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Course Profile Parenting and Human Development (HPD4E),
Grade 12, Workplace Preparation, Catholic
Course Overview
Prerequisite: None
This course prepares
students for occupations involving older children, and for the responsibility
of parenting, with emphasis on school-age children and adolescent children.
Students will learn, through practical experience in the community, how early
child development affects later development, success in school, and personal
and social well-being throughout life, and how children and parents change over
time. This course also develops students’ skills in researching and
investigating various aspects of parenting and human development.
The intent of this course is to prepare students for the role of parenting, whether as a personal or as a career choice. Through this preparation, students recognize that the role of parenting is formulated on the attitudes and values founded in Catholic social teachings. Whether this role is a personal or a career choice, it is entrusted with life that is to be nurtured, protected, and cherished. Students acknowledge the trust bestowed on a caregiver as one that requires the individual to act morally and legally as a person formed in Catholic faith tradition.
Students use and integrate the Catholic faith
traditions as they investigate and analyse various aspects of parenting and
human development affecting parents and individuals that work with children.
Students learn to apply knowledge when making connections for themselves with
their family, the community, and society, which contribute to the common good.
To
maintain the principles of Catholic social teaching with regard to the “Dignity
of the Human Person,” accommodations must be made so students do not lose
dignity because of disability, poverty, lack of success, linguistic diversity,
race, level of ability or income. The teacher should foster a positive
atmosphere accepting of the individual’s uniqueness, values, and needs. There
is a wide range of teaching/learning strategies that can be used to meet the
needs of all students. The teacher is encouraged to modify and expand teaching
strategies to accommodate learning styles.
The writers for the Public School Board and the
writers for the Catholic School Board collaborated on the sequencing of units,
number of units, and the general organization of the overall and specific
expectations in this Course Profile.
It is strongly recommended that the teacher
follow the order that the units are presented in this Course Profile because of
the sequential nature of the learning. The overall concept of the course is to
examine caregiving as both a life long commitment (parenting) and an
occupational choice since this is a workplace-designated course. The course
then proceeds to human development, family development, and responsible
parenting and social structures as they affect parents and individuals that
work with children. Social challenges (e.g., family breakdown, balancing work
and family life, infant health problems, gender differences) are investigated
throughout the course. This curriculum is designed to allow students to explore
ideas and to make connections for themselves, with their family, the community,
and society.
This course has been designed to
help students acquire the knowledge and skills required to meet employer
expectations if they plan to enter the workplace directly following graduation.
Students should be made aware of the fact that many of the positions that they
may be interested in as a future career may require some postsecondary
education (e.g., apprenticeships, training programs, or College programs).
Social science skills are introduced in the
unit where they are first applied, and continue to be developed throughout the
course. The overall and specific expectations are listed for each unit in the
cluster where they are taught. For the developed unit, the overall and
corresponding specific expectations are stated at the beginning of each
activity within that unit. They may be repeated throughout the course to
reinforce a particular concept.
Inclusiveness of all aspects of ethnicity,
race, culture, and both genders is the cornerstone of this course. The teacher
should review the school board policy on equity. There must be sensitivity to
the variety of cultural, ethnic, and religious beliefs and customs that
students have and respect these variations. Similarly, the teacher must be
sensitive to the variety of socio-economic levels and family structures within
their student body and be prepared to make adjustments to the learning
experiences and resources as needed. This course deals with many sensitive issues
with reference to children, families, and society. Such issues include the link
between moral development, parental responsibilities, discipline, and balancing
work and family, the influence of media, and the role of social services. The
students’ reactions to these issues must be anticipated and respected. The
teacher should be prepared for potential disclosure and be willing to work with
school counsellors who are able to provide referrals to the appropriate
professionals or services within their community. The roles and the
responsibilities that parents and individuals that work with children have in
ensuring the well-being of children will be addressed.
When observing children in a practical setting,
students need to be aware of confidentiality issues, appropriate discipline
techniques, reporting of child abuse, and job expectations. The teacher should
consult the board policy document with reference to the expectations that are
to be followed for observations and job shadowing. Health and safety considerations
relate to the physical and personal well-being of students in class, in
community-based learning activities, and in the workplace. Teachers must take
all reasonable steps to ensure the health and 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 safe use of
all equipment and materials required for this course will be taught prior to
their use.
The suggested hours for the units and clusters
are guidelines; individual teachers may wish to adjust the timelines to meet
the needs of the students, school, and/or community.
Although
this course was written for adolescents in Grade 12, this course could be
adapted for adult students.
|
Unit 1 |
Caregiving:
Parenting and Career Choice |
25
hours |
|
Unit 2 |
Understanding
Human Development |
20
hours |
|
Unit 3 |
Understanding
Family Development |
20
hours |
|
* Unit
4 |
Responsible
Parenting |
25
hours |
|
Unit 5 |
Social
Structures: Their Impact on Children and Families |
20
hours |
* This
unit is fully developed in this Course Profile.
