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Child Development and Parenting
updated September 2005
| Grade Levels: |
Suggested for grade 10
and up |
DOE
Code: 5362
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| Length of Course: |
One semester or two
semesters |
CIP
Code: 19.0706 |
Credits:
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One credit per semester |
APC
Funding Level: $250/student |
| Prerequisites: |
None |
Teacher
Resources
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COURSE DESCRIPTION
CHILD DEVELOPMENT
AND PARENTING addresses the
knowledge, skills, attitudes, and behaviors associated with supporting
and promoting optimal growth and development of infants and
children.
A project-based approach that utilizes higher order thinking,
communication,
leadership, and management processes is recommended in order to
integrate
suggested topics into the study of individual and family issues.
The
focus is on research-based nurturing and parenting practices and
skills, including brain development research, that
support positive development of children. Topics include
consideration of the roles, responsibilities and challenges of
parenthood; human sexuality;
adolescent pregnancy; prenatal development; preparation for birth; the
birth
process; meeting the physical, social, emotional, intellectual, moral,
and
cultural growth and developmental needs of infants and children;
impacts
of heredity, environment, and family and societal crisis on development
of
the child; meeting children's needs for food, clothing, shelter, and
care
giving; caring for children with special needs; parental resources,
services,
and agencies; and career awareness. Applications through
authentic
settings such as volunteer experiences, internships, and service
learning
are encouraged.
This course is recommended for all
students regardless of their career cluster or pathway to build basic
parenting
skills and is especially appropriate for students with interest in
human
services and education-related careers.
- One-semester
or two-semester course, one credit per semester
- Schools
offering this course for two semesters may title the course(s) "Child
Development and Parenting 1" and "Child Development and Parenting 2",
or
they may use "Child Development" for one semester and "Parenting" for
the
other semester.
- 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
-
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.
- One of the six FACS
courses from which students may choose three to fulfill the required
Health
and Safety credit. See State Rule 511 IAC 6-7-6 (6)
- One of the seven
courses from which schools must select four to teach a minimum of once
every other year in order to qualify for state vocational funding
- This
course generates state vocational funding (APC) for schools with
approved FACS programs.
COURSE
RATIONALE
Learning how to support and
promote optimal growth and development of infants and children is a
vital need for all students, regardless of career goals and individual
choices about becoming a parent. Children are the future of
society, our most important global resource. Nurturing children's
growth and
development is a complex, ongoing responsibility for all members of any
community.
Doing it well requires a solid knowledge base about children, how they
learn
and grow, and how best to meet their needs. It also requires abilities
to
integrate other academic competencies, solve problems, and make
decisions
to be proactive rather than reactive in the face of unknown future
situations
and outcomes.
The CHILD
DEVELOPMENT AND PARENTING course prepares
students for roles as family and community members, professionals,
citizens, parents, and caregivers. Through this course, students
develop realistic,
research-based expectations for children and how best to foster their
physical,
emotional, social, and psychological development. They develop
abilities
to interact positively with parents and children in their families and
communities.
They also gain awareness of the many types of careers that are
available
related to children. Students who have this preparation will be better
parents,
caregivers, and community members. They will know how to foster healthy
prenatal
and early childhood development; how to reduce birth defects; and how
to
prevent child abuse. They will be better community members and citizens
who
can support and advocate for parents and children more effectively.
ACADEMIC STANDARDS
revised April 2005; updated August 2005
Crosswalk to 1998 Standards
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. Content
standard #1 and competencies 1.1
through 1.5 form the foundation for the project-based approach
recommended
for implementing the remaining standards. This checklist format
facilitates
use by teachers and/or students for planning and reflecting on
achievement
of competencies.
