Parenting - Silver Springs High School - Home



PARENTING/LIFE SKILLS HEALTH

SYLLABUS

The purpose of this syllabus is to inform you of the expectations required for success in the parenting class.

PHILOSOPHY OF PARENTING EDUCATION

Children have never been good at listening to their parents, but they have never failed to imitate them. —James Baldwin

“Children Learn What They Live”

COURSE RATIONALE

Children are our most important resource. Encouraging children's healthy growth and development is the responsibility of all members of any community. Doing it well means we need knowledge about children, how they learn and grow, and how best to meet their needs. It also requires patience and commitment.

The PARENTING course will prepare you for roles as family and community members, parents, and caregivers. Through this course, you will develop realistic expectations for children and how best to promote their physical, emotional, social, and psychological development.

STUDENT REQUIREMENTS

• Arrive to class on time

• Use appropriate language

• Wear appropriate clothing

• Be respectful of yourself and others

• Participate

• Turn off cell phones while in class

• Do not leave class without a pass

COURSE EVALUATION

To successfully complete this course, students must attend, participate and complete assignments which demonstrate understanding of the subject. Student learning will be encouraged through small group discussions, teacher/guest presentations, group projects, and journal reflections. Observation of programs and agencies, guest speakers, and viewing of video material will give students more opportunities to learn about available community resources, and parenting styles.

CONTENT PACING GUIDE

|August: |September: |October: |

|Introduction | |1ST QUARTER ENDS 10/15/10 |

|“Children Learn What they Live” |Understanding Parenting |Becoming a Parent |

|Syllabus Review | |UNIT 2 |

|Expectations |UNIT 1 | |

|November: |December: |January: |

|Caring for Children |2nd QUARTER ENDS 1/14/11 |Nurturing Children |

|UNIT 3 |Nurturing Children |UNIT 4 |

| |UNIT 4 | |

|February: |March: |April: |

|Guiding Children |3RD QUARTER ENDS 3/17/11 |Careers with Children |

|UNIT 5 |Parenting Concerns | |

| |UNIT 6 | |

|May: |June: |

| |Wrap Up |

| |4th QUARTER ENDS 6/10/11 |

CURRENT EVENTS/PRESENTATIONS

Students may be assigned to prepare a health/parenting related current event. Resources may include articles from magazines, newspapers, or the internet. A copy of the article must be attached to the summary. Summaries should be neatly written or typed. Template forms are available initially to assist the student with format.

GRADING

Students will earn points daily (~250 per quarter) for participating in class discussions and completing class work. Points will be awarded for classroom assignments. The total number of points earned will determine credits earned. The following scale will be used to determine credit:

Points/Credit

➢ You will receive 1 credit for each 100 points earned

➢ 5 points will be awarded for each class period you attend and participate

➢ Extra credit points can be earned if all assigned class work is completed

➢ Partial credit may be earned

➢ Grades are awarded based on quality of students work

➢ A grade is awarded only if full credits are earned for that quarter. Otherwise a “Pass” will be given

|A |90% |

|B |80-89% |

|C |70-79% |

|D |60-69% |

|F |59% and below |

CHILD/INFANT OBSERVATION WORKSHEETS

Students will be expected to submit at least one infant/child observation per quarter. A worksheet template will be provided to each student.

PARENTING PROJECT/PAPER

A Parenting Project may be assigned. Students will be given a written proposal form to turn in to the teacher for approval of the project/paper. Students will have a choice to either do a project or a paper. Projects must be approved by the teacher.

EXTRA CREDIT

   Students will be allowed to submit additional work and/or create projects (by arrangement and approved by the instructor) for extra credit at any time during the quarter. Extra credit may only be awarded if assigned classroom learning activities and other work is completed.

CONTENT PERFORMANCE BENCHMARKS

|Units/Lessons |

|Content |

|Learning Indicators |

|The students will be able to: |

| |

|Introduction |

| |

|Classroom and student expectations |

|Explain Parenting class participation expectations |

| |

|Unit 1: |

|Parenting Decisions |

|What is Parenting |

|Role of Families |

|Rewards and Responsibilities |

|Personal Readiness |

|Teenage Parenthood |

|Parenting Skills |

|Define Parenting |

|Define Family |

|Discuss the rewards and responsibilities of parenthood |

|Discuss personal readiness for parenthood role |

|Discuss the challenges of teenage parenthood |

|Identify and Practice parenting skills |

| |

|Unit 2: |

|Becoming a parent |

|Planning a Family |

|Pregnancy |

|Prenatal Care |

|Preparing for Baby |

|Birth |

|Adjusting to Parenthood |

|Explain the process of human reproduction |

|Discuss the signs of pregnancy and the process of fetal growth |

|Discuss the importance of prenatal care |

|Explain the birth process |

|Discuss the emotional impact of a new baby |

| |

|Unit 3: |

|New Baby |

|Understanding Infants |

|Parenting Infants |

|Health and Safety |

|Describe infant growth and development |

|Discuss and practice skills required to meet infant needs |

|Practice skills for infant safety |

| |

|Unit 4: |

|Nurturing Children |

|Supporting Growth and Development |

|Physically |

|Emotionally |

|Value of Plan |

|Children with special needs |

|Describe the necessary supports for healthy growth and development, physically and emotionally |

