Course Profile Parenting and Human Development (HPD4E), Grade 12, Workplace Preparation, Public

Unit 1: Parenting/Care-giving: Lifestyle and Career Choices

Time: 27 hours

Activity 1.1 | Activity 1.2 | Activity 1.3 | Activity 1.4

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.

Strand(s) & Learning Expectations

Strand(s): Stages of Family Life, Human Development: Self and Others,
Personal and Social Responsibilities, Social Structures and Social Challenges,
Research and Inquiry Skills

Overall Expectations: FLV.04, HDV.01, HDV.02, PRV.01, PRV.02, SCV.02, SCV.04, ISV.01, ISV.03.

Specific Expectations: FL4.01, FL4.02, FL4.03, HD1.03, HD2.03, SC2.03, SC4.04, PR1.01, PR1.02, PR1.03, PR2.05, IS1.01, IS1.02, IS2.03, IS2.04.

Unit Planning Notes

The teacher should:

· be prepared to demonstrate the concept that group work in this unit is an integral part of functioning well in a workplace setting;

· make arrangements for guest speaker(s); (Activities 1.1, 1.2, 1.3, 1.4)

· collect information on locally accessible prenatal or family support programs that encourage healthy beginnings; (Activity 1.1)

· collect classified sections from daily/weekly papers that describe jobs in the social service sector; (Activity 1.1)

· collect materials for “mystery box”; (Activity 1.2)

· make preliminary contacts for student observations/job shadowing; (Activity 1.3)

· ensure students are aware of proper observation/job shadowing techniques/protocol and the issues of confidentiality; (Activity 1.3)

· review school policy with reference to school field trips (observations/job shadowing); (Activity 1.3)

· find a poem or story to introduce activity; (Activity 1.4)

· arrange meeting with guidance counsellor; (Activity 1.4)

· reserve library/resource centre and computer lab; (Activity 1.4)

· review school policies on computer/Internet use (safety/censorship); (Activity 1.4)

· be sensitive to the gender, ethno-cultural, and religious diversity within the class in the selection and preparation of resources;

· consider accommodations that are required to meet the needs of exceptional students (IEP) and ESL/ELD students.

Resources

Print

Bennett, Holly and Teresa Pitman. Steps and Stages from 6 to 8:The Early School Years. Toronto: Key Porter Books, 1998. ISBN 1550139746 (Paperback)

Bergmann, Carolyn. Are You Losing Control? The Common Sense Guide to Parenting Teens. North Delta, B.C.: Crackling Communications, 2000. ISBN 0968629709

Bibby, Reginald W. Canada’s Teens: Today, Yesterday, and Tomorrow. Toronto: Stoddart, 2001.
ISBN 0773761810 (Paperback)

Cunningham, Mary, Eva Meriorg and Laura Trysenaar. Parenting in Canada Today. Irwin Publishing Ltd., Toronto, Canada, 2003. ISBN 07725 29434

Langlois, Christine. Raising Great Kids 6 to 12. Toronto, ON, Canada: 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

Ryder, Verdene. Parents and Their Children. Tinley Park, Illinois: The Goodheart-Willcox Company, Inc., 2000. ISBN 1-56637-518-5

Websites

Parenthood.com – http://www.parenthood.com/

Today’s Parent – http://www.todaysparent.com

Activity 1.1: Working with Children

Time: 6 hours

Description

This activity introduces the diverse possibilities that exist in working with children. From the perspectives of who, when, and where, students examine career, volunteer, and/or lifestyle choices including job opportunities in the social service sector. Students concentrate on understanding the differences between working with older children and adolescents and working with young children.

Strand(s) & Learning Expectations

Strands: Stage of Family Life, Human Development: Self and Others,
Social Structures and Social Challenges

Overall Expectations

FLV.04 - evaluate job opportunities that involve working with older children and families at different stages of the family life cycle;

HDV.01 - demonstrate an understanding of the link between healthy prenatal and infant development and long-term growth and development;

SCV.04 - explain the role of social-service organizations in supporting children and families when problems arise.

Specific Expectations

FL4.01 - explain the differences between volunteer positions and occupations involving children and adolescents;

HD1.03 - compare locally accessible prenatal and family-support programs that encourage healthy beginnings, and identify the role of volunteers and employees in such programs, on the basis of observation or job shadowing;

SC4.04 - identify job opportunities in the social-service sector that involve helping families.

Prior Knowledge & Skills

· Experience in group cooperative and collaboration skills

· Writing and literacy skills

· Role-playing skills

· Problem-solving skills

· While not a prerequisite, an understanding of child growth and development would be helpful.

