Course Profile Parenting, Grade 11, Open, Catholic

Unit 2: Self and Others

Time: 30 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Unit Description

In this unit students are presented with issues involving pregnancy, birth, child development, and the behaviour of children. Students continue to experience the importance of being a caring family member and are also exposed to problem solving and the need for making responsible decisions with an informed moral conscience as a reflective, creative, and holistic thinker.

Students develop an awareness and understanding of child development from conception and infancy through the end of the preschool years. Care of the mother and the baby, during pregnancy and after birth, are discussed, as are fetal development problems, the biological process of the developing fetus, the stages of labour, and the birth process. Many of the activities focus on the developing child from baby, toddler, and preschooler. Physical, emotional, intellectual, social and moral development issues are examined using as many visual and practical learning strategies as possible. This unit contains important information for all students as they approach adulthood and the decisions they will face as responsible decision-makers and parents.

Strand(s) & Learning Expectations

Strand(s): Self and Others, Personal and Social Responsibilities, Research and Inquiry Skills

Overall Expectations: SOV.01, SOV.02, SOV.03, PRV.01, PRV.02, ISV.01, ISV.02, ISV.03.

Specific Expectations: SO1.01, SO1.02, SO1.03, SO2.01, SO2.02, SO2.03, SO3.01, SO3.02, SO3.03, PR1.04, PR2.02, IS2.02, IS3.01, IS3.03.

Ontario Catholic School Graduate Expectations: CGE1d, CGE1f, CGE2a, CGE2e, CGE3c, CGE4b, CGE4e, CGE4f, CGE4g, CGE5e, CGE6a, CGE6b, CGE6c, CGE7a, CGE7b.

Unit Planning Notes

· Access to a TV/VCR is an asset for each activity in this unit;

· An overhead projector and a large screen are also needed for Activities 1, 2, 3, and 4;

· Arrange for the use of the Library/Resource Centre and/or computer lab for Activities 4 and 5;

· Select an appropriate prayer/reading to begin each activity.

Activity 1: Healthy Child Development

Time: 480 minutes

Description

Students will demonstrate knowledge of the facts relating to the miracle of life from conception to the end of gestation. Students will develop case studies on problems of new parents, complete a research project on birth defects, and design a poster/pamphlet highlighting the needs of a pregnant woman. Students will develop problem-solving and thinking skills as they create and discuss the case studies and design the pamphlet.

Strand(s) & Learning Expectations

Strand(s): Self and Others, Research and Inquiry Skills

Overall Expectations

SOV.01 - describe factors that contribute to the healthy development of children before and during birth, and in the first few months after birth;

ISV.03 - compile and present the results of their research effectively.

Specific Expectations

SO1.02 - demonstrate an understanding of how new parents can become capable and confident in making choices that are in the best interests of their children before and during birth, and in the first few months after birth;

SO1.03 - evaluate prenatal and postnatal care/support programs available for parents in the community (e.g., prenatal classes; breast-feeding clinics; Healthy Babies, Healthy Children Program);

SO2.02 - explain how development from conception to three years of age affects and is crucial for development later in life;

SO2.03 - analyse behaviours, conditions, and environments that influence positive or negative growth and development of the foetus, infant, and young child (e.g., breast-feeding, bonding, infant stimulation; violence, addictions, neglect);

IS3.04 - effectively communicate the results of their inquiries, using a variety of methods and forms (e.g., written reports, seminars, visual or multimedia presentations, group presentations).

Ontario Catholic School Graduate Expectations

CGE1f - seeks intimacy with God and celebrates communion with God, others and Creation through prayer and worship;

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life;

CGE5e - respects the rights, responsibilities and contributions of self and others;

CGE6b - recognizes human intimacy and sexuality as God given gifts, to be used as the Creator intended;

CGE7b - accepts accountability for one’s own actions;

CGE7d - promotes the sacredness of life.

Prior Knowledge & Skills

· General knowledge of male/female anatomy and physiology

· General skills for:

· note-taking/basic literacy

· communication/listening

· group work/pair work/cooperative learning

· visual presentation/oral reporting

· problem-solving/critical thinking

Planning Notes

Gather/prepare overheads, slides, and videos

· prepare anatomical charts of the female body;

· prepare overheads showing the chromosome arrangement in determining the sex of the child/sensible personal care during pregnancy/and showing the biological process from conception to the end of nine months of pregnancy;

· select an appropriate a video to support the topic.

Prepare notes to accompany visual presentations including information on:

· common indications of pregnancy/confirmation of pregnancy/necessity of a doctor’s care/first visit to a doctor, and body changes during pregnancy;

· updated information on community resources for pregnant women and pre-natal classes for parents;

· introduction of new vocabulary;

· complications of pregnancy/nutrition during pregnancy (e.g., Canada’s Food Guide, sample menus, etc.) /rest/hygiene/nutrition/fitness needs of the mother/weight gain/and emotions;

· stages of fetal development (ovum/embryo/fetus)/chromosomes/genes (dominant/recessive), infertility, birth defects, and prenatal testing;

· responsibilities of caring for a baby.

Prepare print materials

· duplicate worksheets to support student learning (Appendix 2.1.1 – Vocabulary: Pregnancy and childbirth, Appendix 2.1.3 – Birth Defects);

· prepare several case studies involving choices new parents must face (samples for students to model when creating their own case studies);

· gather recent pamphlets relating to prenatal care;

· duplicate chart (Appendix 2.1.2 – Stages of Fetal Development);

· simplify vocabulary and notes for ESL/ELD students.

Implement CGEs by reinforcing the concept of sacredness of life and intimacy/sexuality as God given gifts to be used as the Creator intended and by encouraging students to respect the rights, responsibilities and contributions of self and others.

Teaching/Learning Strategies

1. The teacher reads a prayer or an inspirational article involving new parents. Students reflect upon the passage by writing their reflections in a journal. This journal exercise will become a part of each activity in this unit and will encourage students to seek intimacy with God and celebrate Creation through prayer and worship.

