Page 254 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 12, University/College Preparation
E1. Social-Emotional Development: demonstrate an understanding of social-emotional development throughout the lifespan and of ways of influencing such development;
E2. Personality and Identity: demonstrate an understanding of various influences on personality development and identity formation throughout the lifespan;
E3. Factors Affecting Social-Emotional Development: demonstrate an understanding of how factors affect social-emotional development, with an emphasis on the process of socialization.
E1. Social-Emotional Development
E2. Personality and Identity
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
SPECIFIC EXPECTATIONS
By the end of this course, students will:
E1.1 explain attachment theory as it relates to human development (e.g., with reference to the theories of John Bowlby, Mary Ainsworth, Kim Batholomew)
Teacher prompt: “According to attachment theorists, why is infant attachment important?”
E1.2 describe the development of emotion throughout the lifespan (e.g., early emotions, stranger anxiety, emotional fluctuations, socio­ emotional selectivity)
Teacher prompts: “What are the first emotions that infants show?” “What differences might there be in the ways in which a teenage girl and an elderly woman express anger? What would account for these differences?”
E1.3 describe ways in which parents and caregivers can promote secure attachment in infants and children (e.g., nurturing, responsive care, breastfeeding)
E1.4 explain the effects that secure and insecure attachment in the early years can have on social-emotional development in adolescence and adulthood
Teacher prompts: “How does secure attach­ ment in early life affect relationship building in later life?” “What types of behaviour and attitudes are characteristic of adults who have an anxious attachment style?”
By the end of this course, students will:
E2.1 explain the process of identity formation throughout the lifespan (e.g., with reference to gender identity, ethnic identity, identity statuses)
Teacher prompts: “How can families encourage the development of bicultural identity among its members?” “What circumstances can prompt role confusion in adolescence?” “What causes adults to go through identity reformulation?”
E2.2 explain how birth order and temperament can affect the development of an individual’s personality
Teacher prompts: “In what ways can sibling rivalry affect self-concept and the development of personality?” “What are the common per­ sonality traits of children who had an easy temperament in infancy? Of those who had
a difficult temperament?”
E. SOCIAL-EMOTIONALDEVELOPMENT AND PERSONALITY
OVERALL EXPECTATIONS
By the end of this course, students will:
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