Time: 25 hours
Unit Description
Students
examine caregiving as both a life long commitment (parenting) and an
occupational choice while acknowledging the important role of family in
society. Students focus on parenting the school age child and adolescent, both
in and outside of the home. As families progress through the different stages
of the life cycle, parenting responsibilities are also changing. Students
investigate these changes in relation to decision making, learning and social
and emotional development that provides meaning, fulfilment, and dignity as
Christians. Students also explore early nutrition and long-term growth. Through
the exploration of job opportunities, students make decisions regarding
careers.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
HDV.01,
ISV.01, HD1.03, IS1.03 |
Knowledge/Understanding |
Healthy
Beginnings: Community Resources |
|
2 |
HDV.02,
ISV.01, ISV.02, ISV.03, HD2.02, HD2.03, IS1.02, IS2.03, IS2.04 |
Knowledge/Understanding |
Social
and Emotional Development |
|
3 |
SCV.02,
SC2.03 |
Knowledge/Understanding |
Education:
Interaction of Schools and Family |
|
4 |
PRV.01,
PR1.01, PR1.02, PR1.03 |
Knowledge/Understanding Thinking/Inquiry |
Encouraging
Decision-Making Skills |
|
5 |
FLV.04,
PRV.02, SCV.04, ISV.01, ISV.02, ISV.03, FL4.01, FL4.02, FL4.03, PR2.05,
SC4.04, IS1.01, IS1.02, IS1.03, IS2.01, IS2.02, IS2.03, IS2.04 |
Knowledge/Understanding |
Job
Opportunities: Working with Children and Families |
Time: 20 hours
Unit
Description
The focus
of this unit is human development. Students gain an understanding of the
components of human development from its earliest beginnings relating to
prenatal care and development through growth of the individual. These
components (social, emotional, moral, and intellectual) of human development
are grounded in Catholic social teachings and traditions. As students increase
their understanding of human development, they also recognize the role family
plays in the faith development of the individual.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
HDV.01, ISV.02, ISV.03, HD1.01, HD1.02,
HD1.03, IS1.03, IS2.03 |
Knowledge/Understanding |
Prenatal Care and Development |
|
2 |
HDV.02,
HD2.01, HD2.04, HD2.05 |
Knowledge/Understanding |
Influences
on Emotional and Social Development in Children and Adolescents |
|
3 |
HDV.03,
HD3.01, HD3.02, HD3.03, HD3.04, HD3.05 |
Knowledge/Understanding |
Encouraging
Intellectual Development |
|
4 |
HDV.04,
HD4.01, HD4.02, HD4.03, HD4.04 |
Knowledge/Understanding |
Stages
of Moral Development |
Time: 20 hours
Unit
Description
This unit
addresses various family forms and patterns within the family life cycle.
Students identify factors that affect the timing of children in families (e.g.,
career goals, financial situation, housing accommodations, cultural traditions,
etc.). As well, they explore and explain the challenges and stresses that
parents face as their family patterns change (e.g., crowding, sibling
rivalries, stress, strained resources, etc.). In dealing with these stresses
and challenges, students recognize that families can draw on their faith for
strength and support.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
FLV.01,
FL1.02, FL1.03 |
Knowledge/Understanding |
Family
Forms and Patterns |
|
2 |
FLV.01,
FL1.01, FL1.02, FL1.04 |
Knowledge/Understanding |
Family
Life Cycle: Stages and Transitions |
|
3 |
FLV.03,
FL3.01, FL3.02 |
Knowledge/Understanding |
The
Expanding Family |
|
4 |
FLV.02,
ISV.01, ISV.02, FL2.01, FL2.02, IS1.02, IS1.03 |
Knowledge/Understanding |
Changing
Needs of Families Over Time |
Time: 25 hours
Unit Description
Students
realize the importance responsible parenting has towards the further growth and
development of the child and adolescent. Students focus on issues surrounding
responsible parenting. They recognise that as future caregivers, who are formed
in Catholic faith traditions, they are called to guide children and to
encourage them to be responsible members of society. This involves encouraging
healthy food habits, age-appropriate behaviour, communication, and conflict
resolution that respects the dignity and welfare of each family member.
