JEFFERSON TOWNSHIP SCHOOLS COURSE OF STUDY ADVANCED CHILD DEVELOPMENT CP GRADE 12 SEPTEMBER 2011
TABLE OF CONTENTS JEFFERSON TOWNSHIP HIGH SCHOOLCURRICULUM ADVANCED CHILD DEVELOPMENT CP Topic Page Number(s) Family and Consumer Science Philosophy 3 Major Advanced Child Development CP Themes 4 Advanced Child Development CP Course of Study 5-12 Sample Lesson Plans 13-15 Teacher Assessment of Student Learning 16 Bibliography and Resources Materials 17 New Jersey Core Curriculum Content Standards 18 2
Jefferson Township School District Family and Consumer Science Curriculum Philosophy Family and Consumer Science courses prepare students with 21 st Century Skills. This prepares students for occupations and higher education programs of study related to a spectrum of careers Instruction and intensive laboratory experiences are a major part of the curriculum. The primary purpose of the Family and Consumer Sciences education is to prepare adolescents for their future roles within society or a future career. Subject matter is organized by pre-determined and separate subject areas such as culinary arts or child development. Although study of the subject matter may draw from multiple disciplines, including academic areas such as English, science or math, greater emphasis is given to the family and consumer sciences subject matter content. Emphasis is placed on hands-on activities in order to apply factual knowledge in the completion of a product. Students are engaged in decision making or problem solving as a step-by-step process which may or may not include the examination of values related to the problem. Student-centered activities consist of labs related to the subject itself including kitchen labs and child development labs. Learning experiences focus on the integration of how-to skills and knowledge, as well as critical thinking and problem solving. Students examine their multiple life roles (e.g., as family members, workers, and citizens) and family, career, and community issues. Hands-on activities remain an important component of the learning process, but emphasis also is placed on the development of cognitive and social skills. Middle school Family and Consumer Science courses are part of the unified arts for all students. These exploratory courses provide students with broad, introductory experiences in nutrition and food and individual, child and family development. This experience-based program addresses concerns of personal and family living. High school Family and Consumer Science courses prepare students for competence in the work of the family and careers based on family and consumer sciences skills. An integrative approach to the relationships among individuals, families, and communities, and the environment, in which they function, is utilized throughout the high school program. Students have the opportunity to select a series of courses which prepare them for employment in the areas of child development and food production. 3
MAJOR SCIENCE THEMES ADVANCED CHILD DEVELOPMENT CP I. SAFETY II. PRESCHOOL CURRICULUM III. PRESCHOOL CLASSROOM IV. LEARN ABOUT CHILDREN V. PARENTING AND FAMILIES VI. WORKING WITH CHILDREN VII. PREGNANCY VIII. CHILDBIRTH IX. INFANT GROWTH AND DEVELOPMENT X. EMOTIONAL DEVELOPMENT OF INFANTS XI. SOCIAL DEVELOPMENT OF INFANTS XII. INTELLECTUAL DEVELOPMENT OF INFANTS XIII. GROWTH AND DEVELOPMENT FROM ONE TO THREE YEARS OLD XIV. EMOTIONS AND SOCIAL DEVELOPMENT FROM ONE TO THREE YEARS OLD XV. INTELLECTUAL DEVELOMENT FROM ONE TO THREE YEARS OLD XVI. PHYSICAL DEVELOPMENT FOR FOUR TO SIX YEAR OLDS XVII. EMOTIONAL AND SOCIAL DEVELOPMENT OF FOUR TO SIX YEAR OLDS XVIII. INTELLECTUAL DEVELOPMENT FOR FOUR TO SIX YEAR OLDS XIX. CAREERS XX. BEGINNING YOUR CAREER 4
