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Course Profile Child Development and Gerontology (TPO4C),
Grade 12, College Preparation, Public
Course Overview
This course helps
students understand the stages of development and needs of children and the
elderly. Students will master the fundamental skills required to meet these
needs, acquire an awareness of legislation governing the care of children and
of elderly people who require support of supervision, evaluate social and
recreational activities for children and the elderly, and assess available
facilities. Students will also examine career paths in child and geriatric
care, the impact of technological developments on products and services, and
health and safety laws.
·
Students identify
career options and receive insight into skills required for a variety of
related professions in the health care industry.
·
It is recommended
that there be an experiential component to this course. Students gain knowledge
of careers in this area through volunteer work, cooperative education, and job
shadowing.
·
The teacher
addresses health and safety concerns as they pertain to the health care
industry.
·
The activities
provide opportunities for students to engage in both practical activities and
research.
·
The expectations
are assessed in accordance with the four areas identified in the Achievement
Chart (Knowledge/Understanding, Communication, Thinking/Inquiry, Application)
found in the Technological Education policy document.
·
The teacher uses
a wide range of teaching/learning strategies and provisions.
·
This course
provides for many cross-curricular opportunities in subjects such as Science,
Biology, Health, and Physical Education.
|
Unit 1 |
Developmental
Stages and Needs of Children |
35 hours |
|
Unit 2 |
Activities,
Programs, and Government Legislation Pertaining to the Care and Well-being of
Children |
20 hours |
|
* Unit 3 |
Life Stages and
Needs of Older Adults |
35 hours |
|
Unit 4 |
Activities,
Programs, and Government Legislation Pertaining to the Care and Well-being of
Older Adults |
20 hours |
* This unit is fully
developed in this Course Profile.
Time: 35 hours
Unit Description
Students learn about
the stages of child development, and identify the importance of physical,
psychological, social, spiritual, and cognitive well-being and how these
components are interrelated. Current myths and theories are explored. Students
acquire theoretical knowledge and learn practical applications to maintain
children’s well-being and health needs (e.g., skin care, health assessment,
infection control, and safe practices). Students also investigate various
career opportunities and educational requirements at the postsecondary level.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1.1 |
TFV.01, TF1.01,
TF1.02, TF1.03 |
Knowledge/Understanding |
Theories, stages
and myths of child development |
|
1.2 |
TFV.02, TF2.01,
TF2.02, TF2.03, TF2.04, TF2.05, IC1.02, SP1.08, SP1.09 |
Knowledge/Understanding |
Needs of children |
|
1.3 |
TFV.02, TF2.06,
TF2.07, TF2.08 |
Knowledge/Understanding |
Nutritional needs |
|
1.4 |
TFV.02, SPV.01,
SP1.02, SP1.03, SP1.04, SP1.05, SP1.06, SP1.07, SP1.08, IC3.01, IC4.01,
IC4.02 |
Knowledge/Understanding |
Careers in
childcare |
Time: 20 hours
Unit Description
Students learn how
the care and well-being of children is maintained through programs, activities,
government services, and legislation. Students identify, evaluate, and create
games, toys, and other stimulating activities that meet physical,
psychological, cognitive, spiritual, and social developmental needs, as well as
programs and services that improve the quality of life. Careers in childcare
are identified, and education and training requirements are explored.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
2.1 |
TFV.03, TF3.01,
TF3.02, TF3.03, TF3.04, TF3.06, TF3.07 |
Knowledge/Understanding |
Activity programs |
|
2.2 |
TFV.04, TF4.01,
TF4.02, TF4.03, ICV.01, ICV.02, ICV.03, ICV.04, IC1.01, IC1.03, IC1.04,
IC1.05, IC2.01, IC2.02 |
Knowledge/Understanding |
Health and safety
of children |
|
2.3 |
TFV.03, SPV.02,
SP2.01, SP2.02, SP2.03 |
Knowledge/Understanding |
Programs and care
services |
|
2.4 |
TFV.03, ICV.05,
IC3.03, IC4.01, IC4.02 |
Knowledge/Understanding |
Careers in
childcare |
Time: 35 hours
Unit Description
Students acquire the
knowledge to assess the needs of the elderly and their cognitive, physical,
emotional, and social abilities to maintain and/or improve the quality of their
lifestyles and life stages. Issues addressed include later stages of the family
life cycle according to different theorists, myths about aging, health and
recreational requirements, health promotion, and necessary fundamental skills.
