Course Title: Parenthood Education
Length of Course: 1 semester/ 18
Credit: ½
Clock hours: 90
weeks
Credentials/Certification:
Grade Level: 10-12
Prerequisites: NA
Teaching resources:
Illustrated Book of Child Care: From Newborn to Preteen, Good Housekeeping, Hearst Corporation, 1995
Illustrated Book of Pregnancy and Baby Care, Good Housekeeping, Hearst Corporation, 1999
Babycare for Beginners, Willilams, Frances, Harper Perennial, 1996
What to Expect When You Are Expecting, Eisenberg, A., Murkoff, H., Hathaway, S., Workman Publishing, 1996
What to Expect the First Year, Eisenberg, A., Murkoff, H., Hathaway, S., Workman Publishing, 1996
Pregnancy to Parenthood, Goldberg, L., Brinkley, G., Kukar, J., Avery Publishing Group, 1998
Pregnancy for Dummies, Stone, J., Eddleman, K., Duenwald, M., Wiley Publishing, Inc., 2004
Parenting for Dummies, Gookin, S. IDG Books Worldwide, Inc., 1995
Babysitter’s Training Handbook, American Red Cross, 2003
Parenting with Love and Logic, Cline, F., Fay, J., Love & Logic Institute
Parenting Teens with Love and Logic, Cline F., Fay, J., Love & Logic Institute
Becoming a Love & Logic Parent – Facilitator Guide and Parent Handbooks, Cline, F., Fay, J., Love & Logic Institute
Textbooks:
The Developing Child, Bisbane, Holly E., Glencoe/McGraw-Hill, 2000
Parenting Resource Guide, Ohio State Department of Education, Ohio State University, 1995
Parenting, Rewards and Responsibilities, Hildebrand, V., Glencoe/McGraw-Hill, 2007
Parents and Their Children, Ryder, V., Goodheart-Willcox, 2006
Equipment:
Baby Think It Over Facilitator’s Guide, 2000.
Real Care Baby I or II Realityworks, 2709 Mondovi Road, Eau Claire, WI 54701
Infant Seats and Diaper Bags
Empathy Belly
Videos, CD’s and DVD’s:
Nova-The Miracle of Life DVD, Photography by Nilsson, Directed by Agaton, WGBH Boston Video, 1996
Parenting Today, Video Series, Aid Association for Lutherans
FCCLA Get Connected CD-ROM, www.fcclainc.org
FCCLA CD-Rom—Power of One, www.fcclainc.org
FCCLA—STAR Events Manual, www.fcclainc.org
Parenthood Education Outline
Page 1 of 25
Course Description:
Everyone at some point in their life will have to deal with children. Most will have children of their own. This course helps
students realize the impact children can have on their lives both within a family and in employment situations. The process
skills will be used to understand the physical, mental, social, and emotional development from prenatal through adolescence.
Emphasis is on effective parenting skills like feeding, clothing, bathing, disciplining, etc., as well as the health and safety at each
age. Guidance techniques (“Love and Logic”) and selecting substitute care are also taught. Projects include "Baby Think It
Over" (the doll that cries) and child care labs in the evenings.
Experience-based Learning Activities:
“Baby-Think-It-Over” Parenting Simulation
Parenthood Education Outline
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COURSE: Parenthood Education
UNIT 1: Today’s Parenting Roles
COMPETENCY:
0.1.3
0.1.4
0.1.5
0.2.4
0.7.4
5.1.1
5.1.2
5.1.4
5.6.3
TIME SPENT: 1 week
Determines the meaning of words or phrases using context clues from sentences or paragraphs. (R1.3.1▲) (Evaluation)
Understands the purpose of text features and uses such features to locate information in and to gain meaning from appropriate-level texts. (R1.4.2▲) (Application)
Uses information from the text to make inferences and draw conclusions. (R1.4.5▲) (Application)
Communicate respectfully and effectively with people of different cultures and diverse perspectives. (*13.3.5) (CC K&S) (21st) (SC P/SD1.2) (SC CD 1.2)
(Comprehension)
Determine skills and knowledge needed for a life plan. (Evaluation)
Examine parenting roles across the life span. (*15.1.1) (Analysis)
Determine societal conditions that impact parenting across the life span. (Evaluation)
Explain cultural differences in roles and responsibilities of parenting. (*15.1.5) (Evaluation)
Examine the effects of gender, ethnicity, and culture on individual development. (12.2.3) (Analysis)
Objective: The learner will determine parenting roles and societal conditions that impact these roles.
(Evaluation)
COURSE OUTLINE
Teacher will introduce
(5.1.1) Stages of the family life cycle- beginning,
expanding, developing, launching, empty nest, aging
Students will demonstrate
Identify the family life cycle stages. (Comprehension)
(0.7.4) Career development skills- education,
resources, talents, values
Evaluate how careers affect the family. (Evaluation)
(5.1.1) Changes in parental roles across the lifespan.