Students maintain a journal throughout this unit to reflect on their own
development of healthy food habits, age-appropriate behaviour, communication
skills, conflict resolution skills, and self-discipline that have contributed
to their own formation as a member of a Catholic family.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
PRV.02,
ISV.01, ISV.02, ISV.03, PR2.01, PR2.02, PR2.03, PR2.04, IS1.01, IS2.02 |
Knowledge/Understanding |
Nutrition:
Children and Adolescents |
|
2 |
PRV.03,
ISV.01, ISV.02, ISV.03, PR3.01, PR3.02, PR3.03, IS1.02, IS2.01, IS2.03,
IS2.04 |
Knowledge/Understanding |
Age-Appropriate
Behaviour |
|
3 |
PRV.04,
PR4.01, PR4.02 |
Knowledge/Understanding |
Role of
Communication |
|
4 |
PRV.04,
PR4.03 |
Knowledge/Understanding |
Managing
Family Conflicts and Self-Discipline |
|
5 |
PRV.04,
PR4.04 |
Knowledge/Understanding |
Encouraging
Self-Discipline |
Time: 20 hours
Unit
Description
The
social structures seen in society have a strong impact on the development of
children and families that can be either positive or negative. Through the
investigation of Catholic social services, as well as other agencies, students
recognise the support and assistance these services offer children and their
families. Students also understand that the church is an integral partner in
offering this support. It is through the church that we are called to protect
and cherish life. Students explore strategies that aid in balancing work and
family life.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
FLV.02, SCV.04, ISV.01, ISV.02, FL2.03,
SC4.01, SC4.02, SC4.03, IS1.02, IS1.03, IS1.04 |
Knowledge/Understanding |
Investigating Social Services |
|
2 |
SCV.03,
SC3.01, SC3.02, SC3.03 |
Knowledge/Understanding |
Media
Influences on Children and Families |
|
3 |
SCV.02,
SC2.01, SC2.02 |
Knowledge/Understanding |
The
Roles That Schools Play in the Lives of Children and Families |
|
4 |
SCV.01,
SC1.01, SC1.02, SC1.03 |
Knowledge/Understanding |
The
Balancing Act: Family and Work |
There
will be times during this course that the teacher will want to reinforce the classroom
learning through practical activities. Several strategies have been recommended
that involve various sectors of the local community to assist with practical
activities. Demonstrations, instructions, and specific techniques are taught to
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
review the proper techniques required for setting-up, implementing, and
administering surveys or interviews. 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.
As
a workplace preparation course, the teaching/learning strategies emphasize the
reinforcement of critical thinking and problem-solving skills as related to the
workplace. Social science research skills are integrated throughout the course.
A variety of teaching/learning strategies are encouraged to enable students to
meet the course expectations. Some examples of strategies that could be used in
this course include: brainstorming, case studies, child observations, class
discussion, collaborative/cooperative learning, computer-assisted learning,
demonstrations, homework, interactions with children, interviews, issues-based
analysis, job shadowing, mind mapping, note making, presentations,
problem-solving strategies and models, reflective writing, report writing, role
playing, simulation games, skits, social science research, Socratic lessons,
student/teacher conferencing, and viewing and analysing TV programs and/or
videos related to working and living with children. The teacher may wish to
include a culminating activity such as career portfolio, observation journal,
or reflective journal. This list is in no way inclusive of all of the
appropriate teaching/learning strategies available for the teacher to use in
the classroom.
The teacher
should review the 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, the
teacher should preview websites prior to student use. The teacher may also find
it 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 aligned with the assessment and evaluation principles of
Program Planning and Assessment, 2000. Assessment and evaluation, which
reflects the four categories of the Achievement Chart for Social Science, are
incorporated in 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 tasks, presentations/multimedia
presentations, checklists, research projects, portfolios, verbal feedback,
critiques, formal/informal teacher observations, teacher conferencing,
reports/reflections of student observations, logs, simulation games. Examples
of assessment tools are criterion-referenced checklists, criterion referenced
marking schemes, rubrics, anecdotal comments, and suggestions for improvement.
Methods of evaluating
student achievement are as follows:
Diagnostic: occurs at the beginning of a term,
a unit of study or whenever information about prior learning is useful.
Formative: during learning; ongoing feedback
to the teacher and students about quality of learning and the effectiveness of
instruction.
Summative: usually carried out at the end of a
learning process; will contribute to the final grade.
Seventy
per cent of the grade is based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade is based on the final
evaluation in the form of an examination, performance task, essay, and/or other
methods 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: written examination, oral examination,
oral report or presentation, social science research project, and/or case study
application.
The
teacher should consult Individual Education Plans (IEPs) for exceptional
students for specific direction on accommodation for individuals and their
unique learning characteristics. The teacher needs to use the most appropriate
methods and materials to help students achieve the expectations as outlined in
their IEPs. The teacher must also be cognizant of the needs of the ESL/ELD
student in their classroom and make the appropriate adjustments to their
teaching/learning strategies.
Accommodations for exceptional students may include:
·
changing
the time requirements for completing assignments or assessment tasks;
·
adapted
approaches to assessment:
·
oral
testing;
·
written
tests designed to suit the reading and writing levels of the student;
·
conferencing/discussion:
·
student-to-student
discussion and teacher-to-student discussion to encourage confidence and
motivation;
·
oral
and/or recorded reporting of assignments;
·
providing
a quiet environment so that assessment may take place;
·
simplifying
test instructions and the language of questions;
·
providing
for the use of scribes, tape recorders, typewriters, or word processors, or
allowing oral responses;
·
allowing
students to retake classroom tests or redo classroom assignments to improve their
performance;
·
providing
alternative homework assignments;
·
basing
classroom assessment on the full range of students’ work (e.g., portfolios,
interviews, demonstrations, dramatizations, journals, peer evaluations,
self-evaluations);
·
project
modification;
·
incorporating
task modifications (e.g., fewer/more websites, sources, informational items);
·
peer
tutoring;
·
adapted
handouts:
·
larger,
easy-to-read font;
·
modified
(simplified/advanced) in terms of language and content provided;
·
in
activities where observation of children is required, alternate arrangements
could be made for students with behaviour or mobility challenges (e.g.,
observing behaviour in a video, travelling with another student).
