Page 271 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

B. GROWTHANDDEVELOPMENT OVERALL EXPECTATIONS
By the end of this course, students will:
B1. Patterns in Infant and Child Development: demonstrate an understanding of patterns of social, emotional, cognitive, linguistic, and physical development in infants and children from birth to six years of age;
B2. Theories of Child Development: demonstrate an understanding of a variety of influential theories about child development;
B3. Positive Environments for Development: demonstrate an understanding of how developmentally appropriate environments and experiences promote healthy development in children.
SPECIFIC EXPECTATIONS
By the end of this course, students will:
B1.1 demonstrate general knowledge of principles of child development (e.g., patterns of development are similar around the world, although individual rates of development may vary; child development is multi-determined; child development is holistic; child development is cumulative)
Teacher prompt: “How might you respond to
a parent1 who is concerned that his child is not
developing as quickly as other children at the early learning centre?”
B1.2 identify major milestones in the social, emotional, cognitive, physical, and linguistic development of children from birth to six years of age
B1.3 explain the interdependence of the social, emotional, cognitive, physical, and linguistic areas of development (i.e., how development in each of the areas affects development in the others)
Teacher prompts: “How does the development of language influence a child’s cognitive devel­ opment?” “How are language development and social development related to each other? How and why might the social development of English language learners in an early education program be different from that of their English- speaking peers?”
B1.4 describe findings of recent brain research that contribute to our understanding of devel­ opment in early childhood (e.g., information about critical periods, brain plasticity, different centres in the brain)
B1.5 identify and compare the nutritional and physical-activity requirements of children at different stages between birth and six years of age, based on current recommendations from Health Canada
B1.6 explain the benefits of healthy eating and physical activity for the learning, growth, and development of young children (e.g., increased ability to concentrate, fewer common childhood illnesses, increased ability to thrive, reduced long-term risk of heart disease and stroke)
B2. Theories of Child Development
By the end of this course, students will:
B2.1 outline the theories about child develop­ ment of major experts in the field (e.g., Freud, Erikson, Piaget, Bandura, Kohlberg, Vygotsky)
B2.2 demonstrate an understanding of the theories about attachment and infant tempera­ ment of various child development experts (e.g., Bowlby, Ainsworth, Thomas and Chess)
GROWTH AND DEVELOPMENT
B1. Patterns in Infant and Child Development
1 Throughout the Raising and Caring for Children courses, the word “parents” should be understood to refer to parents
and guardians. It may also be taken to include caregivers or close family members who are responsible for raising the child.
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