|Describe the necessary supports for healthy social development |

|Describe necessary support for successful learning |

|Discuss the value of play |

|Describe options and resources for parenting children with special needs |

| |

| |

|Unit 5: |

|Guiding Children |

|Encouraging Children |

|Guiding Moral Development |

|Guiding Behavior |

|Handling Common Problems |

| |

|Explain the relationship between encouragement, motivation, and praise |

|Compare the various stages of moral development |

|Explain realistic expectations for children’s behavior |

|Explain how to handle common problems |

| |

| |

|Unit 6: |

|Family Resources |

|Careers with Children |

| |

| |

|Strengthening Families |

|Family Challenges |

|Child Care |

|Early Childhood Education |

|Exploring Careers in Child Care |

|List community resources for families |

| |

| |

| |

| |

| |

| |

NATIONAL FAMILY AND CONSUMER SCIENCES Standards for parenting

All states and schools have challenging and clear standards of achievement and accountability for all students, and effective strategies for reaching those standards. The Standards are intended to serve as a framework for organizing parenting knowledge and skills.

CONTENT STANDARDS AND COMPETENCIES

The following are measurable exit standards that define what students should know and be able to do at the end of the course.

1.  EXPLAIN, DEMONSTRATE, AND INTEGRATE PROCESSES OF THINKING, COMMUNICATION, LEADERSHIP, AND MANAGEMENT IN ORDER TO APPLY FAMILY AND CONSUMER SCIENCES KNOWLEDGE AND SKILLS.

1.1. Explain and demonstrate components of directed thinking, particularly critical thinking, creative thinking, and reasoning.

1.2. Explain and demonstrate components, roles, functions, and styles of effective communication in family, community, and career settings.

1.3. Explain and demonstrate collaborative leadership that encourages participation and respect for the ideas, perspectives, and contributions of all group members.

2. ANALYZE FACTORS RELATED TO PREPARING FOR PARENTHOOD.

2.1. Examine biological processes related to conception, prenatal development, birth, and health of child and mother.

2.2. Consider the emotional factors of prenatal development and birth in relation to the health of the parents and child.

2.3. Examine implications of the decision to become a parent, including alternatives to biological parenthood.

2.4. Assess the unique options, rights, and responsibilities of pregnant and parenting adolescents.

2.5. Determine legal and ethical impacts of technology related to parenting.

 

3. ANALYZE ROLES AND RESPONSIBILITIES OF PARENTING ACROSS THE LIFE SPAN.

3.1. Examine parenting roles, expectations, and responsibilities across the life span.

3.2. Determine consequences of parenting practices to the individual, family, and society.

3.3. Examine roles of independence, interdependence, and commitment in parenting.

3.4. Determine societal conditions that impact parenting across the life span.

3.5. Determine roles of the family unit in transmitting societal expectations, culture, and traditions.

3.6. Explain cultural differences in roles and responsibilities of parenting.

 

4. ANALYZE HUMAN GROWTH AND DEVELOPMENT ACROSS THE LIFE SPAN.

4.1. Examine physical, emotional, social, intellectual, cultural, and moral development of infants, toddlers, preschoolers, and school-age children.

4.2. Examine interrelationships among physical, emotional, social, moral, and intellectual aspects of human growth and development.

4.3. Investigate the impact of heredity and environment on prenatal and early childhood human growth and development.

4.4. Assess the effects of maternal, prenatal, and postnatal nutrition on health and wellness.

4.5. Determine the impact of social, economic, and technological forces on individual growth and development.

4.6. Examine the impacts of gender, ethnicity, culture, and life events on individual development.

 

5. ANALYZE PARENTING PRACTICES AND NURTURING STRATEGIES THAT MAXIMIZE GROWTH AND DEVELOPMENT OF CHILDREN.

5.1. Choose nurturing practices that support human growth and development.

5.2. Select communication strategies that promote positive self-esteem in family members.

5.3. Use current and emerging research on human growth and development and parenting, including brain research, to assess common practices.

5.4. Analyze the impact of abuse and neglect on children and families and determine methods for prevention.

5.5. Examine factors that can lead to handicaps and disadvantaging conditions in prenatal, infant, toddler, preschooler, and school-age stages of growth and development.

 

6. EVALUATE EXTERNAL SUPPORT SYSTEMS THAT PROVIDE SERVICES FOR PARENTS AND CAREGIVERS.

6.1. Examine the role of support systems in meeting early childhood growth and development needs.

6.2. Determine criteria for selecting and providing care and services, including preventative health care, for children.

6.3. Assess community resources, services, and opportunities that support parenting and nurturing.

6.4. Analyze current laws and policies related to parenting and care giving .

6.5. Evaluate impacts of children's handicaps and disadvantaging conditions on parents and caregivers.

6.6. Describe the knowledge, skills, attitudes, educational preparation, and employment opportunities associated with careers in early childhood, education, and services.

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