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Course Profile Parenting and Human Development (HPD4E),
Grade 12, Workplace Preparation, Public
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.
In writing
this Course Profile, the writers for the Public School Board and the writers
for the Catholic School Board collaborated on the sequencing of units, number
of units, timing for the units, and the general organization of the Overall and
Specific Expectations within the clusters. These may be used together to
provide more fulsome support.
There are no
prerequisites for Parenting and Human Development, but the teacher may wish to
survey the students in order to establish prior knowledge with reference to
parenting/care-giving skills and human development, which they may have learned
in previous social science and humanities courses. Many of the concepts in the
Parenting and Human Development course are similar to the concepts in the two
Grade 11 parenting courses, but with a more in-depth approach emphasizing the
school-age child and the adolescent child in conjunction with the workplace. It
is strongly recommended that teachers follow the order in which the units are
presented in this Course Profile because of the sequential nature of the
learning. Often, prior knowledge from previous units and activities is assumed
and required to proceed with the activities. Since this is a Workplace
Preparation course, it begins with parenting as an occupation and how it
relates to parenting/care-giving as a life-long commitment and/or career
choice. Further career connections are made throughout the course. The course
proceeds from human development to family development, responsible parenting,
social structures as they relate to parenting/care-giving and individuals who
work with children, and concludes with a culminating unit. Therefore, the
expectations have been grouped to best meet this perspective. Unit 6, the
culminating unit, requires pre-planning. Social challenges are integrated
throughout the course, thus providing students an opportunity to explore ideas
and to make connections for themselves, with their family, the community, and
society as a whole.
This course
has been designed to prepare students with the knowledge and skills required to
meet the expectations of employers if students plan to enter the workplace
directly following graduation or the requirements for admission for certain
apprenticeships or other training programs. Students should be made aware of
the fact that many of the positions they may be interested in as a future
career, e.g., child and youth care worker or early childhood educator, require
some postsecondary education (e.g., apprenticeships, training programs, or
college programs). Also, some of the positions they might be considering as a
future career could be obtained through the Ontario Youth Apprenticeship
Program (OYAP). The apprenticeship programs currently being offered are: Child
and Youth Worker (CYW), Aboriginal Early Childhood Educator, Early Childhood
Educator (ECE), and the Early Childhood Educator Specialists in
Exceptionalities, which is only granted to an individual who has either the
Aboriginal Early Childhood Educator or Early Childhood Educator Certificate of
Apprenticeship or an ECE Diploma or its equivalent.
Social
science research and inquiry skills are introduced in the unit where they are
first applied and are repeated and developed throughout the course. The Overall
Expectations and Specific Expectations are listed for each unit in the cluster
where they are taught. For the developed unit, the Overall Expectations and the
corresponding Specific Expectations are stated at the beginning of each
activity within the unit. Note: When a specific expectation has more
than one segment, be sure to address only the segment that is being focused on
in that particular cluster/activity. Specific expectations may be repeated
throughout the course to reinforce a particular concept, thus ensuring that
content connections are made throughout the course. Unit 6, which is the
culminating activity, exemplifies this by incorporating the “enduring
understandings” of the course, therefore providing the students with an
opportunity to apply the key concepts/issues of parenting/care-giving and human
development that have been emphasized throughout the course.
Teachers
should review their board policy on equity. They must be sensitive to a variety
of religious beliefs as well as the ethnic and cultural customs of their
students, thus making changes to their teaching/learning strategies to address
the needs of their student population. Similarly, teachers must be sensitive to
the variety of socio-economic levels and family structures within their student
body and be prepared to make adjustments to the learning experiences and
resources as needed. This course deals with many sensitive issues related to
children, families, and society, e.g., parent/care-giver responsibilities as a
lifestyle or career choice, balancing the demands of work and family, impact of
the changing parent/child relationship throughout the life cycle on the family,
the influence that schools and media have on the development of children and
adolescents, benefits of child development and parenting programs as related to
healthy beginnings, etc. Thus, the students’ reactions to these issues must be
anticipated and respected. Teachers should be prepared for potential
disclosures and be prepared to work with school counsellors who may provide
referrals to the appropriate professionals or services within their community.
In conclusion, the roles and the responsibilities that parents/care-givers and
individuals who work with children and adolescents have in ensuring the
well-being of children/adolescents will be addressed.
Prior to the
students being involved in the practical components of this course, whether in
a day care, school classroom, or community setting, proper observation
techniques, appropriate child behaviour guidance techniques, child health and
safety, and the issues of confidentiality need to be thoroughly taught. 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. When the importance of confidentiality issues are taught,
students need to become knowledgeable about the situations wherein they may not
be able to maintain confidentiality due to policies and legislation. It is
essential that students are fully aware of the expectations and the
responsibilities they incur when observing children or job shadowing adults who
work with children. Students are provided with guidelines for research
principles, which include issues such as observation protocol, legislation, and
policies regarding confidentiality, and the administration of
interviews/surveys. Students should be instructed to respect an individual’s
choice to respond to an interview/survey question with “no comment” or “no
response at all” as a valid answer. For clarification of the Cooperative
Education and Other Forms of Experiential Learning Policies and
Procedures for Ontario Secondary Schools 2000 document, it is suggested
that teachers consult their board policy and/or their cooperative education
department with reference to the expectations that are to be followed for
observations and job shadowing. If the teacher decides to incorporate
electronic infant simulators in this course, complete instructions need to be
given along with a demonstration on how to properly care for the electronic
infant simulator while it is in the student’s care. It is recommended that the
safe use of all equipment and materials required for this course be taught
prior to their use.
Although written for
adolescents in Grade 12, this course could be adapted for adult students. While
the practical skills are similar, the content may need to be adjusted to be
relevant to adult learners. The suggested hours for units and activities are
guidelines; teachers may adjust the timelines to meet student, school, and
community needs.
|
* Unit 1 |
Parenting/Care-giving:
Lifestyle and Career Choices |
27 hours |
|
Unit 2 |
Understanding
Human Development: Infancy through Adolescence |
20 hours |
|
Unit 3 |
Understanding
Family Development |
10 hours |
|
Unit 4 |
Responsible
Parenting and Care-giving |
25 hours |
|
Unit 5 |
Social Structures:
Their Impact on Children and Families |
20 hours |
|
Unit 6 |
Culminating
Activity: Parenting as an Occupation: Making Lifestyle and Career Choices |
8 hours |
* This unit is fully
developed in this Course Profile.