Compare and contrast individuals that represent different stages of
the life cycle. (Comprehension)
Compare and contrast parental roles at the different stages of life.
(Analysis)
(0.1.3) Reading for meaning; graphic organizer,
vocabulary
Interpret reading using a graphic organizer. (Evaluation)
(0.1.5) Organizing information to make inferences and
draw conclusions about parenting roles
Write about parenting roles including the stages of the life
cycle.(Application)
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(5.1.2) Societal conditions that impact parenting; single
parent families; blended families; employment
Evaluate conditions that impact parenting. (Evaluation)
Discuss the impact of poverty on parenting. (Synthesis)
(5.1.2) Growth within the parenting role; parenting
styles; self help books; extended family
(5.6.3) Societal effects impacting individuals
(0.1.4) Textbook features- graphs, tables, pictures, bold
print
(5.1.4) Cultural diversity and families- parenting styles
and practices, economic challenges
List ways people learn to parent. (Knowledge)
Discuss how gender roles and culture impact individual development.
(Synthesis)
Utilize textbook features to assist in locating parenting information.
(Application)
Research different cultures’ parenting practices. (Comprehension)
Research the differences in financial costs of parenting among
different global cultures. (Comprehension)
(5.1.4) Parental roles from culture to culture- gender
roles, world events, parenting styles
Discuss the impact of gender roles on families. (Synthesis)
Discuss how families are influenced by world events and activities.
(Synthesis)
Theorize the advantages of having a culturally diverse community
and/or family. (Synthesis)
(0.2.4) Respect for other cultures and their ideas
(5.1.4) Ethnocentrism and respect for other culturesracial, ethnic, age, handicaps, physical stature, weight,
socio-economic status, gender
Compare parenting practices from different cultures. (Analysis)
Identify groups of people that suffer cultural prejudices.
(Comprehension)
Investigate strategies to overcome stereotypes. (Analysis)
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COURSE: Parenthood Education
UNIT 2: Responsibilities of Parents
COMPETENCY:
TIME SPENT: 1 week
0.1.8 Uses data analysis in real-world problems with rational number data sets to compare and contrast two sets of data, to make accurate inferences and predictions, to
analyze decisions, and to develop convincing arguments from data displays. (M4.2.A1▲) ($) (Application)
0.3.3 Critique alternative methods of solving problems and accomplishing tasks. (CC K&S) (Evaluation)
0.6.1 Examine the FCCLA organization and its relationship to the family and consumer sciences curriculum. (Analysis)
0.7.1 Analyze ways that individual career goals can impact the family’s capacity to meet goals for all family members. (*1.1.3) (CC K&S) ($) (SC AD3.1) (SC CD 1.1) (Analysis)
5.1.3 Determine consequences of parenting practices to the individual, family, and society. (*15.1.3) (Evaluation)
5.1.5 Examine the financial responsibilities of parenting. (*15.1.6) (Analysis)
OBJECTIVE: The learner will compare consequences of parenting and financial decisions and how they affect
others. (Analysis)
COURSE OUTLINE
Teacher will introduce
(0.6.1) FCCLA state and national programs: Families
First, Community Service, FACTS, Student Body,
STOP the Violence, Power of One, Financial Fitness
(5.1.3) Personal consequences of parentingemotional, physical, social
Students will demonstrate
Classify parenting issues into FCCLA programs. (Analysis)
(5.1.3) Parenting styles- authoritarian, democratic,
permissive
Identify values and goals underlying each of the parenting styles.
(Comprehension)
Predict adjustments of new parents. (Synthesis)
Distinguish among common parenting styles and determine positive and
negative effects of each. (Analysis)
(0.6.1) Power of One module- A Better You,
Working on Working, Family Ties, Relationships to
career and family
(0.3.3) Steps to judge or critique
Communicate with family about personal or family issues. (Comprehension)
Utilize FCCLA Power of One: Family Ties (Application)
Explain the family rules to be kept, modified, or removed in student’s
personal future family and explain why. (Evaluate)
Define inappropriate actions taken by parents and tell the type of guidance
they are exhibiting. (Knowledge)
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(0.7.1) Meeting the needs of family and self, personal
needs, employer needs, family needs
Examine the choices and consequences of meeting career goals and family
goals. (Analysis)
(0.6.1) FCCLA national program- Power of One:
Working on Working
Explore career and family goals through FCCLA Power of One: Working on
Working. (Analysis)
(5.1.5) Financial Planning- costs associated with
raising a child, strategies for lessening the financial
burden, financial responsibilities
Find hospital costs of normal delivery and full-term baby. (Knowledge)
Develop a list of equipment and supplies necessary for a child from birth to
one year. (Application)
Interview parents of various ages of children to determine what the major
financial needs are for each age. (Application)
Research the cost of raising children from birth to adult. (Comprehension)
Examine ways to save on expenses. (Analysis)
(0.1.8) Using data- graphing with x & y axis, charting
columns
Make use of graphs and/or charts to organize and display number data.