Planning Notes

The teacher should:

· prepare name cards as per description in Appendix 1; (T/L S 1, 2)

· prepare student worksheets; (T/L S 3, 4, 8, 9)

· prepare Socratic lesson; (T/L S 4)

· prepare overview on lifespan development using pictures, textbook, or overhead transparency;
(T/L S 7)

· choose activities for overview on child growth and development consistent with students’ abilities and based on their prior knowledge and experience; (T/L S 8)

· collect a pamphlet, video, poster, government insert, or newspaper article that encourages healthy beginnings (e.g., Healthy Mothers, Healthy Babies) and that is representative of the social service sector; (T/L S 10)

· collect coloured markers and assorted classified sections of daily and/or weekly newspapers that contain job opportunities in the social service sector that involve working with children and families; (T/L S 10)

· invite a panel of speakers who demonstrate a variety of child-related paid and volunteer positions available in the community including those related to healthy prenatal and infant development;
(T/L S 11)

· prepare assessment tools. (T/L S 4, 9, 13)

Teaching/Learning Strategies (T/L S)

1. Students play “What Is My Occupation or Volunteer Position?” which is an adaptation of the mixer game that uses name cards taped or pinned to a person’s back. For this adaptation, name cards consist of a variety of positions and occupations (hockey coach and speech/language therapist, etc.) that involve working with children. Students circulate among classmates asking closed questions to discover their identities. As students discover who they are, their cards are attached to the board, wall, or bulletin board to form a collage of positions and occupations (Appendix 1).

2. Using small packages of cards similar to those used for the introduction, students work in small groups and arrange the cards according to groupings of their choice (careers in the home, careers involving young children, careers that require a certain education path, careers that take place out of doors, etc.). The teacher leads a debriefing session as to the reasons for the groupings chosen before directing students to regroup the cards, this time into the following groupings: Volunteer Positions or Occupations. Where students feel both groups to be possible, ask them to write these on blank cards and add the cards to the appropriate group. In summarizing the session, students should understand the nature and extent of opportunities that exist in working and volunteering with children and adolescents.

3. Students title their notes, “Who Works with Children,” and list the assortment of opportunities according to the categorized groups (Volunteer Positions, Occupations).

4. The teacher presents a Socratic lesson on the role of the volunteer in today’s society and compares the role of volunteering to paid employment. Using an organizer (see example below), students list the advantages and disadvantages of paid employment and volunteering in working with children and adolescents.

Working with Children:
Advantages and Disadvantages of Paid Employment and Volunteering

Paid Employment		Volunteering
Advantages	Disadvantages	Advantages	Disadvantages

5. As a class, students reassess their original lists to make changes or add other volunteer positions of their choice.

6. After examining the variety of positions that involve working with children, students have a round table discussion on “Where Does the Role of the Parent Fit – Volunteer, Occupation, or Lifestyle Choice?” concluding with an oral summary from each group regarding their discussion.

7. The teacher presents a quick overview of life span development: Stages of life – young children (1-5 years: infant, toddler, preschooler), school-age child (6-12 years) and adolescents (13-19 years).

8. Students further ascertain and demonstrate their knowledge and understanding of growth and development at different stages of life: young children, school-age children, and adolescents.

The numbers of suggested activities for this overview are dependent upon the student’s abilities, prior knowledge, and experiences; they might include the following:

· appropriate video(s) with accompanying organizers and discussion;

· role plays using bags of props provided by the teacher;

· completion charts using textbook resources;

· collages or information posters;

· anagrams for each stage.

9. Using the previous lists of who works with children (T/L S 3), students work in small groups to complete individual charts that show different occupations and volunteer opportunities at various times and places in the early stages of life.

Working With Children:
Occupations and Volunteer Positions According to Stages and Places in the Lifespan

Occupation/ Volunteer Position	Stage of Life (Infant, Toddler, Preschooler, School-Age, Adolescent)	Places
Daycare owner/ Operator	Infant Toddler Preschooler School-age	In home Attached to work centre Private business
Camp counsellor	School-age Adolescent	YMCA summer camp Sports camp Camp for children with special needs
Art therapist	Preschooler School-age Adolescent	Children’s hospital Group home

10 The teacher presents a pamphlet, video, poster, government insert or newspaper article that describes a locally accessible prenatal or family support program that encourages healthy beginnings, e.g., Healthy Mothers, Healthy Babies. Students, based on their observations of the chosen resource, identify where volunteers and employees specifically work in these types of programs, e.g., social worker, child care volunteer, etc. Students copy a teacher-produced note that explains the term “social service sector.” The teacher then distributes assorted classified sections from daily/weekly newspapers. Students work in pairs to identify other job opportunities specific to the social service sector that involve helping families. These opportunities may be circled using coloured markers and listed as examples under the teacher-produced note.

11. In preparation for an invited panel of community speakers who will further discuss working with children at various stages and in various settings and programs, students brainstorm possible questions for the speakers and then prepare a list of questions for the speakers under the following subheadings:

· developmental needs of infants and children;

· worker’s role/volunteer’s role;

· training required to work or volunteer in this situation.

Note: The teacher may need to prompt students to ensure that a complete list of questions has been compiled. Alternatively the teacher may pose the question, “Supposing you had an opportunity to interview people who work with children of various ages; What questions might you want to ask them about their work?” Invited panel makes presentations to the class.

12. The teacher facilitates a class discussion using the broad definition for parenting: Parenting is a process of raising a child. Students need to realize that the process of raising children, e.g., the skills, knowledge and attitudes, must be learned, developed, and practised by a wide range of people including parents, caregivers, volunteers, and related occupations in a variety of ages and stages of growth and development.

13. Students write a letter to the teacher in response to the question: “What job and/or volunteer opportunities, which involve helping families, do you see for yourself now and in the future?”