Time: 27 hours
Unit Description
In order to examine
the role of parenting, students assess parenting/care-giving as a career and/or
lifestyle choice, be it in the workplace, the home, or as a volunteer in the
community. They focus on parenting the school-age child and adolescent, both
inside and outside the home, while recognizing the shifting responsibilities in
decision-making, intellectual, social, and emotional development. Finally,
students create a Family Studies Career Fair display on occupations as they
relate to parenting and working with school-age children and adolescents.
Unit Synopsis Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Tasks |
|
1.1 6 hours |
FLV.04, HDV.01,
SCV.04, FL4.01, HD1.03, SC4.04 |
Knowledge/ Understanding Communication |
·
Game: “What Is
My Occupation or Volunteer Position?” ·
Card Groupings ·
Class Notes:
“Who Works with Children?” ·
“Working with
Children: Advantages and Disadvantages of Paid Employment and Volunteering” ·
“Working with
Children: Occupations and Volunteer Positions According to Stages and Places
in the Lifespan” ·
Occupations and
Opportunities in the social service sector ·
Guest
Speaker(s) ·
Response Letter |
|
1.2 5 hours |
PRV.01, PRV.02, PR1.01, PR1.02, PR1.03, PR2.05 |
Thinking/ Inquiry Application Communication |
·
Think/Pair/Share
Activity ·
Decision-Making
Activity: Making Major/Minor Decisions ·
“Pass It On
Role Play” Activity ·
Reflection or
Graphic Organizer: Applying Decision-Making Model ·
Visit School
Cafeteria with Presentation by Food Service Manager or Registered Dietician ·
Summary of
Occupations – Re: Nutritional Well-Being ·
“Mystery Box”
Activity Worksheet: “Thinking about Lunches…” |
|
1.3 8 hours |
HDV.01, HDV.02,
SCV.02, ISV.01, ISV.03, HD1.03, HD2.03, SC2.03, IS1.01, IS1.02, IS2.03,
IS2.04 |
Knowledge/ Understanding Application Communication |
·
Parenting
Definition ·
Observation
Research and Data Collection Methods ·
Class
Presentation: Peer Tutor/Teacher Sponsor ·
Student
Observations and/or Job Shadow: · teachers/children in classroom setting · volunteer leaders in community setting · parents and children in real-life settings ·
Observation
Report |
|
1.4 7 hours |
FLV.04, SCV.04,
ISV.01, ISV.03, FL4.02, FL4.03, SC4.04, IS1.01, IS2.04 |
Knowledge/ Understanding Thinking/ Inquiry
Communication Application |
·
Guest
Speaker(s): School Counsellor/Guidance teacher ·
Class Activity:
Develop Template for Career Fair and Assessment Rubric ·
Student
Research ·
Student
Display: Family Studies Career Fair Display |
Time: 20 hours
Unit Description
The focus of this
unit is human development from infancy to adulthood with an emphasis on
children and adolescents. The importance, the challenges, and the strategies
necessary for having a healthy pregnancy, leading to the health of the child
throughout the life cycle are addressed. Social and emotional development from
infancy through adolescence is discussed as well as the impact that gender and
cultural influences have on this development. Students investigate the latest
theories on brain development and their impact on how an infant, a child, and
an adolescent develop speech and language, literacy and numeracy skills, and
the transition from adolescence to adult thinking. As well, gender differences
in intellectual development are researched. Students compare the stages of
moral development as it relates to children and adolescents. They then
demonstrate the various ways children and adolescents perceive right from wrong
in combination with a comparison of the morality tales as told in various
cultures. Students use children’s literature to communicate their understanding
of the issues addressed in this unit.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
2.1 4 hours |
HDV.01, ISV.01,
ISV.03, HD1.01, HD1.02, HD1.03, IS1.02, IS2.04 |
Knowledge/ Understanding
Thinking/ Inquiry Communication |
Prenatal and
Infant Care Linked to Long Term Growth and Development ·
Challenges and
long-term costs connected with health issues during infancy that might be
prevented with proper prenatal and postnatal care ·
Strategies for
healthy pregnancies and optimum birth weights, e.g., prenatal health care,
nutrition, breastfeeding, no smoking, drugs, and alcohol ·
Surveys/interviews:
Comparison of the local prenatal and family support programs in their
community that encourage healthy beginnings. Discussion of the results |
|
2.2 3 hours |
FLV.01, HDV.02,
ISV.01, ISV.03, FL1.03, HD2.01, HD2.02, HD2.04, HD2.05, IS1.04, IS2.04 |
Knowledge/ Understanding Thinking/
Inquiry |
Attachment and
the Effects on Emotional and Social Development in Children and Adolescents ·
Define
attachment theory ·
Patterns in
human development re: attachment ·
Brainstorm
strategies that promote attachment ·
Strategies for
attachment from infancy through adolescence ·
Analyse the role
family members have in emotional and social development ·
Development of
emotional intelligence from childhood through to adolescence ·
Gender
differences and cultural influences affecting one’s emotional development |
|
2.3 6 hours |
HDV.03, ISV.01,
ISV.03, HD3.01, HD3.02, HD3.03, HD3.04, HD3.05, IS1.03, IS1.04, IS2.04 |
Knowledge/ Understanding Thinking/Inquiry |
Brain
Stimulation and its Effects on Intellectual Development ·
Define
intellectual development ·
Key
contributors to brain research and understanding human development in early
childhood. ·
Students do an
Internet search (with teacher guidelines). ·
Infant
stimulation strategies that develop one’s speech and language, e.g., rhyming,
reading aloud ·
Brain research
re: the development of literacy and numeracy skills in children/adolescence ·
Skits to
demonstrate an understanding of how adolescents and adults think differently ·
Theories or
current research regarding gender differences in one’s intellectual
development |
|
2.4 4 hours |
HDV.04, ISV.01, ISV.03, HD4.01, HD4.02, HD4.03, HD4.04, IS1.04, IS2.04 |
Knowledge/
Understanding Application Communication |
Stages of Moral Development ·
Define moral
development ·
Key theorists
of moral development, e.g., Kohlberg and Gilligan ·
Comparison of
how children of different ages demonstrate their moral thinking, e.g., taking
