Suggested Timeline: 6 Periods Per Cycle, 1 Entire Year

District Overview: The Family and Consumer Sciences curriculum begins in 8th grade and carries all throughout the high school years. The information learned in this course overlaps a variety of different subjects and captures a great amount of information from a number of areas. Any student, whether they are planning on attending college, technical school, or heading right to a career, would benefit from this course.

Child Care and Development Description: Child Care and Development is a full year course that would be great for any student, whether they plan on being a parent in the future or they have any job that works with children or they aren’t even around children too often. The course starts out with a review of children and how you can make a difference in their lives, as well as why it’s important to study children and what researchers have discovered about them. Then it moves to changes and challenges that parenting may bring, and issues facing teen parents. Families and parenting skills are discussed and ways to be an effective parent or caregiver are emphasized. The next few units discuss pregnancy and childbirth in depth, from conception to the postnatal period. This is an exciting topic for the students because they get to look in depth at conception and the baby through the stages of birth, conception and issues surrounding it, and avoiding dangers to the baby. The importance of a healthy pregnancy, preparations for the baby’s arrival and all of the hard work that goes into it, and the various options for childbirth are discussed. Labor and birth, the newborn, and the postnatal period are all covered and the baby is followed all the way through the first year of life. The later units go in depth about the physical, emotional and social, and intellectual development of infants, toddlers, preschoolers, and school-age children.

Child Care and Development Units:  Unit 1: Learning About Children  Unit 2: The Challenges Of Parenting  Unit 3: Building Strong Families  Unit 4: Prenatal Development  Unit 5: Preparing For Birth  Unit 6: The Baby’s Arrival  Unit 7: Physical Development Of Infants  Unit 8: Emotional And Social Development Of Infants  Unit 9: Intellectual Development Of Infants  Unit 10: Physical Development From One To Three  Unit 11: Emotional And Social Development Of Infants  Unit 12: Intellectual Development From One To Three  Unit 13: Physical Development From Four To Six  Unit 14: Emotional And Social Development From Four To Six  Unit 15: Intellectual Development From Four To Six  Unit 16: Physical Development From Seven To Twelve  Unit 17: Emotional and Social Development From Seven To Twelve

 Unit 18: Intellectual Development From Seven To Twelve

Subject: Child Care And Development Grades: 11 and 12 Suggested Timeline: 6 periods per cycle, 1 entire year Unit Title: Learning About Children Unit Overview/Essential Understanding: This unit introduces the study of children and their development, as well as observing and interacting with children. Unit Objectives:  Summarize the benefits of studying children.  Explain how learning about typical behaviors can help you better understand children.  Describe how childhood today differs from childhood in the past.  Explain why childhood is an important time of development.  Compare and contrast the leading theories about how children develop.  Identify and give examples of the five characteristics of child development.  Explain the impact that heredity and environment each has on development.  List and define strategies of development after childhood.  Describe how self-esteem and development are interrelated. Focus Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.A- Analyze current research on existing theories of child development and its impact on learning (e.g. Piaget, Erikson, and prior findings versus new brain development research). Important Standards Addressed in this Unit: Misconceptions: Concepts/Content: Competencies/Skills: Description of Activities: *Discuss why it is important to learn *Categorize information based on the -Class discussions about children. major theories of child development. -Various worksheets *Predict how studying children will help *Create a Venn Diagram and classify -PowerPoints students learn about themselves. characteristics influenced by heredity, -Heredity vs. Environment Venn Diagram *Identify and explain situations in which environment, or both. a specific behavior is appropriate for a child of one age, but not for a child of another age. *Discuss similarities and differences in children of the past and children of today. *Suggest ways that older children could

help their parents with an infant that’s care is interfering with family relationships. *Discuss the potential benefits and drawbacks of living at home after age 18. Assessments: Quizzes, Tests, Informal Questioning, Classroom discussion Interdisciplinary Connections: Additional Resources: Health, English/Language Arts Researched lecture notes, Student notes, Student worksheets, Media (DVDs and video clips), Internet resources, PowerPoints

Subject: Child Care And Development Grades: 11 and 12 Suggested Timeline: 6 periods per cycle, 1 entire year Unit Title: The Challenges Of Parenting Unit Overview/Essential Understanding: This unit gives examples of what parenting entails and looks at teen parenthood. Unit Objectives:  Explain how a knowledge of child development can help parents.  Identify and describe Galinsky’s six stages of parenthood.  Describe the challenges and rewards of parenthood.  Develop a self-assessment for judging a person’s readiness for parenthood.  Explain how good resource management skills relate to parenting.  Distinguish between sexuality and sexual activity.  Summarize what people consider when making responsible decisions about sexual activity.  Describe the possible consequences of sexual activity.  Evaluate the challenges of teen pregnancy. Focus Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.D- Analyze plans and methods to blend work and family responsibilities to meet the needs of children. Important Standards Addressed in this Unit: Misconceptions: *Anyone will be ready to be a parent, no matter what age they are or where they are in life. Concepts/Content: Competencies/Skills: Description of Activities: *Discuss how to define the role of a *Analyze students’ daily schedules and -Class discussions parent and what skills are needed. discuss what things would change if they -Various worksheets *Discuss whether being a good parent is students would become parents. -PowerPoints

