Child Development II

Child Development II

Program Type: 0704 Course Code: 096826 CIP Code: 19.0706

Course Rationale

To improve the quality of life for Missouri’s children, performance competencies in the Child Development II (Advanced) semester course taught in Family Consumer Sciences and Human Services Education programs enable students to: a. construct meaning related to the rights of families and ethical responsibilities of working with children; b. communicate effectively with family members, child care agencies, and professional service providers; c. solve problems based upon the developmental needs of children; d. make decisions that support the sound physical, mental and social development of children; and e. assess the impact of quality child care on the family and community.

Course Description

This course provides advanced study in child development and guidance, including the physical, social, and intellectual development of children. Actual experience in supervising children provides the opportunity to improve parenting skills, explore careers related to child development, and identify general employment skills. (Prerequisite: Child Development I)

Major Projects:

• FOCUS ON CHILDREN
• PRESCHOOL MINI LESSON
• ELEMENTARY READING ACTIVITY

Student Learning Objectives

A. Explore Ethics and Professionalism in Child Development Careers

1. Explain ethical responsibilities of working with children (e.g., law-abiding, appropriate language, trustworthiness, abuse reporting)4.4.5, 15.2.4 6B
2. Discuss rights of families (e.g., confidentiality, personal values and practices) 4.1.1, 4.6.2
3. Discuss ethical responsibilities to families in a multicultural world (e.g., respect, mutual trust, communication, access) 13.6.1, 13.6.3, 13.6.4
4. Provide a positive role model for the child 4.5.1, 4.5.2 4.1.1,
5. Demonstrate professional behavior (e.g., appearance and hygiene, work habits, 4.6.4, A, 6D enthusiasm, stamina, initiative, accepting constructive criticism) 13.5.1, 13.5.2, 13.5.3, 13.5.4, 13.5.5, 13.5.7
6. Identify strategies for cooperating with social and community agencies 13.3.4, 13.3.7, 13.5.7 7D
7. Discuss professional and legal issues in child care and education (e.g., crisis, ADA requirements) 4.6.2, 7.2.2
8. Identify professional growth options and affiliations (e.g., in-services, AEYC) 4.1.6, 4.6.2, 7.2.2 1G
9. Utilize child development career information in career planning 4.1.2, 4.1.3, 4.6.1 1B, 1D, 6A
10. Implement federal, state, and local standards, policies, regulations, and laws that affect programs for children, youth and adults and their families 4.6.6 6C
11. Analyze the impact of early childhood education, and services occupations on individual/family, local, state, national and global economies 4.1.1 1E

B. Analyze Developmental Stages (Physical, Social, Emotional, and Cognitive) Analyze abilities and needs of children and their effect on children’s growth and development. 2D

1. Explore different theories of child development (e.g., Piaget, Erikson, etc.) 4.2.1, 4.2.2 2A Apply knowledge of developmental stages to observation and/or interaction with individual children 2D
2. Compare and contrast normal and atypical child development (birth to age 12) 12.1.1, 12.1.2, 12.2.1
3. Interpret individual differences of young children and apply to predictable developmental sequences 12.1.1, 4.2.2, 4.2.3, 4.2.4, 4.2.5, 15.2.1 4.2.4, 12.1.1, 12.1.2, 12.2.1, 12.2.2, 12.2.3, 12.2.4, 12.3.1, 12.3.2, 12.3.3, 15.2.3
4. Explore assessment tools and methods to observe and interpret children’s growth and development and apply to assess growth and development across the lifespan 4.2.2 2B

C. Appraise Health Concerns at Developmental Stages

1. Apply safe, healthy, and developmentally appropriate practices for environments that comply with local, state, and federal regulations to assure learners’ safety 4.4.1, 4.4.2 4A, 4C
2. Compare and contrast age-appropriate toys and equipment 4.3.1
3. Identify symptoms of various common childhood illnesses and diseases 14.2.2 4F
4. Identify immunization trends 4.4.3
5. Develop policies for maintaining safety procedures when working with various age groups 4.4.3, 4.4.7
6. Review emergency procedures necessary for the child’s environment (e.g., first aid, CPR) 4.4.7 14.3.1,
7. Compile informational resources necessary to produce healthy, age-appropriate meals and 14.3.2 4D

D. Provide Children’s Activities Analyze play and its influence on the development of children 4.2.1, 4.2.2, 4.2.5

1. Arrange the classroom environment to provide for learners’ exploration, discovery, development, and reflection through multiple methods including learning centers 4.3.15 3E
2. Implement age-appropriate and developmentally-appropriate activities and integrated curriculum that incorporates a learner’s language, learning styles, early experiences, and cultural values 3A, 3C
3. Demonstrate a variety of teaching methods to meet individual needs of learners. 4.2.4, 4.3.4 3D
4. Establish effective activities, routines, and transitions for various age groups 4.3.6 3F
5. Analyze strategies that promote growth and development of children, youth and adults 4.2.5 2E

E. Balance Work and Family

1. Describe community resources available to families 13.4.6, 15.3.1, 15.3.2, 15.3.3
2. Distinguish between various types of child care facilities 4.1.1
3. Propose a management plan for balancing personal and family life 15.1.3, 15.3.1, 15.3.2, 15.4.3, 15.4.4

F. Establish a Quality Child Care Program Identify components of quality child care programs 4.6.5

1. Identify barriers to quality (e.g., salaries, space, social attitudes, training) 4.6.1
2. Describe societal benefits of quality child care programs 4.6.4
3. Explain the impact of shared responsibility for quality care and education (e.g., parents, teachers, administrators, children, community, government) 3.2.5, 4.2.5, 4.3.2, 4.3.3, 4.3.5 5D, 7B

G. Interact with Children Use appropriate behavior of an observer 4.2.1, 4.2.2

1. Identify reasons for observing young children (e.g., child interactions, child strengths and weaknesses, curriculum planning, child behaviors within a class and shared with a parent) 4.5.4, 4.5.5, 5.6.3, 15.3.1 4.2.2, 4.2.3
2. Explain methods for observing young children (e.g., checklist, anecdotal) 4.2.2
3. Demonstrate discipline and guidance techniques 15.2.3 5A
4. Demonstrate problem-solving and decision making skills when working with children, youth and adults 4.5.2 5B
5. Demonstrate interpersonal skills that promote positive and productive relationships with learners 4.5.3, 15.2.2 5C
6. Implement strategies for constructive and supportive interactions between children, youth and adults and their families and communities 4.5.3, 4.5.4 5D 4.5.1,
7. Analyze learner’s developmental progress and summarize developmental issues and 4.53, concerns 12.2.4, 14.5.5 5E
8. Explain environmental effect on self-esteem 12.2.1, 15.2.2 Identify temperament’s impact on behavior and self-esteem 12.3.1 Identify roles of interaction (e.g., maternal, instruction, therapeutic) 12.3.3

H. Assume Leadership Roles as Responsible Family Members and Citizens

1. Utilize FCCLA program(s) to address child development, care and guidance issues 1.1.3, 1.2.4, 1.3.2
2. Utilize leadership qualities and skills for problem solving 1.1.2, 1.1.5, 1.1.6, 1.2.6, 4.5.2, 4.5.3
3. Apply leadership skills to affect public policy related to child development, care and guidance 4.6.3, 12.2.5