Using the theoretical foundation from this unit, students will demonstrate
standard practices and techniques that assess and address specific needs of the
elderly.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
3.1 |
TFV.01, TFV.02,
TF1.01, TF1.02, TF1.03 |
Thinking/Inquiry |
Stages of older
adulthood |
|
3.2 |
TF2.01, TF2.02,
TF2.03, TF2.04, TF2.05, TF2.06, TF2.07, TF2.08, SP1.08, SP1.09 |
Thinking/Inquiry |
Health promotion
for the elderly |
|
3.3 |
SPV.01, SP1.01,
SP1.02, SP1.03, SP1.04, SP1.05, SP1.06, SP1.07, SP1.08, SP1.09, ICV.02,
IC1.01 |
Thinking/Inquiry |
Fundamental skills
for care givers |
Time: 20 hours
Unit Description
Students learn about
and evaluate activities, programs, and government legislation designed to meet
the needs of the elderly and improve their quality of life. Students explore
the role of society in caring for the elderly and the impact of the expanding
aging population on society. Topics include health and safety, government
legislation and regulations, technological developments and their impact,
careers, education, and training.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
4.1 |
TFV.03, TFV.04,
TF3.01, TF3.02, TF3.03, TF3.04, TF3.05, TF3.06, TF3.07 |
Thinking/Inquiry |
Meeting needs of
older adults |
|
4.2 |
TFV.03, TFV.04,
SPV.02, SP2.01, SP2.02, SP2.03 |
Thinking/Inquiry |
Programs and
services |
|
4.3 |
ICV.01, ICV.02,
IC1.01, IC1.03, IC1.04, IC1.05 |
Thinking/Inquiry |
Health and safety
factors |
|
4.4 |
ICV.03, IC2.0I, IC2.02 |
Knowledge/Understanding |
Role of society in caring for the elderly |
|
4.5 |
ICV.04, IC3.01,
IC3.02, IC3.03 |
Thinking/Inquiry |
Effects of
technology on the lives of older adults |
|
4.6 |
ICV.05, IC4.01,
IC4.02 |
Thinking/Inquiry |
Education,
training and career opportunities |
|
Teaching/Learning
Strategies Brainstorming
– group generation of
initial ideas expressed without criticism or analysis Buddy
System – linking of students
for peer/cross-age support Case
Study – investigation of
real and simulated issues Teacher-directed
Class Discussion – active
participation of students by taking turns while discussing current issues Collaborative/Cooperative
Learning – small group
learning providing high levels of student engagement and interdependence Computer-assisted
Learning – learning of new
material or review/reinforce material previously learned Conferencing/Discussion – student-to-student discussion and
teacher-to-student discussion to encourage confidence and motivation in all
learners Problem
Solving – model for helping
students to identify and work through a problem using a prescribed process
involving a number of steps Independent
Study – exploration and
research of a topic of interest to students Journal
Writing – the practice of
expressing ideas, experiences, questions, reflections, personal understanding,
or new learning in written form on a regular basis Report/Presentation
– verbal, visual, and
written presentation of a researched topic to the class or in the community Research – model of investigation Teaching/Learning Strategies Socratic
Lesson – verbal presentation
of information by the teacher; Just-in-time
Teaching – theoretical
material that is presented to the student at the appropriate stage of the
project; Exemplar - model or a sample of student work to
provide the standard toward which students are aiming. |
Assessment
Strategies Paper-and-Pencil
Tests ·
Ongoing quiz,
self/peer rubric ·
Final
evaluation of unit (rubric, tests) Performance
Assessment ·
Research
project ·
Assigned
exercises ·
Log/journal
entries ·
Presentations ·
Finished
product Personal
Communication · Conferencing · Student-teacher · Teacher-group Self- /peer
assessment · Daily log/journal · Ongoing verbal feedback · Critique self/peer Teacher
Observation · Formal/informal Reflection · Self- /peer assessment · Log/journal/portfolio Assessment
Tools ·
Checklists ·
Marking schemes ·
Project
specification sheets ·
Rubrics ·
Anecdotal
comments with suggestions for improvement |
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 a final evaluation in the
form of an examination, performance, essay, and/or other summative evaluation
tools.