a skills that comes naturally or is *Identify questions you would want to -Daily schedule examination and discussion acquired. ask a spouse before deciding to have a -Questions for your spouse *Discuss ways that a couple can do to child. -Reasons to get married avoid problems in their relationship. *Identify ways in which being a teen * Discuss the rewarding aspects of parent is different than being an adult parenthood and write letters to soon-to- parent. be parents to reassure the parent of his or her decision to have a child. * Identify pros and cons of parents working or staying at home, and draw conclusions about which students would choose for themselves. *Discuss issues that could arise when people decide to become sexually active. *Compare and discuss reasons for getting married vs. remaining single. Assessments: Quizzes, Tests, Informal Questioning, Classroom discussion Interdisciplinary Connections: Additional Resources: Health, English/Language Arts Researched lecture notes, Student notes, Student worksheets, Media (DVDs and video clips), Internet resources, PowerPoints

Subject: Child Care And Development Grades: 11 and 12 Suggested Timeline: 6 periods per cycle, 1 entire year Unit Title: Building Strong Families Unit Overview/Essential Understanding: This unit discusses families and parenting skills. Unit Objectives:  Describe the functions of the family.  Identify the basic needs of children and how parents meet those needs.  Compare different types of family structures.  List the stages of the family life cycle.  Describe trends that affect families.  List sources of support that are available to families.  Identify ways that people can help build strong families.  Identify the basic types of children’s needs.  Describe the three parenting styles and some characteristics of each.

 Give examples of effective techniques for encouraging appropriate behavior.  Explain how to set limits and why they are important.  Identify ways of dealing with inappropriate behavior.  Explain the importance of consistency when guiding children. Focus Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.C- Analyze practices that optimize child development (e.g. stimulation, safe environment, nurturing caregivers, reading to children). 11.4.12.D- Analyze plans and methods to blend work and family responsibilities to meet the needs of children. Important Standards Addressed in this Unit: Misconceptions: *A family is considered a mother, father, and a child or children. Concepts/Content: Competencies/Skills: Description of Activities: *Discuss the differences between wants *Prepare a budget for students, and then -Class discussions and needs. identify how it would change if they -Various worksheets *Identify difficulties different types of would become a parent. -PowerPoints families face and identify strategies to -Family Challenges solve these difficulties. -Adoption criteria *Discuss adoption and qualities of a -Good parenting skills brainstorming suitable caregiver. -First grade limits scenario *Give examples of traditions in families. *Summarize needs that families fulfill. *Discuss good parenting skills. Give examples of moments when students have misbehaved and how caregivers handled the situation. *Predict limits and rules that should be set for younger children entering a high school classroom environment. *Describe ways that negative reinforcement can be effective for children. Assessments: Quizzes, Tests, Informal Questioning, Classroom discussion Interdisciplinary Connections: Additional Resources: Health, English/Language Arts Researched lecture notes, Student notes, Student worksheets, Media (DVDs and video clips), Internet resources, PowerPoints

Subject: Child Care And Development Grades: 11 and 12 Suggested Timeline: 6 periods per cycle, 1 entire year Unit Title: Prenatal Development Unit Overview/Essential Understanding: This unit identifies the stages of a baby’s prenatal development, the foundation of conception, potential problems in prenatal development,, and ways to prevent danger to the baby. Unit Objectives:  Explain how conception occurs.  Identify and explain what occurs during each of the three stages of prenatal development.  Describe the changes that affect a woman during each stage of pregnancy.  Describe how personal characteristics are inherited.  Explain the causes of multiple births.  Evaluate different possible solutions for infertility.  Contrast miscarriage and stillbirth.  Identify some major birth defects.  Compare and contrast the four causes of birth defects.  Explain why genetic counseling may be helpful to some couples.  Describe how birth defects can be diagnosed and prevented.  Describe the hazards that alcohol and other drugs pose to prenatal development.  Explain why other environmental hazards, including hazardous substances and chemicals, must be avoided during pregnancy.  Compare and contrast how a fetus can be affected by certain illnesses the mother may contract. Focus Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.B- Analyze current issues in health and safety affecting children at each stage of child development. 11.4.12.C- Analyze practices that optimize child development (e.g. stimulation, safe environment, nurturing caregivers, reading to children). Important Standards Addressed in this Unit: Misconceptions: Concepts/Content: Competencies/Skills: Description of Activities: *Tell what students know about *List physical traits that are hereditary -Class discussions pregnancy and discuss why it is and traits that can be influenced by the -Various worksheets important to be aware of the environment. -PowerPoints developmental milestones that occur *Write and discuss why it is important to -Baby preparation scenario during pregnancy. know your family’s medical history before -Multiple births- problems vs. solutions *Discuss how to tell a child that he or she having children. -Methods of contraception- research

is going to be having a sibling. -Birth defects question- lower, or prevent? *Predict ways that parents can prepare -Scenario- baby with down’s syndrome themselves for having a baby. -Scenario- moving the family *Predict problems that parents of twins might face and identify solutions for those problems. *Discuss the various methods of contraception and which students think are affective and which are not. *Describe things that parents must do to prepare for a baby. *Discuss and debate what students would do if they were told that their child may potentially have a disability. *Discuss tests that Doctors could recommend to women and determine which are necessary for every woman. Assessments: Quizzes, Tests, Informal Questioning, Classroom discussion Interdisciplinary Connections: Additional Resources: Health, English/Language Arts Researched lecture notes, Student notes, Student worksheets, Media (DVDs and video clips), Internet resources, PowerPoints