Standard
1
Students will integrate processes of thinking,
communication, leadership, and management in order to apply child
development
and parenting knowledge and skills. |
| ___
CDP-1.1 |
Demonstrate
components of critical thinking, creative thinking, and reasoning. |
| ___
CDP-1.2 |
Evaluate
effective
communication processes in school, family, career, and community
settings. |
| ___
CDP-1.3 |
Demonstrate
leadership
that encourages
participation and respect for the ideas, perspectives, and
contributions
of group members. |
| ___
CDP-1.4 |
Apply
management,
decision-making, and problem solving processes
to accomplish tasks and fulfill responsibilities. |
| ___
CDP-1.5 |
Examine
the
interrelationships among thinking, communication, leadership, and
management processes to address family, community, and workplace issues. |
Standard 2
Students will
analyze factors related to preparing for parenthood. |
| ___ CDP-2.1 |
Examine biological
processes related to
conception, prenatal development, birth, and health of child and mother. |
| ___ CDP-2.2 |
Evaluate physical,
emotional, and
environmental factors of prenatal development and birth in relation to
the
health of the parents and child. |
| ___ CDP-2.3 |
Examine implications
of the decision to
become a parent, including alternatives to biological parenthood. |
| ___ CDP-2.4 |
Assess unique rights
and
responsibilities of pregnant and parenting adolescents. |
| ___ CDP-2.5 |
Analyze legal and
ethical impacts of
technology related to parenting. |
Standard 3
Students will
analyze roles and responsibilities
for parenting across the life span.
|
| ___ CDP-3.1 |
Examine
parenting roles, expectations, and
responsibilities across the life span. |
| ___ CDP-3.2 |
Evaluate
consequences of parenting
practices, including fatherhood, to individuals, family, and society. |
| ___ CDP-3.3 |
Examine roles of
independence,
interdependence, and commitment in parenting. |
| ___ CDP-3.4 |
Analyze
societal conditions that impact
parenting across the life span. |
| ___ CDP-3.5 |
Examine roles of the
family unit in
transmitting societal expectations, moral standards, culture, and
traditions. |
| ___ CDP-3.6 |
Explain cultural
differences in roles
and responsibilities of parenting. |
Standard 4
Students will
analyze human growth and
development across the life span.
|
| ___ CDP-4.1 |
Examine physical,
intellectual, emotional,
social, and moral aspects of human growth and development of children
across a
range of ages and stages. |
| ___ CDP-4.2 |
Investigate
impacts of heredity and
environment on prenatal and early childhood human growth and
development. |
| ___ CDP-4.3 |
Assess effects of
pre-pregnancy, prenatal,
and postnatal nutrition on health and wellness. |
| ___ CDP-4.4 |
Analyze influences of
social, economic,
and technological factors on individual growth and development. |
| ___ CDP-4.5 |
Examine how gender,
ethnicity, culture
and life events relate to individual development. |
Standard 5
Students will
analyze parenting
practices and nurturing strategies that maximize growth and development
of
children.
|
| ___ CDP-5.1 |
Implement
nurturing practices that support human growth and development. |
| ___ CDP-5.2 |
Evaluate
communication
strategies that promote positive self-esteem in family members.
|
| ___ CDP-5.3 |
Apply current and
emerging research
on human growth and development and parenting, including brain
research, to
assess parenting and nurturing practices. |
| ___ CDP-5.4 |
Analyze
impacts of abuse and neglect on
children and families and determine methods of prevention. |
| ___ CDP-5.5 |
Examine nurturing
practices unique to
children with handicaps or disadvantaging conditions. |
Standard 6
Students will
evaluate external support
systems that provide services for parents and caregivers.
|
| ___ CDP-6.1 |
Examine roles of
support systems in
meeting early childhood growth and development needs, including
children with
handicaps or disadvantaging conditions. |
| ___ CDP-6.2 |
Evaluate criteria for
selecting and
providing care and services, including preventative health care, for
children. |
| ___ CDP-6.3 |
Assess community
resources, services,
and opportunities that support parenting and nurturing. |
| ___ CDP-6.4 |
Analyze current laws,
regulations, and
policies related to parenting and care giving. |
| ___ CDP-6.5 |
Evaluate impacts of
children’s handicaps and
disadvantaging conditions on parents and caregivers. |
| ___ CDP-6.6 |
Explore
careers in early childhood, education, and services. |
Teacher
Resources
from Danelle Manship, Crawford County High
School
from Dennis Swender, Eastern High School
from Donna Smith, Indiana Department of Education
Novels that Teach Child Develoment & Parenting
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