Gifted Accommodations
may include:
·
providing
students with opportunities to explore a self-selected topic in-depth, teaching
skills related to effective independent inquiry;
·
allowing
students to teach the class about an area of interest;
·
developing
decision-making skills and problem-solving skills;
·
providing
opportunities for open-ended inquiry;
Adaptation of the course for ESL/ELD students should reflect the knowledge and skills, which these students possess. These students may need extra support to acquire basic literacy skills and academic concepts.
The
resources that may be used for the entire course are listed below. Both general
and specific resources for Unit 1 are listed here. The writers have tried to
offer a variety of suggested resources that could be used in this course. It is
not expected that a teacher would use all of the resources listed. The URLs for
the websites were verified by the writers prior to publication. Given the
frequency with which these designations change, the teacher 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. The teacher needs to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, the teacher needs 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 had obtained the appropriate public
performance videocassette licence from an authorized distributor, e.g., Audio
Cine Films Inc. The teacher is 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.
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0-02-643279-X (Teacher’s Wraparound Edition)
Services
for Children: Guide to Government of Canada Services for Children and their
Families. Ottawa:
Minister of Public Works and Government Services, 2001. ISBN 0-662-65590-7
Sheedy-Kurcinka,
Mary. Raising Your Spirited Child. New York: Harper Collins Publishers,
1998.
ISBN 0-06-016361-5
Stephens,
Karen. The Child Care Professional. New York: Glencoe McGraw-Hill, 1999.
ISBN 0-02-642878-4
Shore,
Kenneth. Keeping Kids Safe: A Guide for Parents of Toddlers and Teens-and
All the Years in Between. New Jersey: Prentice Hallpress, 2001. ISBN
0-7352-0214-1
Canadian
Diabetes Association. Food Smart Your Guide to Healthy Eating…(for Windows).
North Vancouver, British Columbia: Sasquatch Software Corporation, 1996-1997.
Key Code 1063700905 One component of this computer program is to complete a
caloric and nutrient analysis of an individual’s food intake.
FoodFocus
Nutritional Analysis Software version 4.3. Winnipeg: FoodFocus, 1999.
(email: vprowse@foodfocus.com)
Canadian
Living
Chatelaine
Canadian
Family
Parenting
Today
Today’s
Parent
Transition
Journal
of Family Communication. Norfolk, VA.: Old Dominion University Press, 2001,
Volume 1 and 2.
Balla,
Marion. “Communication: The Road to Connection in Families.” Transition
Magazine, June 1988, Volume 28, #2.
Adolescence
(13 to 18 years old) (Fast sheet#9) – www.cfc~efc.ca/docs/vocfc/00000799.htm
Developmental
Stages, Theories of (Kolberg)
– www.dindarticles.com/cfdls/g2699/0000/2699000096/pl/article.jhtml
Helping
Children Respect and Appreciate Diversity (Resource Sheet #35)
– www.cfc~efc.ca/dpcs/cccf/re035_en.htm
Kkohlberg’s
Theory of Moral Reasoning
– www.findarticles.com/cf_dls/g2699/0000/2699000096/pl/article.jhtml
Middle
Childhood (6-12 years old) – www.cfc~efc.ca/docs/vocfc/00000798.htm
Understanding
Children’s Behaviour: The Key to Effective Guidance
– www.cfc~efc.ca/docs/cdccf/00009_en.htm
Ziwica,
Kristine. “Smart Foods.” Parenting (Special Edition Fall 1999):91
Careers
in Child Development.
Meridian Education Corporation.
Coloroso,
Barbara. Winning at Parenting… Without Beating Your Kids. Littleton,
Colorado: Pannonia International Film, 1989. Available through Kids Are Worth
It! Post Office Box 621108, Littleton, Colorado, 80162 USA. Phone 1-800-729-1588
Body
Language: An Introduction to Non-Verbal Communication. Learning Seed. McIntyre Media
Limited. 1994. #200037-61Z1
By
Way of the Family.
Ontario Conference of Catholic Bishops. 1994.
Disciplining
Kids: Without Screaming or Scolding. The Learning Seed, 1996. 20 min.
Gender
Communication. “She
Talks, He Talks.” Illinois: The Learning Seed, 1994. 22 min.
Growing
Up in Video World: Media and the Developing Child. 2001. (Learning Seed) McIntyre Media
Exploring
and Learning.