Subject: Child Care And Development Grades: 11 and 12 Suggested Timeline: 6 periods per cycle, 1 entire year Unit Title: Preparing For Birth Unit Overview/Essential Understanding: This unit covers preparing for birth, including maintaining a healthy pregnancy, making choices in childbirth, and preparing for the baby. Unit Objectives:  List the early signs of pregnancy.  Assess the importance of good medical care throughout pregnancy.  Identify possible discomforts and complications of pregnancy.  Plan a nutritious diet for expectant mothers.  Explain the importance of stress management during pregnancy.  Describe the decisions and preparations expectant parents need to include in a budget.  Identify the considerations involved in making a decision about who will care for a new baby.  Compare and contrast the qualifications of health care professionals who deliver babies.

 Outline ways expectant parents can prepare for birth.  Analyze the benefits of childbirth classes.  Evaluate the benefits and drawbacks of the different types of delivery. Focus Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.1.12.B- Analyze the management of financial resources across the lifespan. 11.2.12.F- Compare and contrast the selection of goods and services by applying effective consumer strategies. 11.3.12.D- Critique diet modifications for their ability to improve nutritionally-related health conditions (e.g. diabetes, lactose-intolerance, iron deficiency). 11.4.12.D- Analyze plans and methods to blend work and family responsibilities to meet the needs of children. Important Standards Addressed in this Unit: Misconceptions: *There isn’t too much planning that goes into having a baby. *The only place that people can give birth is in the hospital. Concepts/Content: Competencies/Skills: Description of Activities: *Infer why doctors request that pregnant *Construct a diet plan for a woman who -Class discussions women reveal their prior and existing has a limited amount of money. -Various worksheets medical conditions at the first visit. *Plan and prepare baby food recipes. -PowerPoints *Discuss pregnancy myths that students *Compare and contrast the price, taste, -Making inferences- previous medical history have heard and determine whether they and preparation time of baby foods vs. -Leadership skills- importance of doctor’s visits are true or false. buying baby foods. -Problem solving scenario- problems of pregnancy *Review the effects of certain foods and *Compare and contrast breast feeding vs. -Teamwork activity- nutrition on a budget substances on the developing fetus. bottle feeding. -Schedule plan for new mother *Discuss why a pregnant mother should *Predict and research the medical -Cloth diapers vs. disposable diapers consider how the foods she eats are expenses associated with having a baby. -Analyzing viewpoints- medication during delivery prepared. *Formulate a birth plan for an expectant *Discuss preparations new parents need mother. to make before the baby arrives and identify some additional costs parents need to consider when planning for a baby. *Discuss different ways to acquire baby supplies. *Analyze why some women might opt to deliver a baby without the use of

medication to ease the pain. Assessments: Quizzes, Tests, Informal Questioning, Classroom discussion Interdisciplinary Connections: Additional Resources: Health, English/Language Arts Researched lecture notes, Student notes, Student worksheets, Media (DVDs and video clips), Internet resources, PowerPoints

Subject: Child Care And Development Grades: 11 and 12 Suggested Timeline: 6 periods per cycle, 1 entire year Unit Title: The Baby’s Arrival Unit Overview/Essential Understanding: This unit looks at the topics of labor and delivery, the newborn’s arrival, and postnatal care for the mother and the newborn. Unit Objectives:  Describe signs that indicate labor may have begun.  Contrast false labor and premature birth.  Summarize the three stages of labor.  Explain what happens during a cesarean birth.  List what factors can contribute to a premature birth.  Describe the newborn’s appearance immediately after birth.  Identify the physical changes that prepare the newborn for life outside the uterus.  Explain the purpose of common hospital procedures following birth.  Explain what bonding is and how to promote it.  Identify problems that often accompany prematurity.  Summarize the physical and emotional needs of a mother and the baby. Focus Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.B- Analyze current issues in health and safety affecting children at each stage of child development. 11.4.12.C- Analyze practices that optimize child development (e.g. stimulation, safe environment, nurturing caregivers, reading to children). Important Standards Addressed in this Unit: Misconceptions: *The baby is delivered in the last stage of labor, and that’s the end of labor. *Newborn babies come out of the womb cute, chubby, and perfectly baby-shaped. Concepts/Content: Competencies/Skills: Description of Activities: *Describe what students know about the *Construct a timeline to record the signs -Class discussions labor process. of early labor all the way through the -Various worksheets *Discuss the items a woman should bring three stages of labor. -PowerPoints

with her to the hospital. *Interview a parent about their birthing -What you know about pregnancy and labor *Compare the experiences a first-time experience and share memories and -Discussion- what’s in your hospital bag? mother and an experienced mother have artifacts of birth. -first-time mother vs. mother who has already given when giving birth. birth *Discuss and research the pros and cons -What’s in a name? and things associated with cord blood -Analyzing changes- birth picture vs. infant picture banking. -bringing baby home *Consider the experiences that a -bonding with baby newborn goes through right after birth -birth certificates and discuss how the five senses are affected at this time. *Review the nutritional and lifestyle needs of a woman during pregnancy. *Discuss the importance of community support of the psychological health of new mothers. Assessments: Quizzes, Tests, Informal Questioning, Classroom discussion Interdisciplinary Connections: Additional Resources: Health, English/Language Arts Researched lecture notes, Student notes, Student worksheets, Media (DVDs and video clips), Internet resources, PowerPoints