(Analysis)
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COURSE: Parenthood Education
UNIT 3: Social, Emotional, and Technological Choices with Parenthood
COMPETENCY:
TIME SPENT: 1 week
0.3.4 Evaluate potential consequences of alternative choices. (CC K&S) (Evaluation)
0.3.5 Use criteria and standards to make ethical decisions. (21st) (Application)
0.4.1 Use a variety of communication technologies to locate information and manage records for family, work, and community settings. (*13.3.6) (CC
K&S) (21st) (Application)
0.4.2 Use technology to analyze, manipulate, and interpret information. (CC K&S) (21st) (Application)
5.4.3 Examine alternative choices related to parenthood. (*15.4.3) (Analysis)
5.4.4 Determine legal and ethical influences of technology. (*15.4.4) (S5.1.1▲) (Evaluation)
5.6.2 Determine the impact of social, economic, and technological forces on individual growth and development. (*12.2.2) (S5.1.1▲) (Evaluation)
OBJECTIVE: The learner will evaluate how the choices made by parents affect children’s development.
(Evaluation)
COURSE OUTLINE
Teacher will introduce
(5.4.3) Alternative parenthood choices- adoption,
blended families, relative care, foster care, in-vitro,
surrogacy
Students will
Compare and contrast alternative parenthood choices in today’s
society. (Comprehension)
Discuss how age of parents influences childbearing and raising of
children. (Synthesis)
(5.4.3) Options for placement of a child with a non-birth
family
(0.3.4) Choices affect alternative parenthood, positives
and negatives of each choice
(0.4.2) Analyze data to create graphs using the computer
Explain the characteristics of a strong, supportive family.
(Evaluation)
Discuss the effects of adoption and foster care on the child, the
biological parents, and the parenting adults. (Synthesis)
Compile resources on numbers of children placed in alternative
non-birth homes and construct a graph using the computer to depict
the findings. (Synthesis)
Compare and contrast early placement and late placement in a
non-birth home. (Analysis/Evaluation)
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(5.4.4) Use of technology- stem-cell, cryogenics, gender Investigate legal and ethical aspects of using technology for
selection, pregnancy, delivery, and post-delivery
parenthood. (Analysis)
(0.4.1) Utilize the Internet and other on-line sources for
researching latest data.
(0.3.5) Ethical decisions: “What would happen if
everyone made this choice? What would happen if I
were the person being affected by this choice? What if I
were in a slightly different set of circumstances? Which
choice would have the most positive consequences for
the most people involved and will it contribute to the well
being of all involved?”
Evaluate legal and ethical rights and responsibilities in the use of
technology for parenting. (Evaluation)
(5.6.2) Social, economic, and technological factors
Discuss the affects of social, economic and technological factors on
children. (Synthesis)
Evaluate the contributing factors in different case studies.
(Evaluation)
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COURSE: Parenthood Education
UNIT 4: Pregnancy and Childbirth
COMPETENCY:
TIME SPENT: 2.5 weeks
0.1.2 Comprehends a variety of texts. (Narrative, expository, technical, persuasive) (R1.4▲) (Comprehension)
0.1.7 Generates and/or solves multi-step real-world problems with real numbers and algebraic expressions using computational procedures and
mathematical concepts. (M1.4.A1a,b,d▲) ($) (Synthesis)
0.2.2 Use listening and writing skills appropriately to communicate clearly. (*13.3.2) (*13.3.3) (CC K&S) (21st) (Application)
5.4.1 Examine biological processes related to prenatal development, birth, and health of child and mother. (*15.4.1) (S3.7.1▲) (S3.2.3▲) (Analysis)
5.4.2 Consider the impact of pregnancy and birth on the emotional health of the parents and child. (*15.4.2) (Analysis)
5.6.1 Investigate the impact of heredity and environment on human growth and development. (*12.2.1) (S3.2.3▲) (Analysis)
OBJECTIVE: The learner will explore the aspects of a healthy pregnancy and delivery that impact the child’s
growth and development. (Analysis)
COURSE OUTLINE
Teacher will introduce
Students will
(5.4.1) Biological changes for mother and child; empathy Summarize the biological changes that take place during pregnancy
belly
for the mother and child. (Comprehension)
Examine how pregnancy and birth can affect emotional health.