Assessment & Evaluation of Student Achievement

Product	Tool	Purpose	Categories of Achievement Chart
Working with Children: Advantages and Disadvantages of Paid Employment and Volunteering (T/L S 4)	Criterion-Referenced Checklist	Formative	Knowledge/ Understanding Communication
Working with Children: Occupations and Volunteer Positions According to Stages and Places in the Lifespan (T/L S 9)	Criterion-Referenced Checklist	Formative	Knowledge/ Understanding Communication
Response Letter – “What job and/or volunteer opportunities, which involve helping families, do you see for yourself now and in the future?” (T/L S 13)	Criterion-Referenced Marking Scheme	Summative	Thinking/Inquiry Application Communication

Accommodations

· Alternative assessment/evaluation arrangements in the form of an oral report to the teacher may be appropriate for some students.

· Students who require such accommodation may use a graphic organizer instead of a letter format.

· For student enrichment, students may chair the panel presentation.

· For student enrichment, individual students may research and present findings on locally accessible prenatal and family support programs that encourage healthy beginnings.

· Alternatively, these students may be charged with the responsibility of inviting a public health nurse or an individual to present information on the types of programs and opportunities that exist in the community.

Resources

Plue, L., W. Pulmer, and C. Karakokkinos. Careers Today and Tomorrow. Toronto: Irwin Publishing, 2000. ISBN 0-7725-2852-7

Websites

Canada’s Youth Information – http://www.youth-jeunesse.ca/

Charity Village – http://www.charityvillage.com

Child and Family Canada – http://www.cfc-efc.ca/

Family Service Canada – http://www.cfc-efc.ca/fsc/

Government Reports – http://www.onreport.gov.on.ca

Human Resources Development Canada: Youth Initiatives
– http://www.youth.hrdc-drhcgc.ca/common/home.shtml

International Year of Volunteers Ontario – http://www.iyvontario.on.ca

National Survey of Giving, Volunteering and Participating – http://www.nsgvp.org

Ontario March of Dimes (Marching Mothers) – http://www.dimes.on.ca

The National Youth in Care Network (NYICN) – www.youthincare.ca

The Whole Child ABC’s of Child Development Birth Through Age Five
– http://www.pbs.org/wholechild

Volunteer Canada – http://www.volunteer.ca

Appendices

Appendix – Listing of Positions and Occupations That Involve Working with Children.
(Unit 1, Activity 1.1, T/L S 1)

Activity 1.2: The Process of Parenting Inside and Outside the Home

Time: 6 hours

Description

Students continue to examine the changing role of parenting, as children grow to be school age and then adolescents. The relevance of decision making becomes a central focus in this examination of parenting both in the home with family members, and outside the home in related career occupations. Key to this central focus is the gradual transferring of responsibilities from parents to their children as they become more independent. Occupations that influence the nutritional well-being of school-age children and adolescents are addressed. An exemplary field trip to the school cafeteria is suggested, which links the shifting responsibilities for adolescents and explores possible career choices for working with children.

Strand(s) & Learning Expectations

Strand(s): Personal and Social Responsibilities

Overall Expectations

PRV.01 - explain the role of parents and youth workers in modeling 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.

Specific Expectations

PR1.01 - differentiate between major decision and minor decisions involved in raising children and adolescents;

PR1.02 - demonstrate an understanding of various models for making informed decisions about children;

PR1.03 - explain how parents gradually increase the responsibility of children and adolescents for making informed decisions;

PR2.05 - identify occupations that influence the nutritional well-being of school-age children and adolescents.

Prior Knowledge & Skills

· Knowledge of brainstorming technique

· Knowledge of Canada’s Food Guide to Healthy Eating and age-appropriate recommendations

· Skills in role-playing and presentation techniques

· Experience in group cooperative and collaboration skills

· Some knowledge and practical application of decision-making models will be helpful.

Planning Notes

The teacher should:

· obtain chart paper and markers; (T/L S 1, 2)

· prepare a Socratic lesson on one or more decision-making models; (T/L S 3)

· prepare student worksheet for “Pass It On” activity; (T/L S 4)

· prepare follow-up activity; (T/L S 5)

· arrange for a presentation in the school cafeteria with the food service manager or alternatively, invite a professional home economist, registered dietitian, or other food service professional to be a guest speaker. This presentation should focus on how the needs of adolescents are met and on how buying decisions are influenced. Speakers should also address the training and regulations that are required to work in the food and nutrition areas of schools, day cares, etc.; (T/L S 6)

· prepare “mystery boxes” with collections of food pictures, empty boxes, and containers, etc. Mystery boxes may be designed with alternative tasks such as clothing purchases and care or household chore assignments; (T/ L 8)

· prepare worksheet “Thinking about Lunches…” or similar assignment using clothing purchase and care or household chore assignments; (Appendix 3, (T/L S 9)

· prepare assessment tools. (T/L S 5, 7, 9)

Teaching/Learning Strategies (T/L S)

1. Students think/pair/share, decisions that a parent must make both occasionally and on a regular basis in the role as parent, e.g., purchase of groceries, preparation of meals, setting curfew times, assisting with homework, delegating household chores, purchasing and caring for clothing, allowances, games and toys, vacation plans, telephone and computer time, television viewing, etc. Note: Student discussions might include factors, e.g., family structures, family belief systems, and ethno-cultural and socio-economic issues, which might cause variations in the decision-making process. Student groups summarize their lists on chart paper.

2. Using the list and coloured markers, students differentiate between major decisions and minor decisions in the parenting role, e.g., helping a youngster to choose a school destination path versus determining how to get home from the basketball game.