Diagnostic – occurs at the beginning of the term or unit
of study, or at any point during the course when information about prior
learning is useful;
Formative – occurs during the learning process and
provides ongoing feedback to the teacher and student about the quality of
learning and the effectiveness of instruction;
Summative – carried out at the end of the course.
Specifically,
assessment/evaluation techniques may include the following:
·
communication
through journals and classroom presentations;
·
self-assessment
rubrics;
·
student-teacher
conferencing;
·
written tests;
·
formal and
informal observation;
·
performance
assessment rubrics;
·
reflective
learning including self-assessment;
·
learning logs;
·
peer assessment
rubrics.
Teachers should consult individual student IEPs for specific direction on accommodation for individuals. Various accommodations may be made throughout the program to assist students.
Possible accommodations may include:
·
one-on-one
teaching/conferencing;
·
adaptation of
handouts and timelines;
·
peer tutoring;
·
the use of
alternative activities, assessment/evaluation techniques, and instructional
strategies;
·
adaptation of
physical structures;
·
making materials
and resources available for enrichment;
·
specialized
equipment, electronic devises, and/or classroom procedures.
The URLs for
the websites were verified by the writers prior to publication. Given the
frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. Teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
Various
resources used throughout the course include textbooks; trade journals and
magazines; software; websites; fashion, fitness, and lifestyle magazines; guest
speakers; and videos.
Resources that pertain to the entire unit are listed below. Activity specific resources are listed with each activity.
Acello, B. The
Geriatric Survival Handbook. Albany, NY: Delmar Publishers, 1998.
ISBN 1-56930-061-5
Anderson, S.
and J. Smith. Delmar’s Handbook for Health Information Careers. Albany,
NY: Delmar Publishers, 1998. ISBN 0-8273-8083-6
Basic
Life Support. First Aid
Training Manual. Canadian Red Cross. ISBN 0-8151-1732-9
Beebe, R.
and D. Funk. Fundamentals of Emergency Care. Albany, NY: Delmar
Publishers.
ISBN 0-7668-1492-0
Brown, D.
and D. Srebalus. Introduction to the Counselling Profession. Toronto:
Pearson Education Canada Inc., 1996.
Butler, R.,
M. Lewis, and T. Sunderland. Aging and Mental Health: Positive Psychosocial
and Biomedical Approaches. Toronto: Pearson Education Canada Inc., 1998.
Caldwell, E.
and B. Hegner. Geriatrics, 4th ed. Albany, NY: Delmar Publishers, 1986.
ISBN: 0-8273-2514-2
Cox, H. Later
Life: The Realities of Aging. Toronto: Pearson Education Canada Inc., 2001.
Delmar’s
Home Care Aide Video Series:
Instructor’s Manual. ISBN 0-8273-8604-4I
Elder, J.,
E. Geller, M. Howell, and J. Mayer. Motivating Health Behaviour. Albany,
NY: Delmar Publishers, 1994. ISBN 0-8273-4963-7
Emergency
Health Services. Manual of Operational Policy and Procedures, Section
4.1(3)(f). Ottawa: University of Ottawa, 1991.
Evashwick,
E. The Continuum of Long-Term Care, 2E. Albany, NY: Delmar
Publishers.
ISBN 0-7668-1574-9
Griffin, A. Directory
of Internet Sources for Health Professionals. Albany, NY: Delmar
Publishers, 1991. ISBN 0-7668-0485-2
Fuzy, J.L. Home
Care for the Client With Alzheimer’s. Albany, NY: Delmar Publishers, 1999.
ISBN 0-8273-7933-1
Fuzy, J.L. Home
Care for the Client Who Has a CVA. Albany, NY: Delmar Publishers, 2000.
ISBN 0-7668-0209-4
Griffin, A. Directory
of Internet sources for Health Professionals. Albany, NY: Delmar
Publishers, 1999. ISBN 0-7668-0485-2
Harvey, M. Help
Yourself! Hints From Persons With Disabilities. 1994. ISBN 0-662-22748-4
Health
Canada. Using the Food Guide. Ottawa: Ministry of Health, 1997. ISBN
0-662-19649-X
Health and
Welfare Canada. Canada’s Food Guide to Healthy Eating. Ottawa: Ministry
of Health, 1992. ISBN 0-662-19648-1
Hooyman, N.
and H. Klyak. Social Gerontology: A Multidisciplinary Perspective.
