Page 275 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

D. INTERACTINGWITHCHILDREN OVERALL EXPECTATIONS
By the end of this course, students will:
D1. GuidingChildren’sBehaviour:demonstrateanunderstandingoftheoriesandstrategiesrelated to child behaviour, and effectively use a range of strategies and skills when working with children from birth to six years of age;
D2. DevelopmentallyAppropriateProgramsandEnvironments:demonstrateanunderstandingof the elements of developmentally appropriate programs and environments for children from birth to six years of age;
D3. RefiningSkillsthroughPracticalExperiences:applyandevaluatetheirknowledgeofchild development through practical experiences with children.
SPECIFIC EXPECTATIONS
D1. Guiding Children’s Behaviour
By the end of this course, students will:
D1.1 explain the theories about child behaviour and child guidance of various child-development experts (e.g., Coloroso, Dreikers, Sheedy, Kurcinka)
D1.2 describe strategies for encouraging positive behaviour in children from birth to six years of age (e.g., responding lovingly and reliably to a crying infant, offering choices, discussing natural and logical consequences, setting limits, ignoring negative behaviour)
Teacher prompt: “What are the advantages and disadvantages of offering children choices about what they wear?”
D1.3 demonstrate the effective use of communica­ tion skills and strategies recommended for early childhood educators who are working with children (e.g., establishing eye contact, listening actively, interpreting body language, using positive statements)
D1.4 use a variety of recommended strategies to help children resolve conflicts (e.g., “I” messages, help with verbalizing feelings, cool-down periods), and evaluate their effectiveness
Teacher prompt: “What are the long-term benefits of helping children to verbalize their feelings?”
By the end of this course, students will:
D2.1 demonstrate an understanding of key strategies and activities that are used in early learning programs to promote the social, linguistic, emotional, cognitive, and physical development of children from birth to six years of age (e.g., scaffolding, the use of peer helpers)
Teacher prompt: “During your observation day at an early learning centre, what were the three best practices you observed that promote child development? Which area(s) of development did these practices affect?”
D2.2 describe developmentally appropriate daily routines, schedules, and transitions, and explain why routines and schedules are an important component of a developmentally appropriate early childhood environment
Teacher prompts: “Why is it important to include predictable eating and napping times in the daily schedule of an early learning centre?” “How is flexibility built into the daily schedule of infant centres in order to accommodate the needs of infants on different schedules?” “How do predictable transitions reduce stress in an early learning centre?”
INTERACTING WITH CHILDREN
D2. Developmentally Appropriate Programs and Environments
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