Check
out this website for some good Teen Pregnancy Lesson Plans (free):
Check
out this website for some Canadian content regarding Teen Pregnancy:
Tuesday, 11 November 2014
iStress, iSupervise and iParent
"The use of age-appropriate apps and programs is now a part of everday life ....however.... technology does not replace the necessity for children to be able to use language"- (Adamski, 2014)
Over the past few decades, several changes have happened in society which greatly affected families. Firstly, the shift from male-breadwinner to dual-earner couples and single-parent households have caused growing concern for balancing work and family responsibilities (Jacobs & Gerson, 2001, p. 40). Too much time at work can limit personal family interactions and social welfare while too little time at work or work in a low earning field can endanger a family's financial security and lifestyle (Jacobs & Gerson, 2001, p. 40).
The average age of marriage and age at birth of first child has increased while the number of children per household continues to decline (Jacobs & Gerson, 2001, p. 45). Today, American workers spend more time away from the home for work related reasons than their parents or grandparents (Jacobs & Gerson, 2001, p. 43). A cultural transformation exists where home has become work and work has become home and families are feeling pressured since work commitments are threatening family life (Jacobs & Gerson, 2001, p. 41).
Society expects parent(s) of child(ren) to keep them free of harm (Hymel, 2006, p. 1296). Inadequate supervision is a contributing cause of injuries and harm in children of all ages (Hymel, 2006, p. 1296). Misunderstanding the amount of supervision children of different age groups needs varies, the attention or attentiveness the supervisor and the proximity to the child are all factors in "supervisory neglect"(Hymel, 2006, p. 1297). Based on these new demands on parents with increased hours at work and technology to distract them from supervision responsibilities in the home, we wondered if grade 11 HPC 3O students would feel that overuse of technology in families (both parents and children) could be determined neglectful parenting?
Public health agencies have warned parents to cut back on children's exposure to screen time and recommends a safe quantity for children 3-18 is 2 hours per day while no screen time is considered safe for children under 3 (Summers, 2014). Agencies have been working to educate parents that screen time in children is both sedentary and solitary and as a result, less time is spent engaging in social activities that involve language (Adamski, 2014).
There is reason to be alarmed as serious repercussions exist for children who are exposed to technology. 25% of students who frequently use smart phones and tablets are starting Kindergarten with language difficulties and they lack the social skills to directly converse with others (Adamski, 2014). Research shows that children who use or overuse technology from a young age inhibit their ability to recognize emotions in others while even a short break (such as 5 days without screen time) can significantly improve these skills (Summers, 2014).
The increased stresses from the workforce accompanied with societal pressures to keep children free from harm leaves parents stretched thin. Additionally, it is not only workforce expectations that are changing for modern day families. Busy families are relying on technology to entertain children and to communicate. However, the need for human interaction does not end with infancy, and increased use of devices in families leads to lower face-to-face interaction.
Families struggle with technology and parenting because....
-the Internet seems intuitive to children and they experience mastery of technological skills in a rapid amount of time (Tate, 2014)
- parenting experts have not thoroughly researched the long term effects on children who were raised with technology (Medline Plus, 2014)
-parents who are currently parenting only have parenting models from prior to the technological era (Tate, 2014)
- increased personal responsibilities of parents to use technology to increase their productivity at work limits the amount of time they are physically and mentally able to disconnect from work responsibilities such as replying to email or preparing a presentation on home time.
Bloom's Taxonomy challenges teachers to prepare assessments and learning opportunities which encourage students to higher level thinking skills.
I thought a new Family Studies teacher might decide to use a debate in the classroom to handle controversial or sensitive issues where students pick at random which side of the debate they are on. Students could also create a "how-to" guide for families to balance technology use.
Being able to debate requires use of all levels of Bloom's Taxonomy and allows students to work in groups to gain insight on not only the topic at hand but also how to sift through the expansive amount of literature available on any one topic.
Knowledge- students would have to call on information from textbooks or notes, list own experiences or sources where they could find more information about the topic
Comprehension- students begin interpreting new information to check for understanding
Application- students look at previously learned information and look for connections between existing knowledge and new situations they are studying
Analysis- students begin to explain and compare information they are wanting to apply into easy to understand categories or parts
Synthesis- combine elements of prior learning to the new parts and categories they have developed
Evaluation- students judge or debate on a set criteria
Over the past few decades, several changes have happened in society which greatly affected families. Firstly, the shift from male-breadwinner to dual-earner couples and single-parent households have caused growing concern for balancing work and family responsibilities (Jacobs & Gerson, 2001, p. 40). Too much time at work can limit personal family interactions and social welfare while too little time at work or work in a low earning field can endanger a family's financial security and lifestyle (Jacobs & Gerson, 2001, p. 40).
The average age of marriage and age at birth of first child has increased while the number of children per household continues to decline (Jacobs & Gerson, 2001, p. 45). Today, American workers spend more time away from the home for work related reasons than their parents or grandparents (Jacobs & Gerson, 2001, p. 43). A cultural transformation exists where home has become work and work has become home and families are feeling pressured since work commitments are threatening family life (Jacobs & Gerson, 2001, p. 41).