Subject: Child Care And Development Grades: 11 and 12 Suggested Timeline: 6 periods per cycle, 1 entire year Unit Title: Physical Development Of Infants Unit Overview/Essential Understanding: This unit covers an infant’s physical development, routine care, health, and well-being. Unit Objectives:  Describe three patterns that a baby’s physical development follows.  Explain the effects that heredity, nutrition, health, experiences, and environment have on an infant’s growth and development.  Describe how a typical baby grows in the first year.  Classify the different movements a baby makes as reflexes, gross motor skills, or fine motor skills.  Demonstrate how to safely handle a baby.  Evaluate various ways of nurturing and bonding with babies while caring for them.  Identify two possible sleep hazards.  Identify a baby’s nutritional needs as well as foods to avoid.  Compare the benefits of breast milk and formula.

 Describe the best type of clothing suitable for a baby.  Demonstrate how to bathe a baby.  Demonstrate how to diaper a baby.  Describe the signs of teething.  Describe at least five important ways to keep a baby safe at home.  Explain why checkups and immunizations are important for babies. Focus Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.A- Analyze current research on existing theories of child development and its impact on learning (e.g. Piaget, Erikson, and prior findings versus new brain development research). 11.4.12.B- Analyze current issues in health and safety affecting children at each stage of child development. 11.4.12.C- Analyze practices that optimize child development (e.g. stimulation, safe environment, nurturing caregivers, reading to children). Important Standards Addressed in this Unit: Misconceptions: *Newborns will sleep through the night. Concepts/Content: Competencies/Skills: Description of Activities: *Communicate a quality about *Compare and contrast the ideas of -Class discussions themselves that students have inherited nature vs. nurture. -Various worksheets and a quality that has been affected by *Chart a baby’s expected growth and -PowerPoints their environment. development. -Brainstorm: Motor skills *Analyze the characteristics of a *Chart a baby’s developmental -How to hold a baby demo stimulating environment that are milestones and explain why they are -Burping a baby demo important to children. important to be aware of. -Baby food budgeting *Differentiate between newborns and *Produce a pamphlet of Do’s and Don’ts -Bath time do’s and don’ts one-year-old babies based on physical for various baby care techniques -Diapering a baby demo and other characteristics. (bathing, feeding, dressing, general care). *Discuss things to keep in mind when handling a baby safely. *Discuss breast feeding and bottle feeding and which students believe is a better choice. *Summarize information about infant safety and share with other students. Assessments: Quizzes, Tests, Informal Questioning, Classroom discussion Interdisciplinary Connections: Additional Resources:

Health, English/Language Arts Researched lecture notes, Student notes, Student worksheets, Media (DVDs and video clips), Internet resources, PowerPoints

Subject: Child Care And Development Grades: 11 and 12 Suggested Timeline: 6 periods per cycle, 1 entire year Unit Title: Emotional And Social Development Of Infants Unit Overview/Essential Understanding: This unit identifies various aspects of an infant’s emotional and social development. Unit Objectives:  Compare and contrast emotional and social development.  Explain the importance of attachment to emotional development.  Relate the care an infant receives to emotional development.  Analyze people according to different temperament traits.  Explain how the emotional environment in the home can affect a baby’s development.  Identify signs of social development in infants.  Describe how social behavior is learned.  Explain the importance of play and how it effects social development.  Analyze the relationship of play and exploration. Focus Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.B- Analyze current issues in health and safety affecting children at each stage of child development. 11.4.12.C- Analyze practices that optimize child development (e.g. stimulation, safe environment, nurturing caregivers, reading to children). Important Standards Addressed in this Unit: Misconceptions: *Play isn’t important to infants. Concepts/Content: Competencies/Skills: Description of Activities: *Discuss factors that contribute to an *Consider when and why a baby usually -Class discussions infant’s emotional development. cries, and analyze how caregivers can -Various worksheets *Discuss the factors and things that determine the difference between cries. -PowerPoints influence a baby’s temperament. -Predicting consequences- undeveloped child *Discuss whether babies need access to -How emotions develop- stories toys for normal social and emotional -Birth order research development. Assessments: Quizzes, Tests, Informal Questioning, Classroom discussion Interdisciplinary Connections: Additional Resources:

Health, English/Language Arts Researched lecture notes, Student notes, Student worksheets, Media (DVDs and video clips), Internet resources, PowerPoints