2. Socratic lesson on the biological process of the developing fetus using visuals and/or a video. Students take notes, make sketches of important facts and diagrams during the teacher-directed portion of the lesson.

3. To clarify the recording of the important facts, students work in pairs to complete worksheets (Appendix 2.1.1 –Vocabulary: Pregnancy and Childbirth and Appendix 2.1.2 –Stages of Fetal Development Chart – From Conception to Birth). This begins the sequence charting that is uniform throughout the unit. Students use information from their notes, from the board or overhead, or the course text to complete the chart.

4. Students select a topic highlighting a problem new parents might face when starting a family. Such topics as financial problems, lack of education, job security, space for a baby, age of parents, etc., should be included in the list provided by the teacher. They will then prepare a case study on how parents can become capable and confident in making decisions to solve those problems. The teacher prepares several case studies as examples to ensure the many problems facing new parents are covered.

5. Students gather information on a birth defect from the list provided and present their findings in an oral report to the class (Appendix 2.1.3 – Birth Defects). Students record the information, using point-form notes or in chart form, as it is presented and discussed.

6. The teacher explains how development from conception to three years of age is crucial for healthy development later in life. Students participate in a follow-up discussion.

7. The poster/pamphlet assignment is introduced (Appendix 2.1.4 – Things You Should Know When You Are Pregnant). The teacher/students decide on a completion date.

8. A Socratic lesson is presented involving the decision-making process necessary for new parents as they consider the best interests of the child, the complications that may arise throughout the pregnancy, and community services available to pregnant mothers.

9. The teacher invites a speaker from the Catholic community to talk further about services available for new parents in the community. A discussion follows as an extension of the information offered by the speaker to include other programs available to parents, such as, breast-feeding clinics, Healthy Babies Program, prenatal and postnatal classes, etc.

10. Students write a test covering all materials that have been presented in this activity: pregnancy, the birth process, factors influencing healthy development of the fetus, decisions facing new parents, the importance of healthy growth and development during pregnancy, and services available in the community.

Assessment & Evaluation of Student Achievement

Task	Strategy	Tool	Purpose	Achievement Chart Categories
To develop creative/critical thinking skills	Journal entry/ reflection on a prayer	Anecdotal	Formative	Thinking/Inquiry
To transfer concepts to a different context	Develop case studies re: pregnancy problems	Checklist	Formative	Thinking/Inquiry Application
To analyse and evaluate information involving birth defects	Research assignment on birth defects	Rubric	Formative	Thinking/Inquiry
To communicate findings from research project on birth defects	Report orally results of research	Rating Scale	Summative	Communication
To apply ideas and skills	Complete pregnancy pamphlet/poster	Rubric	Summative	Application
To demonstrate knowledge/ understanding of key terms/concepts	Test on information presented in Activity 1	Marking Scheme	Summative	Knowledge/ Understanding

Accommodations

· Enrichment activity - extension of research project: explore more complex problems of pregnancy, such as, “What is amniocentesis and how does it provide information about the developing fetus?” or “An ethical examination of pregnancy problems from a Catholic perspective,” etc.

Resources

Brisbane, Holly E. The Developing Child: Understanding Children and Parenting. California: Glencoe Publishing Company, 1994. (Teacher’s Resource Book)

Cobb Anderson, Vienna. Prayers of Our Hearts. New York: Crossroads Publishing, 1992.

Eisenberg, Arlene, Heidi E. Murkoff, and Sandee E. Hathaway. What To Expect When You’re Expecting. New York: Workman Publishing Company Inc., 1996. ISBN 0-89-480-829-X

Health Watch for Children. Series of pamphlets developed for Shopper’s Drug Mart in collaboration with the Canadian Paediatric Society and The Hospital for Sick Children. Titles include Baby Basics, Fever, Ear Infections, Breast-feeding, Infectious Diseases, and Pregnancy, etc.

Videos

By Way of the Family. Ontario Conference of Catholic Bishops. 1994. (video)

The Developing Child. “Beginnings of Life: Prenatal Development/A Life in the Making” 26 min. and “Beginnings of Life: Pregnancy and Birth: Caring and Preparing for the Life Within” 26 min.

Appendices

Appendix 2.1.1 – Vocabulary: Pregnancy and Childbirth (first section/pregnancy)

Appendix 2.1.2 – Stages of Fetal Development Chart – From Conception to Birth

Appendix 2.1.3 – Birth Defects

Appendix 2.1.4 – Things You Should Know When You Are Pregnant

Activity 2: The Birth Process/Bringing Baby Home

Time: 240 minutes

Description

Students will demonstrate knowledge of the facts relating to the physical birth process and postnatal care of the mother and baby. They will summarize information relating to the stages of labour and birth and will gather current consumer data involving child safety and equipment. They will analyse and evaluate local community services available to new mothers. Students will develop problem-solving skills by designing a space for an infant.

Strand(s) & Learning Expectations

Strand(s): Self and Others, Research and Inquiry Skills

Overall Expectations

SOV.01 - describe factors that contribute to the healthy development of children before and during birth, and in the first few months after birth;

ISV.02 - use appropriate methods for organizing and analysing data collected.

Specific Expectations

SO1.01 - outline the stages in the biological process of conception, pregnancy, and birth;

SO1.03 - evaluate prenatal and postnatal care/support programs available for parents in the community (e.g., prenatal classes; breast-feeding clinics; Healthy Babies, Healthy Children Program);

SO2.02 - explain how development from conception to three years of age affects and is crucial for development later in life;

IS2.02 - summarize the main points of information gathered from various reliable sources.

Ontario Catholic School Graduate Expectations

CGE1f - seeks intimacy with God and celebrates communion with God, others and Creation through prayer and worship;

CGE4e - sets appropriate goals and priorities in school, work and personal life;

CGE4f - applies effectual communication, decision-making, problem-solving, time and resource management skills;

CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing one’s choices and opportunities;

CGE6a - relates to family members in a loving, compassionate and respectful manner.