3. The teacher presents a Socratic lesson on one or more decision-making models.

4. Students participate in a “Pass It On Role Play” activity. Working in small groups, students begin designing role-playing scenarios by first choosing a major or minor decision that parents typically make, and then creating the characters, and the setting for the role-play. The scenario is then passed to another group of students, who further develop and role play for the class the application of a decision-making model. The teacher needs to ensure that both major and minor decisions are demonstrated and that each scenario is debriefed in terms of the decision-making model, e.g., problem identified, possible actions, consequences, etc.

Decision-Making Role Play
A decision made by parents: Circle: A major decision A minor decision
Design the characters for the role play: (Give the name(s) of the parent(s), and child(ren), ages, personalities, etc.)	Design the scene for the role play: (Describe the details for the situation that the parents are faced with in their parental role.)
Discuss possible alternatives. After evaluating the advantages and disadvantages for each alternative, decide on the best solution and role-play for the class.

5. As a follow-up, students write a reflection on how their role in the “Pass It On Role Play” fits into the decision-making process including their ability to make decisions using a decision-making model. Alternatively, students complete a graphic organizer (see Appendix 2) to demonstrate an understanding of the decision-making model in a future parenting related decision. Reflections or organizers are assessed using a criterion-referenced checklist with anecdotal comments.

6. The teacher links the decision-making model to everyday decisions that students make, e.g., what to eat. The teacher arranges for a visit to the school cafeteria and a presentation by the food service manager or the food service provider to identify how this occupation influences the nutritional well-being of adolescents and the food choices and decisions they regularly make away from parental supervision and influence. Alternatively, a professional home economist, registered dietician, or other food service professional may be invited to make presentations.

7. Further to the presentation, students brainstorm other occupations which influence the food choices and nutritional well-being of school-age children and adolescents, e.g., food producers, advertisers, teachers, childcare workers, professional home economists, coaches, etc. Students summarize five occupations which influence the nutritional well-being of school-age children and adolescents.

8. Students participate in a “mystery box” activity. Working in pairs, students are given the task of preparing a nutritious lunch for a 10-year-old child using the contents of the “mystery box,” which includes an assortment of food pictures, empty boxes or containers, etc. In designing the lunch, groups should use Canada’s Food Guide to Healthy Eating to consider the age and stage of the child, and his/her needs in terms of growth and development. The container, food safety, and anything else that might support child development should be addressed. In the second part of the activity, students are directed to change the design of the lunch to make it acceptable for a 16-year-old. The teacher leads students in analysing the different needs of children and adolescents and thus the different roles and decisions for parents, e.g., providing more food, choosing foods that meet the growing needs of adolescents, allowing children to become more independent in selecting and preparing food, etc.

9. Students complete the worksheet: Thinking about Lunches… (Appendix 3) which analyses how daily responsibilities and decisions such as food choices gradually shift from being a parental responsibility to a personal one. A similar worksheet could be designed for clothing purchases and care, etc.

Assessment & Evaluation of Student Achievement

Product	Tool	Purpose	Categories of Achievement Chart
Reflection or Graphic Organizer – Applying Decision-Making Model (T/L S 5)	Criterion-Referenced Checklist	Formative	Application
Summary of Occupations – Re: Nutritional Well-Being (T/L S 7)	Anecdotal Comments	Formative	Knowledge/ Understanding
Worksheet – Thinking about Lunches… (T/L S 9)	Criterion-Referenced Checklist	Summative	Thinking/Inquiry

Accommodations

· Consideration may be given for pair arrangements to meet the needs of all students.

· For enrichment, students may prepare an actual school “bag” lunch at home for a school-age child or adolescent and bring it in for evaluation.

· For enrichment, students simulate a cafeteria experience in the classroom for another class of students or one invited guest per class member. Students set-up a buffet of nutritious food choices suitable for adolescents. This activity is contingent upon the availability of kitchen labs and funds.

Resources

Company’s Coming for Kids – Lunches Eat In – Take Out. Edmonton, Alberta: Company’s Coming Publishing Limited. 1998. ISBN 1-896891-36-5

Periodicals

Ziwica, Kristine. “Smart Foods.” Parenting (Special Edition Fall 1999): 91

Associations/Organizations

Health Canada – Focus on Children – Six to Twelve Years

Dairy Farmers of Ontario – Food picture cards

Public Health Dietitian – Contact local Health Unit to obtain nutrition-related resources

Videos

Growing Up in Video World: Media and the Developing Child. (Learning Seed) McIntyre Media Inc., 2001. #200128-61L1 (closed captioned)

Help Your Child Make Good Decisions. (Sunburst) McIntyre Media Inc., 2000. #ST0926-21R2

Websites

Canadian Living – http://www.canadianliving.com

Canada’s Food Guide to Healthy Eating
–http://www.hcsc.gc.ca/hppb/nutrition/pube/foodguide/index.html

Dairy Farmers of Ontario – http://www.milk.org/milk.htm

Dietitians of Canada – http://www.dietitians.ca

Food Safety Network – http://www.eatwelleatsafe.ca

Healthy Eating and Youth – http://www.canadian-health-network.ca/1youth.html

Helping Healthy Eating Come to Life – http://www.teach.nutrition.org

Munchies: Eating Well on a Student Budget – http:/www.ualberta.ca/HEALTHINFO/eat.htm