FAMILY & CONSUMER SCIENCE UNITS OF STUDY ADVANCED CHILD DEVELOPMENT CP I. THEME: SAFETY 1. How can a classroom be made safe for preschool children? 2. What foods create a choking hazard for preschool children? 3. What should be done in the event of an emergency? A. Safety in a Preschool Classroom 1. Recall tips for childproofing area for preschool children. NJCCCS 9.4.12.E.46 2. Evaluate the classroom for possible dangers. NJCCCS 9.4.12.E.48 3. Create solutions for dangers to preschool children in the classroom. NJCCCS 9.4.12.E.46 B. Food Safety 1. Identify foods that can be a choking hazard. NJCCCS 9.4.12.E.51 2. Choose safe foods for class consumption or activities. NJCCCS 9.4.12.E.51 C. Emergencies 1. Recall emergency procedures. NJCCCS 9.4.12.E.48 2. Memorize emergency phone numbers. NJCCCS 9.4.12.E.51 II. THEME: PRESCHOOL CURRICULUM 1. How do students learn basic concepts through music, art, cooking, science, math, and reading? 2. What are some activities that can be done in music, art, cooking, science, and math to teach preschool children basic concepts? A. Ways Preschool Children Learn 1. Explain what children learn through music. NJCCCS 9.4.12.E.(1).6 2. Describe the benefits of art. NJCCCS 9.4.12.E.(1).6 3. Discuss what children learn when they cook with food. NJCCCS 9.4.12.E.(1).6 4. Identify how science helps children make sense of the world. NJCCCS 9.4.12.E.(1).6 5. Recognize how simple tasks can teach math. NJCCCS 9.4.12.E.(1).6 6. Understand the importance of reading. NJCCCS 9.4.12.E.25 B. Activities That Foster Development 1. Select lessons that incorporate music. NJCCCS 9.4.12.E.(1).5 2. Use art to allow children an opportunity to express themselves. NJCCCS 9.4.12.E.(1).5 3. Choose cooking activities that teach measuring, different textures, tastes, and smells. NJCCCS 9.4.12.E.(1).5 4. Select simple experiments that teach basic science concepts. NJCCCS 9.4.12.E.(1).5 5
5. Illustrate how children learn basic math concepts through counting and sorting activities. NJCCCS 9.4.12.E.(1).5 6. Choose appropriate books to read to the children. NJCCCS 9.4.12.E.25 III. THEME: THE PRESCHOOL CLASSROOM 1. How is an early childhood classroom set up? 2. What activities are appropriate for preschool children? A. Classroom Set Up 1. Define a learning center. NJCCCS 9.4.12 E.25 2. Explain what learning centers are appropriate for preschool children. NJCCCS 9.4.12 E.25 B. Appropriate Activities 1. List the areas that children should have play experiences in. NJCCCS 9.4.12 E.25 2. Create lesson plans for activities to be done with students. NJCCCS 9.4.12 E.25 IV. THEME: LEARN ABOUT CHILDREN 1. What are the benefits of studying children? 2. What factors affect development? 3. How do we observe children? A. Benefits of Studying Children 1. Understand how and why children act the way they do. NJCCCS 9.4.12.E.4 2. Explain how to respond to their behavior? NJCCCS 9.4.12.E.4 B. Child Development 1. List the five general rules of Child Development. NJCCCS 9.4.12.J.(1).2 2. Explain how heredity and environment affect behavior. NJCCCS 9.4.12.J.(1).3 C. Observing Children 1. Discuss why we observe children. NJCCCS 9.4.12.J.(1).2 2. Explain how to observe children. NJCCCS 9.4.12.J.(1).2 3. Analyze the behavior of children observed. NJCCCS 9.4.12.J.(1).2 V. THEME: PARENTING AND FAMILIES 1. How does a person know that they are ready to be a parent? 2. What are the responsibilities and rewards of parenting? 3. What are the consequences of sexual activity? A. Preparation for Parenthood 6
1. Understand what children are like at different ages and the need to except each child as an individual. NJCCCS 9.4.12.J.67 2. Discuss the factors to consider when determining if someone is ready or not to be a parent. NJCCCS 9.4.12.J.67 B. Responsibilities and Rewards 1. Describe the responsibilities that go with being a parent. NJCCCS 9.4.12.J.67 2. List the rewards of parenting. NJCCCS 9.4.12.J.67 C. Sexual Activity 1. Define abstinence. NJCCCS 2.4.12.C.1 2. Discuss the consequences of sexual activity. NJCCCS 2.4.12.C.1 VI. THEME: WORKING WITH CHILDREN 1. How do you guide the behavior of children? 2. What is an effective way to deal with inappropriate behavior? A. Guiding Behavior 1. Understand the three basic ways to guide behavior. NJCCCS 9.4.12.E.4 2. Demonstrate using positive reinforcement with children. NJCCCS 9.4.12.E.27 B. Inappropriate Behavior 1. Define effective punishment. NJCCCS 9.4.12.E.4 2. Describe methods to deal with inappropriate behavior. NJCCCS 9.4.12.E.27 VII. THEME: PREGNANCY 1. What are the three stages of pregnancy? 2. What problems can occur during pregnancy? 3. How can a woman avoid danger to the developing baby? A. Pregnancy 1. Define infertility. NJCCCS 2.4.12.C.1 2. Explain each of the three stages of pregnancy. NJCCCS 2.4.12.C.1 B. Problems in Prenatal Development 1. Name the types and causes of birth defects. NJCCCS 2.4.12.C.1 2. Explain how to prevent and diagnose birth defects. NJCCS 2.4.12.C.3 C. Avoiding Dangers 1. Name the substances that are harmful to a developing baby. NJCCCS 2.4.4.C.1 2. Discuss the environmental hazards that can affect a developing baby. NJCCCS 2.4.12.C.1 VIII. THEME: CHILDBIRTH 7