(Analysis)
(5.4.1) Stages of normal fetal development- zygote,
embryo, fetus
Compare changes in maternal and fetal development through the
months of pregnancy. (Evaluation)
Predict changes that take place when the pregnancy involves twins
and multiple births. (Synthesis)
(0.1.7) Mathematical formulas for figuring the odds in
inherited traits; blue eyes, cystic fibrosis
(5.6.1) Pre-pregnancy maternal health and lifestylenutrition, exercise, emotional, weight, sleep, medical care
Predict the percentage of offspring likely to have a specific inherited
trait. (Synthesis)
Investigate the relationship of pre-pregnancy maternal health to infant
health. (Analysis)
Analyze maternal lifestyle recommend improvements. (Analysis)
Parenthood Education Outline Page 9 of 25
(5.4.2) Lifestyle choices that affect fetal developmentexercise, food, drugs
Describe substances that can cross the placental barrier and their
effect on the fetus. (Knowledge)
Determine maternal at-risk behaviors and diseases which are harmful
to fetal development. (Evaluation)
(0.1.2) Comprehending text information- reference
textbooks, professional writings, understand translation,
dictionaries/technology sources
(5.4.1) Medical tests and policies for pregnancy and
childbirth
(5.4.1) Labor; Delivery; Birth- ( Lamaze, LeBoyer,
natural childbirth, epidural, Caesarean)
Communicate information gained from reference books and
professional writings about the importance of maternal health.
(Comprehension)
Rate hospital policies and medical tests pertaining to pregnancy and
delivery. (Evaluation)
Examine legal paperwork required by hospitals. (Analysis)
Define the philosophy of the major birthing methods. (etc.)
(Knowledge).
Examine reasons for Caesarean deliveries. (Analysis)
Discuss the implications of vaginal and Caesarean deliveries on
recovery time. (Synthesis)
Identify the functions of the stages of a vaginal delivery.
(Comprehension)
Compare and contrast the biological changes that take place during
birth for the mother and child. (Comprehension)
Assess the physical and emotional effects of birthing methods on
mother and baby. (Evaluation)
Research bonding and attachment with infants. (Comprehension)
(0.2.2) Developing a survey- questions, introduction,
thank you
Survey mothers to determine positive aspects of delivery. (Analysis)
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(5.4.1) Newborn evaluation- APGAR, Brazilton
Describe the indicators that are used to show the levels of
development in the newborn. (Knowledge)
Identify the characteristics of a healthy newborn. (Comprehension)
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COURSE: Parenthood Education
UNIT 5: Care and Needs of Family Members
TIME SPENT: 3 weeks
COMPETENCY:
0.3.3
0.3.6
0.4.2
0.6.2
0.6.4
0.6.5
5.5.1
5.5.2
5.5.3
5.6.1
5.5.5
Critique alternative methods of solving problems and accomplishing tasks. (CC K&S) (Evaluation)
Implement an action plan. Critique alternative methods of solving problems and accomplishing tasks. (CC K&S) (Application)
Use technology to analyze, manipulate, and interpret information. (CC K&S) (21st) (Application)
Recognize and model positive leadership and teamwork behaviors to inspire others. (CC K&S) (21st) (H-G) (Knowledge/Application)
Recognize diverse abilities of team members. (21st) (SC AD 1.2) (Knowledge)
Apply leadership, citizenship, and teamwork skills in authentic experiences. (21st) (H-G) (SC CD 3.2) (Application)
Identify physical, emotional, social, intellectual, and ethical growth patterns and needs. (*12.1.1) (6.1) (Comprehension)
Determine interrelationships of physical, emotional, social, intellectual, and ethical development. (*12.1.2) (Evaluation)
Determine significance of meeting developmental needs. (Evaluation)
Investigate the impact of heredity and environment on human growth and development. (*12.2.1) (S3.2.3▲) (Analysis)
Analyze strategies for caring for children with special needs. (Analysis)
OBJECTIVE: The learner will develop strategies to meet the developmental needs and challenges of family
members. (Synthesis)
COURSE OUTLINE
Teacher will introduce
(5.5.1) Ages and stages of developmental
patterns and needs
Students will demonstrate
Identify the stages of development. (Comprehension)
Determine interrelationships between types of development. (Evaluation)
Evaluate the principles of development. (Evaluation)
(5.5.2) Interrelationships of physical,
emotional, social, intellectual, and ethical
development
Analyze importance of meeting developmental needs of family members of
various ages. (Analysis)
Develop chart depicting developmental milestones of children. (Synthesis)
Examine physical, emotional, social and intellectual development. (Analysis)
Discuss the interrelationships of developmental needs. (Synthesis)
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Design a toy or game encouraging one or more areas of child’s development.
