(a) General requirements. This course is recommended
for students in Grades 10-12. Recommended prerequisite: Principles
of Education and Training. Students shall be awarded one credit for
successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) The Education and Training Career Cluster focuses
on planning, managing, and providing education and training services
and related learning support services.
(3) Human Growth and Development is an examination
of human development across the lifespan with emphasis on research,
theoretical perspectives, and common physical, cognitive, emotional,
and social developmental milestones. The course covers material that
is generally taught in a postsecondary, one-semester introductory
course in developmental psychology or human development.
(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) demonstrate written communication;
(B) perform job-appropriate numerical and arithmetic
application;
(C) practice various forms of communication such as
verbal and non-verbal communication used in educational and career
settings;
(D) exhibit teamwork skills;
(E) apply decision-making skills;
(F) implement problem-solving techniques;
(G) acquire conflict management skills;
(H) develop leadership skills;
(I) demonstrate professionalism; and
(J) develop effective work ethic practices.
(2) The student understands historical, theoretical,
and research perspectives of human growth and development throughout
the lifespan. The student is expected to:
(A) explain the role of theories in understanding human
development;
(B) describe theoretical perspectives that influence
human development throughout the lifespan;
(C) summarize historical influences on modern theories
of human development;
(D) compare and contrast the research methods commonly
used to study human development; and
(E) compare and contrast pedagogy and andragogy.
(3) The student understands the importance of prenatal
care in the development of a child. The student is expected to:
(A) describe nutritional needs prior to and during
pregnancy;
(B) analyze reasons for medical care and good health
practices prior to and during pregnancy;
(C) outline stages of prenatal development;
(D) discuss the role of genetics in prenatal development;
and
(E) determine environmental factors affecting development
of the fetus.
(4) The student understands the development of children
ages newborn through two years. The student is expected to:
(A) analyze the physical, emotional, social, and cognitive
development of infants and toddlers;
(B) analyze various developmental theories relating
to infants and toddlers;
(C) discuss the influences of the family and society
on the infant and toddler;
(D) summarize strategies for optimizing the development
of infants and toddlers, including those with special needs;
(E) determine techniques that promote the health and
safety of infants and toddlers; and
(F) determine developmentally appropriate guidance
techniques for children in the first two years of life.
(5) The student understands the development of children
ages three through five years. The student is expected to:
(A) analyze the physical, emotional, social, and cognitive
development of preschoolers;
(B) analyze various developmental theories relating
to preschoolers;
(C) discuss the influences of the family and society
on preschoolers;
(D) summarize strategies for optimizing the development
of preschoolers, including those with special needs;
(E) determine techniques that promote the health and
safety of preschoolers; and
(F) determine developmentally appropriate guidance
techniques for preschoolers.
(6) The student understands the development of children
ages six through ten years. The student is expected to:
(A) analyze the physical, emotional, social, and cognitive
development of children in the early to middle childhood stage of
development;
(B) analyze various developmental theories relating
to children in the early to middle childhood stage of development;
(C) discuss the influences of the family and society
on children in the early to middle childhood stage of development;
(D) summarize strategies for optimizing the development
of children in the early to middle childhood stage of development,
including those with special needs;
(E) determine techniques that promote the health and
safety of children in the early to middle childhood stage of development;
and
(F) determine developmentally appropriate guidance
techniques for children in the early to middle childhood stage of
development.
(7) The student understands the development of adolescents
ages 11 through 19 years. The student is expected to:
(A) analyze the biological and cognitive development
of adolescents;
(B) analyze the emotional and social development of
adolescents;
(C) discuss various theoretical perspectives relevant
to adolescent growth and development;
(D) discuss the influences of the family and society
on adolescents;
(E) summarize strategies for optimizing the development
of the adolescent;
(F) determine techniques that promote the health and
safety of the adolescent; and
(G) determine developmentally appropriate guidance
techniques for adolescents.
(8) The student understands the importance of care
and protection of children and adolescents. The student is expected
to:
(A) determine services provided by agencies that protect
the rights of children and adolescents;
(B) summarize various resources focusing on children
and adolescents;
(C) predict the impact of changing demographics and
cultural diversity on the health and welfare of children and adolescents;
(D) analyze forms, causes, effects, prevention, and
treatment of child abuse;
(E) explain the impact of appropriate health care and
importance of safety for children and adolescents; and
(F) discuss responsibilities of citizens, legislation,
and public policies affecting children and adolescents.
(9) The student understands the development of adults
ages 20 through 39 years. The student is expected to:
(A) analyze various development theories relating to
early adults, including biological and cognitive development;
(B) analyze various development theories relating to
early adults, including emotional, moral, and psychosocial development;
(C) discuss the influences of society and culture on
early adults; and
(D) discuss the importance of family, human relationships,
and social interaction for early adults.
(10) The student understands the development of adults
ages 40 through 65 years. The student is expected to:
(A) analyze various development theories relating to
middle adults, including biological and cognitive development;
(B) analyze various development theories relating to
middle adults, including emotional, moral, and psychosocial development;
(C) discuss the influences of society and culture on
middle adults; and
(D) discuss the importance of family, human relationships,
and social interaction for middle adults.
(11) The student understands the development of adults
ages 66 years and older. The student is expected to:
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