Subject: Child Care And Development Grades: 11 and 12 Suggested Timeline: 6 periods per cycle, 1 entire year Unit Title: Intellectual Development Of Infants Unit Overview/Essential Understanding: This unit discusses brain development, intellectual development in the infant’s first year, and ways to encourage infant’s learning. Unit Objectives:  List the functions each part of the brain controls.  Describe how brain cells work together.  Explain how the brain becomes organized.  Identify activities that support the development of brain pathways.  Give an example of how neural pathways in the brain help a baby to acquire new skills.  List four signs of intellectual growth in infants.  Identify Piaget’s first period of learning and describe specific abilities that babies learn during this period.  Summarize the importance of sensory stimulation to the intellectual development of infants.  Describe the progression of concept development in young children.  Describe ways parents and other caregivers can help babies’ intellectual growth.  Identify toys appropriate for a baby’s age.  Explain how babies develop communication skills. Focus Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.A- Analyze current research on existing theories of child development and its impact on learning (e.g. Piaget, Erikson, and prior findings versus new brain development research). 11.4.12.C- Analyze practices that optimize child development (e.g. stimulation, safe environment, nurturing caregivers, reading to children). 11.4.12.E- Identify practices that develop the child’s imagination, creativity, and reading and writing skills through literature. Important Standards Addressed in this Unit: Misconceptions: *The brain is only organized one way and can’t be re-organized. Concepts/Content: Competencies/Skills: Description of Activities: *Discuss how the parts of the brain *Act out and explain the process of -Class discussions communicate with each other to transmitting messages through the brain. -Various worksheets function. *Provide real-life examples to help define -PowerPoints *Demonstrate and discuss activities that the differences between Piaget’s 6 stages -How neurons work- skit

stimulate infant’s brain development. of the sensorimotor period. *Predict how increased mobility in a *Create a mobile keeping in mind what child’s first year contributes to the child’s objects and symbols stimulate babies the intellectual development. most. *Discuss toy safety. *Compile a list of specific activities parents and caregivers can involve children in without using any kinds of toys. *Conclude why adults use baby talk when speaking to babies, and how they can avoid it. Assessments: Quizzes, Tests, Informal Questioning, Classroom discussion Interdisciplinary Connections: Additional Resources: Health, English/Language Arts Researched lecture notes, Student notes, Student worksheets, Media (DVDs and video clips), Internet resources, PowerPoints

Subject: Child Care And Development Grades: 11 and 12 Suggested Timeline: 6 periods per cycle, 1 entire year Unit Title: Physical Development From One To Three Unit Overview/Essential Understanding: This unit focuses on the physical growth and development of children from one to three and how to care for children of this age group. Unit Objectives:  Identify typical changes in height, weight, proportion, and posture from ages one through three.  Describe how to keep one- to three-year-olds’ teeth healthy.  Compare fine and gross motor skills for this age period.  Explain why children may feel fearful at night and how to comfort them.  Plan nutritious meals and snacks for children.  Identify ways to help children learn and practice good hygiene.  Summarize the key considerations for choosing clothing for children.  Describe how to protect children against hazards in the home. Focus Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.3.12.D- Critique diet modifications for their ability to improve nutritionally-related health conditions (e.g. diabetes, lactose-intolerance, iron deficiency). 11.4.12.B- Analyze current issues in health and safety affecting children at each stage of child development.

11.4.12.C- Analyze practices that optimize child development (e.g. stimulation, safe environment, nurturing caregivers, reading to children). Important Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.E- Identify practices that develop the child’s imagination, creativity, and reading and writing skills through literature. Misconceptions: Concepts/Content: Competencies/Skills: Description of Activities: *Define motor skills and differentiate *Establish a schedule for a child (between -Class discussions between fine and gross motor skills. ages one and three) including naps, -Various worksheets *Determine and design activities for meals, hygiene, and developmentally -PowerPoints children with both high and low energy appropriate activities targeting both fine -Healthy meals and snacks- cooking lab levels. and gross motor skills. -Children’s clothing * Describe ways that parents and *Develop a day’s meal plan for a one- to caregivers can bond emotionally with three- year old, keeping in mind children during bath time. nutritional needs, meal appeal, and self- * Develop a song that parents can sing feeding ability. for children to make sure that they are *Design a safety device that could be brushing their teeth for at least one helpful to parents. minute. *Anticipate changes that would need to be made in the classroom to make it childproof. Assessments: Quizzes, Tests, Informal Questioning, Classroom discussion Interdisciplinary Connections: Additional Resources: Health, English/Language Arts Researched lecture notes, Student notes, Student worksheets, Media (DVDs and video clips), Internet resources, PowerPoints

Subject: Child Care And Development Grades: 11 and 12 Suggested Timeline: 6 periods per cycle, 1 entire year Unit Title: Emotional And Social Development From One To Three Unit Overview/Essential Understanding: This unit discusses the emotional and social development of children between the ages of one and three. Unit Objectives:  Describe common emotions and patterns of emotional development from ages one to three.  Analyze how individual differences affect emotional development.  Explain how self-concept develops.

 Assess the importance of sleep in emotional development.  Describe patterns of social development from ages one to three.  Relate the importance of making friends to a child’s social development.  Compare and contrast different approaches to guidance.  Describe ways to help children develop sharing skills.  Identify common behavioral problems and effective methods of dealing with them. Focus Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.A- Analyze current research on existing theories of child development and its impact on learning (e.g. Piaget, Erikson, and prior findings versus new brain development research). 11.4.12.C- Analyze practices that optimize child development (e.g. stimulation, safe environment, nurturing caregivers, reading to children). Important Standards Addressed in this Unit: Misconceptions: Concepts/Content: Competencies/Skills: Description of Activities: *Describe moments when students have *Develop a story for children that can -Class discussions seen toddlers act inappropriately and help them overcome a fear or phobia. -Various worksheets what parents can do about it. *Imagine that students are parents of a -PowerPoints *Compare things that make teenagers two-year-old. Make a list of the limits to -Comparison- teens vs. toddlers dealing with frustration frustrated with things that make toddlers set for the child and discuss how to -Stories to deal with emotions- writing activity frustrated. Analyze similarities and practice consistency in enforcing these -Analyzing behavior differences in the way that they deal with limits. -Problem solving skills- sharing these things. *Brainstorm how parents and caregivers can introduce a child into new situations. *Predict effective ways of helping young children with different temperaments (the curious child, the difficult child, the worrier) to learn and develop. *Explain ways that parents can build a positive self-concept. Assessments: Quizzes, Tests, Informal Questioning, Classroom discussion Interdisciplinary Connections: Additional Resources: Health, English/Language Arts Researched lecture notes, Student notes, Student worksheets, Media (DVDs and video clips), Internet resources, PowerPoints