a stand, showing tolerance, etc. ·
Using every day
situations to identify the various ways children/adolescents perceive right
and wrong ·
Discussion of
morality tales, comparison of tales from various cultures ·
For enrichment,
locate storybooks depicting morality tales. Decide how parents/care-givers
could use these stories to help children/adolescents better manage morality
issues. |
|
2.5 3 hours |
ISV.01, ISV.03,
IS1.01, IS1.03, IS2.04 |
Knowledge/ Understanding
Thinking/ Inquiry Communication Application |
Culminating
Activity: Children’s Literature ·
After selecting
an area of interest within this unit, students locate and gather information
about human development and parenting. ·
Choose a
child’s book to symbolize the area of interest being investigated. ·
Presentation of
how the selected book could be used by parents/care-givers to help
children/adolescents with the issues of social, emotional, intellectual,
and/or moral development as well as healthy beginnings for infants ·
For enrichment,
information learned in this unit can be used to write a story to assist
children/adolescents with the issues of social, emotional, intellectual,
and/or moral development as well as healthy beginnings for infants. |
Time: 10 hours
Unit Description
This unit addresses
various family forms and patterns within the family life cycle. As well,
students identify the factors that affect the timing of children in families,
e.g., career goals, financial situation, housing accommodations, cultural
traditions, etc. In addition, they explain the challenges that parents face as
their family patterns change, e.g., crowding, sibling rivalries, stress,
strained resources, etc. Finally, students identify how the changing needs of
families and family members are met throughout the stages of the life cycle.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
3.1 2 hours |
FLV.01, FL1.02, FL1.03 |
Knowledge/ Understanding |
Family Life Cycle: Family Forms and Patterns ·
Identification
of family forms that are present in our society, e.g., nuclear, common-law,
lone-parent, blended, etc. ·
Identification
of patterns, which occur in family development, e.g., beginning family,
expanding family, contracting family, etc. |
|
3.2 2 hours |
FLV.01, ISV.01,
ISV.03, FL1.01, FL1.02, FL1.04, IS1.03, IS2.04 |
Knowledge Understanding Thinking/ Inquiry Communication |
Family Life
Cycle: Stages and Transitions ·
Models of
developmental stages in a family life cycle, e.g., Carter-McGoldrick model,
Meiklejohn model ·
Stages in the
family life cycle, e.g., families with young children, adolescent children,
and adult children ·
Role-play the
adjustments which will need to be made by parents and children as they move
from one stage to the next throughout the family life cycle, including adult
children returning home to live (with or without spouse and children) |
|
3.3 3 hours |
FLV.03, ISV.01,
ISV.03, FL3.01, FL3.02 IS1.03, IS2.04 |
Knowledge/ Understanding Communication |
The Expanding
Family ·
Mind map
factors that influence parents in making the decision to parent, e.g., career
goals, financial situation, cultural traditions, housing, etc. ·
Discuss
challenges that parents may face as their family expands, e.g., crowded
accommodations, sibling rivalries, stress, strained resources, less free time
for themselves and individual members of their family, etc. |
|
3.4 3 hours |
FLV.01, FLV.02,
ISV.01, ISV.02, SV.03, FL1.04, FL2.01, FL2.02, IS1.02, IS1.03, IS2.01, IS2.04 |
Knowledge/ Understanding Thinking/ Inquiry Communication
Application |
Culminating
Activity: Changing Needs of Families Over Time ·
Adjustments
families make as they proceed through the stages of the life cycle ·
Meeting the
needs of families and their members throughout the life cycle ·
Nature of
changes within a couple’s relationship and the parent-child relationship
throughout the life cycle with reference to family form and patterns within
the context of the family life cycle ·
Research and
present information concerning the changing needs of the family |
Time: 25 hours
Unit Description
Being a responsible
parent/care-giver is the focus of this unit. For review, students brainstorm
issues that pertain to responsible parenting/care-giving. Students explore “how”
and “what” parents and caregivers do to provide a healthy environment for their
children and adolescents as well as to encourage them to be responsible members
of society. In addition, students address the following topics as they relate
to children and adolescents: nutritional needs, age-appropriate behaviour, and
communication/conflict resolution skills. The issues that parents/care-givers
face while working are examined in conjunction with being a responsible
parent/care-giver. In conclusion, students interact with primary age children.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
4.1 1 hour |
FLV.01, FLV.02,
FL1.03, FL2.01 |
Knowledge/ Understanding |
Human and
Family Development: Review ·
Requirements
for responsible parenting/care-giving from review of Units 2 and 3 ·
Development of
a “working” definition for responsible parenting/care-giving |
|
4.2 7 hours |
PRV.02, SV.01,
ISV.03, PR2.01, PR2.02, PR2.03, PR2.04 IS1.03, IS1.04, IS2.04 |
Application Communication |
The Importance of
Meeting the Nutritional Requirements of Growing Children and Adolescents ·
Identification
and comparison of nutritional requirements for children/adolescents ·
Identification
of impact of inadequate nutrition on how one learns, grows, and develops,
e.g., diminished concentration ·
Identification
of a healthy snack, school lunch (including a bag lunch), and dinner for a
child/adolescent ·
Cooperative
group presentation depicting healthy meals for children/adolescents. ·
Individually,
students prepare a chart explaining how the foods and amounts selected meet
the requirements for healthy, growing children/adolescents ·
Strategies
parents/care-givers, teachers, and youth workers may use to encourage healthy
eating habits in children/adolescents. ·
If time and
facilities permit, students could prepare a buffet of nutritious snacks for
children/adolescents. Review working in the kitchen, emphasizing health and