1. What are the stages of labor? 2. How does a doctor deliver a baby in a Cesarean birth? A. Labor 1. Define a contraction. NJCCCS 2.4.12.C.2 2. Describe the three stages of labor. NJCCCS 2.4.12.C.2 B. Cesarean birth 1. Explain what a Cesarean birth is. NJCCCS 2.4.12.C.2 2. List the reasons that Cesarean births are performed. NJCCCS 2.4.12.C.2 IX. THEME: INFANT GROWTH AND DEVELOPMENT 1. How much does a baby grow during the first year? 2. What changes occur in the first year? 3. How do you care for a baby? A. Growth 1. Explain what a growth chart is. NJCCCS 9.4.12.E.(1).3 2. Recall the average gain in weight and the average increase in length in the first year. NJCCCS 9.4.12.E.(1).3 B. Changes 1. Explain how their senses develop. NJCCCS 9.4.12.J.(1).2 2. Discuss the development of gross and fine motor skills. NJCCCS 9.4.12.J.(1).2 C. Infant Care 1. Explain how to safely handle an infant. NJCCCS 9.4.12.J.(1).3 2. Compare feeding on demand versus scheduled feeding. NJCCCS9.4.12j (1).7 3. Illustrate how to dress a baby. NJCCCS 9.4.12.J.(1).3 X. THEME: EMOTIONAL DEVELOPMENT OF INFANTS 1. How can parents build healthy attachments with their infants? 2. How can temperament affect attachment? A. Attachment 1. Define attachment. NJCCCS 9.4.12.E.4 2. Explain how parents can build a healthy attachment to their infant. NJCCCS 9.4.12.E.4 B. Temperament 1. Explain the importance of temperament. NJCCCS 9.4.12.E.4 2. Discuss how a child s temperament can interfere with attachment. NJCCCS 9.4.12.E.4 8
XI. THEME: SOCIAL DEVELOPMENT OF INFANTS 1. How do infants learn to interact with others? 2. How does play affect social development? A. Learning to Interact 1. Discuss how infants learn to interact and express themselves. NJCCCS 9.4.12.J.(1).2 2. Explain how parents can help infants deal with stranger anxiety. NJCCCS 9.4.12.J.(1).2 B. Play 1. Discuss how social development occurs through play. NJCCCS 9.4.12.E.4 2. Choose toys that are safe for infants to play with. NJCCCS 9.4.12.J.(1).14 XII. THEME: INTELLECTUAL DEVELOPMENT OF INFANTS 1. How does the brain develop in infancy? 2. What changes occur during Piaget s Sensorimotor Period of Development? 3. How can parents help infants to learn? A. Brain Development 1. Explain how the brain works. NJCCCS 9.4.12.J.(1).2 2. Describe each of the four abilities that babies develop that show their intellectual growth. NJCCCS 9.4.12.E.(2).2 B. Sensorimotor Period 1. Define object permanence. NJCCCS 9.4.12.E.(2).2 2. Identify each stage in the Sensorimotor Period. NJCCCS 9.4.12.J.(1).2 C. Parent s Role 1. Recall the importance of play. NJCCCS 9.4.12.J.(1).2 2. List what parents can do to encourage learning in infants. NJCCCS 9.4.12.J.(1).2 XIII. THEME: GROWTH AND DEVELOPMENT FROM ONE TO THREE YEARS OLD 1. What physical changes do one to three years olds experience? 2. What gross and fine motor skills have they acquired? A. Physical Changes 1. Compare a toddler to a preschool child. NJCCCS 9.4.12.J.(1).2 2. Describe the average height and weight of a one, two, and three year old. NJCCCS 9.4.12.J.(1).2 B. Motor Skills 1. Name the developmental milestones for this age group. NJCCCS 9.4.12.J.(1).2 2. Describe the hand eye coordination of this age group. NJCCCS 9.4.12.J.(1).2 9
