
information to be included in their magazine article. (T/L S 5) Note:
Student interview questions should be approved by the teacher, department head
and/or principal to align with school and board policy.
Teacher
Resources
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
Smith,
Peter, Helen Cowi, and Mark Blades. Understanding Children’s Development,
3rd ed. Malden: Blackwell Publishers Inc., 1998. ISBN 0-631-19412-6
Teacher/Student
Resources
Apel,
Kenn and Julie Masterson. Beyond Baby Talk. Roseville, California: Prima
Publishing, 2001.
ISBN 0-7615-2647-1
Gopnik,
Alison, Andrew N. Meltzoff, and Patricia K. Kuhl. The Scientist in the Crib:
Minds, Brains, and How Children Learn. New York: William Morrow and
Company, Inc., 1999. ISBN 0-688-15988-5
Michnick
Golinkoff, Roberta and Kathy Hirsh-Pasek. How Babies Talk: The Magic &
Mystery of Language in the First Three Years of Life. New York: Penguin
Putnam Inc., 2000. ISBN 0-452-28173-3
Papalia,
Diane E., Sally Olds Wendkos, and Ruth Feldman Duskin. Human Development,
7th ed. Boston: McGraw-Hill, 1998. ISBN 0-07-048772-3
Stassen
Berger, Kathleen and Ross A. Thompson. The Developing Child Through
Childhood. New York: Worth Publishers, 1996. ISBN 1-57259-016-5
Periodicals/Articles
Brownlee, Shannon. “Baby Talk.” U.S. News
& World Report, Vol.124, Issue 23 (June 15, 1998): 48-54
Fact Sheet #31: Canadian Child Care Federation.
“Encouraging Language Acquisition in Young Children” –
http://www.cfc-efc.ca/docs/cccf/rs031_en.htm
Lefevre,
Jo-Anne. “Research on the Development of Academic Skills: Introduction to the
Special Issue on Early Literacy and Early Numeracy,” Canadian Journal of
Experimental Psychology – http://www.cpa.ca/cjep/edito_eng.html
Websites
Early
Literacy – http://www.zerotothree.org/brainwonders/Earlyliteracy.html
Growing
Healthy Canadians: A Guide for Positive Child Development
– http://www.growinghealthykids.com/
Language
Acquisition-How a Child Learns to Speak – http://www.parenthood.com/
Parenting
Me – http://www.parentingme.com/
Webforum
2001(Chapter summaries for the Developmental Health and Wealth of Nations text)
– http:// www.webforum2001.net
Time: 4 hours
Students
explore various ways that children can be deprived of adequate nurturing and
stimulation and investigate possible future outcomes for these children. They
choose an area of interest and prepare a review of literature. Students then
summarize their findings to determine specific outcomes of inadequate nurturing
and environmental deprivation.
Strand(s): Human Development and Research and Inquiry Skills
Overall
Expectations
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;
ISV.01 -
use appropriate social science research methods in the investigation of issues
related 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.
Specific
Expectations
HD2.02 -
demonstrate an understanding of the concept of “environmental deprivation”,
HD2.04 -
analyse and evaluate how an individual’s ability to cope with stress relates to
early brain development,
HD2.05 -
investigate the long-term effects of inadequate nurturing and environmental
deprivation, and summarize their findings;
IS1.01 -
demonstrate an understanding of social science research methods;
IS2.01 -
demonstrate effective data-collection skills, including the ability to gather
and select relevant information from a variety of primary and secondary
sources;
IS2.03 -
organize, analyse, and evaluate the quality of the information gathered through
research on a particular aspect of human growth and development;
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;
IS3.03 -
document sources accurately, using correct forms of citation.
·
Social
Science Research Skills
·
Collaborative/Cooperative
group skills
·
Library
research skills
·
Critical
thinking skills
The
teacher should:
·
prepare
sample case studies dealing with emotional deprivation/stressful environments;
(T/L S 1)
·
collect
sample documents such as “The Early Years Report”; (T/L S 3)
·
prepare
assessment tools; (T/L S 2, 3 and 4)
·
teachers
should be sensitive to the personal nature of the experience, and support
students in avoiding disclosure and discussion of sensitive issues in the
classroom context.
