Page 236 - The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009 (revised)

B. CHILD DEVELOPMENT AND GERONTOLOGY SKILLS
OVERALL EXPECTATIONS
By the end of this course, students will:
B1. create appropriate meal plans to enhance the well-being of children and older adults;
B2. design appropriate physical activity programs to enhance the well-being of children and
older adults;
B3. devise approaches to meet the social-emotional and cognitive needs of children and older adults;
B4. demonstrate appropriate use of techniques and practices required to assess and meet the physical needs of children and older adults;
B5. demonstrate the ability to communicate effectively with children at various stages of development and with older adults when providing health care and/or social services.
SPECIFIC EXPECTATIONS
B1. MeetingNutritionalNeeds
By the end of this course, students will:
B1.1 summarize information about the essential nutrients (e.g., create a chart listing the sources and functions of essential nutrients) and explain their importance in a balanced diet for children and older adults;
B1.2 design an appropriate meal plan for a child and an older adult, using relevant resources (e.g., Eating Well with Canada’s Food Guide [2007], Eating Well with Canada’s Food Guide: First Nations, Inuit and Métis; cultural adaptations of Canada’s Food Guide available from the Ontario Public Health Association);
B1.3 design a meal plan that addresses the nutri- tional needs of clients who have special dietary requirements because of health-related problems (e.g., heart disease, diabetes, allergies or intolerances), physical limitations (e.g., resulting from arthritis), and/or religious or cultural background.
By the end of this course, students will:
B2.1 describe the basic components of an appro- priate daily physical fitness/activity routine (e.g., including outdoor play experience, warm-up/ cool-down, stretching, cardio [aerobic] exercise, strength training);
B2.2 design a safe physical activity or program appropriate to the particular stage of develop- ment and/or physical condition of a child and an older adult (e.g., in terms of activity type and level [tolerance], duration, use of equipment).
By the end of this course, students will:
B3.1 describe and conduct a range of appropriate and stimulating activities and games to promote the cognitive and social-emotional well-being of children at various stages of development (e.g., sort and compare shapes, word games) and of older adults experiencing various effects of aging (e.g., sports, baking, book groups, discussion circles in which reminiscence or life review is encouraged);
B3.2 evaluate the suitability of a variety of toys, occupational therapy devices, and recreational equipment (e.g., in terms of appropriate materials, safety of detachable parts, ease of handling, ability to provide sensory stimulation) for children at various stages of development and for older adults experiencing various effects of aging;
B3.3 describe and apply appropriate approaches and activities to promote the cognitive and social-emotional well-being of children and older adults with particular health problems (e.g., impaired vision, physical challenges, hearing loss), including mental health problems (e.g., attention deficit disorder, autism spectrum disorders, depression, bipolar disorder, Alzheimer’s disease);
CHILD DEVELOPMENT AND GERONTOLOGY SKILLS
B3. MeetingCognitiveand Social-Emotional Needs
B2. MeetingtheNeedfor Physical Activity
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Child Development and Gerontology
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