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Child Development

CHILD DEVELOPMENT

 

COURSE DESCRIPTION

 

The Child Development course has as its major purpose the study of the first twenty-one years of the growth and development of the human being in the world today. 


Beginning with the time just before conception, students make an in-depth inquiry into the long journey between the parents deciding to have a child and the child’s growth to adulthood. 


Major modern issues are addressed along the way, paying particular attention to those that strongly affect growth and development. 


Beyond assessment tools, students are each encouraged, as well, to examine their own biography and to reach a greater understanding of themselves as they get ready to stand in the world of adults.  

 

 

 

CHILD DEVELOPMENT TARGETED COMPETENCIES

 

  1. The student will understand that every individual who seeks to become a parent needs to be informed about pre-pregnancy planning and modern issues of genetic counseling, environmental toxins, and other factors that influence conception.
  2. The student will understand that conception, gestation and childbirth are amazing processes that, when studied with scientific focus, help us to understand the enormous responsibility of caring for the unborn through healthy behaviors during pregnancy.
  3. The student will understand that the first year of life is an important time for the foundation of healthy overall development, through the resolution of infant reflex behaviors.  A healthy environment needs to take that into consideration, and modern issues with movement deficits will be explored, particularly the use of confining devices or devices that prop babies prematurely.
  4. The student will understand that the second year of life is characterized by the solidifying of three foundational behaviors for human development : walking, speaking and thinking. Breastfeeding until age two is important in facilitating these three behaviors, as it supports healthy physical development., healthy development of the speech organs, and optimal cognitive development.
  5. The student will understand that  in the third year of development, children often begin to attend nursery school programs. For optimal development, these programs must take into consideration the notion of Developmentally Appropriate Practices.
  6. The student will understand that healthy nutrition is essential to the overall healthy development of every child.  They will explore the fact that  healthy nutrition looks different cross-culturally.
  7. The student will understand that because of certain aspects of social and emotional development in the four year old, it is important to introduce experiential learning of cultural diversity and tolerance.  A part of diversity education is the acceptance of children with disabilities of all types.
  8. The student will understand that modern five year olds still need play-based activities at the heart of their learning and growing.  Play is important from a developmental point of view, and  is directly supported by pediatricians. Blooms Taxonomy of the Cognitive Domain will be applied to several real life play scenarios as a tool for measuring high level cognitive activity in play.
  9. The student will understand that the six year old is typically going on to first grade, and that first grade readiness assessment is an important part of the child’s developmental profile.  Modern first grade readiness assessments may or may not be appropriate indicators of the real developmental level of the six year old.
  10. The student will understand that between seven and nine years, children are developing the important academic skills of reading, writing, and arithmetic, and that knowledge of working with multiple intelligences can help us to understand how all children can learn well.
  11. The student will understand that between nine and fourteen years (early adolescence), children begin to experience the changes of early puberty and the accompanying emotional and social issues.  They will see how children of this age are affected by divorce. They will explore: What are the responsibilities of divorcing parents? How might our society help to lower the rate of divorce?
  12. The student will understand that between fourteen and seventeen years, children become accustomed to adolescent physiological changes, and are now ready for true intellectual thinking and reasoning. They will experience what  this looks like in terms of making personal goals and becoming an individual who is ready to meet the world through various exercises. Sexuality forms a backdrop of development in the modern world, and issues around sex, sexually transmitted diseases and contraception and abstinence will be explored  to help each child find their own personal response to modern demands in the area of teen sexuality.
  13. The student will understand that from eighteen to twenty-one years, young people strike out on their own in a variety of ways, cementing their personal choices and building their world of integrity. How do ethics and morals play into this formation of a world of integrity?  Why is it important to think about ethics and morals on the threshold of adult life? What does the financial picture look like for the young adult? We will explore important relevant questions to this developmental age, and peek into the future of each student through “future planning.”

 

TARGETED SKILLS AND KNOWLEDGE

 

 

  1. The student will be able to observe infant and child development and relate those observations to the developmental profiles of each child.
  2. The student will be able to discuss embryology and fetal development from a scientific point of view.
  3. The student will be able to identify healthy child development and its converse, unhealthy development.
  4. The student will be able to describe child development theories.
  5. The student will be able to describe methods of research and observation of children.
  6. The student will be able to describe the effects of early care and education on the development of the child.
  7. The student will be able to identify environmental influences on growth and development.
  8. The student will be able to identify biological and genetic influences on growth and development.
  9. The student will be able to identify social influences on growth and development..
  10. The student will  be able to identify cultural influences on growth and development.
  11. The student will be able to distinguish the domains of development: cognitive, social/emotional, physical and spiritual/moral.
  12. The student will be able to document, describe and distinguish the stages of development form birth to age 21.
  13. The student will be able to describe the interconnectedness of the domains of development.
  14. The student will be able to explain the roles and responsibilities of parents in the overall development of the child.
  15. The student will be able to explain the roles and responsibilities of caregivers and educators with regards to the overall development of the child.
  16. The student will be able to explain the role of society with regards to the overall development of the child.
  17. The student will be able to discuss, design, and evaluate environments and activities that are developmentally appropriate or inappropriate.
  18. The student will be able to promote, model, support and implement good nutritional practices with children.
  19. The student will be able to define diversity and multi-cultural education.
  20. The student will be able to define and identify atypical development in children.
  21. The student will be able to identify the factors that make a healthy young adult.
  22. The student will be able to write or speak about any of the above topics in a coherent manner.
  23. The student will be able to create artistic projects that represent the skills and knowledge that have been covered.
  24. The student will be able to work with others in a respectful, age-appropriate manner
  25. The student will know what development looks like in-utero.
  26. The student will know what the process of childbirth looks like.
  27. The student will know that pregnancy and childbirth can be affected by environmental factors.
  28. The student will know what child development looks like from birth to age twenty-one.
  29. The student will know that biological factors can influence child development.
  30. The student will know that social factors can influence development.
  31. The student will know that psychological factors can influence development.
  32. The student will know that modern children have unique elements to their development because of factors that have come into play in recent history.
  33. The student will know that child development theories exist, and that they may be helpful in studying and determining the healthy development of an individual child. 
  34. The student will know that they are themselves in the midst of development, and that they can help themselves by being aware of who they are and at what stage of development they stand.

Link to complete list of competency assessments for this course.

For a sample rubric to assessments, please click here.

 

 

 

District Notices

2014 - 2015 District School Calendar

2014-2015 Bus Routes


Parent Involvement Survey for Special Education Students

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Unsure About A Delay Or School Closing? WMUR Will Confirm

During the inclement weather season, the SAU will inform parents of a 2-hr delay or a school closing through an Alert Now phone message. Parents can also consult the WMUR weather page which lists all declared school closings and delays.



School Notices

Parent-Principal Advisory Committee

Next Meeting: January 7, 2015 6:00pm in the DLC

Lunch Menu

Notice About Food Allergies

Healthy Snack List

2014-15 Bell Schedule

2014-2015 Bus Routes

Due to health concerns,

ConVal is a latex-free zone.


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ConVal High School

184 Hancock Road

Peterborough, NH 03458

phone: 603-924-3869

fax: 603-924-9176

 

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