Prior Knowledge & Skills

· general knowledge of factors affecting the healthy development of the fetus

· general skills for:

· note-taking/basic literacy

· communication/listening

· group work/pair work/cooperative learning

· oral reporting/research skills

Planning Notes

Gather/prepare overheads, slides, and videos

· prepare overheads or slide presentation depicting the stages of labour and birth;

· select an appropriate video depicting a live birth;

· collect visual aids showing the newborn shortly after birth and in the weeks following;

· collect catalogues, magazines, flyers, etc., to be used in the room design project;

· organize art supplies needed for the design project.

Prepare notes to accompany visual presentations including information on:

· stages of labour and birth and terminology related to birth and labour;

· nutritional needs of new mothers and infants and comparison between breast-feeding and bottle-feeding;

· postnatal care of the mother and baby and bringing the baby home (practical considerations such as layette, room, safety, feeding, room, etc.);

· factors affecting the positive/negative growth and development of the infant, community services available to assist new mothers and choices and decisions new parents must face while meeting the needs of an infant;

· introduction to baby equipment survey.

Prepare print materials

· duplicate support materials (Appendix 2.1.1 – Vocabulary: Pregnancy and Childbirth,
Appendix 2.2.1 – Stages of Birth and Labour Chart, Appendix 2.2.2 – Designing a Room for the Baby, Appendix 2.2.3 – Baby Equipment Assignment).

Implement CGEs by encouraging students to set appropriate goals and priorities in school, apply effectual communication and time-management skills, examine and reflect on their values, enjoy a healthy lifestyle, and relate to family in a loving, respectful manner.

Teaching/Learning Strategies

1. The teacher begins the activity by reading a prayer or an inspirational article involving the miracle of life. Students reflect upon the passage by writing their reflection in the journal that was started during Activity 1.

2. A Socratic lesson is given on the birth process involving overheads, visual aids, and an appropriate video. The stages of labour and birth are discussed and recorded on the chart provided
(Appendix 2.2.1 – Stages of Birth and Labour Chart). New vocabulary is added to the list of key words started in Activity 1 (Appendix 2.1.1 – Vocabulary: Pregnancy and Childbirth).

3. A discussion follows on postnatal care of the mother and baby and practical considerations for bringing the baby home. This discussion also includes the responsibility of the parent to create an appropriate faith environment in which a child’s spiritual growth is nurtured. A selected reading will support students in their development as a discerning believer formed in the tradition of the Catholic Faith Community.

4. Students design a room for the baby as they consider the conditions and environments that are necessary for an infant’s positive growth, development, and safety. They use the criteria established in Appendix 2.2.2 – Designing a Room for the Baby. Some class time is used to ensure students understand the assignment and have access to pictures of the furniture chosen (from magazines, catalogues, flyers, etc.). Students complete the assignment and submit it on the established date.

5. A Socratic lesson is given outlining factors that influence the positive and negative growth and development of the infant, community services available to assist new mothers, and choices/decisions new parents must face as they meet the needs of their infant. Students evaluate the prenatal and postnatal care and support services available in their community by discussing the information presented.

6. Students gather information on baby equipment (availability, costs, features, safety concerns, necessity, etc.) using Appendix 2.2.3 – Baby Equipment Assignment. The results of their findings will be presented and discussed with the class. Selection of equipment and safety concerns are reviewed with on-going class participation and discussion.

7. The teacher leads a discussion highlighting the behaviours, conditions, and environments that influence the positive or negative growth and development of the new infant. A Socratic lesson covers such concerns as breast-feeding, bonding, infant stimulation, effects of violence, addiction, neglect, etc., Students take notes during the discussion and analyse the behaviours, conditions, etc., that influence healthy development.

8. A pencil-and-paper test covering all topics in this activity will provide measurement of students’ knowledge and understanding of the materials presented. The test will cover the stages of labour and birth, postnatal care, bringing the baby home, influences on development, community services available, and choices facing new parents.

Assessment & Evaluation of Student Achievement

Task	Strategy	Tool	Purpose	Achievement Chart Categories
To develop creative/ critical thinking skills	Journal entry/reflection on a prayer	Journal/ reflection	Formative	Thinking/Inquiry
To transfer concepts to a new context	Plan and design a space for the baby	Design project	Summative	Thinking/Inquiry Application
To analyse and evaluate information/safety concerns/baby equipment	An analysis of baby equipment	Research Oral presentation	Formative	Thinking/Inquiry Communication
To demonstrate knowledge/ understanding of key terms/concepts	Test on material from Activity 2	Pencil-and-paper test	Summative	Knowledge/ Understanding

Accommodations

· Enrichment activity - scale model of a room design

Resources

Videos

The Developing Child. “Beginnings of Life. Pregnancy and Birth: Caring and Preparing for the Life Within” (26 minutes) and “The Newborn: Development and Discovery” (25 minutes)

Knowing The Unborn. “Emotional Bonding With the Unborn to Make Better Babies.” Elora: Directional Learning, 1990. (29 min)

Brisbane, Holly E. The Developing Child: Understanding Children and Parenting. California: Glencoe Publishing Company, 1994. (Teacher’s Resource Book)

Marrocco, Nancy. Homemade Christians: A Guide for Parents of Young Children. Ottawa: St. Paul University, 1992.

Stoppard, Dr. Miriam. Pregnancy and Birth Book. New York: Ballantyne Books, 1987.
ISBN 0-345-31908-7

Appendices

Appendix 2.1.1 – Vocabulary – Pregnancy and Childbirth (second section).

Appendix 2.2.1 – Stages of Birth and Labour Chart

Appendix 2.2.2 – Designing a Room for the Baby

Appendix 2.2.3 – Baby Equipment Assignment

Activity 3: Child Development: The Infant

Time: 300 minutes

Description

Students will demonstrate knowledge of the facts relating to the growth and development of infants, observe a new mother with her infant, and participate in an infant simulation experience. Students will make a personal connection to child care concepts through this infant simulation process.