1. In groups of two to three, students are
provided with a case study (studies) that deals with environmental deprivation
and/or factors that contribute to stressful environments for developing
children (e.g., lack of visual stimulation, limited exposure to language,
minimal physical contact, poverty, inadequate nutrition, lack of parenting,
skills, etc). As a group, students read and identify how the children in the
case study (studies) are being environmentally deprived and/or exist in a stressful
environment. The teacher leads a class discussion on environmental
deprivation/stressful environments using the results of the case studies as a
basis for discussion. Students record examples of environmental deprivation and
stressful environments in their notes.
2. For homework, students use the information in
their notes from T/L S 1 to predict possible long-term effects for children who
were raised in stressful and/or emotionally deprived environments (e.g.,
behavioural problems, criminal behaviour). Students submit their predictions
providing a rationale for their ideas for assessment. Once evaluated, the
teacher leads a class discussion on possible future outcomes for children
raised in emotionally-deprived or stressful environments. Students add additional
information to their notes for completeness.
3. For homework, students are provided with a
reading and corresponding questions from a source such as the “Early Years
Report.” They identify and summarize any additional examples of stressful/environmentally-deprived
situations, short term/long term effects on the development of children, and
examples of programs that would benefit these children. Students submit their
summaries for assessment.
4. Individually, students select a topic (issue)
of interest from any of the first three strategies and complete a review of
literature focusing on the long-term effects of the topic/issue selected.
Students are required to provide a critique for each source noting its
validity, reliability, etc. as well as a point form summary of notes. Students
then compile the information in a report format following the guidelines of
social science methodology including appropriate referencing and a list of the
works cited. Note: Students follow parameters as outlined above.
Students submit their written report for evaluation.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Student
Predictions: Long Term Effects on Children Raised in Emotionally Deprived/Stressful
Environments (T/L S 2) |
Criterion-referenced
checklist |
Formative |
Thinking/Inquiry
Communication |
|
Summary
of “Early Years Report” or similar document. (T/L S 3) |
Criterion-referenced
checklist |
Summative |
Knowledge/
Understanding Communication |
|
Written
Report (T/L S 4) |
Rubric |
Summative |
Thinking/Inquiry
Communication Application |
·
Students
who have difficulty with written communication can prepare an oral presentation
to the teacher/class and submit research notes; (T/L S 3)
·
For
enrichment, students use the findings from their research (T/L S 3) and write a
letter supporting a family service in their community. For example, junior
kindergarten, mandatory lunch programs, early years projects, etc.;
·
For
enrichment, students could research how resiliency in children impacts on the
effects of environmental stress and/or critical periods for optimal
development.