(Synthesis)
Plan and develop learning activities for children. (Synthesis)
(0.6.2) Model teamwork behaviors- initiative and
persistence, thoughtfulness, vision and
imagination, sincerity and integrity
Use teamwork behaviors while participating in FCCLA “Focus on Children”
event. (Application)
(0.6.4) Diversity among team memberscreativity, determination, communication, writing
Research skills, use of planning process, presentation skills, visual display,
audience activity, written evaluation, and thank-you notes. (Comprehension)
(0.6.5) Leadership & teamwork; equal
participation, all contributing, each accountable,
need each other
(5.5.3) Importance of meeting developmental
needs
Utilize teamwork and leadership to complete the project. (Application)
Determine the developmental needs of family members and weigh the
consequences if these are not met. (Evaluation)
After observing children, interpret and summarize their developmental
differences. (Comprehension)
(0.3.3) Alternative methods meeting
developmental needs of children
(5.5.1) Growth areas and its influence on
development- physical, emotional, social,
intellectual and ethical development
(5.5.1) Intellectual growth patterns through brain
development
(0.3.6) Action plan for planning play dayFCCLA Planning Process- Identify concerns,
Set a goal, Make a plan, Take action, Follow up
Develop and implement games to help children develop skills. (Synthesis)
Organize the areas of physical, emotional, social, intellectual and ethical
development and explore the influence these have on rates of development.
(Application)
Identify the functions that each part of the brain controls, as well as activities that
support development of the brain pathways. (Comprehension)
Plan a play day with children. Interpret the success of different strategies for
providing guidance and discipline. (Evaluation)
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(5.5.3) Philosophies of Child Development
Theorists- Bandura, Erikson, Piaget,
Montessori, Penelope Leach
(0.4.2) Introduce technology usage; PowerPoint
(5.5.2) Effect of parenting skills and life’s
events on children’s development
(5.6.1) Impact of heredity- mother, father,
grandparents
(5.6.1) Impact of environment- nutrition,
housing, physical exertion, poverty, family
involvement
(5.5.5) Caring for infants and children with
special needs
Research a renowned child development theorist. (Comprehension)
Create a power point presentation of his/her philosophy of child development
theorist. (Application)
Interpret examples of parenting skills in given scenarios about child
development. (Evaluation)
Examine the ways that heredity and environment affect child development.
(Analysis)
Describe how to nurture children with special needs. (Knowledge)
Categorize the types of special needs of children. (Analysis)
(5.5.5) Challenges in parenting; children with
special needs
Construct methods of dealing with different types of exceptionalities. (Synthesis)
Summarize the many challenges that are involved in the parenting process.
(Comprehension)
Develop strategies in meeting the parenting needs. (Synthesis)
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COURSE: Parenthood Education
UNIT: 6 Nurturing and Developmental Practices
COMPETENCY:
0.2.1
0.2.3
0.3.7
0.6.3
5.2.1
5.2.2
5.6.4
TIME SPENT: 2 weeks
Use appropriate communication strategies for most effective outcome. (*13.3.1) (CC K&S) (21st) (SC P/SD 1.2) (S1.1.5) (Application)
Apply and/or interpret nonverbal communication to fully understand meaning. (CC K&S) (Application)
Evaluate outcomes to measure progress. (CC K&S) (Evaluation)
Identify ways to be a responsible citizen in families, career, and communities. (GovBi.2▲K) (SC AD 3.1) (Comprehension)
Choose nurturing practices that support human growth and development. (*15.2.1) (Synthesis)
Practice communication strategies that promote positive self-esteem in family members. (*15.2.2) (Application)
Examine the effects of life events on individuals’ physical and emotional development. (*12.2.4) (Analysis)
OBJECTIVE: The learner will interpret effect that circumstances and conditions have on physical and
emotional development. (Comprehension)
COURSE OUTLINE
Teacher will introduce
(5.2.1) Nurturing activities for growth and
development
Students will demonstrate
Role-play nurturing practices. (Application)
Compare assertive vs. non-assertive care. (Evaluation)
Assertive + supportive care, effective
communication, affirmations, promoting positive selfesteem, unconditional love
Formulate affirmations to promote positive self-esteem. (Synthesis)
Defend unconditional love. (Evaluation)
(5.2.2) Strategies for promoting positive self-esteem Role-play ways to communicate with family members in order to build
through communication- “I” messages, verbal,
self-esteem. (Analysis)
nonverbal, listening & writing skills, clarifying, active
listening, reflecting
Role-play listening techniques like clarifying, active listening, reflecting.
(Application)
(0.2.3) Verbal and non-verbal communication skillsfolded arms, no eye contact
Identify various body languages and their interpretations.
(Comprehension)
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Compare and contrast verbal and nonverbal communication
techniques. (Analysis)
(5.2.2) Effect of communication on a child’s
emotional and social growth
Practice giving and receiving verbal instructions to complete a project.