Subject: Child Care And Development Grades: 11 and 12 Suggested Timeline: 6 periods per cycle, 1 entire year Unit Title: Intellectual Development From One To Three Unit Overview/Essential Understanding: This unit covers understanding brain development and supporting learning for one- to three-year-old children. Unit Objectives:  Relate the connection between brain research and learning.  Describe how intelligence and environment affect learning.  Differentiate among the four methods of learning used by young children.  Explain how children develop concepts in stages.  Summarize how one- to three-year-olds develop in seven areas of intellectual activity.  Identify the factors that affect a child’s readiness to learn.  Describe the skills necessary for learning and reading math.  Explain ways parents and caregivers can guide the learning of young children.  Give examples of the toys that are appropriate for children at different ages.  Identify speech delays in young children, and describe how a speech-language pathologist can help. Focus Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.A- Analyze current research on existing theories of child development and its impact on learning (e.g. Piaget, Erikson, and prior findings versus new brain development research). 11.4.12.B- Analyze current issues in health and safety affecting children at each stage of child development. 11.4.12.C- Analyze practices that optimize child development (e.g. stimulation, safe environment, nurturing caregivers, reading to children). Important Standards Addressed in this Unit: Misconceptions: Concepts/Content: Competencies/Skills: Description of Activities: *Discuss why imagination and creativity *Develop a memory game for toddlers -Class discussions play such important roles in a one- to that will help them to learn. -Various worksheets three-year-old’s brain development. *Design and present a toy or game for -PowerPoints *Describe a time when student said “I’ll children of certain ages keeping in mind -Daily teaching opportunities- Math never do that again” and tell how they age appropriateness, safety, etc. -Evaluating toy opportunities learned from that experience. *Recall students’ earliest learning experience and discuss how they were learning and how they went about it. *Bring in children’s books appropriate for toddlers and examine them to see how

well they lend themselves to interaction and learning. *Develop ways that a parent can teach the concepts of more and less, more and fewer, big and small, and counting objects in a typical day. *Have students come up with simple and straightforward answers to some common questions children may ask (ex. Why is the sky blue? Why do birds fly? Why is the grass green? Why do people live in houses?) and discuss what caregivers should do if they do not know the answer. Assessments: Quizzes, Tests, Informal Questioning, Classroom discussion Interdisciplinary Connections: Additional Resources: Health, English/Language Arts Researched lecture notes, Student notes, Student worksheets, Media (DVDs and video clips), Internet resources, PowerPoints

Subject: Child Care And Development Grades: 11 and 12 Suggested Timeline: 6 periods per cycle, 1 entire year Unit Title: Physical Development From Four to Six Unit Overview/Essential Understanding: This unit covers the growth, physical development, and care of children from age four to six. Unit Objectives:  Summarize how an average child’s height, weight, posture, and body shape change from ages four to six.  Explain the changes to a child’s teeth that generally begin around age six.  Identify when and why thumb sucking may become a problem for children.  Compare average motor development of four-, five-, and six-year-olds.  Explain why good nutrition is essential for children ages four to six.  Give examples of ways to encourage good nutrition and physical activity in children.  Evaluate how poor nutrition may affect physical development.  Describe the ways children from ages four to six develop good self-care habits. Focus Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.3.12.D- Critique diet modifications for their ability to improve nutritionally-related health conditions (e.g. diabetes,

lactose-intolerance, iron deficiency). 11.4.12.B- Analyze current issues in health and safety affecting children at each stage of child development. Important Standards Addressed in this Unit: Misconceptions: *It’s ok for children to sick their thumbs. Concepts/Content: Competencies/Skills: Description of Activities: *Discuss how parents can encourage the *Prepare “Kid friendly” recipes in the -Class discussions development of fine and gross motor kitchen. -Various worksheets skills in all children, including children -PowerPoints with disabilities. -Analyzing children’s nutrition information *Describe the differences between -Prepare “kid friendly” recipes guiding and directing a children’s -Playground safety behavior.

*Recall and comment on foods students loved and hated as children, and discuss if they have the same preferences today. Identify aspects of food preparation that children may help with and discuss which tasks are best avoided. *Discuss reasons for bedwetting at ages four to six and techniques for overcoming it. Assessments: Quizzes, Tests, Informal Questioning, Classroom discussion Interdisciplinary Connections: Additional Resources: Health, English/Language Arts Researched lecture notes, Student notes, Student worksheets, Media (DVDs and video clips), Internet resources, PowerPoints

Subject: Child Care And Development Grades: 11 and 12 Suggested Timeline: 6 periods per cycle, 1 entire year Unit Title: Emotional And Social Development From Four To Six Unit Overview/Essential Understanding: This unit provides information od the emotional and social development of children between the ages of four and six. Unit Objectives:  Summarize general patterns of emotional development in children ages four, five, and six.  Describe ways preschoolers and children in kindergarten use their imagination.