Toronto: Pearson Education Canada Inc., 2002.
Huber, H.
and A. Spatz. Homemaker/Home Health Aide, 5E. Albany, NY: Delmar
Publishers, 1998. ISBN 0-8273-8044-4
Informational
Manual for Designated Officer Preventing and Assessing Exposures to Selected
Communicable Diseases. Information Manual for Designated Officers. Toronto: Ontario Ministry of Health.
Kart, C. and
J. Kinney. The Realities of Aging: An Introduction to Gerontology.
Toronto: Pearson Education Canada Inc., 2001.
Lassey, W.
and M. Lassey. Quality of Life for Older People: An International
Perspective. Toronto: Pearson Education Canada Inc., 2001.
Heighbors,
M. and R. Tannehill-Jones. Human Diseases. Albany, NY: Delmar
Publishers, 2000.
ISBN 0-7668-0214-0
Luckmann, J.
Transcultural Communication in Health Care. Albany, NY: Delmar
Publishers, 2000. ISBN 0-7668-0593-X
Novak, M.
Issues in Aging: An Introduction to Gerontology. Toronto: Pearson Education
Canada Inc., 1997.
Occupational
Health and Safety Act and Regulations for Industrial Establishments. Ontario: Queen’s Printer for Ontario,
October, 1998. ISBN 0-778-79832
Personal
Services Setting Protocol Infection Control Program. Ottawa: Ministry of Health, Public Health
Branch, January, 1998.
Plaud, J.
and G. Eifert. Behavior Theory to Behavior Therapy. 1998.
Potter &
Perry. Canadian Fundamentals of Nursing. Toronto: Mosby-Yearbook Inc.,
1997.
ISBN 0-8151-8901-X
Santrock, J.
Life Span Development. Dubuque, Iowa: Wm. C. Brown Publisher, 1993.
Schariach,
A. and L. Kaye. Controversial Issues in Aging. Toronto: Pearson
Education Canada Inc., 1997.
Siebert,
Myrtle and Evelyn Kerr. Food for Life. Canada: McGraw-Hill Ryerson Ltd.,
1994.
ISBN 0-07-551544-X
Simmers, L. Diversified
Health Occupations, 5th ed. Albany, NY: Delmar Publishers, 2001.
ISBN 0-7668-1820-9
Smith, P.
Infection Control in Long-Term Care Facilities, 2nd ed. Albany, NY: Delmar
Publishers, 1994. ISBN 0-8273-5686-2
Sorrentino,
S. and B. Gorek. Long Term Care Assistants. 1999. ISBN: 0-323-00709-0
Santrock, J.
Life Span Development. Dubuque, Iowa: Wm. C. Brown Publisher, 1983.
Stephens, W.
Careers in Sociology. Toronto: Pearson Education Canada Inc., 1999.
St. John
Ambulance. First on the Scene Manual. Ottawa: Priory of Canada, 1998.
Order Code 6504.
The Body
Image Coalition of Peel. EveryBODY Is A Somebody: Facilitator’s Guide.
Ontario Ministry of Health, Canada: Desktop Publishing, 1997.
Update
Universal Precautions for Prevention of Transmission Immunodeficiency Virus,
Hepatitis B Virus and Other Bloodborne Pathogens in Health Care Settings. Atlanta, Georgia: Centers for Disease
Control, 1988.
Vital
Link. CPR Training Manual,
Canadian Red Cross.
Ward, M. The
Family Dynamic. Toronto: Nelson Canada, 1995.
Wernig,
Julie and Sheila A. Sorrentino. The Homemaker/Home Health Aide. Toronto:
Harcourt Canada, 1989. ISBN 0-8016-5390-8
Whittle, J.
911 Responding for Life. Albany, NY: Delmar Publishers, 2001. ISBN
0-7668-2676-7
Zucker, E. Being
a Homemaker/ Home Health Aide, 5th ed. Toronto: Prentice Hall. ISBN 0-13-083897-7
Larsen E.,
P. Eke, M.P. Wilder, and B.F. Laughton. “Quantity of Soap as a Variable in Hand
Washing.” Infection Control, V. 8 (1987): 371-2
Rotter, M.L.
