Page 293 - 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 of Development: demonstrate an understanding of patterns of social, emotional, cognitive, and physical development in school-age children and adolescents;
B2. Theories of Development: demonstrate an understanding of various influential theories about child and adolescent development;
B3. Positive Environments for Development: demonstrate an understanding of how developmentally appropriate environments and experiences promote healthy development.
SPECIFIC EXPECTATIONS
B1. Patterns of Development
By the end of this course, students will:
B1.1 identify major milestones in the social, emo­ tional, cognitive, and physical development of school-age children and adolescents
Teacher prompt: “How might a child’s develop­ ment be influenced by the social, emotional, and political context in which the child lives?”
B1.2 explain the interdependence of the social, emotional, cognitive, and physical areas of development (i.e., how development in each of the areas affects development in the others)
Teacher prompt: “How do the physical changes of adolescence affect social development?”
B1.3 identify and compare the nutritional and physical-activity requirements of school-age children and adolescents at different stages, based on current recommendations from Health Canada
B1.4 explain the benefits of healthy eating for the learning, growth, and development of school- age children and adolescents (e.g., increased ability to concentrate, maintenance of healthy
body weight)
B1.5 describe indicators of the various types of exceptionalities in school-age children and adolescents (e.g., cognitive, behavioural, physical)
Teacher prompt: “What behaviours would an early childhood educator notice that might indicate that a child has Asperger’s syndrome?”
B1.6 describe patterns in male and female sexual development and explain how sexual develop­ ment affects physical, social, and emotional development
Teacher prompt: “How might sexual develop­ ment affect body image in males? In females?”
B1.7 describe the findings of brain research that contribute to our understanding of development in older children and adolescents (e.g., information about blooming and pruning, brain wiring, control centres in the brain for judgement and decision making, development of the frontal lobe in late adolescence)
B2. Theories of Development
By the end of this course, students will:
B2.1 outline the theories of recognized experts in the field of child and adolescent development (e.g., theories of Piaget, Erikson, Gilligan, Kohlberg, Gardner)
B2.2 demonstrate an understanding of how various theories about child and adolescent development apply to real-life contexts
Teacher prompts: “How does Kohlberg’s theory of moral development explain why a school- age child might tell a lie?” “Piaget believes that logical reasoning abilities begin at approximately age thirteen. Why does he think that? Does that mean that we should not attempt to teach the scientific method and scientific reasoning before that age?”
GROWTH AND DEVELOPMENT
291
Working With School-Age
Children and Adolescents
Research and Inquiry Skills
HHI FP1D04/ 2C 0