 Identify ways of responding to expressions of fear, jealousy, and stress in children ages four to six.  Propose strategies for helping children gain self-confidence.  Summarize general patterns of social development in children ages four, five, and six.  Suggest strategies to help children resolve conflicts.  Analyze the role of competition and cooperation in children’s development.  Develop guidelines for encouraging moral development in children. Focus Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.C- Analyze practices that optimize child development (e.g. stimulation, safe environment, nurturing caregivers, reading to children). Important Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.A- Analyze current research on existing theories of child development and its impact on learning (e.g. Piaget, Erikson, and prior findings versus new brain development research). 11.4.12.B- Analyze current issues in health and safety affecting children at each stage of child development. Misconceptions: *All children will be ready to go to preschool and kindergarten around this time period. Concepts/Content: Competencies/Skills: Description of Activities: *Identify recent times when having *Design and plan activities that are -Class discussions friends around helped them through a appropriate for children from ages four -Various worksheets stressful event and think of others ways to six (and up to ten). Students will -PowerPoints that children learn confidence in new implement these activities with children -Making predictions- emotions situations. at “Take Your Child To Work Day”. -Words of encouragement *Identify causes of stress for four- to six- *Compare and contrast the benefits and year-olds and discuss how to reduce their drawbacks of letting children participate stress. in organized sports. *Discuss why it might be difficult for *Debate whether or not students think children from four to six to distinguish boys and girls develop a sense of right whose authority to accept. and wrong at the same time, and cite *Discuss the benefits and drawbacks of specific examples. giving children cell phones, keeping in mind social, health, and other issues.

Assessments: Quizzes, Tests, Informal Questioning, Classroom discussion Interdisciplinary Connections: Additional Resources: Health, English/Language Arts Researched lecture notes, Student notes, Student worksheets, Media

(DVDs and video clips), Internet resources, PowerPoints

Subject: Child Care And Development Grades: 11 and 12 Suggested Timeline: 6 periods per cycle, 1 entire year Unit Title: Intellectual Development From Four To Six Unit Overview/Essential Understanding: This unit analyzes theories of intelligence and learning, and focuses on ways to help children in the four- to six-year-old age group learn. Unit Objectives:  Evaluate the value of intelligence tests and discuss different kinds of intelligence.  Identify signs of intellectual development in children four to six.  Analyze Piaget’s theory of preoperational thinking.  Compare the thinking and learning theories of Vygotsky and Montessori.  Suggest ways to help children learn from everyday experiences.  Identify strategies to encourage children’s interest in reading, art, and music.  Explain how parents can help their children prepare for and adjust to kindergarten.  Identify possible speech problems for children this age. Focus Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.A- Analyze current research on existing theories of child development and its impact on learning (e.g. Piaget, Erikson, and prior findings versus new brain development research). 11.4.12.C- Analyze practices that optimize child development (e.g. stimulation, safe environment, nurturing caregivers, reading to children). Important Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.E- Identify practices that develop the child’s imagination, creativity, and reading and writing skills through literature. Misconceptions: Concepts/Content: Competencies/Skills: Description of Activities: *Debate whether children from four to *Select a children’s book that is -Class discussions six should be exposed to as many appropriate for four- to six-year-olds and -Various worksheets different activities as possible, or if it’s point out rhymes or alliteration that -PowerPoints better to repeatedly expose children to would help children learn phonemes. -How do children learn to read? one or two activities at which they want *Discuss the value of coloring books and -Art and music activities the children to excel. teacher generated art projects vs. free- *Debate the value of intelligence tests. form drawings, paintings, and collages, *Identify and describe the eight then create a piece of art and present it categories of intelligences. to the class. *Identify ways that parents can help

children develop their abilities. *Explain the different theories of development. Assessments: Quizzes, Tests, Informal Questioning, Classroom discussion Interdisciplinary Connections: Additional Resources: Health, English/Language Arts Researched lecture notes, Student notes, Student worksheets, Media (DVDs and video clips), Internet resources, PowerPoints

Subject: Child Care And Development Grades: 11 and 12 Suggested Timeline: 6 periods per cycle, 1 entire year Unit Title: Physical Development From Seven To Twelve Unit Overview/Essential Understanding: This unit focuses on children from ages seven to twelve in terms of their physical growth and development, as well as nutrition and self-care for children of this age group. Unit Objectives:  Describe average changes in height and weight between the ages of seven to ten, and for eleven- and twelve-year-olds.  Explain the physical changes that take place at the beginning of puberty and their impact on children’s lives.  Analyze the benefits of regular physical activity.  Identify why children’s motor skills improve.  Explain how the Dietary Guidelines can help achieve good nutrition.  Develop a plan of physical activity for school-age children.  Identify ways to help prevent dental problems.  Compare and contrast personal hygiene needs for an eight-year-old and a twelve-year-old.  Explain what school-age children should be taught about personal safety. Focus Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.B- Analyze current issues in health and safety affecting children at each stage of child development. 11.4.12.C- Analyze practices that optimize child development (e.g. stimulation, safe environment, nurturing caregivers, reading to children). Important Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.A- Analyze current research on existing theories of child development and its impact on learning (e.g. Piaget, Erikson, and prior findings versus new brain development research). Misconceptions: Concepts/Content: Competencies/Skills: Description of Activities: * Discuss how children change between *Chart boys’ and girls’ height and weight -Class discussions

