Child Development 2015 syl

Child Development
Semester Course Credit: 0.5
Prerequisites: None, Child Development is a prerequisite for Preschool Lab
Grades: 10, 11, 12
3 Hours of Articulated credit offered after C- or better completion of Child Development and Preschool Lab.
Course Description:
In this course students will describe reasons for studying children, identify and describe influences on
development and explain the changes that parenthood brings. Students will examine the considerations
that should be made before becoming parents. Students will also identify the characteristics and
leading theories of child development. In this course students will also learn about the changes that
affect a woman during each stage of pregnancy. Students will describe how personal characteristics are
inherited and study topics such as multiple births. In preparation for the Preschool Lab course students
will also learn to identify and describe motor development of children ages infant through preschool.
Students will create and identify activities which support growth in young children. Students will learn
about many areas of development. In addition, students will complete the RealityWorks baby
simulation prior to completing the course.
Enduring Understanding:
The students will be able to demonstrate knowledge and proficiencies related to the following topics:
1. Self Identity and Family
2. Children and Parenting
2. Conception and Genetics
3. Prenatal Development
4. Preparing for Birth
5. Babies Arrival
6. Baby’s First Year
7. Child Age One to Three
8. Preschool Child
Essential Questions:
Unit 1:
What are the benefits of studying child development?
What is the importance of families?
What are the different family structures?
What are the ways of guiding children's behavior?
Unit 2:
What is the normal development process of babies before birth?
What preparations should prospective parents make for the birth of the baby?
Unit 3:
What is the process by which a baby is born?
Why is a baby budget important?
How can expectant parents plan for the babies care?
How can a person prepare themselves for the birth of a baby?
Unit 4:
How does a child grow and develop physically, emotionally, socially, and intellectually?
Course Academic Vocabulary
Tier 3
Tier 2
Cultural Experience
Semester Learning Targets:
Unit 1:
I can describe reasons for studying children.
I can identify 5 areas of child development.
I can identify and describe influences on the development of a child.
I can describe the changes that parenthood brings to life.
I can examine the considerations couples should look at before becoming parents.
I can identify the needs of children
I can to describe how to meet the needs of children.
I can distinguish between different parenting styles.
I can identify ways to improve parenting skills.
I can distinguish between popular theories in child development.
I can create guidelines for observing children.
Unit 2:
I can distinguish among the 3 stages of pregnancy.
I can describe prenatal development for each stage of labor.
I can explain what changes affect a woman during each stage of pregnancy.
I can describe how personal characteristics are inherited.
I can explain the causes of multiple births.
I can evaluate different possible solutions for infertility.
I can identify causes, diagnosis, and prevention of birth defects.
I can identify the hazards that alcohol and other drugs pose to prenatal development.
I can discuss other environmental hazards that pregnant women should avoid.
I can list the early stages of pregnancy.
I can assess the importance of early and regular medical care during pregnancy.
I can give recommendations about personal care for a pregnant woman.
I can analyze how expectant parents can plan for a baby’s care.
I can evaluate the preparations expectant parents should make.
I can discuss the childbirth choices available to most parents.
I can describe how parents can prepare for childbirth.
Unit 3:
I can describe a baby's appearance at birth.
I can explain the purpose of common hospital procedures following a birth.
I can explain the special needs of a premature baby.
I can describe a mother's needs after given birth.
I can recognize a baby's reflexes.
I can describe babies' basic needs.
I can discuss how babies needs can best be met.
I can analyze children's physical development to find three patterns.
I can describe milestones and physical growth for the first year.
I can describe the development of senses and motor skills during the first year of life.
I can identify activities that support the development of brain pathways.
I can diagram brain structure and describe how it works.
I can explain and demonstrate how to hold and feed a baby.
I can identify an infant's nutritional needs.
I can describe or demonstrate how to bath, dress, and diaper a baby.
I can explain how to encourage good sleep habits.
I can define emotional and social development.
I can explain the importance of attachment to emotional and social development.
I can explain how a baby's care affects emotional and social development.
I can analyze people according to different temperament traits.
I can describe how behavior is learned.
I can describe how emotions change during infancy.
I can recognize signs of social development in babies.
I can give examples of signs of intellectual growth in infants.
I can identify and give examples of Piaget's stages of learning.
I can explain how care givers can make use of Piaget's ideas.
I can discuss ways parents and care givers can help babies' intellectual growth.
I can identify toys appropriate for a baby's age.
I can explain how babies develop communication skills.
Unit 4:
I can describe average changes on height, weight, proportions, and posture from ages one through three.
I can identify habits that build healthy teeth.
I can distinguish between large and small motor skills of ages 1-3, and give examples of each.
I can discuss how to toilet train a child.
I can describe patterns of emotional development from ages one to three.
I can identify the common emotions of young children.
I can explain how self concept develops.
I can describe patterns of social development from ages one to three.
I can describe patterns of social development from ages one to three.
I can apply principles for guiding toddlers.
I can identify ways children learn.
Course Grading Policies:
80% Summative (ex. tests, projects, presentations)
Notebooks (2), Pen, Pencil, Highlighter
20% Formative (ex. journal, notes, vocabulary, quizzes)
D155 Common Grading Philosophies
1. Grades are indicative of a student’s understanding and mastery of clearly stated
learning targets.
2. Academic leaders will provide opportunities to help students master learning
3. Academic leaders will support students who make an effort to learn from their
mistakes, recognizing that all students learn at a different pace.
Responsible for participation during classroom discussion, group work, assignments,
assessments, projects and presentations.
Classroom behavior: Students are expected to respect their peers and the supplies in the
classroom. The Student Handbook will be followed for tardies, cuts, etc...It is expected that you
give the substitute teacher full respect and courtesy.
Please come to class prepared to learn and with class materials. Remain in your seat until the
bell rings….no lining up at the door.
Make up work: If you are absent from class it is your responsibility to find out what is missed
and make that work up.
Contact: Marni Eschman : [email protected]