Ontario Curriculum



Child Development and Gerontology, Grade 12, College Preparation, TPO4C

Child Development and Gerontology, (TPO4C)

Grade 12, College Preparation

This course helps students understand the stages of development and needs of children and the elderly. Students will master the fundamental skills required to meet these needs; acquire an awareness of legislation governing the care of children and of elderly people who require support or supervision; evaluate social and recreational activities for children and the elderly; and assess available facilities. Students will also examine career paths in child and geriatric care, the impact of technological developments on products and services, and health and safety laws.

Prerequisite: None

|The Ontario Curriculum |

|Theory and Foundation |

|Overall Expectations |

|TFV.01 • describe the stages of child development and the stages of older adulthood; |

|TFV.02 • identify needs of children and the elderly at the various stages of development and of older adulthood; |

|TFV.03 • describe social and recreational activities and programs designed to meet the needs of children and the elderly at the |

|various stages of development and of older adulthood; |

|TFV.04 • describe government legislation pertaining to the care of children and the elderly. |

|Stages of Development in Children and Stages of Older Adulthood |

|TF1.01 – explain some of the major theories relating to child development and the stages of older adulthood; |

|TF1.02 – identify the stages of development in children and the stages of older adulthood as related to the major theories; |

|TF1.03 – describe and correct myths about early childhood development and aging. |

|Health Promotion |

|TF2.01 – identify factors that contribute to the promotion and maintenance of the health and well-being of children and the elderly;|

|TF2.02 – explain the relationship among proper nutrition, physical activity, rest, sleep, and physical, psychological, social, |

|spiritual, and cognitive well-being; |

|TF2.03 – describe the importance of social activities and outings on physical, psychological, social, spiritual, and cognitive |

|well-being; |

|TF2.04 – explain the importance of promoting general physical, psychological, social, spiritual, and cognitive well-being; |

|TF2.05 – explain health and recreational requirements at different stages of development in children and at different stages of |

|older adulthood; |

|TF2.06 – describe the effects of good nutrition on physical, psychological, and cognitive development; |

|TF2.07 – explain the requirements of balanced diets for children and the elderly according to Canada’s Food Guide; |

|TF2.08 – describe various diets for people with special needs. |

|Meeting Needs |

|TF3.01 – explain how different activity programs meet the physical, psychological, cognitive, spiritual, and social development |

|needs of children and the elderly; |

|TF3.02 – identify appropriate and stimulating activities and games for the different stages of development of children and the |

|different stages of older adulthood; |

|TF3.03 – explain the suitability of a variety of toys for the various stages of child development; |

|TF3.04 – identify different types of physical activities that meet particular developmental and health needs of children and the |

|elderly; |

|TF3.05 – describe how environmental obstacles (e.g., lack of wheelchair access) affect the planning of activities for the elderly; |

|TF3.06 – design physical activity programs to help elderly people and children keep physically healthy; |

|TF3.07 – identify social and recreational activities to help children and elderly people adapt to new technologies (e.g., preschool |

|software, network Scrabble, e-mail). |

|Government Legislation |

|TF4.01 – identify government legislation that establishes procedures for the prevention of injuries to and neglect of children and |

|elderly people who may require assistance or support; |

|TF4.02 – describe requirements and standards that need to be considered for children and the elderly; |

|TF4.03 – identify child welfare and protection services provided by municipal, provincial, and federal organizations. |

|Skills and Processes |

|Overall Expectations |

|SPV.01 • demonstrate techniques and practices needed to effectively assess and meet the physical, psychological, cognitive, |

|spiritual, and social needs of children and the elderly; |

|SPV.02 • describe volunteer, public, and private sector programs and care services for improving the quality of life of children |

|and/or the elderly. |

|Fundamental Skills |

|SP1.01 – demonstrate appropriate hand-washing techniques and explain when they should be performed; |

|SP1.02 – use correct techniques for taking care of children and elderly people who require support in the following areas: feeding, |

|bathing, providing a range of motion exercises, lifting and transferring, toileting and diapering, and caring for the skin; |

|SP1.03 – describe and demonstrate where applicable the correct use of safety devices or appropriate techniques for caring for |

|children and elderly people; |

|SP1.04 – explain the correct use of ambulation devices used by children and elderly people (e.g., walkers, canes, wheelchairs) and |

|how to teach someone to use these devices; |

|SP1.05 – describe the techniques of cardiopulmonary resuscitation (CPR), basic first aid, and the Heimlich manoeuvre; |

|SP1.06 – explain the theory and techniques associated with body substance precautions; |

|SP1.07 – describe how the health and well-being of children and the elderly can be assessed (e.g., in terms of body temperature, |

|skin condition, infection or illness, abuse, difficulties in ambulation); |

|SP1.08 – describe and, where applicable, demonstrate the techniques of therapeutic communication and explain how communication |

|skills must fit the stage or condition of children and the elderly; |

|SP1.09 – explain and apply pertinent human relations strategies that facilitate interpersonal relations with children of different |

|ages and the elderly (e.g., talking to children in age-appropriate language, compensating for hearing or visual deficits in the |

|elderly). |

|Programs and Services |

|SP2.01 – describe various programs and services that focus on the physical, psychological, cognitive, spiritual, and social |

|well-being of children and the elderly; |

|SP2.02 – identify services and products for improving the quality of life of children and the elderly; |

|SP2.03 – evaluate products and services (physical, psychological, cognitive, spiritual, and social) provided by various health care |

|providers. |

|Impact and Consequences |

|Overall Expectations |

|ICV.01 • identify factors that influence the health and safety of children and the elderly; |

|ICV.02 • describe and, where appropriate, apply laws and regulations related to health and safety in child care and the care of |

|elderly people who require support or assistance; |

|ICV.03 • describe the role of society in caring for children and the elderly and the impact that an expanding aging population will |

|have on society; |

|ICV.04 • describe the impact of technological developments on products and services and on health and safety laws; |

|ICV.05 • describe careers and related education and training requirements in child and geriatric care. |

|Health and Safety Factors |

|IC1.01 – identify health and safety standards in the workplace that pertain to child and geriatric care; |

|IC1.02 – demonstrate the use of safety techniques and devices that are important in the care of children and the elderly; |

|IC1.03 – explain laws and regulations related to health and safety regarding child care, gerontology, and geriatrics; |

|IC1.04 – describe environmental impacts related to products developed to meet the needs of children and the elderly; |

|IC1.05 – follow routines for hygienic food preparation and for waste disposal. |

|Role of Society |

|IC2.01 – describe the role of society in meeting the needs of and caring for children and the elderly; |

|IC2.02 – describe the impact that an expanding aging population will have on society. |

|Effects of Technology |

|IC3.01 – explain technological changes that have influenced child and geriatric care (e.g., advances in the design of diapers, new |

|skin care products, video monitoring from a remote site, computers, lifts); |

|IC3.02 – identify relationships between technology and community services (e.g., phone access for the hearing-impaired, video or |

|Internet access to daycare centres from the home or workplace); |

|IC3.03 – describe relationships between technological developments and job opportunities in child and geriatric care (e.g., advances|

|in medical technology that allow patients to go home on respirators have resulted in the growth of home-care jobs). |

|Education, Training, and Career Opportunities |

|IC4.01 – identify occupations that are concerned with products and services for helping children and the elderly; |

|IC4.02 – identify careers and related education, training requirements, and opportunities in child and geriatric care. |

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