| (a) General requirements. This course is recommended
for students in Grades 10-12. Recommended prerequisite: Principles
of Human Services. Recommended prerequisite or corequisite: Child
Development. Students shall be awarded two credits 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 Human Services Career Cluster focuses on preparing
individuals for employment in career pathways that relate to families
and human needs such as counseling and mental health services, family
and community services, personal care services, and consumer services.
(3) Child Guidance is a technical laboratory course
that addresses the knowledge and skills related to child growth and
guidance equipping students to develop positive relationships with
children and effective caregiver skills. Students use these skills
to promote the well-being and healthy development of children, strengthen
a culturally diverse society, and pursue careers related to the care,
guidance, and education of children, including those with special
needs. Instruction may be delivered through school-based laboratory
training or through work-based delivery arrangements such as cooperative
education, mentoring, and job shadowing.
(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) apply interpersonal communication skills in business
and industry settings;
(B) explain and recognize the value of collaboration
within the workplace;
(C) examine the importance of time management to succeed
in the workforce;
(D) identify work ethics and professionalism in a job
setting; and
(E) develop problem-solving and critical-thinking skills.
(2) The student practices ethical and legal responsibilities
associated with providing child care services. The student is expected
to:
(A) apply ethical codes of conduct in a child care
setting;
(B) create coherent written communication between parents
and child care staff;
(C) advocate for children when necessary;
(D) comply with laws and regulations related to child
care services;
(E) determine potential uses and management of technology,
media, and resources to foster healthy child development; and
(F) employ safeguards to prevent misuse and abuse of
technology and media with children.
(3) The student analyzes child care options. The student
is expected to:
(A) compare child care options for children of various
ages;
(B) compare and contrast the financial considerations
of child care options;
(C) examine criteria for selecting quality child care;
and
(D) review minimum standards for licensing and regulations
for center-based and home-based programs.
(4) The student analyzes responsibilities that promote
health and wellness of children. The student is expected to:
(A) identify signs of good health and symptoms of illness
in children;
(B) practice child guidance techniques that contribute
to the health and wellness of children such as adequate rest, exercise,
safety, and sanitation;
(C) apply procedures for creating safe environments
for children;
(D) prepare nutritious snacks or meals for children
following appropriate food guidelines; and
(E) use resources available for managing the health
care of children.
(5) The student analyzes the effect of play in the
development of children. The student is expected to:
(A) create examples of play that promote the physical,
intellectual, emotional, and social development of children; and
(B) implement strategies to encourage constructive
and creative play.
(6) The student applies appropriate guidance techniques
for children of various ages and developmental levels. The student
is expected to:
(A) discuss the various types of guidance and the effects
on children;
(B) determine and apply appropriate guidance techniques;
and
(C) distinguish between guidance techniques and abusive
behavior.
(7) The student will implement appropriate strategies
and practices for optimizing the development of infants, including
those with special needs. The student is expected to:
(A) create and implement activities for the development
of sensory skills;
(B) create and implement activities for the development
of language skills;
(C) create and implement activities for the development
of physical and motor skills; and
(D) create and implement activities for the development
of social skills.
(8) The student will implement appropriate strategies
and practices for optimizing the development of toddlers, including
those with special needs. The student is expected to:
(A) create and implement lesson plans for the development
of physical skills;
(B) create and implement lesson plans for the development
of vocabulary and language skills;
(C) create and implement lesson plans for the development
of appropriate mathematics skills; and
(D) create and implement lesson plans for the development
of appropriate science skills.
(9) The student will implement appropriate strategies
and practices for optimizing the development of preschool children,
including those with special needs. The student is expected to:
(A) create and implement lesson plans for the development
of physical skills;
(B) create and implement lesson plans for the development
of reading and language skills;
(C) create and implement lesson plans for the development
of appropriate mathematics and problem-solving skills; and
(D) create and implement lesson plans for the development
of appropriate science skills.
(10) The student makes informed career decisions that
reflect personal, family, and career goals. The student is expected
to:
(A) analyze the impact of career decisions on care
giving;
(B) propose short- and long-term career goals;
(C) assess personal interests, aptitudes, and abilities
needed in the child care profession;
(D) exhibit employability skills such as communication,
problem solving, leadership, teamwork, ethics, and technical skills;
(E) demonstrate effective verbal, nonverbal, written,
and electronic communication skills;
(F) demonstrate skills and characteristics of leaders
and effective team members; and
(G) evaluate employment and entrepreneurial opportunities
and educational requirements for early childhood development and services.
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