Page 272 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 11, College Preparation
B3. Positive Environments for Development
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
B2.3 demonstrate an understanding of how various theories of child development apply to real-life contexts
Teacher prompt: “How does attachment theory help an early childhood educator respond to an infant who cries when her parent drops her off?”
By the end of this course, students will:
B3.1 describe the role of educators in an emergent- curriculum approach to early childhood educa­ tion (e.g., engaging attentively with children to assess their interests, planning authentic learning oppor­ tunities around and beyond the children’s interests)
Teacher prompts: “What are the main differ­ ences between an emergent-curriculum approach and a teacher-directed approach to early child­ hood education?” “How might early childhood educators effectively use an emergent-curriculum approach when working with children with diverse interests?”
B3.2 explain how environmental factors in the early years influence development later in life (e.g., influences on later-life health, school perform­ ance, socialization, emotional maturity)
Teacher prompts: “What is the impact of Head Start programs on later cognitive development?” “What is the impact of economic privilege on all areas of development?”
B3.3 describe developmentally appropriate learning environments for children from birth to six years of age
Teacher prompts: “What types of activities would promote the social and cognitive devel­ opment of three-year-olds?” “In addition to activities, what other elements of a learning environment contribute to children’s develop­ ment (e.g., emotional tone, appropriately sized furniture, reading materials)?”
B3.4 explain how and why outdoor play con­ tributes to children’s physical and emotional health (e.g., by providing opportunities for vigorous exercise and connection with the natural environment, by laying the foundation for a healthy lifestyle in the future)
B3.5 explain the ways in which the development of infants and children is connected to the well­ being of their families and the society in which they live (e.g., through access to social supports; access to educational and employment opportunities; access to adequate health care; access to affordable, high-quality childcare)
B3.6 describe strategies early childhood educa­ tors can use to promote healthy eating among young children from birth to six years of age (e.g., encouraging mothers to store expressed breast milk at the childcare centre, modelling healthy eating, offering a variety of nutritious food choices, creating opportunities for children to grow food)
Teacher prompt: “What kind of snacks can you have children help prepare? How could this encourage healthy eating?”
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