Strand(s) & Learning Expectations

Strand(s): Self and Others, Social and Personal Responsibilities

Overall Expectations

SOV.02 - explain patterns in the social, emotional, intellectual, moral, and physical development of children;

SOV.03 - evaluate their own practical experiences involving children;

PRV.01 - demonstrate an understanding of the need for preparation to become a parent;

PRV.02 - demonstrate an understanding of the responsibility parents have for ensuring quality communication in their family.

Specific Expectations

SO2.02 - explain how development from conception to three years of age affects and is crucial for development later in life;

PR1.04 - demonstrate an understanding of an infant’s needs and schedules by participating in a baby-simulation experience;

PR2.02 - demonstrate an understanding of age-appropriate communication practices (e.g., patticake and rhyming for infants).

Ontario Catholic School Graduate Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good.

CGE1f - seeks intimacy with God and celebrates communion with God, others and Creation through prayer and worship;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE6c - values and honours the important role of the family in society;

CGE7a - acts morally and legally as a person formed in Catholic traditions;

Prior Knowledge & Skills

· General knowledge of safety considerations involving the handling of infants

· General skills for:

· note-taking/basic literacy

· listening/communication/discussion

· group work/pair work/cooperative learning skills

Planning Notes

Equipment

· infant simulation models (infant simulation kits or a creative substitute such as a small bag of flour/egg).

Videos/visual supports/guest speaker(s)

· arrange to have new mother(s) bring in infants(s) for demonstration of diapering, bathing, feeding, holding, etc., and to answer questions by students;

· select a video for presentation to support/enhance the material addressed in this topic.

Prepare notes to accompany visual presentation including information on:

· the social, emotional, intellectual, moral, and physical development of infants;

· introduction to infant simulation exercise (purpose, time frame, type of simulation to be used, etc.).

Prepare print material

· duplicate fill-in charts (Appendix 2.3.1 – Stages of Development Chart – Infant Section);

· prepare guidelines for small group discussions in which students will examine and discuss how to care for an infant during a particular stage of development.

Implement CGEs by encouraging students to think reflectively, evaluate situations, solve problems, value and honour family and develop an awareness of social responsibility and by providing an opportunity to seek intimacy with God through prayer.

Teaching/Learning Strategies

1. The teacher begins the activity by reading a prayer or an inspirational article involving the joy of life through the eyes of an infant. Students reflect upon the passage by writing their reflection in the journal that was started during Activity 1.

2. A Socratic lesson is given on ‘the infant’ and there is a class discussion on the social, emotional, intellectual, moral, and physical development typical of this age group. Students take notes.

3. Key information on the social, emotional, intellectual and physical development of infants is charted using Appendix 2.3.1 – Stages of Development Chart – Infant Section.

4. A demonstration by new mother(s) and baby(ies) is arranged to enable students to learn about diapering, bathing, feeding, holding, etc., and to ask relevant questions about the parenting experience.

5. The teacher leads a discussion on the impact of disposable diapers and the packaging of formula on the environment. Students are invited to share thoughts and reflections on this, and other, global issues involving care for infants.

6. Students view a video highlighting the importance of healthy and positive growth and care of infants and how this is crucial for development later in life.

7. In small groups, students discuss what has been learned from the new mother(s) and from the video about caring for infants.

8. A video is shown to enhance what has been learned about infants. Students demonstrate an understanding of positive communication practices and capabilities of infants by discussing these topics after viewing the video.

9. Students take part in an infant simulation experience in which students assume responsibility for a ‘pretend infant’ for two days. A small bag of flour or an egg is used as a substitute for a real infant. Using this symbolic ‘infant’ students must be aware of his/her infant’s needs, make care arrangements if unable to be with their infant for a short time, and generally experience what caring for an infant would entail. During this two day experience, students are asked to record their feelings about having an infant, comment on the attitudes of others, consider the challenges they would have to face if it were a real infant, and reflect on the daily responsibility of having and caring for an infant. Appendix 2.3.2 – Infant Simulation Experience is used to guide their reflection.

10. Students write a test on the information presented in this activity. The test will include the stages of growth and development for infants and care and handling of infants.

Assessment & Evaluation of Student Achievement

Task	Strategy	Tool	Purpose	Achievement Chart Categories
To develop creative/critical thinking skills	Journal entry/ reflection on a prayer	Journal/ reflection	Formative	Thinking/Inquiry
To make personal connections between personal experiences and subject	Participate in the infant simulation experience	Infant simulation	Formative	Application
To demonstrate knowledge/ understanding of key terms and concepts involving infants	Test on information from Activity 3	Pencil-and-paper test	Summative	Knowledge/ Understanding

Accommodations

· Enrichment activity - create a more lifelike model baby using fabric/stuffing/clothing/

Resources

Print

Brisbane, Holly E. The Developing Child: Understanding Children and Parenting. California: Glencoe Publishing Company, 1994. (Teacher’s Resource Book)

Canadian Medical Association. Complete Book of Mother and Baby Care. Montreal: Reader’s Digest Association (Canada) Ltd., 1997. ISBN 0-88850-544-2

Cobb Anderson, Vienna. Prayers of Our Hearts. New York: Crossroads Publishing, 1992.

For the Love of Kids. A ‘Brighter Futures’ initiative of the Government of Canada (Children’s Bureau) in partnership with Canadian Living and McDonald’s Restaurants. This booklet is 48 pages.

Ontario College of Catholic Bishops. Turning Points: Readings in Family Life Education. Toronto: Prentice Hall Ginn, 1997.

Videos

The Developing Child. “Infancy: Self and Social World.” (15 min)

First Days Home. “Keeping your Baby Healthy and Happy.” Illinois: The Learning Seed, 1997.
(23 min).

