Child Development and Caregiving 12

Applied Design, Skills, and Technologies K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Child Development and Caregiving Grade 12
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Services and products can be designed through consultation and collaboration.
Service design
Service design
a human-centred approach that may include creating services to support human development 
interests require the evaluation and refinement of facilitation skills.
Tools and technologies can influence communications and relationships.

Learning Standards

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Curricular Competencies

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Students are expected to be able to do the following:
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Applied Design

Understanding context
  • Engage in research
    research
    seeking knowledge from other people as experts, interviewing people involved, finding secondary sources and collective pools of knowledge in communities and collaborative atmospheres, learning the appropriate protocols for approaching local First Peoples communities 
    and empathetic observation
    empathetic observation
    aimed at understanding the values and beliefs of other cultures and the diverse motivations and needs of different people; may be informed by experiences of people involved; traditional cultural knowledge and approaches; First Peoples worldviews, perspectives, knowledge, and practices; places, including the land and its natural resources and analogous settings; experts and thought leaders 
    to determine service design opportunities and barriers
Defining
  • Establish a point of view for a chosen service design opportunity
  • Identify context and requirements and wishes of people involved
  • Identify criteria for success, intended valued impact
    valued impact
    Service designs should be based on what the people involved are hoping for, so their input is needed. 
    , constraints
    constraints
    limiting factors, such as the nature of family dynamics and interpersonal communications, expense, and environmental impact 
    , and possible unintended negative consequences
Ideating
  • Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
  • Screen ideas against criteria and constraints
  • Analyze potential competing factors
    competing factors
    social, ethical, and sustainable 
    to meet individual, family, and community needs for preferred futures
  • Identify, prioritize, and apply sources of inspiration
    sources of inspiration
    may include personal experiences, exploration of First Peoples perspectives and knowledge, the natural environment, places, cultural influences, social media, professionals 
    and information
    information
    for example, professionals; First Nations, Métis, or Inuit community experts; secondary sources; collective pools of knowledge in communities and collaborative atmospheres (such as family structures and cohorts) 
    , and include people involved when possible
Prototyping
  • Develop a product and/or service plan
    service plan
    The primary purpose is to determine and provide or produce beneficial services for individuals, families, or groups. 
    that includes key stages and resources
  • Evaluate strategies for effective use and possible individual, familial, and community impacts
    impacts
    social, cultural, financial 
Testing
  • Identify and access sources of feedback
    sources of feedback
    may include people involved; First Nations, Métis, or Inuit community members; keepers of other traditional cultural knowledge and approaches; peers and professionals 
  • Consult with people involved to gather constructive suggestions for improvement
  • Use consultation data and feedback to make appropriate changes
  • Identify and use appropriate strategies
    appropriate strategies
    considering others’ perspectives, ethical issues, and cultural factors 
  • Use project management processes
    project management processes
    setting goals, planning, organizing, constructing, monitoring, and leading during project execution 
    throughout when working individually or collaboratively
Sharing
  • Share
    Share
    may include showing to others or use by others 
    progress to increase opportunities for feedback and collaboration
  • Decide on how and with whom to share or promote product or service
    product or service
    physical product or supportive process, system, assistance, environment 
    and strategies
  • Critically evaluate the success of their product or service and explain how the ideas contribute to the individual, family, or community
  • Critically reflect on their plans, processes, and ability to work effectively, both individually and collaboratively, including their ability to share and maintain an efficient co-operative workspace
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Applied Skills

Apply precautionary, safe, and supportive interpersonal strategies and communications, both face-to-face and digital
Identify and assess the skills needed, individually or collaboratively, in relation to projects, and develop plans to refine them over time
Critically reflect on cultural sensitivity and etiquette skills, and develop specific plans to learn or refine them over time
Apply audience-appropriate interviewing and consultation etiquette
interviewing and consultation etiquette
protocols for requesting and conducting interviews, including consideration of confidentiality, tone, and informed consent; may require knowledge of cultural protocols, such as that of local First Peoples or recent immigrant communities 
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Applied Technologies

Explore existing, new, and emerging tools and technologies
technologies
tools that extend human capabilities 
and evaluate suitability for service design interests
Evaluate impacts, including unintended negative consequences, of choices made about technology use
Analyze the role technologies play in societal change and interpersonal communications
Examine how cultural beliefs, values, and ethical positions affect the development and use of technologies

Content

Students are expected to know the following:
service design opportunities
service design opportunities
for example, creating policies, resources, programs, activities, designed environments, physical products, or services 
that include child development and caregiving
legal rights and responsibilities of caregivers
caregivers
for example, parents, grandparents, early childhood educators, babysitters, youth workers 
, including ensuring children’s welfare and safety
pregnancy, including health practices
health practices
for example, mitigation of teratogens to prevent birth defects, diagnostic tests, mitigation of medical conditions 
for conception and during pregnancy, prenatal development, and methods of childbirth and delivery
theories of child development, including cultural influences
cultural influences
for example, how view of the child has changed over time; different and potentially competing beliefs about parenting and discipline; First Nations, Métis, and Inuit family structures; own childhood experiences versus contrasting values as an adult; expectations for success at school 
, and how and why theories change over time
stages of child development from birth to age 12, including cognitive, social, physical, and emotional development, and language and speech
role of play in human development and learning
nutritional needs and feeding practices
feeding practices
for example, infant feeding, introduction of solid foods, addressing food allergies, healthy boxed lunches and snacks 
for children of various ages, including external influences
external influences
for example, media, family, culture, medical practitioners, government, finances, context, seasonal availability, access to safe and nutritious food 
on these practices
theories of caregiving styles and impacts on child development
child care options locally and internationally, influences
influences
including regulations, education, and funding; for example, availability of spaces in child care facilities, economic costs to families, length of parental leaves, expectations for help from extended family 
on these options, and community resources that offer services to children and caregivers
service strategies for children and families
service strategies for children and families
strategies that facilitate child development and joyful engagement and support family connection and involvement 
cultural sensitivity and etiquette, including ethics of cultural appropriation
cultural appropriation
using or sharing a cultural motif, theme, “voice,” image, knowledge, story, or practice without permission, without appropriate context, or in a way that may misrepresent the real experience of the people from whose culture it is drawn 
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.