Ontario Home Economics Association – http://www.ohea.on.ca

Smart Eating for Kids – http:/www.canoe.ca/Health/children.html

The Best Diet for Kids 6-12 – http:/www.hc-sc.gc.ca/english/lifestyles/food_nutr.html

Appendices

Appendix 2 – The Decision-Making Model (Unit 1, Activity 1.2, T/L S 5)

Appendix 3 – Thinking About Lunches… (Unit 1, Activity 1.2, T/L S 9)

Activity 1.3: Expanding the Parenting/Care-giving Role Through
Observation Studies

Time: 8 hours

Description

Students expand their knowledge of the parenting role by observing strategies and techniques that are used by professionals, volunteers, peers, and parents to enhance children’s learning and social and emotional development. As a result of their observations, students prepare a report that compares and contrasts the strategies and techniques viewed.

Strand(s) & Expectations

Strand(s): Social Structures and Social Challenges, Human Development Self and Others,
Research and Inquiry Skills

Overall Expectations

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;

SCV.02 - demonstrate an understanding of the role and functions of schooling in our society and in relation to family life;

ISV.01 - use appropriate social science research methods in the investigation of issues in human development and parenting of children of all ages;

ISV.03 - communicate the results of their inquiries effectively.

Specific Expectations

HD1.03 - compare locally accessible prenatal and family-support programs that encourage healthy beginnings, and identify the role of volunteers and employees in such programs, on the basis of observation or job shadowing;

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;

SC2.03 - compare the role of parents, teachers, youth workers, and children in formal and informal education, on the basis of observations made in school and community settings;

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;

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.

Prior Knowledge & Skills

· Note-taking skills

Planning Notes

The teacher should:

· locate an appropriate poem or story for the introduction; (T/L S 1)

· prepare instructions for student experiential learning experiences (observation assignments), stressing the purpose and methods of observation research, acceptable protocol, safety issues involving children, and issues of confidentiality in data collection. Videos, textbook exercises or presentations by professionals may be used to provide more information (e.g., principals, learning coordinators, etc.); (T/L S 2)

· prepare a lesson on data collection methods used in observation research; (T/L S 3)

· plan observation research assignment; (T/L S 4)

· clarify the Cooperative Education and Other Forms of Experiential Learning Policies and Procedures for Ontario Secondary Schools 2000 document and consult their school board policy and/or their Cooperative Education teacher, principal and/or guidance/counselling department for permission forms and other required administration work as well as the expectations to be followed for observations, job shadowing and field trips; (T/L S 5, 6, 7, 8)

· plan to reinforce the importance of confidentiality during the experiential learning experiences;
(T/L S 5, 6, 7, 8)

· plan real-life experiences. The activity suggests an observation research assignment where students observe a classroom teacher, peer tutor in a formal (school) setting, volunteer leader, and a parent in an informal (community, home or family) setting. Although the expectations state real-life settings for the observations, it may be necessary to show appropriate videos and/or movie clips as an alternative for the observation settings suggested. The observation involving a peer tutor may be optional depending upon availability within the school. Whether some or all of the observation research is completed during school time or after school will be dependent upon accessibility, the school community, etc.; (T/L S 5, 6, 7, 8)

· allow for preparing and editing observation report if time permits; (T/L S 9)

· create an awareness of how various cultures use social services available within their community.

Teaching/Learning Strategies

1. The teacher prefaces lesson by reviewing the definition for parenting (the process of raising a child); and linking the definition to the idea that the growth and development of children is influenced by their environment, i.e., parents, caregivers, teachers, coaches, etc. A poem or appropriate story could be used to reinforce this concept. Note: Student discussions might include sensitive issues and topics, e.g., family structures, family belief systems, and ethno-cultural and socio-economic issues, etc. The teacher explains that in order to understand how children are influenced by their environment, students will participate in an observation research assignment.

2. The teacher explains the purpose and methods of observation research, detailing appropriate protocol, health and safety issues involving children and issues of confidentiality in data collection. Alternatively or in conjunction, videos or textbook exercises may be used, or presentations by experienced professionals such as principals, learning coordinators, etc. may be given.

3. The teacher presents a lesson which outlines data collection methods used in observation research, e.g., narrative (e.g., running records, anecdotal records), checklists, and rating scales. The distinction between objective recording and subjective reporting should be stressed.

4. Students review assignment and plan for their observation study. Data collection forms may need to be developed. A pre-arranged observation plan and other permission forms as determined by the teacher, e.g., approval from teachers, schools, community leaders, and/or parents to observe and record information, need to be completed. Strategies for intellectual, social and emotional development may need clarification. Note: Teaching/Learning Strategies 5, 6, 7, and 8 are suggested observations, which provide students the opportunity to analyse the role of peers, youth workers, and others in the social and emotional development of school-age children and adolescents and to compare the roles of parents, teachers, youth workers, and children in formal and informal situations.

5. Students observe and/or job shadow a teacher and children in a classroom, or another formal setting, noting techniques and strategies that teachers, day care workers, etc., use to enhance student intellectual development as well as social and emotional development, e.g., visual aids, communication skills, hands on applications, group work tasks, etc. This research and data collection may be completed during another high school class while observing a teacher or through a pre-arranged field trip to an area elementary school.