(Magna Systems, Inc.) McIntyre Media, 2001. #520036-61R2
Exploring
Healthy Relationships. (Human Relations Med.) McIntyre Media, 2001. #6500239-61R2
Five
and Six Year Olds.
(Learning Seed) McIntyre Media, 2002. #200136-61R2
Healthy
Relationships.
(Canbridge Educational) McIntyre Media, 2000. #010230-61R2
Learning
to Communicate: Student Workshop. (Grades 2-4) (Sunburst) McIntyre Media, 2001
#520038-61R2
Parenthood. Imagine Entertainment, 70 Universal
City Plaza, Universal City, CA 91608. 1989.
Men,
Women, and the Sex Difference: Boys and Girls are Different. Films for the Humanities and
Sciences, P.O. Box 2053, Princeton, NJ, 08543-2053, USA. Catalogue number
FJA6239.
Raising
Responsible Children.
Fort Erie: Houghton Mifflin Co., Sunburst Division, 2000. 47 min.
Reading
People: The Unwritten Language of the Body. Learning Seed. McIntyre Media Limited, 1997.
#200091-61Z1
Responsible
Kids in School and At Home. 4201 Woodland Road, Circle Pines, Minnesota, American Guidance
Services, 1998. #AC18040 (set of six videos)
Stepmom. Columbia Pictures Industries Inc.,
10202 W. Washington Blvd., Culver City, California, 90232-3195. 1998.
The
Art of Listening.
Learning Seed. McIntyre Media Limited, 2000. #158
Valuing
Diversity: Multicultural Communication. Learning Seed. McIntyre Media Limited. 1997. #200051-61Z1
The
Intelligence of Play.
– www.touchthefuture.com
Working
Parents. “Balancing
Kids and Careers.” Illinois: The Learning Seed, 1992. 25 min.
Working
With Children.
2000. Meridian Education Corporation.
ABC’s
of Parenting – www.abcparenting.com/
The
Bible Gateway – www.gospelcom.net/bible
Calgary
Health Region – www.crha-health.ab.ca/hlthconn/items/dris.htm
Canadian
Conference of Catholic Bishops – www.cccb.ca
Canadian
council on Social Development – www.ccsc.ca
Canadian
Home Economics Association – www.chea-acef.ca
Canadian
Institute of Child Health – www.cich.ca
Canadian
Living: Your Family Magazine – http://www.cich.ca
Canadian
Paediatric Society – www.cps.ca
Career
Cruising – http://www.careercruising.com/home/f_trial.html
Career
Development Software – http://www.careerware.com/
Catholic
Canada – www.catholicanada.com
The
Catholic Goldmine – www.catholicgoldmine.com
Centres
for Families, Work and Well-Being – www.uoguelph.ca/cfww
Charter
of the Rights of the Family, Holy See, 1983. – www.Vatican.va
follow links: English, Jubilee of the Family, related documents)
Child
and Family Canada – http://www.cfc-efc.ca/child-care/directory.htm
Childcare
Resource and Research Unit – www.childcarecanada.org
Child
Development Website – www.idealist.com/children/cdw.htm/
Child
Welfare League – http://www.cwla.org/
Children’s
Aid Society of Toronto – http://www.casmt.on.ca
Educational
Guidance in Human Love: Outlines for Sex Education, Sacred Congregation for
Catholic Education, Rome 1983. – www.vatican.va.
Employability
Skills 2000+Profile – http://www.conferenceboard.ca/default2.html
Family
Life Education for Secondary Students: A Message to the Catholic Education
Community, Ontario Conference of Catholic Bishops, 1996. – www.ocflen.on.ca
Families
and Work Institute – www.familiesandandwork.org
Health
Canada – http://www.hc-sc.gc.ca/
Kids
Help Phone/Kids Help Foundation – http://kidshelp.sympatico.ca
Links
for Thinking Christians – http://leonard.acu.edu.au/~ajl404/chlinks.htm
Ministry
of Community and Social Services – Child Care Programs – http://gov.on.ca/CSS
National
Anti-Poverty Organization – www.napo-onap.ca
National
Council of Women of Canada – www.ncwc.ca/
National
Occupation Classification (NOC) and Career Handbook – Human Resources Canada
(HRDC)
– www.worklogic.com:81/noc/
Queen’s
International Institute on Social Policy – www.qiisp.com/
Ontario
Conference of Catholic Bishops – www.ocflen.on.ca
Ontario
Home Economics Association – www.ohea.on.ca
Ontario
Human Rights – www.ohrc.on.ca
Parent-Child
relationships – http://www.hc-sc.gc.ca/hppb/familyviolence/pdfs/parelpar.pdf
Scholastic
Parent & child: The Learning Link Between Home & School
– www.scholastic.com/smartparenting /parentandchild/index.htm
The
Aboriginal Youth Network – www.aynca
The
Canadian Dietetic Association – www.dietitians.ca/
The
Canadian Society for the Prevention of Cruelty to Children –
www.empathicparenting.org (especially the last section of the Certificate for
Parenting)
The
Council of Canadian Child and Youth Care Associations
– www.geocites.com/NapaValley/3650/CCCYCA.html
The
United Nations Human Rights Charter – www.unhchr.ch
Theological
and Religious Studies Home Page/Christian Social Justice
– www.acusd.edu/theo/justice/themes.htm
Theology
Library in the Spirit of Vatican II –
www.mcgillpvt.k12.al.us/jerryd/cathmob.htm
Today’s
Parent – www.todaysparent.com
The
Vanier Institute of the Family – www.vifamily.ca
UNICEF
website – www.unicef.ca
Vatican
– www.vatican.va (Official Teachings of the Catholic Church, Jubilee of
Families, Catechism, Charter of the Rights of the Family)
Voices
for Children – www.voices4children.org/
–
www.georgetown.edu/faculty/tannend/
website reviews and discusses work of Deborah Tannen on gender differences in
communication.
