Child Development I syllabus

Child Development I Return to Ms. Parks'
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COURSE DESCRIPTION
Child Development I is the study of human growth and development from conception through age six. The care and guidance of young children relative to the physical, emotional and mental developmental tasks is stressed. Efforts are made to incorporate guided observation and participation with young children and their parents in order to promote personal confidence in responding to young children. The knowledge, skills, attitudes, and understandings gained will prepare students to assume parental roles and/or careers involving the care and nurturing of the young.

CREDIT
.5 credits awarded with successful completion of course.

OBJECTIVES
Given appropriate instruction and relevant learning experiences, the student will be able to make a positive decision about parenting or a career working with children. The student will also successfully complete the following core competencies.
1. Demonstrate knowledge and understanding of prenatal development.
2. Demonstrate knowledge of the developmental changes of pregnancy.
3. Demonstrate knowledge of the developmental tasks of an infant.
4. Care for the physical development of a child, from infancy to age 6
5. Caring for the exceptional child.

Books

TEXTS

Brisbane, The Developing Child: Understanding Children and Parenting, Student Edition. Glencoe/McGraw-Hill, 1997.

Brisbane, The Developing Child: Understanding Children and Parenting, Student Workbook. Glencoe/McGraw-Hill, 1997.

VIDEOS

Humancare, Inc. Ross Laboratories OTHER
“The Baby Video Library” “Baby Care Basics for the
    Formula-Feeding Mother” Parents Magazine
Magna Systems
“The Developing Child” Series Career Development Software, Inc. Baby Think It Over Doll
“The Parenting and Human
Johnson and Johnson     Development Video Series”
“Infant Health Care”
“Infant Development: A First Year Guide Nova
     to Growth and Learning”    “The Miracle of Life

COURSE WORK
Course work will include:
1. Daily journal writing
2. Note taking
3. Book work
4. Worksheets
5. Co operative group work and discussions
6. Quizzes
7. Unit Test
8. Semester project
9. Semester Final

GRADING POLICY
All work will be graded on a point system: Then grades are computed on a percentage basis as follows:

100 – 93 = A    Mid Term Test = ¼ of grade
92 – 85 = B    Participation     = ¼ of grade
84 – 77 = C    Class Work      = ¼ of grade
76 – 70 = D

Participation points are earned by being in class on time, being on task, and having all necessary supplies. These points may not be made up.

EVALUATING STUDENT PROGRESS AND ACHIEVEMENT

Measurement of student progress and achievement will be monitored and assessed in a consistent manner throughout the term. The lessons will be conducted using individual exercises within each unit. Students will be assessed daily for completion and accuracy of class work. Student’s notebooks and projects will be assessed using a rubric and/or completion criteria.

Tests will be administered upon completion of each major instruction unit. Tests and measurements will be taken from the teacher’s resource guide and/or will be developed by the teacher. Tests will be measured for accuracy. A final exam will be given and evaluated according to Stall High School and Charleston County School District Guidelines.

Evaluation criteria will include rubrics, accuracy, completion.
Informal Assessment Strategies will include the following:
   Questioning and observation
Formal Assessment Strategies will include the following:
   Projects
   Presentations
   Notebooks
   Classwork/homework
   Quizzes/Tests
Students will use newspapers, magazines, and other research sources to provide them the opportunity to apply concepts and skills learned in the class to current real-life situations.

MAINTAINING RECORDS OF STUDENT PROGRESS
Grades are recorded manually in the standard teacher’s grade book provided by Stall High School and on a computer-grading program. Grades are printed periodically and provided to the student. The student is responsible for keeping all assignments in a keyboarding folder that remains in the classroom. The notebook is graded periodically for content and organization.

RULES FOR MAINTAINING STUDENT BEHAVIOR

Students are given a letter, which includes classroom rules (attachment) at the beginning of the term. This letter is sent home and signed by both parent and student. This letter is retained in the student folder after it is recorded returned, by the teacher. School and classroom rules are posted in the room.

