§130.163. Human Growth and Development (One Credit), Adopted 2015.

(a)  General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Education and Training. Students shall be awarded one credit for successful completion of this course.

(b)  Introduction.

(1)  Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

(2)  The Education and Training Career Cluster focuses on planning, managing, and providing education and training services and related learning support services.

(3)  Human Growth and Development is an examination of human development across the lifespan with emphasis on research, theoretical perspectives, and common physical, cognitive, emotional, and social developmental milestones. The course covers material that is generally taught in a postsecondary, one-semester introductory course in developmental psychology or human development.

(4)  Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

(5)  Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c)  Knowledge and skills.

(1)  The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

(A)  demonstrate written communication;

(B)  perform job-appropriate numerical and arithmetic application;

(C)  practice various forms of communication such as verbal and non-verbal communication used in educational and career settings;

(D)  exhibit teamwork skills;

(E)  apply decision-making skills;

(F)  implement problem-solving techniques;

(G)  acquire conflict management skills;

(H)  develop leadership skills;

(I)  demonstrate professionalism; and

(J)  develop effective work ethic practices.

(2)  The student understands historical, theoretical, and research perspectives of human growth and development throughout the lifespan. The student is expected to:

(A)  explain the role of theories in understanding human development;

(B)  describe theoretical perspectives that influence human development throughout the lifespan;

(C)  summarize historical influences on modern theories of human development;

(D)  compare and contrast the research methods commonly used to study human development; and

(E)  compare and contrast pedagogy and andragogy.

(3)  The student understands the importance of prenatal care in the development of a child. The student is expected to:

(A)  describe nutritional needs prior to and during pregnancy;

(B)  analyze reasons for medical care and good health practices prior to and during pregnancy;

(C)  outline stages of prenatal development;

(D)  discuss the role of genetics in prenatal development; and

(E)  determine environmental factors affecting development of the fetus.

(4)  The student understands the development of children ages newborn through two years. The student is expected to:

(A)  analyze the physical, emotional, social, and cognitive development of infants and toddlers;

(B)  analyze various developmental theories relating to infants and toddlers;

(C)  discuss the influences of the family and society on the infant and toddler;

(D)  summarize strategies for optimizing the development of infants and toddlers, including those with special needs;

(E)  determine techniques that promote the health and safety of infants and toddlers; and

(F)  determine developmentally appropriate guidance techniques for children in the first two years of life.

(5)  The student understands the development of children ages three through five years. The student is expected to:

(A)  analyze the physical, emotional, social, and cognitive development of preschoolers;

(B)  analyze various developmental theories relating to preschoolers;

(C)  discuss the influences of the family and society on preschoolers;

(D)  summarize strategies for optimizing the development of preschoolers, including those with special needs;

(E)  determine techniques that promote the health and safety of preschoolers; and

(F)  determine developmentally appropriate guidance techniques for preschoolers.

(6)  The student understands the development of children ages six through ten years. The student is expected to:

(A)  analyze the physical, emotional, social, and cognitive development of children in the early to middle childhood stage of development;

(B)  analyze various developmental theories relating to children in the early to middle childhood stage of development;

(C)  discuss the influences of the family and society on children in the early to middle childhood stage of development;

(D)  summarize strategies for optimizing the development of children in the early to middle childhood stage of development, including those with special needs;

(E)  determine techniques that promote the health and safety of children in the early to middle childhood stage of development; and

(F)  determine developmentally appropriate guidance techniques for children in the early to middle childhood stage of development.

(7)  The student understands the development of adolescents ages 11 through 19 years. The student is expected to:

(A)  analyze the biological and cognitive development of adolescents;

(B)  analyze the emotional and social development of adolescents;

(C)  discuss various theoretical perspectives relevant to adolescent growth and development;

(D)  discuss the influences of the family and society on adolescents;

(E)  summarize strategies for optimizing the development of the adolescent;

(F)  determine techniques that promote the health and safety of the adolescent; and

(G)  determine developmentally appropriate guidance techniques for adolescents.

(8)  The student understands the importance of care and protection of children and adolescents. The student is expected to:

(A)  determine services provided by agencies that protect the rights of children and adolescents;

(B)  summarize various resources focusing on children and adolescents;

(C)  predict the impact of changing demographics and cultural diversity on the health and welfare of children and adolescents;

(D)  analyze forms, causes, effects, prevention, and treatment of child abuse;

(E)  explain the impact of appropriate health care and importance of safety for children and adolescents; and

(F)  discuss responsibilities of citizens, legislation, and public policies affecting children and adolescents.

(9)  The student understands the development of adults ages 20 through 39 years. The student is expected to:

(A)  analyze various development theories relating to early adults, including biological and cognitive development;

(B)  analyze various development theories relating to early adults, including emotional, moral, and psychosocial development;

(C)  discuss the influences of society and culture on early adults; and

(D)  discuss the importance of family, human relationships, and social interaction for early adults.

(10)  The student understands the development of adults ages 40 through 65 years. The student is expected to:

(A)  analyze various development theories relating to middle adults, including biological and cognitive development;

(B)  analyze various development theories relating to middle adults, including emotional, moral, and psychosocial development;

(C)  discuss the influences of society and culture on middle adults; and

(D)  discuss the importance of family, human relationships, and social interaction for middle adults.

(11)  The student understands the development of adults ages 66 years and older. The student is expected to:

(A)  analyze various development theories relating to those within the stage of late adulthood, including biological and cognitive development;

(B)  analyze various development theories relating to those within the stage of late adulthood, including emotional, moral, and psychosocial development;

(C)  discuss the influences of society and culture on those within the stage of late adulthood; and

(D)  discuss the importance of family, human relationships, and social interaction for those within the stage of late adulthood.

(12)  The student explores opportunities available in education and training. The student is expected to:

(A)  assess personal interests, aptitudes, and abilities as related to the various stages of human growth and development;

(B)  evaluate employment and entrepreneurial opportunities, including education requirements in the educational field of interest;

(C)  propose short-term and long-term education and career goals; and

(D)  demonstrate effective methods and obligations for securing, maintaining, and terminating employment.

(13)  The student documents technical knowledge and skills. The student is expected to:

(A)  update professional portfolio components such as resume, samples of work, service learning log, assessment results, and mock scholarship applications; and

(B)  present the portfolio to interested stakeholders.