XIV. THEME: EMOTIONAL AND SOCIAL DEVELOPMENT FROM ONE TO THREE 1. What factors contribute to a child s emotional development? 2. How can parents help children develop social skills? A. Emotional Development 1. Identify the factors that contribute to a child s emotional development. NJCCCS 9.4.12.J.(1).2 2. Describe six emotions that children ages eighteen months to three years show. NJCCCS 9.4.12.J.(1).2 B. Social Development 1. Compare and contrast parallel play and cooperative play. NJCCCS 9.4.12.E.(2).2 2. List six ways to help children develop social skills. NJCCCS 9.4.12.E.(2).2 XV. THEME: INTELLECTUAL DEVELOPMENT FROM ONE TO THREE 1. How does heredity and the environment shape intelligence? 2. What changes occur in intellectual activity? 3. What is the process of language development? A. Heredity and Environment 1. Define intelligence. NJCCCS 9.4.12.J.(1).2 2. Discuss how heredity and the environment shape intelligence. NJCCCS 9.4.12.J.(1).2 B. Changes In Intellectual Activity 1. Describe the four methods of learning used by young children. NJCCCS 9.4.12.J.(1).2 2. Explain each of the seven areas of intellectual activity. NJCCCS 9.4.12.E.(2).2 C. Language Development 1. Identify the four parts of language that children have an inborn ability to decipher. NJCCCS 9.4.12.J.(1).2 2. Discuss ways that parents can encourage language development. NJCCCS 9.4.12.E.(2).2 XVI. THEME: PHYSICAL DEVELOPMENT FOR FOUR TO SIX YEAR OLDS 1. What growth takes place in the period of four to six years old? 2. How can parents keep their child healthy at this age? A. Growth 1. Recall the average height and weight of four to six year olds. NJCCCS 9.4.12.J.(1).2 2. Discuss the motor abilities of this age group. NJCCCS 9.4.12.E.(2).2 B. Health 1. Explain why it is important to encourage physical activity. NJCCCS 9.4.12.J.(1).2 2. Discuss the nutritional concerns for this age group. NJCCCS 9.4.12.J.(1).2 10
XVII. THEME: EMOTIONAL AND SOCIAL DEVELOPMENT OF FOUR TO SIX YEAR OLDS 1. What are the emotional patterns of four to six year olds? 2. What role does self-confidence play for this group? 3. How and when does a conscience develop? A. Emotional Development 1. Describe the typical emotional patterns of four, five, and six year olds. NJCCCS 9.4.12.E.(2).2 2. Explain how four, five and six year olds usually express their emotions. NJCCCS 9.4.12.E.(2).2 B. Self Confidence 1. Define self-confidence. NJCCCS 9.4.12.J.(1).2 2. Describe the best way to help children develop self-confidence. NJCCCS 9.4.12.E.(2).2 C. Moral Development 1. Identify the age in which children develop a conscience. NJCCCS 9.4.12.J.(1).2 2. Explain what parents can do to help children develop moral that will guide their behavior. NJCCCS 9.4.12.E.(2).2 XVIII. THEME: INTELLECTUAL DEVELOPMENT FOR FOUR TO SIX YEAR OLDS 1. What is intelligence? 2. How can parents help children learn? 3. What can parents do to prepare their children for school? A. Intelligence 1. Explain the eight intelligences as identified by Gardner. NJCCCS 9.4.12.E.(2).2 2. Compare Piaget s theory to Vygotsky s theory. NJCCCS 9.4.12.E.(2).2 B. Helping Children Learn 1. Identify three ways to encourage children s interest in learning. NJCCCS 9.4.12.J.(1).2 2. Describe the link between speech development and physical development. NJCCCS 9.4.12.J.(1).2 C. Preparation for School 1. Explain how a parent can tell it their child is ready to start school. NJCCCS 9.4.12.J.(1).2 2. Discuss how parents can help their children adjust to kindergarten. NJCCCS 9.4.12.J.(1).2 XIX. THEME: CAREERS 1. What are some careers where people work with children? 2. How can a person determine if a career is right for them? 11
A. Careers Working With Children. 1. List some careers in which an individual works with children. NJCCCS 9.4.12.E.71 2. Explain each career and the education or training necessary. NJCCCS 9.4.12.E.71 B. Making Career Choices 1. Describe the various levels of jobs. NJCCCS 9.4.12.E.72 2. Evaluate his or her interests, aptitudes, and abilities as they pertain to a career. NJCCCS 9.4.12.E.72 XX. THEME: BEGINNING YOUR CAREER 1. What are some ways to look for a job? 2. How do you prepare a resume? 3. What do you say in an interview? A. Looking for a job. 1. List six steps involved in a job search. NJCCCS 9.4.12.E.67 2. Explain networking. NJCCCS 9.4.12.E.67 B. Preparing a Resume 1. Describe the sections of a resume. NJCCCS 9.4.12.E.67 2. Explain how to write a cover letter. NJCCCS 9.4.12.E.67 C. Interview 1. Describe how to prepare for an interview. NJCCCS 9.4.12.E.67 2. List some common questions that are asked. NJCCCS 9.4.12.E.67 12