6. The teacher invites a peer tutor and/or the teacher advisor of a peer-tutoring program to make a presentation to the class, outlining the expectations of the program and the qualitative and quantitative results of such programs (re: intellectual, social and emotional development). The required training of such volunteers should also be explained in terms of previously taught strategies used in working with children and adolescents. Students may or may not be able to observe peer tutors at work with students. Students record collected data from this second observation.

7. For their next observation, students observe and/or job shadow a volunteer leader of their choice in an informal community setting. Examples include Scouting/Guiding, 4H, the “YMCA –– YWCA,” youth groups, team sports, music and drama groups, etc. Students observe strategies that are used to enrich intellectual, social, and emotional development of children, e.g., listening skills, behaviour modification, practical activities, etc. This observation needs to be completed outside of class time.

8. For their final observation, students observe and/or job shadow parents and children in a real-life setting to determine effective strategies used by parents that enhance children’s intellectual, social and emotional development. This observation is to be arranged outside of class time. As an alternative, students may view videos to collect data.

9. Using the data collected from their observations, students prepare a written report on their observations comparing and analysing the roles played in formal settings, e.g., teachers in classrooms, and informal settings (e.g., peer tutors, volunteer leaders and parents), and noting strategies that are used to enhance learning and social and emotional development (Appendix 4).

Assessment & Evaluation of Student Achievement

Product	Tool	Purpose	Categories of Achievement Chart
Observation Report (T/L S 9)	Criterion-Referenced Checklist with Anecdotal Comments	Summative	Thinking/Inquiry Communication Application

Accommodations

· An alternative evaluation arrangement in the form of an oral report to the teacher may be appropriate for some students.

· Video clips and movies may be alternate forms of study for students who have limited access to real-life situations, or who have difficulties in these settings.

· Strategies for observation should be very specific, and therefore, easy for the students to detect.

· The use of word processors with spelling and grammar checks should be encouraged.

· For enrichment, students could observe more teachers, volunteers, or parents to enhance research methodology.

Resources

Beaty, Janice. Observing Development of the Young Child. Columbus, Ohio: A Bell & Howell Company, 1986. ISBN 0-675-204089-03

Duke, Marshall and Sarah Duke. What Works with Children: Wisdom and Reflections from People Who Have. Atlanta: Peachtree, 2000. ISBN 1561452009

Faber, Adele and Elaine Mazlish. How to Talk So Kids Can Learn at Home and in School. New York, New York: Fireside, 1996. ISBN 0-684-82472-8 (Paperback)

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

Sears, William and Martha Sears. The Attachment Parenting Book. Boston: Little, Brown and Company, 2001. ISBN 0-316-77809-5

Stephens, Karen. The Child Care Professional. New York, New York: Glencoe McGraw-Hill, 1999.
ISBN 0-02-642878-4

Videos

Child-Centered Curriculum. (Magna Systems, Inc.) McIntyre Media Inc., 2001. #520035-61R2

Mentoring. (Meridian Educational Corporation) McIntyre Media Inc., 2000. #930031-61R2

Websites

YMCA-YWCA of Guelph – http://www.guelph.com

YMCA Canada – http://www.ymca.ca

YWCA Canada – http://www.ywca.ca

4H Ontario – http://www.4-hontario.ca

Big Brothers and Sisters of Canada – http://www.cfc-efc.ca

The Aboringal Youth Network – http://www.ayn.ca

The Council of Canadian Child and Youth Care Associations –

http://www.geocites.com/NapaValley/3650/CCCYCA.html

William Sears, M.D., and Martha Sears, R.N. – www.SearsParenting.com
– www.AskDrSears.com

Appendices

Appendix 4 – Sample Framework for Observation Research Assignment

(Unit 1, Activity 1.3, T/L S 5, 6, 7, 8)

Appendix 5 – Criterion Referenced Checklist: Observation Research Assignment
(Unit Assignment 1, Activity 1.3, T/L S 5, 6, 7, 8)

Activity 1.4: Culminating Activity – Family Studies Career Fair Display

Time: 7 hours

Description

Students, in consultation with their guidance department, prepare a Family Studies Career Fair display for their peers and school community. The display features occupations that relate to families at different stages of the life cycle, those in the social service sector, helping families in general, and those who work with older children and adolescents.

Strand(s) & Learning Expectations

Strand(s): Stages of Family Life, Social Structures and Social Challenges, Research and Inquiry Skills

Overall Expectations

FLV.04 - evaluate job opportunities that involve working with older children and families at different stages of the family life cycle;

SCV.04 - explain the role of social-service organizations in supporting children and families when problems arise;

ISV.01 - use appropriate social science research methods in the investigation of issues in human development and parenting of children of all ages;

ISV.03 - communicate the results of their inquiries effectively.

Specific Expectations

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;

SC4.04 - identify job opportunities in the social-service sector that involve helping families;

IS1.01 - demonstrate an ability to follow the steps involved in a research investigation independently and in an organized manner;

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.