–
http://twist.lib.uiowa.edu/genroles/syllabus.html
examines gender roles in communication.
–
http://www.ccma.ca/ccma/aboutmon.htm
website that outlines philosophy and history of Montessori education.
–
http://www.cyberparent.com/books/123magicphelan.longbook.htm
review and summary of book by Thomas Phelan
Hospital
dietician
nurse
Nutritionist
Daycare
dietician/nutritionist
School
library staff
School
administrator
Chaplain
Community:
parenting expert, day-care or child-care worker
Catholic
Family Services representative
Child and
youth worker or social worker
The Parenting and Human Development course is
described in The Ontario Curriculum, Grades 11
and 12, Social Sciences and Humanities, 2000. It is designated as a
workplace program with a set of expectations suitable for students preparing to
go directly to the Workplace Preparation course or to an apprenticeship or
other training program. With reference to the requirements for the Ontario
Secondary School Diploma, students can use the course as an additional
compulsory credit or as one of the twelve optional credits. The practical
aspect of Parenting and Human Development will provide students with the
knowledge and skills needed for working with children as well as living
satisfying and productive lives as independent and responsible members of
society.
This workplace course allows students to
broaden their knowledge of working and living with children; thus, benefiting
themselves, their families, and their community. Through a variety of learning
activities, students have many opportunities to further develop their research,
critical thinking, communication, interpersonal, and practical skills. In
learning to critically analyse issues that deal with working and living with
children, students are prepared to be active in society by promoting a just,
equal, and compassionate environment for all peoples.
This course allows students the opportunity to
enhance their tolerance and understanding of people of varied cultures. It also
provides opportunities for students to work collaboratively with respect for
different ideas and approaches to an assignment.
Students have the opportunity to enhance their
computer knowledge and skills (e.g., Internet usage, word processing, creation
of graphs, etc.) as they use their social science research skills to complete
class assignments and projects. Students may elect to create multi-media
presentations.
Parenting
and Human Development explores aspects of various careers as they relate to
children; hence, this course is aligned with Choices into Action: Guidance
and Career Education Program Policy for Elementary and Secondary Schools, 1999.
As all students enrolled in this course will have taken the Grade 10 Careers
course and be in a Teacher Advisory Program, teachers should investigate
cross-curricular situations. Teachers should advise students in Parenting and
Human Development of how they might apply the theory and practical applications
they have learned in class through a cooperative education experience.
Coded
Expectations, Parenting and Human Development, Grade 12, Workplace Preparation,
HPD4E
FLV.01 · demonstrate an understanding of
the stages and transitions in the family life cycle;
FLV.02 · compare the changing needs of
individuals and families throughout life;
FLV.03 · analyse the characteristics of
the expanding family;
FLV.04 · evaluate job opportunities that
involve working with older children and families at different stages of the
family life cycle.
The
Family Life Cycle
FL1.01 – compare models of the
developmental stages in a family life cycle (e.g., Carter-McGoldrick model,
Meiklejohn model);
FL1.02 – demonstrate an understanding of
the variations in family form (e.g., nuclear, common-law, lone-parent, blended
families) that exist at various stages of the family life cycle (e.g., families
with young children, adolescent children, and adult children);
FL1.03 – identify the patterns that occur
in human development (e.g., dependence on parents, growing autonomy,
independence, dependence on adult children) and in family development (e.g.,
beginning family, expanding family, contracting family);
FL1.04 – explain the adjustments parents
and children make as they move from one stage to the next, and when an adult
child returns to live at home (e.g., giving up personal space and certain
freedoms, revising rules).
Changing
Personal and Family Needs
FL2.01 – identify how the needs of
individuals and families are met at various stages of the life cycle;
FL2.02 – explain how couple relationships
and parent–child relationships change over time;
FL2.03 – describe the role of the
community in meeting individual and family needs during childhood and
adolescence, on the basis of practical experience in a community setting.