COURSE: TOPIC: TITLE OF LESSON: FOCUS: OBJECTIVES: Advanced Child Development CP Safety Creating a Safe Preschool Classroom Identifying and correcting any hazards in the classroom Students will create solutions for potential dangers in the preschool classroom. NJCCCS 9.4.12.E.46 RESOURSES SUGGESTED FOR LESSONS: Handout on childproofing Potentially harmful items to leave around the class for students to find PROCEDURE: 1. Students will read tips for childproofing and circle those that would apply to a preschool child. 2. As a class read childproofing tips and explain. 3. In groups of four, compile a list of dangers in the classroom. ASSIGNED WORK: Complete all reading Create a solution for each danger on the list compiled ASSESSMENT OF STUDENT LEARNING: Evidence of group participation Accurate completion of the list of dangers and solutions 13
COURSE: TOPIC: TITLE OF LESSON: FOCUS: OBJECTIVES: Advanced Child Development CP Food Safety Choosing Safe Food Identifying foods that are choking hazards Students will formulate a list of foods that are safe for preschool children. NJCCCS 9.4.12.E.51 RESOURSES SUGGESTED FOR LESSONS: Carrots Popcorn Grapes Cheerios Bananas Plastic knives Paper plates Handout on chokable foods PROCEDURE: 1. In groups of four, taste each item. Determine if it is a choking hazard. 2. If it is, try cutting it so that it is no longer a hazard. ASSIGNED WORK: Record results for each item ASSESSMENT OF STUDENT LEARNING: Evidence of group participation Correct identification of choking hazards 14
COURSE: TOPIC: TITLE OF LESSON: FOCUS: OBJECTIVE: Advanced Child Development CP Preschool Activities Understanding the Benefits of Preschool Activities Understand what preschool children learn from activities Students will describe the benefits to preschool children for each activity they complete. NJCCCS 9.4.12 E.25 RESOURSES SUGGESTED FOR LESSON: Peanut butter Butter knives Rolling pins Sliced bread Sharp knives Baby food jars Playdough Baking soda Vinegar Trays PROCEDURE: Divide class into groups. 1. Each group will complete the activity assigned. Group 1 will make peanut butter pinwheels Group 2 will make a volcano. Group 3 will make marble art. 2. Each group will rotate to a new activity. 3. They will rotate one more time to the activity they did not yet complete. ASSIGNED WORK: Explain what a child would learn from this activity. ASSESSMENT OF STUDENT LEARNING: Evidence of group participation Explanation of learning for completing each activity 15
Teacher Assessment of Student Learning Advanced Child Development CP Teacher Observations Written Responses Role Plays Quizzes/Tests Class Participation Open Ended Questioning Collaborative and independent projects Research Technology Application Midterm Examination Final Examination 16
Bibliography and Resource Materials Advanced Child Development CP Primary Text Book The Developing Child Publisher: McGraw-Hill Companies ISBN-978-0-07-888360-6 Videos/DVDs: Prenatal Care: Recovering Hope Childbirth: Birth and the First Four Weeks Prenatal Development: In the Womb: Multiples Websites: Safety: http://www.cpsc.gov/cpscpub Day Care: http://www.ownadaycare.com Preschool Curriculum: http://www.mommynature.com 17
NEW JERSEY CORE CURRICULUM CONTENT STANDARDS FOR COMPREHENSIVE HEALTH & PHYSICAL EDUCATION 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle.. NEW JERSEY CORE CURRICULUM CONTENT STANDARDS FOR 21 st CENTURY LIFE AND CAREER SKILLS 9.4 Career and Technical Education: All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. (For descriptions of the 16 career clusters, see the Career Clusters Tables) 9.4.E Education & Training Career Cluster: This cluster includes occupations and careers in planning, managing, and providing education and training services and related learning support services. 9.4.J Human Services Career Cluster: This cluster includes occupations and careers in educating and preparing individuals for employment in career pathways that relate to families and human needs. 18