FACS: Advanced Child Development

Advanced Child Development
updated September 2005

Grade Levels:	Suggested for 11th grade and up	DOE Code: 5360
Length of Course:	One semester or two semesters	CIP Code: 19.0701
Credits:	One credit per semester	APC Funding Level:$250 per student
Prerequisites:	Child Development and Parenting or permission of instructor

COURSE DESCRIPTION ADVANCED CHILD DEVELOPMENT is a sequential course that addresses more complex issues of child development and early childhood education with emphasis on guiding physical, social, emotional, intellectual, moral, and cultural development throughout childhood, including school age children. Topics include positive parenting and nurturing across ages and stages; practices that promote long-term well-being of children and their families; developmentally appropriate guidance and intervention strategies with individuals and groups of children. Students will access, evaluate, and utilize information, including brain/learning research and other research results to meet needs of children, including children with a variety of disadvantaging conditions. Students will explore "all aspects of the industry" for selected child-related careers. Authentic applications are required through field-based or school-based experiences with children in locations such as observation/interaction laboratories, preschools, elementary schools, or daycare settings. Service learning experiences are highly recommended. A thoroughly documented student portfolio is required. This course is recommended for any student for enrichment and as a foundation for students with interests in any child-related career or profession.

One credit per semester, one or two semesters
An elective (Career Acacemic Sequence) and directed elective course for Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors Diplomas
Counts toward the 8-10 Career-Technical credits required for Core 40 with Technical Honors Diplomas
Counts toward Career Academic Sequence and Flex Credit requirements for the General Diploma
Content standards and competencies are defined .
Indiana Academic Standards for English/Language Arts and Mathematics and National Standards for Family and Consumer Sciences have been integrated into this course.
A vocationally licensed (CTE) family and consumer sciences teacher must teach this course.
This course generates state vocational funding (APC) for schools with approved FACS programs.

RATIONALE - This course builds students' personal knowledge and abilities for interacting positively with children now and in the future, as parents, community members, and professionals in child-related careers.
- This course enables students to apply practices that enhance children's well-being. In the long term, these preventative actions save tax dollars, help to conserve other community and government resources, and contribute to overall quality of life.
- Children, families, and communities benefit as students actively participate in addressing needs of children and their families.
- This course increases students' awareness and sensitivity to a variety of conditions that affect children such as abuse and neglect; physical, emotional, and mental disabilities; and developmental delays. Studens will develop their ability to advocate for and contribute to family and community support systems.
- Students develop advanced proficiencies and applications of the process competencies of critical and creative thinking, communication, leadership, and management.
- This course contributes to character and citizenship education as students learn to identify needs, seek resources, and take action on behalf of others.
- Students develop a foundation for life-long learning by working independently and taking responsibility for their own actions and achievement.
- The course format enables students to pursue and develop their individual career interests related to children. It provides a springboard to higher education and advanced career opportunities.
- Through authentic interactions with children, families, and professionals in child-related careers, this course fosters students' development as emerging professionals and builds employability skills and traits.

ACADEMIC STANDARDS
updated September 2005

The following measurable exit standards define what students should know and be able to do at the end of the course. Academic standards do not define a specific sequence for teaching and learning. While all content standards and competencies should be addressed in some way, teaching order and areas of emphasis will vary according to local needs. This checklist format facilitates use by teachers and/or students for planning and reflecting on achievement of competencies.

Standard 1 Students will demonstrate professional and ethical standards related to working with children and their families.
___ ACD-1.1	Integrate process skills, including critical and creative thinking, leadership, communication, and management, in working and other interactions with children and their families.
___ ACD-1.2	Utilize emerging technologies responsibly in child-related interactions and careers.
___ ACD-1.3	Examine potential child-related career paths to determine knowledge, skills, attitudes, educational preparation, and employment opportunities associated with each.
___ ACD-1.4	Devise standards and demonstrate techniques for positive, collaborative relationships with children, their families, and co-workers.
___ ACD-1.5	Demonstrate work ethics and professionalism related to working with children and families.
Standard 2 Students will determine trends and issues in early childhood, and advocate policies that support children and their families.
___ ACD-2.1	Examine roles and responsibilities of the family unit for nurturing children and for transmitting societal expectations, culture, and traditions to children.
___ ACD-2.2	Examine policies, issues, and trends in the workplace, community, nation, and world that impact children and child nurturing practices.
___ ACD-2.3	Analyze impacts of social, economic, technological, and environmental forces, including media and marketing, on adult actions related to children and on child growth and development.
___ ACD-2.4	Examine laws and legal issues that impact children, parents, care givers, child educators, and child nurturing practices.
___ ACD-2.5	Determine strategies for taking action on behalf of children and families, such as for child care, prevention of child abuse and neglect, and parental support.
Standard 3 Students will demonstrate practices, including resource management processes, that promote the long term well-being and development of children and families.
___ ACD-3.1	Examine the use of family resources in making choices that satisfy needs and wants of children and parents.
___ ACD-3.2	Design strategies to meet nutrition requirements and provide safe and nutritious food for children
___ ACD-3.3	Provide a safe and supportive environment through developmentally appropriate clothing, housing, furnishings, toys, equipment, and modes of transportation.
___ ACD-3.4	Examine information and make recommendations for health and wellness practices to enhance long-term well-being and development of children.
___ ACD-3.5	Identify community services and resources, including financial resources, that contribute to the long-term well-being and development of children.
Standard 4 Students will evaluate developmentally appropriate practices to enhance child growth and development.
___ ACD-4.1	Assess strategies that promote physical, emotional, social, intellectual, cultural, and moral development of children.
___ ACD-4.2	Analyze components of an integrated curriculum that incorporate a child's language, learning styles, home experiences, and cultural values.
___ ACD-4.3	Demonstrate respect for diversity with sensitivity to anti-bias, gender equity, age, culture, and ethnicity related to children, parenting, and child nurturing practices.
___ ACD-4.4	Choose positive guidance and discipline practices that promote child growth and development.
___ ACD-4.5	Devise nonviolent, proactive strategies to prevent and manage conflict between children and between adults and children.
___ ACD-4.6	Access, evaluate, and utilize current and emerging research related to child growth and development to assess early childhood practices and procedures.
Standard 5 Students will evaluate factors affecting children and families with a variety of disadvantaging conditions.
___ ACD-5.1	Examine characteristics, needs, and interventions related to children with special needs, such as those with learning, emotional, and physical disabilities, developmental delays, and socioeconomic and academic disadvantages.
___ ACD-5.2	Investigate the impact of heredity and environment on disadvantaging conditions that impact children.
___ ACD-5.3	Determine situations that require crisis intervention and community services available to provide this intervention.
___ ACD-5.4	Identify support services for children and families with a variety of disadvantaging conditions.