Teacher
Resource
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
Periodicals/Articles
Collins,
James and Ann Blackman. “The Day-Care Dilemma.” Time, Vol. 149, Issue 5
(February 3, 1997): 58-61
Cynander,
Max and Fraser Mustard. “Early Stimulation Aids Brain Development, Increases
Competence, Decreases Cost To Society.” Brown University Child &
Adolescent Behaviour Letter, Vol. 14, Issue 7 (July 1998): 7-9
Fact
Sheet #4: “The Early Years” – http://www.cfc-efc.ca/docs/vocfc/00000794.htm
Hertzman,
Clyde and Michele Wiens. “Child Development and Long-Term Outcomes: A
Population Health Perspective and Summary of Successful Interventions” –
http://www.ciar.ca/
Keating,
Daniel. P. “Human Development Program” http://webserver.ciar.ca/__852568FF00541355.nsf/(search)/7F3897FA93EA17138825644C00706AAE?opendocument&highlight=daniel%20keating
Johnson,
Mark H. “Into the Minds Of Babes.” Science, Vol. 286, Issue 5438
(October 8, 1999): 247
Steinhauer,
Paul. “Windows of Opportunity: Raising a Healthy Child Depends on Time –
Timing” – http://www.cfc-efc.ca/docs/vocfc/00001087.htm
“The
First Duty-Report of the Metro Task Force on Service to Young Children and
Families”
– http://children.metrotor.on.ca/taskforce/index.html
Thompson,
Ross A. “Early Brain Development and Social Policy.” Policy and Practice of
Public Human Services, Vol. 56, Issue 2 (August 1998): 66-67
Webforum
2001 (Chapter summaries for the Developmental Health and Wealth of Nations
text)
– http:// www.webforum2001.net
Videos
Understanding
Childhood Trauma Series: Identifying and Responding to Trauma in Ages 0 to 5
Years Old. (Magna Systems, Inc.) McIntyre Media Inc., 2001. #520031-61R2
Understanding
Childhood Trauma Series: The Brain: Effects of Childhood Trauma. (Magna
Systems, Inc.) McIntyre Media Inc., #520030-61R2
Understanding
Childhood Trauma Series: Trauma & Healing. (Magna Systems, Inc.) McIntyre
Media Inc., # 520034-61R2
Websites
Canadian
Institute of Child Health – http://www.cich.ca/
Canadian
Institute for Advanced Research – http://www.ciar.ca/
Early
Years Study (207 pages) – http://www.childsec.gov.on.ca
Keating,
Daniel P. Human Development Program
– http://webserver.ciar.ca/web/home.nsf/CIARResearch? Open
National
Association for the Education of Young Children – http://www.naeyc.org/
Ontario’s
Children – Ontario’s Future
–
http://www.childsec.gov.on.ca/1_main_level_site_pages/ont_children_ont_future.html
Time: 8 hours
Students
explore the critical role that play-based problem-solving activities have in
facilitating brain development in children. For a culminating activity,
students design, implement, and evaluate an enriching play-based activity in a
real-life setting.
Strand(s): Human Development and Research and Inquiry Skills
Overall
Expectations
HDV.02 -
evaluate the significance of neuroscience and theories of brain development
during critical periods in early childhood;
HDV.04 -
analyse changes in human development throughout the life cycle, including early
childhood, adolescence, mid-life, and aging;
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.
Specific
Expectations
HD2.03 -
demonstrate an understanding of the ways in which babies acquire language and
develop intelligence;
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;
HD3.01 -
identify the major theories of child development and evaluate their relevance
for today’s society;
IS2.03 -
organize, analyse, and evaluate the quality of the information gathered through
research on a particular aspect of human growth and development;
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.
·
Collaborative/Cooperative
group skills
·
Child
observation techniques (Unit 1)
The teacher should:
·
book
guest speaker; (T/L S 1)
·
assemble
a series of toys, games; activities, etc. that involve play-based problem
solving. It would be beneficial to obtain toys appropriate for various age
groups and both genders; (T/L S 2)
·
prepare
and teach a lesson on proper observation techniques regarding children’s play,
behaviour guidance strategies, health and safety concerns and the issues of
confidentiality within a day care or classroom setting. These issues should be
addressed prior to the students’ implementation of their play-based activity;
(T/L S 3)
·
prepare
assessment tools. (T/L S 1 and 3 D)
1. The teacher invites a guest speaker(s) (e.g.,
day-care worker, nursery school teacher, primary school teacher, etc.) to
discuss the importance of play with a particular emphasis on the integration of
play-based problem solving in program planning. It would also be beneficial for
the guest speaker to comment on appropriate observation techniques,
confidentiality issues, health and safety issues to consider, etc. For
homework, students are provided with a reading and make notes regarding factors
to consider in implementing a play-based activity for young children including
several of the key issues mentioned above. The teacher leads a class discussion
reviewing the results of the homework reading again emphasizing the key factors
to consider when dealing with children in a real-life setting.