Students are rewarded randomly for appropriated behavior. Rewards that may be used are candy, stickers, music, verbal, notes or phone calls home and any other workable reward.

SCHOOL RULES
S Safety
P Property
O Order
R Respect
T On Task

CLASSROOM RULES
à Be Polite
à Be Prompt (on time)
à Be Prepared (have pencil sharpened and paper out)
à Be Productive (stay on task and complete assignments)
à Be Respectful of People and Property (Treat others and their property as you would like yourself and your property treated)

CONSEQUENCE MANAGEMENT*
Prevention and positive interventions are used to limit the need for negative consequences.
LEVEL 1 Infractions: An assortment of interventions may be used for immediate control and may be any of the following as needed for the situation and/or student.
à Warning
à Limit messages
LEVEL 2 Infraction consequences: An assortment of interventions may be used for chronically disruptive students or as needed for any level 2 infractions. Intervention may be any of the following as needed for the situation/student.
à Lunch or After School Detention (10-30 min)
à Parent Contact
à Administrative Referral
*Infractions are subject to the consequences provided in the Stall High School Discipline Plan

PROCEDURE FOR NON-INSTRUCTIONAL TIME
Before class
The work for the day is posted on the chalkboard
Beginning of class
Students will begin writing in the daily journal. Topic can be found on board.
Attendance
Attendance is taken while students begin the independent activity
Homework
If homework is due, students will place it in the assigned location at the beginning of the class
Returned Assignments
After assignments are graded, they are returned to students .
Absentees
Students check the missed work folder once they return to school following an absence. Students have one day to complete missing assignments. For school approved absences you are still responsible for class work. PLAN AHEAD. Ask for the assignments you are going to miss.
Lecturing
Students should stay in their seats, listen and participate during lecture instruction.
Pencil Sharpening and Trash
Students should sharpen pencils and throw away trash at any time other than during direct instruction (lecture or student presentations).
Restroom Breaks
Restroom breaks are discouraged at all times and denied (unless medically documented as necessary) during the first and last fifteen minutes of class and during direct instruction (lecture or student presentations). Each student will receive 8 passes each quarter: After you have used your passes you will not be allowed to ask for the restroom pass. You may not exchange passes. There will be NO passes give to your locker. Bring all necessary books and supplies to class. If you do not come with your supplies 5 points will be deducted from your participation grade.
Early Finishers
Students may mentor other students; receive library passes for research; assist club sponsors (SGA ect.); or work on other assignments.
End of Class Procedure
During the last three minutes of class, students will put away folders and books, clean seating area of stray paper. The door will remain closed until the bell rings at which time students may depart the room.
Emergency Procedures
Fire drills, earthquake, tornado and catastrophic situation procedures are posted and procedures are covered and quizzed at the beginning of the year and referenced during the term.

REQUIREMENTS
Fee: $2.00 class fee must be paid before a student will be able to participate in labs. A notebook binder for journal writing. Students are required to bring books, notebook, and other necessary supplies to EVERY class.

INTERNET
Students will not be allowed to use the Internet in my room unless they have a school internet approval.

COMMUNICATING WITH PARENTS
Parents are notified of the expectations of their children through the letter sent to them at the beginning of the term. Students complete an information sheet that details their parents telephone numbers and addresses. Telephone calls are made to parents to notify them of positive and negative behaviors exhibited by their child. Progress reports and report cards are distributed each nine-week period to inform parents of their child’s progress. In addition, when necessary, conferences are held with the parent and student. Parent can schedule conferences through the guidance office at any time. Open house and PTSA meetings also allow teachers and parents to exchange information that pertains to the student.