safety. Alternatively, bring a nutritious snack for a school-age
child/adolescent keeping in mind food safety. Students compare and explain
their food selections. |
|
4.3 6 hours |
PRV.03, ISV.01, ISV.03, PR3.01, PR3.02, PR3.03, IS1.04, IS2.03 |
Knowledge/ Understanding Thinking/ Inquiry Application |
Age-Appropriate Behaviour: School-Age
Children and Adolescents ·
Appropriate behaviour
for school-age children/adolescents ·
Observations in
real-life settings of social and cultural expectations for age-appropriate
behaviour in school-age children/adolescents ·
Characteristics
of appropriate behaviour, within and outside of families ·
Strategies used
to reinforce appropriate behaviour in various situations, e.g., stating what
is expected, child helps determine consequence, modelling, etc. |
|
4.4 6 hours |
PRV.04, ISV.01,
PR4.01, PR4.02, PR4.03, PR4.04, IS1.04 |
Thinking/ Inquiry Communication |
Communication
and Conflict Resolution – Making it Work for You! ·
Role of
communication in the interactions of family members ·
Gender
differences in communication ·
Techniques
families use to manage family conflict and sibling rivalry, e.g., family
meetings, negotiation, etc. ·
Techniques used
to enable and empower children/adolescents to develop self-discipline, e.g.,
self-control, taking responsibility, etc. |
|
4.5 2 hours |
SCV.01, ISV.01,
SC1.01, IS1.02 |
Knowledge/ Understanding Thinking/ Inquiry
Communication Application |
Issues Facing
Employed Parents ·
Identification
of the “Issues Facing Employed Parents” ·
Students
interview their parents or guardians to discover the issues they have faced
while raising their children and working ·
Comparison of
issues |
|
4.6 3 hours |
PRV.02, PRV.03,
PRV.04, ISV.01, ISV.03, PR2.01, PR2.02, PR3.03, PR4.01, IS1.04, IS2.04 |
Knowledge/ Understanding Thinking/ Inquiry
Communication Application |
Culminating
Activity: Child Interaction ·
Note: For the following activities, kitchen health
and safety and food safety need to be addressed. ·
Note: Food allergies (e.g., peanut butter) and
planning age-appropriate snacks need to be discussed and accommodated. ·
Plan and
prepare a nutritious snack, for a school-age child at the primary level,
e.g., sibling, neighbour, niece, or nephew OR for a primary class
brought into the parenting class OR for delivery to a day care centre. ·
Reflection
explaining why healthy snacks are important for children, and how busy
parents can ensure that they provide nutritious snacks for their children |
Time: 20 hours
Unit Description
In this unit, social
services, which support children and families within the community, are
addressed. Both the positive and negative influence of media on children and
families are investigated. Students explain the role of the school and its
impact on the lives of children. Finally, students develop an appreciation of
the challenges that families have trying to balance family and work on a daily
basis. As a follow-up, students prepare a cooperative group multimedia
presentation.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
5.1 5 hours |
FLV.02, SCV.04,
ISV.01, ISV.03, FL2.03, SC4.01, SC4.02, SC4.03, IS1.02, IS2.04 |
Knowledge/ Understanding Thinking/ Inquiry Communication |
Social Services
Supporting Children and Families ·
Practical
experience in a community setting to determine the role of the community in
meeting needs of families ·
Discuss support
groups available for parents/siblings when a family member is ill, has a
chronic disease, etc. ·
Discuss
concerns that are addressed by social agencies, e.g., violence, poverty,
addictions, death of a family member, etc. ·
Discuss purpose
of family counselling ·
Primary
research to ascertain the services available within the community to meet the
needs of families |
|
5.2 5 hours |
SCV.03, ISV.01,
ISV.03, SC3.01, SC3.02, SC3.03, IS1.04, IS2.04 |
Thinking/ Inquiry |
The Role of
Media: Positive and Negative Influences on Children and Families ·
Analysis of how
families focus on the positive use of media, e.g., educational programs,
current events, etc. ·
Analysis of
effects of media violence on children/adolescents, e.g., increased peer and
school violence ·
Analysis of how
advertising influences families, e.g., purchase of food items, clothing, etc. |
|
5.3 3 hours |
PRV.03, SCV.02,
ISV.01, ISV.03, PR3.01, SC2.01, SC2.02, SC2.03, IS1.03, IS2.04 |
Knowledge/ Understanding Thinking/ Inquiry
Communication |
The Roles That
Schools Play in the Lives of Children and Families ·
Rules and
regulations governing schools that concern parents, e.g., school’s code of
conduct, truancy, etc. ·
Discuss how
schools affect the lives of children at different ages ·
Review
observations made in real-life settings in Unit 1 and Unit 4 to determine the
role schools play in the lives of children at different ages |
|
5.4 3 hours |
SCV.01, SC1.01, SC1.02, C1.03 |
Knowledge/ Understanding Application |
The Balancing Act: Family and Work ·
Review Unit 4 –
issues that face parents/caregivers who work while raising children, e.g.,
child-care schedules, care for a sick child, etc. ·
Identification
of options available for parents for child-care ·
Explanation of
advantages and disadvantages of various child-care and after-school-care
programs ·
Focus on the
effects on children and their families: · if parents work part-time; · if both parents work full-time; · if parents are not working at all. |
|
5.5 4 hours |
ISV.01, SV.02,
ISV.03, IS1.03, IS1.04, IS2.01, IS2.02, IS2.04 |
Knowledge/ Understanding Thinking/ Inquiry
Communication Application |
Culminating
Activity: Multimedia Presentation ·
Investigation
of topic discussed in this unit, e.g., social services supporting
children/adolescents/ families, influences of media, role of schools, or
balancing work and family ·
Multimedia
presentation on the key issues of the topic selected ·
Individual
summary of learnings from the group presentations |
Time: 8 hours
Unit Description
This unit may be
used in place of a written examination or in conjunction with an examination.
The planning and preparation for this unit should start well in advance. The
following is one example of what could be done for a culminating activity.