2. In groups of three or four, students are
provided with a toy, a game, or an activity that involves problem solving. They
generate a list of the possible ways that brain development could be enhanced
through this activity and describe what type of problem solving is involved and
record this information on the chart paper provided. Students post their charts
around the room and present their findings to the class. The teacher leads a
class discussion reviewing the key concepts of play-based problem solving that
were generated from the student presentations. Individually, students compile a
list using information gathered from the charts/presentations and the class
discussion of possible ways that play-based problem-solving activities enhance
brain development.
3. a) For a culminating activity, students in groups of three or four, design, implement (in a real-life
setting), and evaluate a play-based activity
for young children that is centred on a specific theme or concept. They should
incorporate some of the key concepts of the theorists on brain development,
such as Piaget, as well as, some of the key findings that include the importance
of language in cognitive development as studied throughout the unit.
b) Each
group member is to submit a written proposal for the teacher’s approval
describing a segment of the activity. Some possible criteria include the
following:
·
A
description of the theme or concept;
·
A
detailed description of the activity(s) and how it (they) are accomplished.
Including how they have addressed such issues as safety, observation
techniques, confidentiality, etc;
·
How
they have applied their knowledge of theories of brain development and the
importance of language development in their planning;
·
A
description of how the activity(s) could help to enhance brain development;
·
Criteria
for evaluating the effectiveness of their activity(s).
c) Students,
in consultation with the teacher, determine the implementation process.
Students implement the program. Some possible examples include: a preschool,
local elementary school, children invited into the school, a local day care,
etc.
d) Individually,
students submit a report that addresses the criteria identified in strategy 3B.
Students also submit a self-evaluation of the effectiveness of their activity
using the criteria approved by the teacher.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Student
Notes: Reading (implementing a play-based activity)(T/L S 1) |
Criterion-Referenced
Checklist |
Formative |
Communication |
|
Self-Evaluation
of Play-Based Activity (T/L S 3 D) |
Anecdotal
Comments |
Formative |
Communication
Application |
|
Play-Based
Activity Report (T/L S 3 D) |
Rubric
(Appendix 1) |
Summative |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
·
Where
needed for reinforcement, students can watch a video on play and identify
activities that reflect the theorists studied, as well as note evidence of
play-based learning activities.
·
For
enrichment, students obtain a weekly activity program from a local day care or
nursery school and critique it for its effective use of play-based learning
with particular emphasis on play-based problem solving.
Teacher
Resource
Smith,
Peter, Helen Cowi, and Mark Blades. Understanding Children’s Development,
3rd ed. Malden: Blackwell Publishers Inc., 1998. ISBN 0-631-19412-6 TR
Teacher/Student
Resources
Acredolo,
Linda and Susan Goodwyn. Baby Minds: Brain-Building Games Baby Will Love.
New York: Bantam Books, 2001. ISBN 0-553-38030-3
Daniel,
Becky. Growing and Learning: The Playful Preschooler. Michigan:
Instructional Fair. TS Denison, 2000. ISBN 1-56822-955-0
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.)
Masi,
Dr. Wendy S., ed. Toddler Play. Creative Publishing International Inc,
2001. ISBN 0-86573-435-6
Miller,
Karen. Simple Steps: Developmental Activities for Infants, Toddlers, and
Two-Year-Olds. Maryland: Gryphon House, 1999. ISBN 0-87659-204-3
Rogers,
Cosby S. and Janet K. Sawyers. Play In the Lives of Children.
Washington: National Association for the Education of Young Children, 1988.
ISBN 0-935989-09-9
Schiller,
Pam. Start Smart! Building Brain Power in the Early Years. Maryland:
Gryphon House, 1999. ISBN 0-87659-201-9
Silberg,
Jackie. Brain Games for Toddlers and Twos. Maryland: Gryphon House,
2000.