THE LONG RANGE PLANS WILL BE UPDATED AND ADJUSTED AS GOALS AND NEEDS CHANGE.
Emergency weather or catastrophic school or student situations may necessitate plan adjustments for either entire class or individual students. Students may need additional resource assistance or be advanced and need their instructional material adjusted to be challenging in order to keep them active and interested. Current world news will be incorporated in special projects to develop news awareness and meet writing and reading state competencies.

DESCRIPTION OF STUDENTS
Stall High School has a diverse student population. Of those students enrolled 67% are black, 28% are white, and 5% are classified as other (Hispanic, Asian Pacific, and American Indian). Transportation statistics show that 67% of Stall’s students ride the bus to and from school, while 33% commute by other means. Approximately 60% of our students are eligible for free and reduced lunch. A majority of our students come from households with an income of less than $25,000 per year and many live at or below the poverty level.
.
GRADE LEVEL:   46 % of students are in grade 9.
   31 % of students are in grade 10.
   13 % of students are in grade 11.
   10 % of students are in grade 12.

LUNCH 31 % of students receive Free Lunch.
17 % of students receive Reduced Lunch.

EXIT EXAM 31 % of students have passed the Math portion.
34 % of students have passed the Reading portion.
31 % of students have passed the Writing portion.

ACCOMMODATIONS
Six students are learning disabled. These students are given preferential seating and any other accommodation as recommended by their resource teacher. Additional one-on- one observations and assistance are used to make sure assignments are understood and executed correctly. Adjustments may be made in length of completion time.

LEARNING STYLES
Students identified their learning styles through a learning style survey. 38 % of students are auditory, 28 % of students are tactile learners, and 31 % of students are visual learners.

STUDENT SURVEY: Students answered an interest survey, which provided the following information.
Twenty six students have computers at home
Twenty six students have Internet at home
Ten students work after school and on weekends
Special Interests
Living arrangements: 41 % Single parent 53 % Both parents 16% Other
Information Sources: Information about my students is gathered from the following sources.
PInterest surveys PLearning style surveys PConferences PPrevious teachers PStandardized test scores

INSTRUCTIONAL STRATEGIES: Instructional strategies will be varied to facilitate learning for different learning styles. Strategies will include the following:
Lecture Independent Exercises
Cooperative Groups Whole Group Exercises

LONG TERM LEARNING AND DEVELOPMENT GOALS
Upon completion of Child Development I, students will be able to:
Work effectively and harmoniously in a group.
Follow oral and written directions.
Display business-like behavior.

58000100 A. DEMONSTRATING KNOWLEDGE AND UNDERSTANDING OF PRENATAL DEVEL-OPMENT
58000101 Describe the developmental changes of the fetus during pregnancy.
58000101.1 Define selected terms related to prenatal development.
58000101.2 Identify prenatal stages in development (con-ception to birth).
58000101.3 Describe the physical characteristics of the newborn baby.
58000101.4 Describe conditions of premature and post-mature babies at birth.
58000200 B. CARING FOR AN INFANT
58000201 Describe the developmental tasks of an infant.
58000201.1 List basic needs of all infants.
58000201.2 List the abilities of a newborn.
58000201.3 Describe the laws of growth.
58000201.4 Describe physical development during the first year.
58000201.5 List emotional development during the first year.
58000201.6 Describe social development during the first year.
58000201.7 Describe intellectual development during the first year.
58000201.8 Define developmental task.
58000201.9 List developmental tasks for the child from birth to one year.
58000202 Provide for the needs of an infant (may be incorporated with Education for Parenthood).
58000202 Provide for the needs of an infant (may be incorporated with Education for Parenthood).
58000202.1 Discuss infant feeding techniques (breast, bottle, and solid food feeding).
58000202.2 Bathe an infant by simulation (sponge and tub).
58000202.3 Change an infant’s diaper.
58000202.4 List conditions that help develop good infant sleep habits.
58000202.5 Discuss selection and care of infant’s clothing.
58000202.6 Dress an infant.
58000202.7 Determine adequate medical care needed.
58000202.8 Discuss solutions for common physical problems of infants.
58000202.9 Discuss factors to consider when selecting infant toys.
58000202.10 Discuss importance of play with an infant.
58000202.11 List proper ways to communicate with an infant.
58000202.12 Develop a daily schedule for an infant.
58000300 C. CARING FOR CHILDREN (AGES ONE THROUGH SIX)
58000301 Care for the physical development of a child.
58000301.1 List physical development tasks of children and the normal age at which these are learned.
58000301.2 Describe the importance of rest and sleep for young children.
58000301.3 Relate toilet training to physical development.
58000301.4 Develop lists of dos and don’ts for toilet training.
58000301.5 List steps to follow in toilet training.
58000301.6 List desirable characteristics of children’s clothing.
58000301.7 Identify ways to assist a child with dressing.
58000301.8 Describe the value of play in a child’s physical development.
58000301.9 Identify toys that nurture physical development.
58000301.10 Discuss the importance of nutrition in physical development.
58000302 Care for the social, emotional, and intellectual needs of a child.
58000302.1 Identify the emotional and social development characteristics of the child, ages one through six.
58000302.2 Cite factors that influence the socialization of individuals.
58000302.3 Cite examples of the socialization processes (friendship, quarrels, competition, and coopera-tion).
58000302.4 Explain how certain activities such as play influence the socialization of individuals.
58000302.5 Identify the types of play.
58000302.6 Cite factors that affect mental development.

