Child Development Curriculum Map
Week 1
Week 2
Topic:
Core Content:
Intro to Child
Development
PL-HS-1.1.3 Students will identify and
explain changes in roles, responsibilities
and skills needed to effectively work in
groups throughout life (e.g., setting
realistic goals, time and task
management, planning, decision- making
process, perseverance).
Developmental
Theorists
(continued)
Program of Studies:
Students will:







Week 3
Infants- Physical
Development
PL-HS-1.2.1 Students will evaluate the
positive and negative impact of food
selections that contain essential nutrients
(proteins, carbohydrates, fats, minerals,
vitamins, water) on maintaining and
promoting health.
PL-HS-1.2.2 Students will explain key
recommendations made in the Dietary
Guidelines for Americans, including
recommendations for specific
population groups and how these
recommendations contribute to good
health. DOK 2
PL-HS-2.1.1 Students will analyze the
principles for motor skills (e.g., accuracy,


Explain the types of human growth and development.
Compile information about careers in child/human development.
Utilize activities of the Family, Career and Community Leaders of
America student organization as an integral component of course
content and leadership development.
Apply math, science and communication skills within technical content.
Demonstrate employability and social skills relevant to the career cluster.
Recognize the effects of heredity and environment on human
growth and development.
Analyze conditions that influence human growth and development.
Describe the stages of human growth and development.
Identify factors that promote optimum growth and development in
the infancy and toddler stages, including physical growth, social
and emotional development and intellectual development.
technique, physics, mechanics) and
make applications for improving these
skills (locomotor, nonlocomotor,
transitional).
PL-HS-3.1.5 Students will describe the
relationship among private, public and
nonprofit health agencies and compare
the services provided by each agency:






Week 4
Infants –
Social/Emotional
Development
Week 5
Infants –
Intellectual
private health care facilities (e.g.,
private physicians, nursing homes,
rehabilitation facilities)
hospitals
public health departments and
clinics
DES (Disaster and Emergency
Services)
Family Resource Centers
Medicare/Medicaid
nonprofit health organizations (e.g.,
American Heart Association, American
Red Cross, American Cancer Society)
PL-HS-1.1.1 Students will explain the
importance of effective social
interaction skills (e.g., respect, selfadvocacy, cooperation,
communication, identifying, different
perspectives and points of view,
empathy, personal growth,
relationship building, fulfilling
commitments). DOK 2
(continued)
Week 6
Development
Toddlers –
Physical
Development
PL-HS-1.2.1 Students will evaluate the
positive and negative impact of food
selections that contain essential nutrients
(proteins, carbohydrates, fats, minerals,
vitamins, water) on main PL-HS-1.2.2
Students will explain key
recommendations made in the Dietary
Guidelines for Americans, including
recommendations for specific
population groups and how these
recommendations contribute to good
health. DOK 2
PL-HS-2.1.1
Students will analyze the principles for
motor skills (e.g., accuracy, technique,
physics, mechanics) and make
applications for improving these skills
(locomotor, nonlocomotor, transitional).
PL-HS-3.1.5Students will describe the
relationship among private, public and
nonprofit health agencies and compare
the services provided by each agency:




private health care facilities (e.g.,
private physicians, nursing homes,
rehabilitation facilities)
hospitals
public health departments and
clinics
DES (Disaster and Emergency

Identify factors that promote optimum growth and development in
the infancy and toddler stages, including physical growth, social
and emotional development and intellectual development.


Services)
Family Resource Centers
Medicare/Medicaid
nonprofit health organizations (e.g.,
American Heart Association, American
Red Cross, American Cancer
Society)taining and promoting health.
Week 7
Toddlers –
Social/Emotional
Development
Week 8
Toddlers –
Intellectual
Development
Wrap-up & Nine
Weeks Testing
Preschoolers –
Physical
Development
Week 9
Week 10
PL-HS-1.1.1 Students will explain the
importance of effective social
interaction skills (e.g., respect, selfadvocacy, cooperation,
communication, identifying, different
perspectives and points of view,
empathy, personal growth,
relationship building, fulfilling
commitments).

Recommend effective guidance techniques for dealing with
misbehavior

Identify factors that promote optimum growth and development in
the preschool stage including social, emotional and intellectual
growth.
DOK 2
(continued)
PL-HS-1.2.2 Students will explain key
recommendations made in the Dietary
Guidelines for Americans, including
recommendations for specific
population groups and how these
recommendations contribute to good
health. DOK 2
PL-HS-2.1.1 Students will analyze the
principles for motor skills (e.g., accuracy,
technique, physics, mechanics) and
make applications for improving these
skills (locomotor, nonlocomotor,
transitional).
PL-HS-3.1.5Students will describe the
relationship among private, public and
nonprofit health agencies and compare
the services provided by each agency:






Weeks 11
& 12
Preschoolers –
Social/Emotional
Development
private health care facilities (e.g.,
private physicians, nursing homes,
rehabilitation facilities)
hospitals
public health departments and
clinics
DES (Disaster and Emergency
Services)
Family Resource Centers
Medicare/Medicaid
nonprofit health organizations (e.g.,
American Heart Association, American
Red Cross, American Cancer Society)
PL-HS-1.1.1 Students will explain the
importance of effective social
interaction skills (e.g., respect, selfadvocacy, cooperation,
communication, identifying, different
perspectives and points of view,
empathy, personal growth,
relationship building, fulfilling

Recommend effective guidance techniques for dealing with
misbehavior
commitments).
DOK 2
Week 13
Week 14
Preschoolers –
Intellectual
Development
On-site Preschool
Planning
(continued)

Describe methods of identifying exceptional children
PL-HS-4.2.1 Students will identify
individual work habits/ethics (e.g.,
individual/team responsibilities,
willingness to learn, integrity, respect,
confidentiality, self-discipline,
problem-solving, punctuality,
communication skills) and explain their
importance in the workplace.

Organize play activities for the pre-school child.
DOK 2
Week 15
Preschool
PL-HS-1.1.2 Students will apply and
justify effective strategies for
responding to stress, conflict, peer
pressure, bullying and harassment
(e.g., problem-solving, decisionmaking, relaxation techniques,
communication, conflict resolution,
anger management, time
management, refusal skills, selfadvocacy). D OK 3
PL-HS-4.2.1 Students will identify
individual work habits/ethics (e.g.,
individual/team responsibilities,
willingness to learn, integrity, respect,
confidentiality, self-discipline,
problem-solving, punctuality,
communication skills) and explain their
importance in the workplace.
DOK 2
Weeks 16
& 17
Week 18
Children’s
Literature Project
Wrap-up & Nine
Weeks Testing