| (a) Implementation. The provisions of this section
shall be implemented by school districts beginning with the 2024-2025
school year.
(1) No later than August 31, 2024, the commissioner
of education shall determine whether instructional materials funding
has been made available to Texas public schools for materials that
cover the essential knowledge and skills identified in this section.
(2) If the commissioner makes the determination that
instructional materials funding has been made available, this section
shall be implemented beginning with the 2024-2025 school year and
apply to the 2024-2025 and subsequent school years.
(3) If the commissioner does not make the determination
that instructional materials funding has been made available under
this subsection, the commissioner shall determine no later than August
31 of each subsequent school year whether instructional materials
funding has been made available. If the commissioner determines that
instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that
this section shall be implemented for the following school year.
(b) General requirements. This course is recommended
for students in Grades 10-12. Recommended prerequisite: Principles
of Education and Training or Principles of Human Services. Students
shall be awarded one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards, industry-relevant
technical knowledge, and college and career readiness skills for students
to further their education and succeed in current and 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. Students use the knowledge and
skills gained in this course to prepare for a career path working
with children in an educational or service learning setting. 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.
(d) 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 skills;
(B) perform job-appropriate numerical and arithmetic
applications;
(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) describe and apply conflict management skills;
(H) describe and demonstrate effective leadership skills;
(I) update a professional portfolio with portfolio
components such as a resume and samples of work;
(J) demonstrate professionalism; and
(K) describe 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 regarding influences
on human development throughout the lifespan;
(C) summarize how historical theories influence modern
theories of human development;
(D) compare research methods commonly used to study
human development; and
(E) compare 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) explain 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) identify 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) investigate 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 3 through 5 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) investigate 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) compare and suggest developmentally appropriate
guidance techniques for preschoolers.
(6) The student understands the development of children
ages 6 through 11 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) investigate 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) compare and suggest developmentally appropriate
guidance techniques for children in the early to middle childhood
stage of development.
(7) The student understands the development of adolescents
ages 12 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) investigate the influences of the family and society
on adolescents;
(E) summarize strategies for optimizing the development
of adolescents, including those with special needs;
(F) determine techniques that promote the health and
safety of adolescents; and
(G) compare and suggest 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 the care
and protection of children and adolescents;
(C) discuss 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;
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