(Application)
Examine effects of “I messages”, “You messages”, and mixed
messages when communicating with children. (Analysis)
(0.2.1) Effective communication for positive results
(0.6.3) Being a responsible citizen in selecting
appropriate words for the intended audience: friends
or grandparents
(0.3.) Evaluate results of a project
(5.2.1) Physical factors to be nurturedbody changes, motor skills, medical care, safety
(5.2.1) Nurturing emotional development of childrenidentifying and appropriately expressing emotions
(5.6.4) Life events- birth, death, poverty, war,
affluence, parental support
Choose effective methods of communication when working with
children. (Knowledge)
Choose and practice nurturing verbal, nonverbal, & written
communication techniques for all audiences. (Application)
Utilize FCCLA: Interpersonal communication STAR Event
Family Focus or Power of One Families First. (Application)
Explore typical body changes and parent responsibility to encourage
health. (Analysis)
Recommend safety ‘rules’ for children of each age. (Evaluation)
List human emotions and appropriate behaviors. (Knowledge)
Explain age-appropriate expression of emotion. (Evaluation)
Distinguish how life events influence physical and emotional
development. (Analysis)
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COURSE: Parenthood Education
UNIT: 7 Meeting Needs of Children
COMPETENCY:
TIME SPENT: 3 weeks
0.4.1 Use a variety of communication technologies to locate information and manage records for family, work, and community settings. (*13.3.6) (CC
K&S) (21st) (Application)
0.5.2 Practice safety techniques to create a safe environment. (CC K&S) (SC P/SD 3.1) (Application)
0.5.4 Follow regulations, organizational policies, and procedures to assure a safe and healthy environment. (CC K&S) (GovB1i2▲A) (SC CD 3.2)
(S6.1▲) (Application)
0.7.3 Develop a life plan for achieving individual, family and/or career goals. (Synthesis)
5.5.6 Create strategies to enhance development of children through play and activities. (Synthesis)
5.5.7 Plan strategies to meet nutritional needs. (Application)
5.5.8 Plan strategies to provide for health and safety needs from conception through adolescence. (S6.1) (Application)
5.5.9 Plan strategies to provide essential preventive health care services for children and adolescents. (Application)
OBJECTIVE: The learner will recommend strategies to meet various needs of children. (Evaluation)
COURSE OUTLINE
Teacher will introduce
(5.5.6) Types of play
Students will demonstrate
Define and give examples of various types of play. (Application)
(5.5.6) Gross and fine motor skills
Describe and give examples of large and fine motor skills.
(Application)
(5.5.6) Play and intellectual skills- sequencing,
symbols, classification
Develop play activities that build intellectual skills. (Application)
(5.5.6) Play and social skills- sharing, cooperation,
communication, leadership, sportsmanship
Develop play activities that build social skills. (Application)
(5.5.6) Play and emotional skills- enhance self
esteem, coping, age-appropriate expression, vocab
Develop play activities that build emotional skills (Application)
(5.5.6) Play and ethical skills- character, honesty,
kindness
Develop play activities that build ethical skills. (Application)
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(5.5.6) Play and activities for a child’s development
(5.5.6) Guidelines for choosing age-appropriate
activities
(5.5.8) Computerized infant simulators (ex. Real
Care Babies)- computer simulation, care, feeding,
diapering
(5.5.8) Physical needs of children
(5.5.9) Health care child needs after birth
Incorporate play and activities so that children are developmentally on
target. (Synthesis)
Develop age-appropriate activities to foster development of children of
different ages. (Synthesis)
Utilize care giving skills in a child care simulation. (Application)
Demonstrate proper feeding, diapering, bathing, burping, and other
infant care skills. (Comprehension)
Recommend activities parents can encourage children to do to
improve physical health. (Evaluation)
Choose an obstetrician and pediatrician. (Synthesis)
(5.5.9) Health regulation: Immunizations and well
checks for infants and children
Create a schedule of health care that will be needed as the child
grows. (Synthesis)
Identify vaccines given to specific ages of infants, children, and
adolescents. (Comprehension)
(0.1.6) Estimation skills- purpose, application,
examples
Estimate the number of accidents involving children and make
adjustments to the estimated number with additional information.
(Synthesis)
(0.5.2) Childproofing the Home and Environment
Compile a list of hazards for children in and around the house.
(Knowledge)
Design a safety checklist to make sure all hazards are taken care of.