Appendices

Appendix 2.3.1 – Stages of Development Chart - Infants

Appendix 2.3.2 – Infant Simulation Exercise

Activity 4: Child Development: The Toddler

Time: 360 minutes

Description

Students will demonstrate knowledge of the facts relating to the social, emotional, intellectual, moral, and physical growth and development of toddlers. Students will develop critical and creative thinking skills as they observe and record a toddler’s behaviour and capabilities. Inquiry skills will be developed as they follow the guidelines for a research paper.

Strand(s) & Learning Expectations

Strand(s): Self and Others, Research and Inquiry Skills

Overall Expectations

SOV.02 - explain patterns in the social, emotional, intellectual, moral, and physical development of children;

SOV.03 - evaluate their own practical experiences involving children;

ISV.01 - use appropriate social science research methods in the investigation of a wide range of issues that concern parents of young children;

ISV.03 - compile and present the results of their research effectively.

Specific Expectations

SO2.01 - identify, through practical experiences in a classroom or community setting, the changes in social, emotional, intellectual, and physical development that take place in young children;

SO3.01 - identify and describe the capabilities and behaviours of young children of different ages in a variety of settings (e.g., play school, day care, nursery school, family, babysitting);

SO3.02 - explain the differences in capabilities and behaviours observed in children in classroom and community settings;

IS3.01 - demonstrate an understanding of the techniques used for recording information and key ideas from research;

IS3.03 - prepare reports on interactions with and observations of infants, toddlers, and preschoolers.

Ontario Catholic School Graduate Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1f - seeks intimacy with God and celebrates communion with God, others and Creation through prayer and worship;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE4b - demonstrates flexibility and adaptability.

CGE7a - acts morally and legally as a person formed in Catholic traditions;

Prior Knowledge & Skills

· General skills for:

· planning, organizing, and observing age-appropriate activities for toddlers

· note-taking/basic literacy skills

· communication/listening skills/discussion/brainstorming/cooperative learning

· problem-solving/critical thinking

· time-management/research

Planning Notes

Equipment

· access to a computer lab for introduction to more advanced research skills

Videos

· select a suitable video showing toddlers at play.

Prepare notes to accompany presentations including information on:

· general behaviours and capabilities of toddlers;

· information to guide the development of the Social Sciences and Humanities Research Model using research and reporting skills.

Prepare print materials

· duplicate Appendix 2.3.1 – Stages of Development Chart (Toddler Section);

· prepare a practical experience in which students can observe and interact with a toddler. Duplicate Appendix 2.4.1 – Observation of a Toddler;

· prepare a group work assignment in which students research further the behaviours and capabilities of toddlers using guidelines for research introduced in this activity.

Discuss the importance of/reinforce the value of Catholic tradition, thinking reflectively and creatively, being socially responsible, and being flexible and adaptable

Teaching/Learning Strategies

1. The teacher begins the activity by reading a prayer or an inspirational article involving toddlers. Students reflect upon the passage by writing their reflection in the journal that was started during Activity 1.

2. A Socratic lesson is given on the social, emotional, intellectual, moral, and physical development of toddlers. The teacher should also address safety and sexual considerations (e.g., touching toddlers, etc.) related to the observation activity involving toddlers. Questions and discussion by students accompany this introduction to the toddler and students record the information in Appendix 2.3.1 – Stages of Development Chart (Toddler Section)

3. Students make arrangements to observe toddlers at play using Appendix 2.4.1 as a guide. The teacher provides a general list of community nursery school or childcare settings from which to choose or student may observe a relative or friend of their family. Each student is responsible for observing the behaviours and capabilities of this age group and recording their observations. This is not done during class time but during a time that is arranged by the student and the parent of the child.

4. Students share their experiences in a small group discussion and identify, through their practical experience in a community setting, the social, emotional, intellectual and physical changes and differences that take place in young children.

5. A Socratic lesson is given on guidelines for students to follow when developing their research and analytical skills. An introduction to Internet ethics and board computer-use policy should be undertaken before students begin their research. Students demonstrate understanding by following the steps presented. A common theme is chosen by students as they practise stating a thesis, searching for evidence supporting their thesis statement, applying bibliographic form, developing clarity of expression, etc. The teacher conferences with students to ensure understanding of the steps to follow for a research paper or independent study using the Social Sciences and Humanities Research Model.

6. The teacher assigns a one-page research report on the behaviours and capabilities of toddlers. Students choose one aspect of this topic to research. Student achievement is measured using Appendix 2.4.2 – Rubric for a One-Page Report. Students present their findings to the class in a short oral report.

7. Students view a video showing children of different ages in a variety of settings, such as, play school, day care, nursery school, the classroom, with the family, in the community, with a babysitter, etc. Students make point-form notes or a chart as they identify and describe the capabilities and behaviours of young children in many different settings.

8. The teacher introduces an independent study assignment which is to be the culminating task for the course. Students need time to complete this research paper and prepare the seminar for presentation near the end of the course. (Appendix 2.4.3 – Independent Study for Social Sciences and Humanities: Parenting, Appendix 2.4.4 – Rubric for Written Report/Research Paper). This is an introduction only and the assignment is not completed in Unit 2.

Assessment & Evaluation of Student Achievement

Task	Strategy	Tool	Purpose	Achievement Chart Categories
To develop creative/ critical thinking skills	Journal entry/reflection on a prayer	Journal/ reflection	Formative	Thinking/Inquiry
To apply research and Inquiry skills	Implement research model by producing a one-page report	One-page written report	Summative	Thinking/Inquiry Application
To communicate information and ideas	Present findings of research/one-page report	Oral report	Summative	Communication

Accommodations

· show sensitivity to needs of ESL and ELD students by pairing them with capable role models for the research practice session, conference with small groups, and devise an alternative assignment if the research is too difficult due to language barriers

Resources

Brisbane, Holly E. The Developing Child: Understanding Children and Parenting. California: Glencoe Publishing Company, 1994. (Teacher’s Resource Book)

Ontario College of Catholic Bishops. Turning Points: Readings in Family Life Education. Toronto: Prentice Hall Ginn, 1997.