Another suggestion might be the use of portfolios. The specific expectations
listed below may vary depending on the information the students focus on in
their work. Specific expectations have been repeated throughout the course to
reinforce particular concepts, thus ensuring that content connections have been
made throughout the course. Unit 6, the culminating activity, exemplifies this
by incorporating the “enduring understandings” of the course, thus providing
the students with an opportunity to apply the key concepts/issues of
parenting/care-giving and human development that have been emphasized
throughout the course.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
6.1 8 hours |
FLV.02, FLV.04, HDV.03, PRV.01, SCV.01, ISV.01, ISV.02, ISV.03,
FL2.01, FL4.03, HD3.04, PR1.01, SC1.01, IS1.02, IS1.03, IS1.04, IS2.01,
IS2.02, IS2.03, IS2.04 |
Knowledge/ Understanding
Thinking/ Inquiry Communication Application |
Culminating Activity for the Course: Parenting as an Occupation: Making Lifestyle
and Career Choices ·
Groups collect
information learned throughout the course as well as additional “hands-on”
research to support or refute the information learned thus far, e.g., class
notes, Internet research, interviews/surveys, observations, etc. ·
Individuals
create a booklet, a series of brochures, a video, a webpage or a template,
etc. for Parenting as an Occupation: Making Lifestyle and Career
Choices, to demonstrate understanding of the issues. ·
Information to
include: · decision making; · concerns mothers and fathers have – e.g., balancing work and family; · meeting the needs of children and families; · occupations available – child and/or family; etc. ·
Essay, computer
presentation, or oral presentation on the impact that these issues have had
on their decision-making process with reference to Parenting as an
Occupation: Making Lifestyle and Career Choices. |
There are
times during this course when the teacher will want to reinforce the classroom
learning through practical activities. Several teaching/learning strategies
have been recommended that involve various sectors of the local community to
assist with practical activities. Demonstrations, direct instruction, and
information about specific techniques ensure the student’s safety prior to
involvement in these practical activities. Students need to be aware of the
expectations and responsibilities they have when observing, job shadowing, or
interacting with children. As well, students need to review the proper
techniques required for setting-up, implementing, and administering surveys or
interviews.
Teachers
must also be cognizant of the needs of ESL/ELD students in their classroom and
make appropriate adjustments to their teaching/learning strategies.
As a
Workplace Preparation course, the teaching/learning strategies emphasize the
reinforcement of critical thinking and problem-solving skills as related to the
workplace. Students have the opportunity to continue to improve their ability
to work in teams, consensus build, and respect the opinions and ideas of
others. As well, social science research and independent skills are integrated
throughout the course. A variety of teaching/learning strategies is encouraged
to meet the different learning styles of the students, which enables them to
meet the course expectations and to set the stage for adult learning. Some
examples of strategies that could be used in this course include:
brainstorming, case studies, child observations, class discussion,
collaborative/cooperative learning, computer-assisted learning, demonstrations,
homework, interactions with children, interviews, job shadowing, jig-saw, mind
mapping, note making, presentations, problem-solving strategies and models,
reflective writing, report writing, role-playing, scenarios, simulation games,
skits, social science research, Socratic lessons, student/teacher conferencing,
think/pair/share, and viewing and analysing TV programs and/or videos related
to parenting/care-giving, the workplace, and human development. This list is in
no way inclusive of all of the appropriate teaching/learning strategies
available for teachers to use in the classroom.
It is strongly
recommended that teachers review their school/board policy with reference to
the use of the Internet prior to using the Internet as a teaching/learning
strategy. There are many websites listed as teacher and/or student resources.
While all websites have been thoroughly investigated and were current at the
time of publication, teachers should preview websites prior to student use.
Teachers may also find it 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
The Ontario Curriculum, Grades 9 – 12: Program Planning and Assessment,
2000. The intent of the Achievement Chart for Social Sciences and
Humanities (The Ontario Curriculum, Social Sciences and Humanities, Grades
11 and 12, 2000,
pp.144-145) is reflected within the units of this course.
Students
must be provided with numerous and varied opportunities to demonstrate the full
extent of their achievement of the curriculum expectations, across all four
categories of the achievement chart. Some examples of strategies are:
paper-and-pencil tests, performance tasks, presentations, multimedia
presentations, checklists, research projects, portfolios, verbal feedback,
critiques, formal/informal teacher observations, teacher conferencing, reports,
reflections of observations and day care visits, logs, creation of simulation
games, interviewing community agencies and analysing information, and the
creation of activities for children. Examples of assessment tools are
criterion-referenced checklists, criterion-referenced marking schemes, and
rubrics.
Methods of
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: occurs during learning; ongoing feedback to
the teacher and student about quality of learning and the effectiveness of
instruction.
·
Summative: usually carried out at the end of a learning process;
may include feedback and/or evaluation.
Seventy per cent of the grade will be based on assessments and
evaluations conducted throughout the course. Thirty per cent of the grade will
be based on the final evaluation in the form of an examination, performance
task, essay, and/or another 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 examples: written
examination, oral examination, oral report or presentation, social science
research project, essay, and/or case study application.
In the unit overview
charts provided in this document, the Assessment Categories in bold indicate
the focus of assessment for that cluster of expectations. This does not
preclude assessment in the other areas of the Achievement Chart, but simply
emphasizes some direction for attention to a particular part of the Achievement
Chart category. It is suggested that various means of formative assessment be
used throughout the units to assess all areas of the Achievement Chart in order
to prepare students for success in the culminating activities.
Teachers
should consult a student’s Individual Education Plans (IEPs) for specific
direction on accommodation for individuals and their unique learning
characteristics. For most exceptional students, the learning expectations are
the same as the expectations outlined in the curriculum policy document.
Accommodations such as specialized supports and services will be provided in
collaboration with Special Education staff where available to help students
meet the expectations.
Teachers
need to use the most appropriate methods and materials to help individual
exceptional students achieve the expectations as outlined in their IEPs.