Prior Knowledge & Skills

· Knowledge and skills in research and Internet use

· Skills in art and layout design will be useful in display presentations

Planning Notes

The teacher should:

· locate name cards used in first activity (T/L S 1);

· meet with the guidance and school counsellors in advance regarding the culminating assignment to gain their support and resources for the project (T/L S 3);

· invite guest speaker – school counsellor/guidance teacher (T/L S 3);

· arrange for an appropriate setting for the Family Studies Career Fair displays. This may be the guidance or resource centre, the school or community library, the local community centre, the school cafeteria, or a school hallway. The place should allow for table space and free movement of people. Timing will be important so that students can staff their displays in order to answer questions, etc., Other classes may be invited to attend during class time (T/L S 3);

· become familiar with the websites and other materials available for career searches, etc. (T/L S 5);

· pre-determine how careers will be selected to ensure that a variety are chosen and course expectations are met (T/L S 5);

· arrange for computer lab facilities and word processing programs, etc.; (T/L S 5)

· prepare assessment tool (T/L S 6).

Teaching/Learning Strategies

1 Using name cards from Activity 1.1, students review possible occupations that relate to working with school-age children and adolescents. Some cards may be eliminated; others may be added based on the discussion and activities throughout the unit.

2. The teacher explains culminating assignment: Students prepare a Family Studies Career Fair Display based on occupations that relate to families at different stages of the life cycle, those in the social service sector, helping families in general, and those who work with older children and adolescents. Displays should be targeted to peers and the school community.

3. The teacher invites school counsellor/guidance teacher to explain to the class the components of a display resource that would be most useful for students. This teacher may also suggest possible resources that students would find helpful in the preparation of their display.

4. Class decides on a consistent template, e.g., Job Description, Working Conditions, Expected Wages, Education and Training Required, to use with respect to the occupations that relate to families at different stages of the life cycle; those in the social service sector, which help families; and those that relate to working with older children and the adolescent. They also assist in the development of the assessment rubric. Students should base their research on Canadian information only.

5. Students select, research, and prepare for the Family Studies Career Fair Display using computer resources and career centre information, construction paper, pictures, display boards, props, etc.

6. Students present their displays in a setting conducive to peers and/or the community, e.g., school library, guidance and resource centre, cafeteria, etc. Alternatively, the display may be held in a nearby library, community centre, etc. If an elementary school and a day care are within walking distance to the display, students may extend an invitation to them.

7. Students are evaluated using a rubric.

Assessment & Evaluation of Student Achievement

Product	Tool	Purpose	Categories of Achievement Chart
Student Display: Family Studies Career Fair Display (T/L S 6)	Rubric	Summative	Knowledge/Understanding Thinking/Inquiry Communication Application

Accommodations

· Pairing students to accommodate special needs may be beneficial.

· Resources may be collected in folders to assist students with special needs.

· For enrichment, students may interview workplace individuals. Student interview questions should be approved according to board policy.

Resources

Humphries, Judith. Careers Working with Children and Young People. London: Kogan Page, 1992.
ISBN 0749419288

Websites

Career Gateway-Occupational Descriptions – http://www.edu.gov.on.ca/eng/career/descrip.html

Bridges.com – North America’s leading provider of career and educational planning solutions
– http://www.bridges.com/jobs/job_main.htm

Career Cruising.com – The inside story on careers – http://www.careercruising.com

Canadian Youth Foundation – http://www.cyf.ca

Career Circuit – http://www.thcircuit.org

Career Parent Magazine – http://www.careerparent.com

Cool Jobs Canada – http://www.cooljobscanada.com

Kids Help Phone/Kids Help Foundation – http://kidshelp.sympatico.ca

National Occupation Classification (NOC) and Career Handbook – Human Resources and Development Canada (HRDC) – http://www.worklogic.com:81/noc/

Ministry of Education – Career Gateway – http://www.edu.gov.on.ca/eng/career

Youth Employment Information – http://www.youth.gc.ca/indexe.shtml

Appendices

Appendix 6 – Rubric for Culminating Activity: Family Studies Career Fair Display
(Unit 1, Activity 1.4, T/L S 6)

Appendix 1

Listing of positions and occupations that involve working with children
(Activity 1.1, T/L S 1)

Note: This is only a sample list.

Home daycare provider	VON family support worker/volunteer
Daycare owner/operator	Librarian
Babysitter	Youth worker with religious organization
Nanny	Parks and recreation leader
Retailer of children’s toys and games	YMCA/YWCA youth worker
Brownie, Guide, Scout, Beaver, etc. leader	Dietician
4H leader	Art therapist
After school care provider	Grief counsellor
Camp counsellor	Social worker
Day care worker	Music therapist
Teacher	Probation officer
Early childhood educator	Hockey (Soccer, Baseball, etc.) coach
Storyteller	Big Sister/Big Brother
Parent and Foster parent	Resource teacher
Speech/language therapist	Addiction counsellor
Parent educator	Paediatric nurse
Music teacher	Food service manager

Appendix 2

The Decision-Making Model

Activity 1.2, T/L S 5

Identify the exact decision to be made: (e.g., Our grade 8 child doesn’t particularly like school. How will we help him/her choose his/her next step wisely?)

List the possible alternatives: (e.g., investigate programs at area high schools)	(e.g., investigate apprenticeship opportunities)	(e.g., arrange for psychological testing)	(e.g., arrange a tutor)
State the pros for each alternative:
State the cons for each alternative:

Select the best alternative and take action:

Evaluate the results and take responsibility for the consequences:

Appendix 3

Thinking About Lunches…

Unit 1, Activity 1.2, T/L S 9

THINKING ABOUT LUNCHES
WHEN I WAS… WHO MADE MY LUNCH? WHAT DID I EAT?
	…TWO years old …FOUR years old …SIX years old …TWELVE years old …SIXTEEN years old
Who makes my lunch now? What do I usually eat? List other responsibilities that have changed over the course of your life, e.g., choosing the clothing you wear, managing money, mode of travel, etc. What have these changes meant in terms of your parents and other caregivers? How have roles and responsibilities shifted?