The
Expanding Family
FL3.01 – identify the factors involved in
the timing of first and subsequent children in families (e.g., financial
situation, goals, cultural traditions);
FL3.02 – explain the challenges facing
parents as the family expands (e.g., crowding, strained resources, stress,
rivalries).
Job
Opportunities
FL4.01 – explain the differences between
volunteer positions and occupations involving children and adolescents;
FL4.02 – demonstrate an understanding of
the training and knowledge required to work in occupations involving older
children and adolescents;
FL4.03 – summarize the results of an
investigation into occupations relating to families at different stages of the
life cycle.
HDV.01 · demonstrate an understanding of
the link between healthy prenatal and infant development and long-term growth
and development;
HDV.02 · explain attachment theory, and
describe the effects of attachment on social and emotional development in
children and adolescents;
HDV.03 · explain, using basic principles
of brain science, the role that stimulation plays in the intellectual
development of the infant;
HDV.04 · demonstrate an understanding of
the stages of moral development.
Healthy
Beginnings
HD1.01 – identify and describe strategies
for promoting healthy pregnancies and optimum birth weights in first and
subsequent pregnancies (e.g., prenatal health care and nutrition; abstinence from
smoking, alcohol, and drugs; breast-feeding);
HD1.02 – demonstrate an understanding of
the challenges and long-term costs associated with health problems in infancy
that might be prevented with proper prenatal and postnatal care (e.g., low
birth weights, delays in early physical development);
HD1.03 – compare locally accessible
prenatal and family-support programs that encourage healthy beginnings (e.g.,
prenatal classes; YWCA/YMCA; Healthy Babies, Healthy Children Program; family
resource centres; public health units; women’s institutes; parenting classes;
drop-in centres), and identify the role of volunteers and employees in such
programs, on the basis of observation or job shadowing.
Social
and Emotional Development
HD2.01 – explain attachment theory and
describe various strategies that promote attachment in infants and children;
HD2.02 – analyse the role of family
members in emotional and social development;
HD2.03 – analyse the role of peers, youth
workers, and others in the social and emotional development of school-age
children and adolescents, as observed in a real-life setting;
HD2.04 – explain how emotional
intelligence develops throughout childhood and adolescence;
HD2.05 – describe gender differences in,
and cultural influences on, social and emotional development.
Intellectual
Development
HD3.01 – describe key contributions of
brain research to our understanding of human development in early childhood;
HD3.02 – identify and describe universal
infant-stimulation strategies that foster speech and language development
(e.g., repeating sounds, rhyming and word games, modelling correct usage,
point-and-say activities, singsongs, reading aloud);
HD3.03 – describe how brain research
explains the development of literacy and numeracy skills in childhood and
adolescence (e.g., different neural paths, different centres in the brain);
HD3.04 – demonstrate an understanding of
differences in adolescent and adult thinking (e.g., altered perspective that
comes with maturity, longer attention span, multiple intelligences solidified);
HD3.05 – describe theories or research
findings concerning gender differences in intellectual development.
Moral
Development
HD4.01 – demonstrate an understanding of the
different ways in which children and adolescents perceive right and wrong
(e.g., children view right and wrong in terms of reward and punishment;
adolescents have internalized a code of moral behaviour);
HD4.02 – compare how children of different
ages demonstrate moral thinking (e.g., by taking a stand, showing empathy,
recognizing injustice, demonstrating tolerance);
HD4.03 – describe key theories of moral
development (e.g., Kohlberg’s model, Gilligan’s model);
HD4.04 – compare a variety of morality
tales told to children in different cultures.
PRV.01 · explain the role of parents and
youth workers in modelling decision-making skills for children and adolescents,
and in encouraging the development of those skills in the children in their
care;
PRV.02 · demonstrate an understanding of
how the parental responsibility for the nutritional well-being of children and
adolescents is best fulfilled;
PRV.03 · demonstrate an understanding of
strategies that encourage age-appropriate behaviour;
PRV.04 ·
evaluate family-management techniques that promote self-discipline in
children and adolescents.
Responsible
Decision Making
PR1.01 – differentiate between major
decisions (e.g., selection of postsecondary destination) and minor decisions
(e.g., clothing choices) involved in raising children and adolescents;
PR1.02 – demonstrate an understanding of
various models for making informed decisions about children (e.g., the
five-step model, the decision web);
PR1.03 – explain how parents gradually
increase the responsibility of children and adolescents for making informed
decisions (e.g., offer toddlers two choices, offer preschoolers more choices,
allow school-age children to decide for themselves).
Nutritional
Well-Being
PR2.01 – identify and compare the
nutritional requirements of growing children and adolescents (e.g., children
require three servings of dairy foods daily, whereas adolescents require four);
PR2.02 – explain the impact of inadequate
nutrition on student learning, growth, and development (e.g., diminished
concentration);
PR2.03 – identify the nutritional
components of a healthy snack, a school lunch, and a dinner for a child and for
an adolescent;
PR2.04 – describe strategies parents and
youth workers can use to encourage healthful eating in children and adolescents
(e.g., informing them of the nutritional value and effects of various foods);
PR2.05 – identify occupations that
influence the nutritional well-being of school-age children and adolescents
(e.g., menu planners for school cafeterias; dieticians).