“Semmelweiss’ Sesquicentennial: A Little Noted Anniversary of Hand Washing.” Current
Opinions on Infectious Disease (1998): 11:457-60
Zimakoff, L., A.B.
Kjelsberg, S.O. Larsen, and B. Holstein. “A Multi-Centre Questionnaire
Investigation of Attitudes Towards Hand Hygiene, Assessed by the Staff in
Fifteen Hospitals in Denmark and Norway.” American Journal of Infection
Control, V. 20 (1992): 58-64
Canadian
Journal on Aging. ISSN
0714-9808
Forever
Young. Oakville: Metroland
Publishing. ISSN 0827-6854
Perspectives
on Aging. Washington: National
Council on Aging. ISSN 0096-2740
Prevention
Monthly. Pasadena: Rodale
Press. ISSN 0032-8006
Today’s Seniors. North York: Willowdale Mirror. ISSN 0827-6854
Contact
Canada – http://ccinfo@ContactCanada.com
Obtain
posters and brochures encouraging proper hand washing techniques for use in the
classroom
– www.washup.org
Ontario’s
Occupational Health and Safety Website – http://www.gov.on.ca/lab/ohs/ohse.htm
Professionals
in Infection Control and Epidemiology – www.apic.org
Senior
Housing, Care and Services – http://www.thecareguide.com
–
http://www.worklogic.com:81/noc/home.html
–
http://www.chebucto.ns.ca/CommunitySupport/CHPNA/chpnotes2_99.html
The Vanier
Institute of the Family – http://www.vifamily.ca
Seniors
Magazine – www.ottawaseniors.com
U.S.
Department of Health – www.healthfinder.gov
Workplace
Hazard Material Information System Website –
http://www.utoronto.ca/safety/whmis2.htm
–
www.elderhostel.org
–
www.foreveryoung.news.com
OESS: The Ultimate Human Body 2.0
CorelDraw
CorelPresentation
Microsoft Word
Acting Our Age. 972170 29 min.
Aging. 970940 31 min.
Aging & Spirituality. 510604.
Aging: The Sixth Sense. 050487. 27 min.
Body Mechanics and Positioning. ISBN 0-8273-8583-8. 30 min.
Challenging the Myths and Stereotypes of Aging. 510601. 14 min.
Communication and Documentation Skills. ISBN 0-8273-8576-5. 30 min.
CPR Theatre. 800770. 18 min.
Delmar’s Home Care
Aide Videos
·
Communication
and Documentation Skills. ISBN
0-8273-8576-5. 30 min.
·
Standard
Precautions and Infection Control. ISBN 0-82773-8580-3. 30 min.
·
Vital Signs
and Indicators of Change. ISBN
0-8283-8581-1. 30 min.
·
Skin Care and
Bathing. ISBN 0-8273-8582-X.
30 min.
·
Body Mechanics
and Positioning. ISBN
0-8273-8583-8. 30 min.
·
Transfers and
Ambulating. ISBN
0-8273-8584-6. 30 min.
Development and Aging. 997930. 30 min.
It’s Never Too Early. 165302. 29 min.
Hand Safety. 970820. 12 min.
Healthy Young, Healthy Aging. 1992 052362. 17 min.
Hello/Goodbye. 250006. 15 min.
Home Safe. StayCom Productions (available through Canadian Red Cross).
Hygiene: what is it? 970905. 17 min.
It’s Never Too Early. 165302. 29 min.
Keeping in Tune. 0500009. 15 min.
Later Years. 990885. 30 min.
Med Com Trainex - Measuring Pulse, Respirations and Blood Pressure. Elora, ON: Directional Learning, 1993.
Saving a Life, Part 1. 990470. 27 min.
Saving a Life, Part 2. 990471. 27 min.
Skin Care and Bathing. ISBN 0-8273-8582-X. 30 min.
Sneeze: How germs are spread. 974089. 5 min.
Special Procedures and Emergency Care. ISBN 0-8273-8587-0. 30 min.