ISBN 0-87659-205-1
Periodicals/Articles
“Creating
a Literary-Based Play Centre for Preschoolers”
– http://www.cfc-efc.ca/docs/cccf/00000082.htm
“Creative
Movement and Dance in Early Childhood Education”
– http://www.cfc-efc.ca/docs/cccf/00013_en.htm
Fact
Sheet #5: “The Early Years - Problem-Based Play”
– http://www.cfc-efc.ca/docs/vocfc/00000795.htm
Fact
Sheet #31: “Canadian Child Care Federation Encouraging Language Acquisition in
Young Children” – http://www.cfc-efc.ca/docs/cccf/rs031_en.htm
“Learn
to Play, Play to Learn” – http://www.cfc-efc.ca/docs/toytc/00001_en.htm
Legault,
Suzanne. “Constructive Play” – http://www.cfc-efc.ca/docs/cccf/00002_en.htm
Resource
Sheet #31: Canadian Childcare Federation. “Encouraging Language Acquisition in
Young Children” – http://www.cfc-efc.ca/docs/cccf/rs031_en.htm
Shipley,
Dale. “Play For Development and For Achieving Learning Outcomes” –
http://www.cfc-efc.ca/docs/ccf/oooo5-en.htm
Maulsby,
Catherine. “A Kindergarten Perspective on Play” –
http://www.cfc-efc.ca/docs/cccf/00000984.htm
“Play
for the Brain” – http://www.cfc-efc.ca/docs/cafrp/00003_en.htm
Taylor,
Alice. “Understanding Children’s Behaviour: The Key to Effective Guidance” –
http://www.cfc-efc.ca/docs/cccf/00009_en.htm
“The
Value of Play” –http://www.cfc-efc.ca/docs/cccf/00003_en.htm
Games/Kits
What a
Child Will Be Depends on You and Me: A Resource Kit For a Child’s First Five
Years. Invest in
Kids Foundation. 2000
Websites
Child and
Family Canada – http://www.cfc-efc.ca/
Early
Years Study (207 pages) - http://www.childsec.gov.on.ca
Invest in
Kids Foundation – http://www.investinkids.ca
Appendix
1 – Rubric for Play-Based Problem-Solving (Activity, Unit 2, Activity 2.5, T/L
S 3)
|
Category/Expectation |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding -
identifies the theories of child development and their relevance to
play-based problem-solving activities with reference to brain development HDV.02,
HDV.04 HD3.01 |
-
identifies theories and their relevance to brain development with limited
ability |
-
identifies theories and their relevance to brain development with some
ability |
-
identifies theories and their relevance to brain development with
considerable ability |
-
identifies theories and their relevance to brain development accurately |
|
Thinking/Inquiry - uses
research to select an appropriate play-based problem-solving activity that
helps to enhance brain development ISV.03,
HD2.06 |
-
limited use of research to select activity for brain development |
- some
use of research to select activity for brain development |
-
considerable use of research to select activity for brain development |
-
thorough use of research to select activity for brain development |
|
Communication -
communicates how their play-based problem-solving activity facilitates brain
development in children HD2.07 - uses
appropriate language and social science research conventions accurately
(e.g., spelling, grammar, punctuation ISV.04,
HD2.06, IS3.01 |
-
communicates information with limited clarity - uses
appropriate conventions with limited accuracy |
-
communicates information with some clarity - uses
appropriate conventions with some accuracy |
-
communicates information with considerable clarity - uses
appropriate conventions with considerable accuracy |
-
communicates information with a high degree of clarity - uses
appropriate conventions with a high degree of accuracy |
|
Application -
evaluates the effectiveness of their play-based problem-solving activity re:
design and implementation HD2.07,
1S2.03 -
transfers concepts of brain development theorists and age HD2.03 |
-
evaluates the effectiveness of their activity with limited success -
limited concepts transferred to activity |
-
evaluates the effectiveness of their activity with some success - some
concepts transferred to activity |
-
evaluates the effectiveness of their activity with considerable success -
considerable concepts transferred to activity |
-
evaluates the effectiveness of their activity with a high degree of success -
thorough transfer of concepts to activity |
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:
_______
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