Some examples of
accommodations for students with special needs are as follows: oral testing,
using a scribe for written work, demonstration of a skill, peer tutor,
simplified instructions, flexible timelines, making changes to handouts,
instructions and project guidelines, and enrichment activities. Special
Education teachers are excellent supports in this area, and their expertise
should be sought, where they are available.
A careful
reading of the IEP will lead to understanding of specific recommendations for
instruction and assessment accommodation. Practical experiences and simulations
related to the real world provide opportunities for students to explore and
expand their ability to interact with children on both a professional and
personal level. Teachers should foster a positive atmosphere accepting of the
individual’s uniqueness, values, and needs.
Adaptation
of the course for ESL/ELD students should reflect the knowledge and skills
which these students possess. They may need extra support to acquire basic
literacy skills and academic concepts. Teachers should select resources that
relate to the ESL/ELD curriculum document Strand’s Expectations: writing,
reading, oral and visual communications, and social and cultural competence.
The
resources that may be used for the entire course are listed below. General and
specific resources for the fully developed unit, Unit 1 are listed there;
however, the teacher may find these resources applicable to the other units.
The writers have tried to offer a variety of suggested resources that could be
used in this course. Please cross reference the following resource list with
the resource list in each of the Grade 11 parenting courses. It is not expected
that a teacher would use all of the resources listed.
Units in this Course
Profile make reference to the use of specific texts, magazines, films, videos,
and websites. Teachers need to consult their board policies regarding use of
any copyrighted materials. Before reproducing materials for student use from
printed publications, teachers need to ensure that their board has a Cancopy
licence and that this licence covers the resources they wish to use. Before
screening videos/films with their students, teachers need to ensure that their
board/school has obtained the appropriate public performance videocassette
licence from an authorized distributor, e.g., Audio Cine Films Inc. Teachers
are reminded that much of the material on the Internet is protected by
copyright. The copyright is usually owned by the person or organization that
created the work. Reproduction of any work or substantial part of any work on
the Internet is not allowed without the permission of the owner.
Ministry of Education
Choices
into Action: Guidance and Career Education Program Policy for Ontario
Elementary and Secondary Schools, 1999.
Ontario
Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.
The
Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000
The Ontario
Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000.
Baker, Linda
L., P. Jaffe, and K. Moore. Understanding the Effects of Domestic Violence:
A Trainer’s Manual for Early Childhood Educators. London,
Ontario: Centre for Children and Families in the Justice System, Government of
Ontario. ISBN 1-8959953-12-X
Bennett,
Holly and Teresa Pitman. Steps and Stages from 6 to 8: The Early School
Years. Toronto: Key Porter Books, 1998. ISBN 1550139746 (Paperback)
Fox, Mem. Reading
Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever.
New York: Harcourt, Inc., 2001. ISBN 0-15-601076-3
Gardner,
Howard. Frames of Mind: The Theory of Multiple Intelligences. New York:
Basic Books, 1993.
ISBN 0-465-02509-9
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
Jenson, Eric. Teaching
with the Brain in Mind. Alexandria, Virginia USA: Association for
Supervision and Curriculum Development, 1998. ISBN 0-87120-299-9
Cunningham,
Mary, Eva Meriorg and Laura Trysenaar. Parenting in Canada Today. Irwin
Publishing Ltd., Toronto, Canada, 2003. ISBN 07725 29434
Erwin,
Cheryl and Rosalyn Ducky. Positive Discipline for Preschoolers.
Rockland, California: Prima Rib, 1995. ISBN 1-555-958-497-1
Decker,
Celia Anita. Children: The Early Years. Tinley Park, Illinois: The
Goodheart-Wilcox Company, Inc., 2000. ISBN 1-56637-559-2
Hacker,
Diane. A Canadian Pocket Style Manual. Scarborough, Ontario: Nelson
Canada, 1995.
ISBN 0-17-604879-0
Harper,
Mark, et al. Quality Assessment: Fitting the Pieces Together. The
Educational Services Committee OSSTF, 1999. ISBN 0-920930-47-6
Herr, Judy. Working
with Children. Tinley Park, Illinois: The Goodheart-Willcox Company, Inc.,
1998.
ISBN 1-56637-387-5
Herr, Judy. Working
with Children: The Observation Guide. South Holland, Illinois: The
Goodheart-Willcox Company, Inc., 1990. ISBN 0-87006-734-6
Herr, Judy. Working
with Children: The Teacher’s Resource Guide. Tinley Park, Illinois. The
Goodheart-Willcox Company, Inc., 1998. ISBN 1-56637-390-5
Klein, Diane
M. and Deborah Chen. Working with Young Children from Culturally Diverse
Backgrounds. Scarborough, Ontario: Nelson Thomson Learning (Delmar
Publishers), 2001.
ISBN 0766821063
Langlois,
Christine. Raising Great Kids 6 to 12. Toronto: Canadian Living
Telemedia Communications Inc., 1999. ISBN 0345398793
Langlois,
Christine. Understanding Your Teen Ages 13 to 19. Toronto, ON, Canada:
Canadian Living Telemedia Communications Inc., 1999. ISBN 0345398807
Martin, Sue.
Take a Look: Observation and Portfolio Assessment in Early Childhood,
2nd ed. Don Mills, Ontario: Addison-Wesley, Longman, Ltd., 1999. ISBN
0-201-39602-5
McKay, Gary D., J. McKay, D. Eckstein, and S.
Maybell. Raising Responsible Kids in a Rude World: Teaching Your Children
the Power of Mutual Respect and Consideration. California: Prima
Publishing, 2001. ISBN 0-7615-2811-3
Morrish, Ronald G. Secrets of Discipline: 12
Keys for Raising Responsible Children. Ontario: Woodstream Publishing,
1997. ISBN 0-9681131-0-9
Phelan,
Thomas. 1-2-3 Magic: Effective Discipline for Children 2-12. Child
Management, 1996.
