Prescribed Learning Outcomes
It is expected that students will:
- describe changes in growth and development through the childhood years
- describe how growth and development during the childhood years can be nurtured
- explain the responsibilities of child care
- propose a plan to provide care giving and nurturing for a child
- analyse factors that affect family and professional care giving globally
To view the prescribed learning outcomes for Nurturing Growth and Development in other grades click on an icon below.
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Suggested Instructional Strategies
- Invite guest speakers involved in various ways in the care of children (e.g., parent, nurse, day-care worker, child psychologist, Kindergarten teacher, First Nations elder). Have the speakers discuss with students the physical, social, emotional, and intellectual development of children between the ages of 2 and 10. As well, discuss child-care practices appropriate for children of various ages within this span and local and global issues related to child care. After hearing from two or more speakers, ask students to suggest pros and cons associated with professional and family care giving.
- Invite preschoolers to the class for a one- to two-hour activity time. In preparation, ask students to set up a program of games, textile crafts, readings, and music and to prepare snack food and appropriate beverages. Encourage them to practise appropriate care-giving attitudes and skills while carrying out the activities.
- Have students use a variety of resources, including the Internet, to research care-giving and nurturing practices in various cultures (e.g., eating and celebrating together, caring for infants). Invite students to give presentations describing these practices and identifying the values associated with them. Then ask them to answer the following question: What factors make care-giving and nurturing practices different in various parts of the world? Encourage them to identify socio-economic, political, environmental, and religious factors.
- Have students work in groups to examine several case studies involving a range of family structures and care-giving approaches (e.g., extended families, blended families, single parent, dual earners). For each case study, provide questions related to growth and development, nurturing needs, and care-giving practices. Bring the class together to debrief the case studies.
Suggested Assessment Strategies
- Encourage students to reflect on their understanding of child-care issues addressed by guest speakers and record responses to the following prompts:
- One interesting thing I heard today was
____________ .
- A question I wish I'd asked was ____________ .
- A way I can use what I learned today to support myself or a friend is ____________ .
- When students research and report on care-giving and nurturing practices in various cultures, pose questions to prompt discussion, such as:
- Ask students to prepare a plan for the care giving and nurturing of a child (real or fictitious). Their plan should include detailed and accurate information about:
- the child's age and family situation
- current physical, emotional, and social development
- changes in growth and development that the child is experiencing
- activities that address the child's needs and wants
Recommended Learning Resources
Print Materials
- Building Blocks to Better Relationships
- The Living Family: A Canadian Perspective
- Preventing Family Violence: Strategies for Stopping Abuse Before it Starts
Video
- A Child Grows: The First Year
- Ouchless House
- Toddlers: The Second Year of Life
(Note: It is anticipated that existing classroom and school materials will also be used to support the learning outcomes until additional learning resources are identified as part of Continuous Submission.)
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