Appendix 4

Sample Framework for Observation Research Assignment

Activity 1.3, T/L S 5, 6, 7, 8

Purpose: Students observe a variety of people in their roles as teachers, community leaders and parents in formal (school) and informal (community and home) settings to determine strategies that are used to enhance learning and social and emotional development of school-age children and adolescents.

Task: Students collect data during four ½ - ¾ hour observation studies according to the following framework. It is recommended that the teacher approve the observation plan in advance.

Students complete their rough notes for each observation, using an Observation Research Assignment Data Collection sheet. Data will then be summarized and the findings compared and analysed in a written report. If appropriate, students present their findings to the teacher in a conferencing format.

Sample Framework for Observation Research Assignment Data Collection
Setting: Place ______________________ Address _______________________________________ Time ______________________ Date __________________________ Contact Person ____________________________ Telephone Number __________________ People being observed – Adult ___________________ Children _______________________ Other Information ____________________________________________________________
Strategies:	Example(s) Observed:
Tone of voice by adult/reaction by children
Effects of body language
Listening skills
Discipline techniques
Meeting special needs
etc.

Appendix 5

Criterion-Referenced Checklist: Written Report for Observation Research Assignment

Activity 1.3, T/L S 5, 6, 7, 8

Categories/Expectations	Criteria	Level 1	Level 2	Level 3	Level 4
Knowledge/Understanding - compare the role of parents, teachers, youth workers, and children in formal and informal education, on the basis of observations made in school and community settings	- compares the roles of parents, teachers, youth workers, and children as observed in various settings
- compare locally accessible prenatal and family-support programs that encourage healthy beginnings, and identify the role of volunteers and employees in such programs, on the basis of observation or job shadowing	- compares and identifies the role of volunteers and employees in prenatal and family-support programs as a result of observations or job shadowing
Thinking/Inquiry - 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	- analyses the roles individuals play in the social and emotional development of school-age children and adolescents as observed
Communication - prepare clear, well-organized, and thorough reports on interactions with and observations of children in various settings	- prepares clear, well-organized report summarizing the four observations
- compile and effectively communicate information gathered through research in a variety of ways…	- compiles and communicates information with clarity

Note: Teachers may wish to convert this checklist to a rubric by adding criteria in the “level” columns using language parallel to the achievement chart.

Appendix 5 (Continued)

Categories/Expectations	Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Application - demonstrates an ability to follow the steps involved in a research investigation independently and in an organized manner	- able to conduct observation research - completes individual observation report using data collected
- uses social science research methodologies appropriately and ethically	- uses objective recording methods

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Teacher’s Comments/Next Steps: Level: ______

Appendix 6

Family Studies Career Fair Display: Rubric for Culminating Activity

Activity 1.4, T/L S 6

Categories/ Expectations	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding - identify job opportunities in the social service sector that involve helping families - demonstrate an understanding of the training and knowledge required to work in occupations involving older children and adults	- identifies job opportunities in the social service sector, working with children/ families with limited effectiveness - demonstrate a limited understanding of the training and knowledge required to work in occupations involving older children and adults	- identifies job opportunities in the social service sector, working with children/ families with some effectiveness - demonstrate some understanding of the training and knowledge required to work in occupations involving older children and adults	- identifies job opportunities in the social service sector, working with children/ families with considerable effectiveness - demonstrate considerable understanding of the training and knowledge required to work in occupations involving older children and adults	- identifies job opportunities in the social service sector, working with children/ families with thorough effectiveness - demonstrate thorough understanding of the training and knowledge required to work in occupations involving older children and adults

Appendix 6 (Continued)

Categories/ Expectations	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Thinking/ Inquiry - summarize the results of an investigation into occupations relating to families at different stages of the life cycle	- limited use of research skills to summarize results of research into occupations for families at different stages of the life cycle	- some use of research skills to summarize results of research into occupations for families at different stages of the life cycle	- considerable use of research skills to summarize results of research into occupations for families at different stages of the life cycle	- thorough use of research skills to summarize results of research into occupations for families at different stages of the life cycle
Communication - compile and effectively communicate information gathered through research in a variety of ways	- compile and effectively communicate information gathered through research in a variety of ways with limited effectiveness	- compile and effectively communicate information gathered through research in a variety of ways with some effectiveness	- compile and effectively communicate information gathered through research in a variety of ways with considerable effectiveness	- compile and effectively communicate information gathered through research in a variety of ways with thorough effectiveness
Application - demonstrate an ability to follow the steps involved in a research investigation independently and in an organized manner	- demonstrate limited understanding and ability to follow the steps involved in a research investigation independently and in an organized manner	- demonstrate some understanding and ability to follow the steps involved in a research investigation independently and in an organized manner	- demonstrate considerable understanding and ability to follow the steps involved in a research investigation independently and in an organized manner	- demonstrate a thorough understanding and ability to follow the steps involved in a research investigation independently and in an organized manner

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Teacher’s Comments/Next Steps: Level: _______

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