| (E) identify minimum standards for licensing regulations
of various preschools and childcare settings such as in-home, private,
public, and religious organizations;
(F) explore careers that provide service to children
ages 3 through 5 years; and
(G) analyze the impact of technology on the growth
and development of children ages 3 through 5 years such as personal
usage, assistive technologies, and digital citizenship.
(8) The student analyzes the growth and development
of children ages 6 through 11 years, including those with special
needs. The student is expected to:
(A) analyze the physical, emotional, social, intellectual,
and moral development needs of children ages 6 through 11 years;
(B) compare the roles of various school environments
such as public, private, and home settings in the growth and development
of children ages 6 through 11 years;
(C) evaluate the importance of and influences on individual
and group identity such as self-concept theories, learning styles,
group dynamics, cultural influences, and societal norms in relation
to the growth and development of children ages 6 through 11 years;
(D) develop appropriate activities for meeting developmental
needs of children ages 6 through 11 years such as physical exercise,
language development, communication, listening skills, independence,
conflict resolution, and self-discipline;
(E) create balanced meal plans that are developmentally
appropriate for children ages 6 through 11 years, including children
with special dietary needs such as food allergies and type I diabetes;
(F) explore careers that provide service to children
ages 6 through 11 years;
(G) discuss legislation and public policies affecting
children ages 6 through 11 years; and
(H) analyze the impact of technology on the growth
and development of children ages 6 through 11 years such as personal
usage, assistive technologies, and digital citizenship.
(9) The student analyzes the growth and development
of children ages 12 through 19 years, including those with special
needs. The student is expected to:
(A) summarize the physical, emotional, social, intellectual,
and moral needs of children ages 12 through 19 years;
(B) assess the role of the various school environments
such as public, private, and home environments on the growth and development
of children ages 12 through 19 years;
(C) evaluate the importance of and influences on individual
and group identity such as self-concept theories, group dynamics,
cultural influences, and societal norms in relation to the growth
and development of children ages 12 through 19 years;
(D) develop appropriate activities for meeting developmental
needs of children ages 12 through 19 years such as physical, academic,
professional, and social skills;
(E) create recipes for nutritious snacks or meals appropriate
for preparation by children ages 12 through 19 years, including snacks
or meals for individuals with special dietary needs such as food allergies
or type I diabetes;
(F) explore careers that provide service to children
ages 12 through 19 years;
(G) discuss legislation, child labor laws, and public
policies affecting children ages 12 through 19 years;
(H) analyze the impact of technology such as personal
usage, assistive technologies, digital citizenship, digital footprints,
and social media on the growth and development of children ages 12
through 19 years; and
(I) propose short- and long-term career goals in child
development.
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