58000302.7 Describe experiences that facilitate the aspects of mental development: language, reasoning, and perception.
58000302.8 Identify play materials that contribute to creative and dramatic development.
58000302.9 Cite factors that affect emotional development.
58000302.10 Describe the emotional patterns experienced by most children.
58000302.11 Define affection and describe its role in emotional development.
58000302.12 Discuss the effect of television on the social and intellectual development of a child.
58000302.13 Discuss the effect of discipline on the social and emotional development of a child.
58000302.14 Recommend ways to resolve children’s fears.
58000303 Identify health and safety practices and precautions to use with children.
58000303.1 List factors to observe that are clues to the health status of a child.
58000303.2 List desirable health habits for the young.
58000303.3 List procedures for taking the temperature of an infant and a child.
58000303.4 List general steps in handling emergencies.
58000303.5 Describe the Heimlich maneuver.

58000303.6 List first aid and emergency treatment for bleeding, animal bites, bumps and bruises, burns, choking, convulsions, fainting, fractures and sprains, insect bites, poisons, shock, and splinters.
58000303.7 Describe the artificial respiration technique used on children.
58000303.8 Name ways hospitalization can be made less frightening for a child.
58000303.9 Define communicable diseases.
58000303.10 Name common communicable diseases.
58000303.11 Describe ways to deal with sickness in children.
58000303.12 Identify four general things necessary for child safety.
58000303.13 Identify the leading cause of deaths among young children.
58000303.14 Identify factors to consider in choosing a child safety restraint.
58000400 D. CARING FOR THE EXCEPTIONAL CHILD
58000401 Identify types of handicapped conditions.
58000401.1 List various types of handicapped conditions.
58000401.2 Distinguish between inherited and environmental causes of handicapped conditions.
58000401.3 Identify ways to overcome handicapped conditions.
58000402 Promote maximum development of the gifted child.
58000402.1 Give meaning to the term “gifted” relative to human growth and development.
58000402.2 Describe environmental conditions that foster and/or support giftedness.
58000402.3 Identify community resources that foster growth and development of the gifted individual.

RELATED CAREERS:

High School Education: Preschool aide, family child care provider, recreation aide, and teacher aide. Postsecondary Education: Child day care supervisor, special education aide, preschool teacher, and after-school program supervisor. Four-Year or Postgraduate Education: Preschool director; children’s center supervisor; child psychologist; and elementary, middle, or secondary teacher.

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