Videos

A Child Grows. “The Second Year of Life.” Illinois: The Learning Seed, 1998. 26 min.

The Developing Child. “Toddlerhood: Emotional Development.” 29 min.

Appendices

Appendix 2.3.1 – Stages of Development Chart - (toddler section)

Appendix 2.4.1 – Observation of a Toddler

Appendix 2.4.2 – Rubric for a One-Page Report

Appendix 2.4.3 – Independent Study for Social Sciences and Humanities: Parenting

Activity 5: Child Development: The Preschooler

Time: 420 minutes

Description

Students will apply concepts learned through hands-on experiences with preschoolers. They will demonstrate an understanding of what is involved in planning, organizing, and carrying out age-appropriate activities for preschoolers in a play-group setting they have designed. Students will develop problem-solving skills as small groups plan and implement a practical day care experience.

Strand(s) & Learning Expectations

Strand(s): Self and Others, Research and Inquiry Skills

Overall Expectations

SOV.02 - explain patterns in the social, emotional, intellectual, moral, and physical development of children;

SOV.03 - evaluate their own practical experiences involving children;

ISV.03 - compile and present the results of their research effectively.

Specific Expectations

SO2.01 - identify, through practical experiences in a classroom or community setting, the changes in social, emotional, intellectual, and physical development that take place in young children;

SO3.02 - explain the differences in capabilities and behaviours observed in children in classroom and community settings;

SO3.03 - demonstrate an understanding of what is involved in planning, organizing, and carrying out age-appropriate activities for preschoolers in classroom or community settings;

IS3.03 - prepare reports on interactions with and observations of infants, toddlers, and preschoolers.

Ontario Catholic School Graduate Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good.

CGE1f - seeks intimacy with God and celebrates communion with God, others and Creation through prayer and worship;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE7a - acts morally and legally as a person formed in Catholic traditions;

Prior Knowledge & Skills

· General knowledge of:

· characteristics of preschoolers;

· safety considerations involving preschoolers;

· General skills for:

· observing/reporting;

· group work/pair work/cooperative learning;

· problem-solving/critical thinking/time-management;

Planning Notes

Equipment/supplies/information needed

· assess space and equipment available for students to plan a playgroup activity

· verify board policy involving the hosting of a play group activity at the school; it may be necessary to plan an alternative assignment if this is not possible

· an appropriate video showing preschoolers at play

· compile resources that students can use when planning the following: craft activities, food/snacks (take into consideration any allergies), games, and music activities for a preschooler

Prepare notes to accompany video presentations of information on:

· behaviours and capabilities of preschoolers

· some examples of day care designs presently in operation and general information for a discussion on what should be included in designing a facility for preschoolers

Prepare print materials

· duplicate fill-in chart (Appendix 2.3.1 – Stages of Development Chart – Preschooler Section)

· duplicate Appendix 2.5.1 – General Guidelines for Planning a Playgroup Session and
Appendix 2.5.2 – Our Plan for a Preschooler Playgroup Session

Implement CGEs by encouraging students to think reflectively and creatively and to develop attitudes and values founded on Catholic social teaching

Teaching/Learning Strategies

1. The teacher begins the activity by reading a prayer or an inspirational article involving preschoolers. Students reflect upon the passage by writing their journal reflection started in
Activity 1.

2. A Socratic lesson is given on the capabilities and behaviours of preschoolers. Students complete the charting sequence started in Activity 2 using Appendix 2.3.1 – Stages of Development Chart (Preschooler Section). A class discussion follows on caring for a preschooler: the needs, nutrition, clothing, safety, hygiene, allergies, etc. Students take point-form notes summarizing the information.

3. A Socratic lesson is given on day care design and components that must be included to meet the needs of preschoolers. Safety and sexual concerns regarding preschoolers should be reviewed. Examples of existing designs and centres are discussed and students take notes on important features and requirements for future reference.

4. Working in small groups (3-4), students follow the steps involved in planning a play -group session for preschoolers (Appendix 2.5.1 – General Guidelines for Planning a Play Group Session). Information and examples presented by the teacher guide them in their planning session.

5. Using Appendix 2.5.2 – Our Plan for a Preschooler Playgroup Session, students work together to complete their plan. They are asked to include a spiritual reading, song, or interactive prayer for preschoolers in their plan.

6. Each plan is presented to the class and a class decision is made as to which group’s plan will be implemented. Only one plan is chosen and using the selected design, components are re-worked (class discussion) to include responsibilities for all students in the class.

7. Students host a two-hour playgroup session using the revised plan and evaluate their success.

8. A wrap-up test on information presented in Activities 4 and 5 completes this unit. The test will cover care and stages of development for toddlers and preschoolers and capabilities and behaviours of toddlers and preschoolers.

Assessment & Evaluation of Student Achievement

Task	Strategy	Tool	Purpose	Achievement Chart Categories
To develop creative/ critical thinking skills	Journal entry/ reflection on a prayer	Journal/ Reflection	Formative	Thinking/ Inquiry
To communicate a prepared plan	Presentation of group’s playgroup plan	Oral presentation	Summative	Communication
To transfer concepts, skills and procedures to new concepts	Host playgroup session/report on observations	Practical experience	Summative	Application
To demonstrate knowledge/understanding of key terms/concepts	Test for Activities 4 and 5	Pencil-and-paper test	Summative	Knowledge/ Understanding

Accommodations

· Enrichment activity – design a pamphlet for parents or a poster for a daycare setting on precautions needed concerning life-threatening allergies

Resources

Marrocco, Nancy. Homemade Christians: A Guide for Parents of Young Children. Ottawa: St. Paul University, 1992.

Rosser, Caroline Spang. Planning Activities for Child Care. Toronto: Irwin Publishing Company, 1998.