ISBN 0963386190
Rosser,
Caroline Sprang. Planning Activities for Child Care: A Curriculum Guide for
Early Childhood Education. Tinley Park, Illinois: The Goodheart-Willcox
Company, Inc., 1998. ISBN 1-56637-428-6
Ryder,
Verdene. Parents and Their Children. Tinley Park, Illinois: The
Goodheart-Willcox Company, Inc., 2000. ISBN 1-56637-518-5
Sheedy-Kurcinka,
Mary. Raising Your Spirited Child. New York: Harper Collins Publishers,
1998.
ISBN 0-06-016361-5
Shore,
Kenneth. Keeping Kids Safe: A Guide for Parents of Toddlers and Teens – and
All the Years in Between. New Jersey: Prentice Hall Press, 2001. ISBN
0-7352-0214-1
Tannen, Deborah. I
Only Say This Because I Love You: How the Way We Talk Can Make or Break Family
Relationships Throughout Our Lives. New York: Random House, 2001. ISBN
0-679-45601-5
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
Profiling
Canada’s Families II. Canada:
Vanier Institute of the Family, 2000. ISBN 0-919520-71-5
Periodicals/Articles
(see Unit 1 and websites for a complete bibliographic annotation)
“Adolescence”
(13 to 18 years old) (Fact Sheet #9) –
http://www.cfc-efc.ca/docs/vocfc/00000799.htm
Carol
Gilligan – “Notes on In a Different Voice” – http://www.acypher.com/BookNotes/Gilligan.html
“Developmental
Stages, Theories of” (Kohlberg)
– http://www.findarticles.com/cf_dls/g2699/0000/2699000096/p1/article.jhtml
“Emotional
Growth through Musical Play” – http://www.cfc-efc.ca/docs/cccf/00001205.htm
“Enhancing
Language Skills in Four- and Five-Year-Olds”
– http://www.cfc-efc.ca/docs/cccf/00001046.htm
“Facing TV
Violence: A 3-Lesson Unit for Primary and Junior Ages”
– http://www.cfc-efc.ca/docs/mnet/00001164.htm
“Family
Decisions About Television” – http://www.cfc-efc.ca/docs/mnet/00001062.htm
“Executive
Summary: Nutrition for Healthy Term Infants” (Health Canada)
– http://www.hc-sc.gc.ca/english/media/releases/1998/9825ebk2.htm
“Helping
Children Respect and Appreciate Diversity” (Resource Sheet #35)
– http://www.cfc-efc.ca/docs/cccf/rs035_en.htm
“Kohlberg’s
Theory of Moral Reasoning”
– http://www.findarticles.com/cf_dls/g2699/0000/2699000096/p1/article.jhtml
“Literacy
Development in Young Children” – http://www.cfc-efc.ca/docs/cccf/00000049.htm
“Managing TV
– Strategies for Different Ages” – http://www.cfc-efc.ca/docs/mnet/00001064.htm
“Middle
Childhood” (6 – 12 yeas old) – http://www.cfc-efc.ca/docs/vocfc/00000798.htm
“Privacy
Playground: The First Adventures of the Three Little Cyberpigs”
– http://www.cfc-efc.ca/docs/mnet/00001178.htm
“Protecting Your Children from Online
Predators” – http://wwwcfc-efc.ca/docs/mnet/00001239.htm
“Television
Violence: A Review of the Effects on Children of Different Ages”
– http://www.cfc-efc.ca/docs/mnet/00001068.htm
“Understanding Children’s
Behaviour: The Key to Effective Guidance”
– http://www.cfc-efc.ca/docs/cccf/00009_en.htm
Federated Women’s
Institutes of Ontario, Guelph,
Ontario
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.
Baby’s
First Years. (Meridian
Educational Corporation) McIntyre Media Inc., 2000. #700412-61R2
Baby
Steps: Adjusting to Parenthood.
(Meridian Educational Corporation) McIntyre Media Inc., 2000. #700416-61R2
Beginning
the Journey…Child Development from One to Three. (Meridian Educational Corporation) McIntyre
Media Inc., 2000. #700413-61R2
Bullying:
You Don’t Have to Take It Anymore. (Human Relations Media) McIntyre Media Inc., 2001. #600230-61R2
Early
Adulthood: Cognitive Development.
(Magna Systems, Inc.) McIntyre Media Inc., 1999.
#520017-61R2
Exploring
and Learning. (Magna Systems,
Inc.) McIntyre Media Inc., 2001. #520036-61R2
Exploring
Healthy Relationships. (Human
Relations Med.) McIntyre Media Inc., 2001. #600239-61R2
Five and
Six Year Olds. (Learning Seed)
McIntyre Media Inc., 2002. #200136-61R2
Help Your
Child Make Good Decisions. (Sunburst) McIntyre Media Inc., 2000. #ST0926-21R2
How Boys
and Girls Differ: The First Six Years. (Learning Seed) McIntyre Media Inc., 2002.
#200135-61R2
Identifying
and Responding to Trauma in Children 0 to 5 Years Old. (Magna Systems, Inc.) McIntyre Media Inc.,
2001. #520031-61R2
Keys to
Quality Infant and Toddler Care.
(Magna Systems, Inc) McIntyre Media Inc., 2001.
#520038-61R2
Precious
Minds – Nurturing Literacy in the Early Years. Kiwanis Club of Ottawa, 2000.
– http://www.preciousminds.org
Raising
Responsible Children.
(Sunburst) McIntyre Media Inc., 2000. #ST2661-21R2
Sensory
and Art. (Magna Systems, Inc.)
McIntyre Media Inc., 2001. #520036-61R2
Student
Workshop: Building Good Relationships. (Sunburst) McIntyre Media Inc., 2001. #ST4114-21R2
Teen-Adult
Conflict: Working It Out.
(Sunburst) McIntyre Media Inc., 1998. #ST2630-21R2
What Is
Childhood Trauma? (Magna
Systems, Inc.) McIntyre Media Inc., 2001. #520028-61R2
Why You
Buy: 21st Century Advertising.
(Learning Seed) McIntyre Media Inc., 2001. #200137-61R2
Winning at
Parenting…Without Beating Your Kids. (Barbara Coloroso) Littleton, Colorado: Pannonia International Film,
1989. Kids Are Worth It!, Post Office Box 621108, Littleton, Colorado, 80162
USA. Phone 1-800-729-1588
The URLs for the websites were verified by the writers prior to
publication. Given the frequency with which these designations change, teachers
should always verify the websites prior to assigning them for student use.