(Synthesis)
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(5.5.7) Nutritional needs of children- MyPyramid,
snacks, formulas
Recall nutritional needs of family members. (Knowledge)
Distinguish between various infant formulas, baby foods, and baby
cereals. (Analysis)
(5.5.7) Infant/Child food- storage, cleanliness,
preparation, changes in nutrition, age appropriate
Plan age appropriate food plans for children of all ages. (Synthesis)
Show how to properly prepare, store and serve formula and baby food;
food for toddlers and preschoolers. (Comprehension)
Plan menus, snacks, and meals that consider the wellness of family
members. (Application)
(0.4.1) Manage records using technology
Predict changes in nutrition that will occur as the child grows and
appropriate parent support. (Synthesis)
Develop a computer record to keep family health records. (Synthesis)
(5.5.7) Meeting intellectual needs of children
Choose storybooks appropriate for each age of children. (Evaluation)
(5.5.7) Meeting social needs of children
(5.5.7) Meeting emotional needs of children
(5.5.7) Meeting ethical needs of children
(0.7.5) Life plans for families
Recommend techniques parents can use to encourage healthy
intellectual skills in children. (Evaluation)
Determine techniques parents can use to encourage healthy social
skills in children. (Evaluation)
Determine techniques parents can use to encourage healthy emotional
skills in children. (Evaluation)
Determine techniques parents can use to encourage healthy ethical
(character) skills in children. (Evaluation)
Consider and map a possible life plan for a family reflecting goals of
parents and children. (Application)
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COURSE: Parenthood Education
UNIT: 8. Positively Guiding Children
COMPETENCY:
TIME SPENT: 2 weeks
0.3.1 Clarify personal and family issues. (Comprehension)
0.5.1 Manage the physical and social environment to reduce conflict and promote safety in family, workplace, and community. (CC K&S) (21st) (SC P/SD 3.1)
(Application)
0.5.3 Understand how to document and report emergency/crisis situations and outcomes to the appropriate authorities. (CC K&S) (Application)
5.2.3 Determine how common practices and emerging research about discipline influences human growth and development. (*15.2.3) (Evaluation)
5.2.4 Determine methods for preventing abuse and neglect in families and children. (Evaluation)
5.5.4 Plan strategies to meet multiple challenges of raising children. (Synthesis)
OBJECTIVE: The learner will recommend appropriate methods for care and discipline of all children. (Evaluation)
COURSE OUTLINE
Teacher will introduce
(5.2.3) Positive and negative parenting practices- abuse,
conditional care, assertive care, supportive care,
indulgence, neglect
Students will demonstrate
Distinguish between positive and negative parenting practices.
(Analysis)
(5.2.3) Styles of discipline and current trends- logical
consequences, grounding, bribing, withholding love,
spanking
Discuss the differences between guidance, discipline, and punishment by
defining each term and providing an example of each. (Synthesis)
Distinguish between positive and negative discipline techniques.
(Analysis)
(5.2.4) Positive and negative ways to deal with
inappropriate behavior- logical consequences, reasoning,
positive reinforcement, removing privileges, time out
Determine ways to set limits and deal with inappropriate behavior.
(Evaluation)
Formulate household rules. (Synthesis)
(5.5.4) Strategies for encouraging responsibility
Explain the family rules to be kept, modified, or removed in student’s
personal future family and explain why. (Evaluation)
(0.5.1) Conflict resolution- develop an awareness of the
conflict, set the limits for discussion, negotiation,
Recommend guidance techniques for case studies. (Evaluation)
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compromise, follow up
Appraise current trends in discipline. (Evaluation)
(0.5.1) Defusing conflict- don’t let others irritate you, focus
on the positive, change the subject, take a personal stand
against serious conflict, don’t let people intimidate you or
bully you, simply walk away, tolerance, mediation
Model ways to reduce conflict. (Application)
(5.2.4) Types of maltreatment of family members- verbal,
confinement, physical
Explain the different types of abuse. (Evaluation)
Predict problematic behaviors that may result from emotional and/or
physical abuse. (Synthesis)
(0.3.1) Family crisis- trust, clarifying a situation, using
feedback, asking questions, staying neutral
(5.2.4) Signs of emotional and physical abusewithdrawn, acting out, underweight, bullying, aggressive,
consideration of others
(5.2.4) Methods of reporting abuse and neglect;
community services
Communicate with own family about personal or family issues.