Special Procedures, Skin Care Series: Skin Care & Hygiene. 976304. 20 min.
Standard Precautions and Infection Control. ISBN 0-82773-8580-3. 30 min.
St. John Ambulance. First on the Scene. (Set of four videos). Ottawa, Ontario: Priory of Canada, 1994. Order Code 6550.
The View From Within. 970295. 28 min
Third Wind. 1984 250003. 15 min
The Generation Connection. 050705. 30 min
The Generation Connection: Changing Perceptions. 975652. 55 min
The Generation Connection: Where do I fit in? 976617. 16 min
Transfers and Ambulating. ISBN 0-8273-8584-6. 30 min
Vital Signs and
Indicators of Change. ISBN
0-8283-8581-1. 30 min
Allergy Asthma Information Association (416) 679-9521
Allergy Essentials
1-888-850-6051
The course is designated as a
Technological Education program. (See The Ontario Curriculum, Grades 9 to
12, Program Planning and Assessment, 2000 for a description of the
different types of secondary school courses.) Students can use the course as
one of the additional compulsory credits (one credit from Science [Grade 11 or
Grade 12] or Technological Education [Grade 9–12]), or as an optional credit.
This course could be part of a School-Work Transition Program – see the
ministry document, Cooperative Education and Other Forms of Experimental
Learning, Policies and Procedures for Secondary Schools, 2000.
Students are introduced to theoretical and practical aspects of health care technology. The curriculum provides opportunities for students to undertake hands-on practical activities, as well as conduct research and analysis. There is a wide range of teaching/learning methodologies used to accommodate and meet the needs of all students. This course also addresses social issues, anti-discrimination education, equity and social justice issues, career goals/cooperative education, conflict resolution/violence prevention, and community partnerships.
Career exploration
throughout all units is made available to students with specific reference to Choices
into Action: Guidance and Career Education Program Policy for Elementary and
Secondary Schools, 1999, and The Ontario Youth Apprentice Program (OYAP).
Coded Expectations, Child Development and Gerontology, Grade
12,
College Preparation, TPO4C
TFV.01 · describe the stages of child development and
the stages of older adulthood;
TFV.02 · identify needs of children and the elderly
at the various stages of development and of older adulthood;
TFV.03 · describe social and recreational activities
and programs designed to meet the needs of children and the elderly at the
various stages of development and of older adulthood;
TFV.04 · describe government legislation pertaining
to the care of children and the elderly.
Stages of
Development in Children and Stages of Older Adulthood
TF1.01 – explain some of the major theories relating
to child development and the stages of older adulthood;
TF1.02 – identify the stages of development in
children and the stages of older adulthood as related to the major theories;
TF1.03 – describe and correct myths about early
childhood development and aging.
Health Promotion
TF2.01 – identify factors that contribute to the
promotion and maintenance of the health and well-being of children and the
elderly;
TF2.02 – explain the relationship among proper
nutrition, physical activity, rest, sleep, and physical, psychological, social,
spiritual, and cognitive well-being;
TF2.03 – describe the importance of social activities
and outings on physical, psychological, social, spiritual, and cognitive
well-being;
TF2.04 – explain the importance of promoting general
physical, psychological, social, spiritual, and cognitive well-being;
TF2.05 – explain health and recreational requirements
at different stages of development in children and at different stages of older
adulthood;
TF2.06 – describe the effects of good nutrition on
physical, psychological, and cognitive development;
TF2.07 – explain the requirements of balanced diets
for children and the elderly according to Canada’s Food Guide;
TF2.08 – describe various diets for people with
special needs.
Meeting Needs
TF3.01 – explain how different activity programs meet
the physical, psychological, cognitive, spiritual, and social development needs
of children and the elderly;
TF3.02 – identify appropriate and stimulating
activities and games for the different stages of development of children and
the different stages of older adulthood;
TF3.03 – explain the suitability of a variety of toys
for the various stages of child development;
TF3.04 – identify different types of physical
activities that meet particular developmental and health needs of children and
the elderly;
TF3.05 – describe how environmental obstacles (e.g.,
lack of wheelchair access) affect the planning of activities for the elderly;
TF3.06 – design physical activity programs to help
elderly people and children keep physically healthy;
TF3.07 – identify social and recreational activities
to help children and elderly people adapt to new technologies (e.g., preschool
software, network Scrabble, e-mail).