ABC’s of Parenting –
http://www.abcparenting.com/
Association for Supervision and Curriculum
Development ASCD – http://www.ascd.org
Attachment
Theory – http://www.psyche.tvu.ac.uk/attachment
BC Council
on Families – http://www.bccf.bc.ca
Bright
Futures – http://www.brightfutures.org/
Canada’s
Food Guide to Healthy Eating
– http://www.hc-sc.gc.ca/hppb/nutrition/pube/foodguide/index.html
Canadian
Council on Social Development – http://www.ccsc.ca
Canadian
Home Economics Association – http://www.chea-acef.ca
Canadian
Institute of Child Health – http://www.cich.ca
Canadian
Living: Your Family Magazine – http://www.canadianliving.com
Canadian
Paediatric Society – http://www.cps.ca
Chatelaine Magazine
– http://www.chatelaine.com
Childcare
Resource and Research Unit – http://www.childcarecanada.org
Centres for
Families, Work and Well-Being – http://www.uoguelph.ca/cfww
Centre for
Health Promotion – http://www.utoronto.ca/chp/
Child
Development Website – http://www.idealist.com/children/cdw.htm/
Child
Welfare League – http://www.cwla.org/
Child and
Family Canada – http://www.cfc-efc.ca/
Early
Childhood Care and Education in Canada –
http://www.childcarecanada.org/pt98/on/on.htm
Early Years
Study (207 pages) – http://www.childsec.gov.on.ca
Electronic
Library Canada (need to be a member) – http://www.elibrary.ca/
Families and
Work Institute – http://www.familiesandwork.org
Find
Articles – http://www.findarticles.com/cf_dls/P1/index.jhtml
Health
Canada – http://www.hc-sc.gc.ca/
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
I Am Your
Child – http://www.iamyourchild.org
Invest in
Kids – http://www.investinkids.ca/
Lawrence
Kohlberg –
http://www.findarticles.com/cf_dls/g2699/0001/2699000195/p1/article.jhtml
Magna
Systems, Inc. – http://www.magnasystemsvideos.com
McIntyre
Media Inc. – http://www.mcintyre.ca
Ministry of
Community and Social Services – Child Care Programs - http://gov.on.ca/CSS
National
Council of Women of Canada – http://www.ncwc.ca/
National
Library of Canada – http://collection-n/c-bnc.ca/e-coll-e/index-e.htm
Ontario Children’s Secretariat – http://www.childsec.gov.on.ca/
Ontario Home Economics Association –
http://www.ohea.on.ca
Ontario Family Studies Home Economics
Educators’ Association – http://www.ofsheea.ca
Ontario Family Studies Leadership Council –
http://www.ofslc.org
Ontario Human Rights – http://www.ohrc.on.ca
Ontario
Publications – http://www.publications.gov.on.ca
Parent-Child
Relationships – http://www.hc-sc.gc.ca/hppb/familyviolence/pdfs/parelpar.pdf
Parent Soup
– http://www.parentsoup.com/
Parenting Me
– http://www.parentingme.com/
Robin Lane
Press (books for today’s parents) – http://www.robinslane.com
Save The
Children: Canada – http://www.savethechildren.ca
Scholastic
Parent & Child: The Learning Link Between Home & School
– http://www.scholastic.com/smartparenting/parentandchild/index.htm
Sunburst –
http://www.SUNBURST.com
Tannen,
Deborah (work on gender differences in communication)
– http://www.georgetown.edu/faculty/tannend/
The Canadian
Children’s Book Centre – http://www.bookcentre.ca/
The Canadian
Dietetic Association – http://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 United
Nations Human Rights Charter – http://www.unhchr.ch
The Vanier
Institute of the Family – http://www.vifamily.ca
The Vanier
Institute of the Family: Transition Magazine – http://www.vifamily.ca/tm/tm.htm
Today’s
Parent – http://www.todaysparent.com
UNICEF –
http://www.unicef.ca
Voices for
Children – http://www.voices4children.org/
Young
Children – http://www.cfc-efc.ca/docs/ccf/rs031_en.htm
Zero to Three –
http://www.zerotothree.org/
The Parenting and Human Development course of
study is part of the Social Sciences and Humanities curriculum policy document.
It is designated as a Workplace Preparation course with a set of expectations
that are suitable for students preparing to go directly to the workplace or to
an apprenticeship or other training program. The practical aspect of the
Parenting and Human Development course provides 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. To meet the
requirements of the Ontario Secondary School Diploma, students can use this
course as an additional compulsory credit, or as one of their twelve optional
credits.
This Workplace Preparation course allows
students to broaden their knowledge of working and living with children.
Through a variety of learning activities, students will have many opportunities
to further develop their research, critical thinking, communication,
interpersonal, and practical skills. In learning to critically analyse issues
that deal with working and living with children, students need to be mindful of
social justice issues which are prevalent in our society, thus preparing them
to contribute actively in society by promoting a just, equal, and compassionate
environment for all.
Students also have the opportunity to enhance
their computer knowledge and skills, e.g., Internet usage, word processing,
creation of graphs, etc., as they use their social science research skills to
complete class assignments and projects. Students may elect to create
multi-media presentations.
The Parenting and
Human Development course explores aspects of various careers/volunteer
positions as they relate to parenting/care-giving and children/adolescents;
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 have taken the Grade 10 Careers course and are
in a Teacher Advisory Program, teachers should investigate cross-curricular
situations. Teachers should advise students in the Parenting and Human
Development course of how they might apply the theory and practical
applications they have learned in class through a Cooperative Education
experience. Students who intend to pursue a higher education in programs such
as child and youth care, early childhood education, and midwifery may want to
have some experience in a real-life setting. Many of the positions may require
some postsecondary education, which could be obtained through participating
colleges and the Ontario Youth Apprenticeship Program (OYAP).
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.