(Comprehension)
FCCLA Power of One: Family Ties
Create a description of emotional and physical abuse. (Synthesis)
Recommend ways to prevent child abuse. (Evaluation)
Recommend agencies to contact for specific examples of child
abuse/neglect. (Evaluation)
Construct a sample report of abuse or neglect. (Application)
(0.5.3) Document and report emergencies- call for help,
record information
Practice responding to different emergency situations. (Application)
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COURSE: Parenthood Education
UNIT: 9. Resources and Policies
COMPETENCY:
TIME SPENT: 1.5 weeks
0.1.1 Writes effectively for a variety of audiences, purposes, and contexts. (Narrative, expository, technical, persuasive) (W1.4▲)(Application)
0.3.2 Identify adequate, reliable information, and resources for personal and family problem solving. (CC K&S) (Comprehension)
0.4.3 Identify adequate, reliable information, and resources. (CC K&S) (Comprehension)
0.7. 2 Analyze the potential impact of career path decisions on balancing work and family. (*1.1.4) ($) (SC AD 3.1) (Analysis)
5.3.1 Identify community resources and services available to families. (Comprehension)
5.3.2 Evaluate community resources that provide opportunities related to parenting. (Evaluation)
5.3.3 Analyze current laws and policies related to parenting. (Analysis)
OBJECTIVE: The learner will be able to create a list of local community resources for the benefit of the family
and investigate current laws and policies that relate to parents and children. (Synthesis)
COURSE OUTLINE
Teacher will introduce
(5.3.1) Community resources that relate to parentingSchool District Programs, County Health Department,
State and Federal Programs such as WICK, Church,
Library, Parenting Classes, Extension Programs, Medical
Services, County Health Nutrition programs
Students will demonstrate
Identify community resources that are a benefit to families and
children. (Comprehension)
(0.3.2) & (0.4.3) Adequate, reliable information &
resources- research based, more than one source, current
information, unbiased, logical
Prepare a list of reliable resources in the community and the
services provided by each resource. (Application)
.
(5.3.3) Current laws and policies that relate to parents
and families- County Attorney, SRS Employee, County
Sheriff Department, reporting laws
Determine which resources will benefit families with parenting
issues. (Evaluation)
Identify state laws on child support and penalties if support is
neglected. (Comprehension)
Compile a list of laws and policies that pertain to family.
(Synthesis)
(0.1.1) Writing skills to express opinions- persuasive
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letter, journaling
(5.3.3) Laws governing abuse and neglect in our
community- rights of teenage fathers, rights of
grandparents, custodial rights
(0.7.2) Career opportunities and life plan- High School
Education vs. Post-secondary Education/Advanced
Education and Training
Use writing skills to address current laws. (Application)
Investigate the laws governing child abuse/neglect and penalties
assessed for infringement. (Analysis)
Propose and/or modify current laws and penalties according to
personal beliefs. (Synthesis)
Elaborate how different career paths affect the family.
(Synthesis)
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COURSE: Parenthood Education
UNIT: 10. Dependent Care for Family Members
TIME SPENT: 1 week
COMPETENCY:
0.1.7 Generates and/or solves multi-step real-world problems with real numbers and algebraic expressions using computational procedures and
mathematical concepts. (M1.4.A1a,b,d▲) ($) (Application)
0.1.9 Research, apply, and evaluate information to accomplish tasks. (CC K&S) (SC CD 2.1) (Evaluation)
0.6.6 Demonstrate ethical behavior in personal, workplace, and community context. (21st) (SC P/SD 1.1) (SC CD 3.2) (Comprehension)
0.7.5 Demonstrate processes for cooperating, compromising and collaborating to achieve goals. (*13.5.7) (21st) (SC P/SD 2.1) (SC AD 1.2)
(Comprehension)
5.2.5 Determine criteria for selecting care and service for children. (*15.2.5) (Evaluation)
OBJECTIVE: The learner will identify appropriate guidelines in helping a parent choose appropriate
dependent care for family members. (Comprehension)
COURSE OUTLINE
Teacher will introduce
(0.1.9) Types of child and dependent care available
Students will demonstrate
Identify types of care available and compare and contrast these.
(Comprehension)
Make decision on care best for different families. (Evaluation)
Evaluate area care facilities including: numbers accepted, cost, quality
of care. (Evaluation)
(0.1.7) Figuring the cost of care and resources
available to help with the cost if needed
(5.2.5) Criteria to look for when choosing
dependent and childcare- licensure, cleanliness,
safety, etc.
(5.2.5) Selecting a quality substitute care provider
for family members
Analyze salary versus cost of out of home care. (Analysis)
Present questions you would need to ask when looking into child and
dependent care. (Application)
Identify the characteristics of a quality (substitute) day care provider.
(Comprehension)
Discuss what parents need to look for in evaluating a substitute care
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facility. (Synthesis)
Classify characteristics of a facility as either adequate or inadequate
(Analysis)
Develop an evaluative tool for critiquing substitute day care facilities.
(Synthesis)
Judge several substitute care facilities (Evaluation)
(0.6.6) Parental responsibilities when a family
member is in outside care (arrival + departure time,
extra clothing, medicines)
(0.7.5) Following care provider policies and
procedures
Interview parents who use substitute care providers for their family
members. (Application)
Survey requirements for outside care. (Analysis)
Discuss privacy issues. (Synthesis)
Explain parental responsibilities for cooperating with care provider.
(Comprehension)
Consider the responsibilities of parents including payment, being
punctual, hygiene and respect of care provider. (Comprehension)
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