Government
Legislation
TF4.01 – identify government legislation that
establishes procedures for the prevention of injuries to and neglect of
children and elderly people who may require assistance or support;
TF4.02 – describe requirements and standards that
need to be considered for children and the elderly;
TF4.03 – identify child welfare and protection
services provided by municipal, provincial, and federal organizations.
SPV.01 · demonstrate techniques and practices needed
to effectively assess and meet the physical, psychological, cognitive,
spiritual, and social needs of children and the elderly;
SPV.02 · describe volunteer, public, and private
sector programs and care services for improving the quality of life of children
and/or the elderly.
Fundamental Skills
SP1.01 – demonstrate appropriate hand-washing
techniques and explain when they should be performed;
SP1.02 – use correct techniques for taking care of
children and elderly people who require support in the following areas:
feeding, bathing, providing a range of motion exercises, lifting and
transferring, toileting and diapering, and caring for the skin;
SP1.03 – describe and demonstrate where applicable
the correct use of safety devices or appropriate techniques for caring for
children and elderly people;
SP1.04 – explain the correct use of ambulation
devices used by children and elderly people (e.g., walkers, canes, wheelchairs)
and how to teach someone to use these devices;
SP1.05 – describe the techniques of cardiopulmonary
resuscitation (CPR), basic first aid, and the Heimlich manoeuvre;
SP1.06 – explain the theory and techniques associated
with body substance precautions;
SP1.07 – describe how the health and well-being of
children and the elderly can be assessed (e.g., in terms of body temperature,
skin condition, infection or illness, abuse, difficulties in ambulation);
SP1.08 – describe and, where applicable, demonstrate
the techniques of therapeutic communication and explain how communication
skills must fit the stage or condition of children and the elderly;
SP1.09 – explain and apply pertinent human relations
strategies that facilitate interpersonal relations with children of different
ages and the elderly (e.g., talking to children in age-appropriate language,
compensating for hearing or visual deficits in the elderly).
Programs and
Services
SP2.01 – describe various programs and services that
focus on the physical, psychological, cognitive, spiritual, and social well-being
of children and the elderly;
SP2.02 – identify services and products for improving
the quality of life of children and the elderly;
SP2.03 – evaluate products and services (physical,
psychological, cognitive, spiritual, and social) provided by various health
care providers.
ICV.01 · identify
factors that influence the health and safety of children and the elderly;
ICV.02 · describe and,
where appropriate, apply laws and regulations related to health and safety in
child care and the care of elderly people who require support or assistance;
ICV.03 · describe the role of society in caring for
children and the elderly and the impact that an expanding aging population will
have on society;
ICV.04 · describe the impact of technological
developments on products and services and on health and safety laws;
ICV.05 · describe careers and related education and
training requirements in child and geriatric care.
Health and Safety
Factors
IC1.01 – identify health and safety standards in the
workplace that pertain to child and geriatric care;
IC1.02 – demonstrate the use of safety techniques and
devices that are important in the care of children and the elderly;
IC1.03 – explain laws and regulations related to
health and safety regarding child care, gerontology, and geriatrics;
IC1.04 – describe environmental impacts related to
products developed to meet the needs of children and the elderly;
IC1.05 – follow routines for hygienic food
preparation and for waste disposal.
Role of Society
IC2.01 – describe the role of society in meeting the
needs of and caring for children and the elderly;
IC2.02 – describe the impact that an expanding aging
population will have on society.
Effects of
Technology
IC3.01 – explain technological changes that have
influenced child and geriatric care (e.g., advances in the design of diapers,
new skin care products, video monitoring from a remote site, computers, lifts);
IC3.02 – identify relationships between technology
and community services (e.g., phone access for the hearing-impaired, video or
Internet access to daycare centres from the home or workplace);
IC3.03 – describe relationships between technological
developments and job opportunities in child and geriatric care (e.g., advances
in medical technology that allow patients to go home on respirators have
resulted in the growth of home-care jobs).
Education,
Training, and Career Opportunities
IC4.01 – identify occupations that are concerned with
products and services for helping children and the elderly;
IC4.02 – identify careers and related education, training requirements, and opportunities in child and geriatric care.
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