Video

A Child Grows. “Preschoolers: How Three and Four-Year-Olds Develop.” Illinois: The Learning Seed. 1998. (25 minutes)

The Developing Child. “Preschoolers: Play” (29 minutes)

Appendices

Appendix 2.3.1 – Stages of Development Chart (Preschooler Section)

Appendix 2.5.1 – General Guidelines for Planning a Playgroup Session

Appendix 2.5.2 – Our Plan for a Preschooler Playgroup Session

Appendix 2.1.1

Vocabulary: Pregnancy and Childbirth

This vocabulary list is to be completed during Activity 1 and Activity 2. Set up a page in your notebooks and explain the meaning of the following words:

Ovaries	Ovum	Embryo	Fetus	Vaginal Birth
Uterus	Cervix	Amniotic Fluid	Amniocentesis	Caesarean Section
Umbilical Cord	Birth Defects	Premature Birth	Miscarriage
Midwife	Pediatrician	Obstetrician	Anemia
Contractions	Episiotomy	Placenta	Colostrum

Appendix 2.1.2

Stages of Fetal Development Chart “From Conception to Birth”

Stage of Development	Length	Weight	Organ Development	Characteristic Changes
Conception
1st Month
2nd Month
3rd Month
4th Month
5th Month
6th Month
7th Month
8th Month
9th Month

Appendix 2.1.3

Birth Defects

Gather information on a ‘birth defect” and be prepared to present your findings to the class in an oral report. Please select ONE birth defect from the following list and sign the list, posted in the classroom, beside the one you have chosen. If you are more comfortable working in a group of two, this is acceptable, but please sign your names beside two items on the list. This will be an in-class work session and you will have access to resource books and articles that have been collected for this purpose. Students are expected to address the following issues regarding their selection:

· A description of the problem

· What causes this fetal development problem?

· Are there methods of detection? If so, what are they?

· Is there a treatment, cure, or therapy for this problem?

Be prepared to take point form notes/summarize information in a chart as it is presented by your peers.

Cerebral Palsy	Cleft Lip/Cleft Palate	Tay-Sachs Disease	Rh Disease
Congenital Heart Defects	Congenital Rubella	Cystic Fibrosis	Premature Birth
Diabetes Mellitus	Down Syndrome	Hemophilia
Sickle Cell Anemia	Muscular Dystrophy	PKU (Phenylketonuria)

Appendix 2.1.4

Poster/Pamphlet Assignment – Things You Should Know When You’re Pregnant

Prepare a poster or a pamphlet highlighting important information that pregnant women should know to ensure a healthy pregnancy. Include such things as diet and exercise, physical changes and sleep needs, as well as, advice on how to enjoy the pregnancy and the miracle of life that is taking place. The information you present should be enhanced with pictures, sketches, cartoons, etc. Completion date for this assignment is ______________________.

Appendix 2.2.1

Stages of Birth/Labour Chart

Stage of Labour	Characteristics of this Stage of Labour
First Stage
Second Stage
Third Stage

Appendix 2.2.2

Designing a Room for the Baby

1. Write a short case study involving new parents and the situation they face when designing a space for a baby. Describe the relationship (married, single, etc.), their financial situation (steadily employed, unemployed, attending school, etc.) their living situation (apartment, house, etc.), and the available space for the baby (own room, share a room with parent(s), etc.).

2. Using the case study you have written, plan and design a room or space for the baby by making a rough sketch of the room, furniture placement, décor, etc.

3. Create a detailed floor plan for the baby’s room using your rough sketch. Include a floor plan that must be to scale, the furniture placement, colour scheme to be used, etc.

4. Select 4 pictures (catalogues, flyers, etc.) or create 4 detailed drawings of furniture you would use in this room.

5. Be prepared to explain your design in a conference with the teacher by reviewing advantages, disadvantages, reasons for the furniture placement, etc.

Student checklist for this assignment:

____ Case Study

____ Rough Sketch

____ Detailed, Scaled Floor Plan

____ four pictures of furniture to be used

____ preparation for conference with the teacher

Appendix 2.2.3

Baby Equipment Assignment

Select, from the list provided, any 3 pieces of baby equipment and research these items for information on availability, features, cost, safety, necessity, etc. In chart form, record your findings. Be prepared to present this information to the class on _______________________.

strollers	car seats		high chairs
play pens	monitors		bouncers
swings	mobiles		cribs
gates	bath tubs		other (please check with teacher for suitability)

Baby Equipment		1		2	3
Availability (where to buy/easy to find?/brands)
Costs (Give several examples)
Features
Safety concerns/special features
Necessity to own?
Other Comments

Appendix 2.3.1

Stages of Development Chart

This is a cumulative chart that will help you to organize and record information about each stage of a child’s development. Complete the chart, as you go through the lesson, and include 4 points under each heading: My Mind, My Feelings, and My Body.

Stages of Child Development

Stages of Development

My Mind

My Feelings

My Body

Infants Birth to 6 Months

Infants 6 to 12 Months

Toddlers 12 to 18 Months

Preschoolers 1½ to 3 Years

Appendix 2.3.2

Infant Simulation Experience

After spending two days immersed in a baby simulation experiment, as discussed in class, comment on your experience in a one-page, journal-type report/reflection.

The following should be discussed:

· Personal feelings at the beginning/end of this assignment

· Attitudes/comments of others at the beginning/end of this assignment

· Problems encountered over the two-day period

· Reflection on the daily responsibility of caring for a ‘baby’

Appendix 2.4.1

Observation of a Toddler

Toddler Observation Form

Student’s Name: ________________________________Class: ______

This assignment involves observing a toddler at play, recording your findings, and reflecting upon the behaviours and capabilities of this age group. Make arrangements to observe two different toddlers while they are at play by setting up times with a local child care centre, a relative, a neighbour, or a friend. Each session should be about half an hour in length and your role is to observe the toddler, not play with them or guide their play. Record your observations in the following chart and reflect upon your experience.