the ages of seven and twelve and how in sequential order from ages seven to -Various worksheets understanding children’s physical twelve. -PowerPoints development relates to caring for them. -Changes from 7 to 12 *Examine a magazine that is geared -Making food choices toward seven- to twelve-year-olds and evaluate its quality, paying attention to the messages that it sends to this age group. *Determine how children’s needs change from ages seven to twelve, keeping in mind physical needs, nutritional needs, health needs, etc. Assessments: Quizzes, Tests, Informal Questioning, Classroom discussion Interdisciplinary Connections: Additional Resources: Health, English/Language Arts Researched lecture notes, Student notes, Student worksheets, Media (DVDs and video clips), Internet resources, PowerPoints

Subject: Child Care And Development Grades: 11 and 12 Suggested Timeline: 6 periods per cycle, 1 entire year Unit Title: Emotional And Social Development From Seven To Twelve Unit Overview/Essential Understanding: This unit discusses the emotional and social development of children from age seven to age twelve. Unit Objectives:  Identify signs that indicate a child’s growing sense of self.  Explain the link between competence and self-esteem.  Identify strategies for helping children develop competence.  Describe the emotional changes that occur between the ages of seven and twelve.  Recommend strategies for living with children ages seven to twelve.  Describe how friendships change during these years.  Recommend strategies for resolving conflicts with peers and for dealing with bullying.  Characterize changes that occur in family relationships as children gain more independence.  Outline ways that caregivers can guide children’s moral development.  Analyze the effects of peer pressure and suggest ways of dealing with negative peer pressure.  Identify ways children can assume more responsibility. Focus Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards:

11.4.12.B- Analyze current issues in health and safety affecting children at each stage of child development. 11.4.12.C- Analyze practices that optimize child development (e.g. stimulation, safe environment, nurturing caregivers, reading to children). 11.4.12.D- Analyze plans and methods to blend work and family responsibilities to meet the needs of children. Important Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.A- Analyze current research on existing theories of child development and its impact on learning (e.g. Piaget, Erikson, and prior findings versus new brain development research). Misconceptions: Concepts/Content: Competencies/Skills: Description of Activities: *Discuss how children’s emotions change *Examine friendships of children from -Class discussions between the ages of seven and twelve, as ages seven to twelve and compare and -Various worksheets well as common emotions at these ages. contrast them to friendships in high -PowerPoints *Examine preteen fiction books. school students. -Friendship analysis *Discuss how children’s relationships *Analyze a friendship that students have change between the ages of seven and had for a long period of time and discuss twelve, as well as personal qualities that how it has changed over time. are common at these ages. *Evaluate a volunteer or community *Discuss ways that children from ages experience that has taught students an seven to twelve can resolve conflicts. unforgettable lesson about the world around them and explain what children and teens could learn from it. Assessments: Quizzes, Tests, Informal Questioning, Classroom discussion Interdisciplinary Connections: Additional Resources: Health, English/Language Arts Researched lecture notes, Student notes, Student worksheets, Media (DVDs and video clips), Internet resources, PowerPoints

Subject: Child Care And Development Grades: 11 and 12 Suggested Timeline: 6 periods per cycle, 1 entire year Unit Title: Intellectual Development From Seven To Twelve Unit Overview/Essential Understanding: This unit relates the developing brain’s distinct intellectual and emotional needs as well as the characteristics of learning that become evident during the ages of seven to twelve. Unit Objectives:  Identify signs of intellectual development in children seven to twelve.  Contrast the thinking skills of seven-year-olds with those of preteens.  Compare different theories of intellectual development as they relate to this age group.

 Compare different learning methods that are effective for children ages seven to twelve.  Identify characteristics of the middle school experience that make it particularly suited to preteen learning.  Contrast the different types of standardized tests and describe how they are developed.  Explain how standardized test scores are used. Focus Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.A- Analyze current research on existing theories of child development and its impact on learning (e.g. Piaget, Erikson, and prior findings versus new brain development research). 11.4.12.C- Analyze practices that optimize child development (e.g. stimulation, safe environment, nurturing caregivers, reading to children). Important Standards Addressed in this Unit: Pennsylvania Family and Consumer Sciences Academic Standards: 11.4.12.E- Identify practices that develop the child’s imagination, creativity, and reading and writing skills through literature. Misconceptions: Concepts/Content: Competencies/Skills: Description of Activities: *Discuss how children’s minds develop *Evaluate popular theories in child -Class discussions between the ages of seven and twelve development and determine how they -Various worksheets and identify some factors that play a role relate to children ages seven to twelve. -PowerPoints in how much children grow intellectually. -Learning styles *Discuss what factors play a role in how much children between ages seven and twelve learn and describe ways to measure children’s learning. Assessments: Quizzes, Tests, Informal Questioning, Classroom discussion Interdisciplinary Connections: Additional Resources: Health, English/Language Arts Researched lecture notes, Student notes, Student worksheets, Media (DVDs and video clips), Internet resources, PowerPoints