Social
Expectations for Behaviour
PR3.01 – demonstrate an understanding, on the basis
of observations made in real-life settings, of social and cultural expectations
for age-appropriate behaviour in school-age children and adolescents (e.g.,
children are expected to be polite and helpful; adolescents are expected to
take on more responsibility, work part-time, complete their studies);
PR3.02 – identify characteristics of appropriate
behaviour within and outside of families (e.g., regressive behaviour can be
acceptable at home but not in public);
PR3.03 – explain strategies for
encouraging and reinforcing appropriate behaviour in a variety of situations
(e.g., modelling, stating expectations, rewarding/awarding), and use these
strategies appropriately in practical settings.
Family
Management
PR4.01 – demonstrate an understanding of
the role of communication in family interaction;
PR4.02 – describe gender differences in
communication patterns (e.g., as noted by Deborah Tannen, communications by
males are more fact-based and less descriptive; those by females indicate an
awareness of “metamessages” and are more descriptive);
PR4.03 – describe techniques for managing
family conflict and sibling rivalry (e.g., family meetings, mediation,
negotiation);
PR4.04 – describe techniques for enabling
and empowering children and adolescents through the development of
self-discipline (e.g., self-control, setting personal limits, self-talk,
anticipating and accepting consequences, taking responsibility).
SCV.01 · analyse the challenges of
balancing work and family;
SCV.02 · demonstrate an understanding of
the role and functions of schooling in our society and in relation to family
life;
SCV.03 · evaluate the influence that the
media have on parents, children, and adolescents;
SCV.04 · explain the role of
social-service organizations in supporting children and families when problems
arise.
Balancing
Work and Family
SC1.01 – identify the issues facing
fathers and mothers who work while raising children (e.g., meal planning, time
management, child-care schedules, care for a sick child on a workday);
SC1.02 – explain the advantages and disadvantages
of various child-care and after-school-care options (e.g., public daycare,
private daycare, latchkey programs);
SC1.03 – demonstrate an understanding of
the effects on children and their families of parents’ working full-time,
part-time, or not at all.
The Role
and Functions of Schooling
SC2.01 – demonstrate an understanding of
the rules and regulations governing schooling that are of concern to parents
(e.g., truancy, busing, codes of conduct);
SC2.02 – explain the role that school
plays in the lives of children of different ages (e.g., teaching social
conventions, providing a peer group and a sense of belonging, fostering
independence);
SC2.03 – compare the role of parents,
teachers, youth workers, and children in formal and informal education (e.g.,
mentoring, monitoring, modelling), on the basis of observations made in school
and community settings.
Media
Influence
SC3.01 – demonstrate an understanding of
the effects that media violence has on children and adolescents (e.g.,
increasing school and peer violence);
SC3.02 – analyse the influences
advertising has on families (e.g., pressure to purchase fad items);
SC3.03 – analyse how families can adapt to
focus on the positive uses of media (e.g., by keeping abreast of current events
through a discussion of daily news stories, by watching educational programming
together).
The Role
of Social Services
SC4.01 – demonstrate an understanding of
individual and family concerns (e.g., violence, poverty, family breakdown,
addiction, death of a family member) that are addressed by agencies in society;
SC4.02 – identify the support and care
options available to parents and siblings when a family member has a physical
exceptionality or is affected by a disease or illness;
SC4.03 – explain the role and function of
family counselling (e.g., short-term and crisis counselling, grief counselling,
relationship counselling);
SC4.04 – identify job opportunities in the
social-service sector that involve helping families.
ISV.01 · use appropriate social science
research methods in the investigation of issues in human development and
parenting of children of all ages;
ISV.02 · compile relevant information and
statistics related to their investigations;
ISV.03 · communicate the results of their
inquiries effectively.
Using
Research Methodologies
IS1.01 – demonstrate an ability to follow
the steps involved in a research investigation independently and in an
organized manner;
IS1.02 – use social science research
methodologies appropriately and ethically (e.g., surveys, interviews,
observation, participatory observation);
IS1.03 – demonstrate an ability to locate
and gather information about human development and parenting from print
materials, such as books, magazines, newspapers, and pamphlets; current
electronic media; and telemedia productions;
IS1.04 – differentiate between research
evidence and opinion.
Communicating
Results
IS2.01 – use techniques for recording
information and key ideas from research appropriately and effectively;
IS2.02 – document sources of information
accurately;
IS2.03 – prepare clear, well-organized,
and thorough reports on interactions with and observations of children in
various settings;
IS2.04 – compile and effectively communicate
information gathered through research in a variety of ways, including written
reports; seminar, poster, or multimedia presentations; and co-operative group
presentations.
Ontario
Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life
of the church and demonstrates an understanding of the centrality of the
Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare of
others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes to the common good.