Toddler Observation Form

Observation 1

Observation 2

First name of toddler: ____________________

Date: _____________________

Place: __________________________

Length of time: _____________

1. Number of activities toddler was involved in __

2. List some of the activities:
_____________________________________

_____________________________________

3. Number of objects toddler touched_______

4. Did toddler play with other children? _____

5. Comment on the behaviour of the toddler

_____________________________________

6. Reflect upon your observation.
What have you learned about the capabilities
and behaviours of toddlers?

_____________________________________

First name of toddler: ____________________

Date: _____________________

Place: __________________________

Length of time: _____________

1. Number of activities toddler was involved in __

2. List some of the activities:
_____________________________________

_____________________________________

3. Number of objects toddler touched_______

4. Did toddler play with other children? _____

5. Comment on the behaviour of the toddler

_____________________________________

6. Reflect upon your observation.
What have you learned about the capabilities
and behaviours of toddlers?

_____________________________________

Appendix 2.4.2

Rubric for a One-Page Report

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding Uses correct terminology	- limited use of correct terminology	- some use of correct terminology	- competent use of correct terminology	- masterful use of correct terminology
Thinking/Inquiry Uses evidence to support thesis	- limited use of evidence to support thesis	- some use of evidence to support thesis	- considerable use of evidence to support thesis	- highly effective use of evidence to support thesis
Communication Clarity of explanation	- demonstrates limited ability to explain information	- demonstrates some ability to explain information	- demonstrates considerable ability to explain information	- explains information thoroughly and clearly
Application Extends to own and/or societal issues	- limited awareness of own/societal issues	- some awareness of own/societal issues	- considerable awareness of own/societal issues	- high degree of awareness of own/societal issues

Note: A student whose achievement is below level 1(50%) has not met the expectations for this assignment or activity.

Appendix 2.4.3

Independent Study – Social Sciences and Humanities: Parenting

Name: _________________________________________Class: __________

As a culminating task for Social Sciences and Humanities: Parenting, students complete an independent study containing the following components:

Process Outline: - contains thesis statement

- 4-5 focus questions

- annotated bibliography (at least 3 sources)

Conference - be prepared to discuss progress

Seminar - class presentation on the chosen topic

- the student leads a discussion on the topic

- 8-10 minutes maximum

Essay - 4-5 pages in length (1000-1250 words)

Suggested Topics

1. Importance of play for healthy child development

2. Cultural expectations for male/female children

3. The role of the electronic media in promoting images of the family

4. Fetal Alcohol Syndrome

5. International adoption

6. The Role of the (Children’s Aid Society), in protecting children

7. Adoption/rights of biological parents and adoptive parents

8. The battered child

Appendix 2.4.3 (Continued)

9. Poverty as it pertains to children

10. Families of Divorce

11. Single-parent families/struggles

12. Culture and the establishment of cultural traditions

13. Parenting styles

14. Caring for a special needs child

15. Legal and social responsibilities of parents/guardians

16. Problems with teen pregnancy/parenting

17. Current authorities on parenting issues

18. Other topic/idea – must receive approval from teacher

Appendix 2.4.4

Rubric for Written Report/Research Paper

Name: ____________________________________ Class: __________

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding Understands concepts/material	- limited understanding of concepts/material	- adequate understanding of concepts/material	- competent understanding of concepts/material	- masterful understanding of concepts/material
Thinking/Inquiry Shows evidence of in-depth research and response	- limited use of evidence to support thesis	- some use of evidence to support thesis	- considerable use of evidence to support thesis	- high degree of use of evidence to support thesis
Communication Follows all language conventions	- limited application of language conventions	- some application of language conventions	- considerable application of language conventions	- high degree of application of language conventions
Application Applies information in practical ways	- transfers concepts/skills in a limited way	- transfers concepts/skills with some success	- transfers concepts/skills with considerable effectiveness	- transfers concepts/skills with high degree of effectiveness

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Overall Level of Achievement: _______ Percentage Grade: _____

Appendix 2.5.1

General Guidelines for Planning a Playgroup Session

Using the following steps, plan and organize a 2-hour playgroup session that accommodates 8 preschoolers. Each group is responsible for a written plan, a floor plan design and an oral presentation outlining the way they would organize the play session. All components of the assignment will be presented on:____________________________.

Step #1 List and discuss things to be considered before starting the written plan (include where, who, when, safety concerns, board policy, etc.)

Step #2 After deciding on a ‘place’ to hold the playgroup session, address what needs to be done to secure this spot for the day of the proposed play session (who to ask, who will do this, can changes be made to the room to accommodate preschoolers, is the environment safe, etc.)

Step #3 Design 4 learning centres in detail that your group will use in the plan. A description should be included in your written plan (name of centre, description of activity, materials/supplies needed, why this is an excellent activity for preschoolers, etc.)

Step #4 Design a scaled floor plan of the room selected and include the placement of the learning centres, snack area, etc.

Step #5 Discuss and delegate responsibilities for each group member (toys to be brought in, snack, etc.)

Step #6 Discuss safety and health considerations (is there a sink for cleaning up, a food preparation area, are washroom facilities nearby, does furniture pose a danger to preschoolers, etc.)

Step #7 Discuss how the selection of preschoolers is to be made (source, invitations, etc.)

Appendix 2.5.2

Our Plan for a Preschooler Playgroup Session

Group Members: ___________________________________________________________________________________

We considered the following when discussing the initial plan:

___________________________________________________________________________________

Things that needed to be discussed when deciding on a place to hold the play session:

___________________________________________________________________________________

The 4 learning centres we have designed are: (use same format for each centre)

Centre #___ Name: ________________________________________________________________

Description: ______________________________________________________________________

Materials/equipment needed: _________________________________________________________

Purpose/learning experience: _________________________________________________________

Design of playgroup room (attached)

Responsibilities of each group member:

___________________________________________________________________________________

Safety/health concerns that must be addressed:

___________________________________________________________________________________

Selection of Preschoolers ___________________________________________________________________________________

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