Society expects parent(s) of child(ren) to keep them free of harm (Hymel, 2006, p. 1296). Inadequate supervision is a contributing cause of injuries and harm in children of all ages (Hymel, 2006, p. 1296). Misunderstanding the amount of supervision children of different age groups needs varies, the attention or attentiveness the supervisor and the proximity to the child are all factors in "supervisory neglect"(Hymel, 2006, p. 1297). Based on these new demands on parents with increased hours at work and technology to distract them from supervision responsibilities in the home, we wondered if grade 11 HPC 3O students would feel that overuse of technology in families (both parents and children) could be determined neglectful parenting?
Public health agencies have warned parents to cut back on children's exposure to screen time and recommends a safe quantity for children 3-18 is 2 hours per day while no screen time is considered safe for children under 3 (Summers, 2014). Agencies have been working to educate parents that screen time in children is both sedentary and solitary and as a result, less time is spent engaging in social activities that involve language (Adamski, 2014).
There is reason to be alarmed as serious repercussions exist for children who are exposed to technology. 25% of students who frequently use smart phones and tablets are starting Kindergarten with language difficulties and they lack the social skills to directly converse with others (Adamski, 2014). Research shows that children who use or overuse technology from a young age inhibit their ability to recognize emotions in others while even a short break (such as 5 days without screen time) can significantly improve these skills (Summers, 2014).
The increased stresses from the workforce accompanied with societal pressures to keep children free from harm leaves parents stretched thin. Additionally, it is not only workforce expectations that are changing for modern day families. Busy families are relying on technology to entertain children and to communicate. However, the need for human interaction does not end with infancy, and increased use of devices in families leads to lower face-to-face interaction.
Families struggle with technology and parenting because....
-the Internet seems intuitive to children and they experience mastery of technological skills in a rapid amount of time (Tate, 2014)
- parenting experts have not thoroughly researched the long term effects on children who were raised with technology (Medline Plus, 2014)
-parents who are currently parenting only have parenting models from prior to the technological era (Tate, 2014)
- increased personal responsibilities of parents to use technology to increase their productivity at work limits the amount of time they are physically and mentally able to disconnect from work responsibilities such as replying to email or preparing a presentation on home time.
Activities to investigate Neglect in a HPC 3O classroom are:
* Investigating the reporting process for neglect or abuse in Ontario
* Investigating the community resources available to parents for both education and support for abuse or neglect in their family
*Debating adequate vs inadequate supervision of various parenting situations
*Society expectations of parents and caregivers to care for children and keep them safe from people and situations that could bring them harm
* Do cultural differences exist in what qualifies as neglect?
* Can overuse of technology used occupy their children be considered “supervisory neglect”?
* Do increased demands on families lead to inadvertent “supervisory neglect”?
* Can it be considered a form of neglect if parents are educated about the dangers of overexposure to technology or “screen time” and still choose this path for their child(ren)
Bloom's Taxonomy challenges teachers to prepare assessments and learning opportunities which encourage students to higher level thinking skills.
I thought a new Family Studies teacher might decide to use a debate in the classroom to handle controversial or sensitive issues where students pick at random which side of the debate they are on. Students could also create a "how-to" guide for families to balance technology use.
Being able to debate requires use of all levels of Bloom's Taxonomy and allows students to work in groups to gain insight on not only the topic at hand but also how to sift through the expansive amount of literature available on any one topic.
Knowledge- students would have to call on information from textbooks or notes, list own experiences or sources where they could find more information about the topic
Comprehension- students begin interpreting new information to check for understanding
Application- students look at previously learned information and look for connections between existing knowledge and new situations they are studying
Analysis- students begin to explain and compare information they are wanting to apply into easy to understand categories or parts
Synthesis- combine elements of prior learning to the new parts and categories they have developed
Evaluation- students judge or debate on a set criteria
References
Adamski, K. (2014, October 8). Children losing language skills due to large technology use. Retrieved October 23, 2014, from The Daily Telegraph website: http://www.dailytelegraph.com.au/newslocal/northern-beaches/children-losing-language-skills-due-to-large-technology-use/story-fngr8hax-1227082801978?nk=3d2e0caa082f9164f0a78f4a3711a2a7
Hymel, K. P. (2006). When is a Lack of Supervision Neglect? In Pediatrics official journal of the American Academy of Pediatrics (pp. 1296-1298). http://dx.doi.org/10.1542/peds.2006-1780
Jacobs, J. A., & Gerson, K. (2001, February 1). Overworked individuals or overworked families? Retrieved November 8, 2014, from Sage Journals website: http://wox.sagepub.com/content/28/1/40.full.pdf+html
Screen time and children. (2014, November 7). Retrieved November 9, 2014, from Medline Plus website: http://www.nlm.nih.gov/medlineplus/ency/patientinstructions/000355.htm
Summers, J. (2014, August 28). Kids and screen time: What does the research say? Retrieved November 9, 2014, from nprED How Learning Happens website: http://www.npr.org/blogs/ed/2014/08/28/343735856/kids-and-screen-time-what-does-the-research-say
Tate, A. S. (2014, September 29). Parenting in the age of iEverything. Retrieved October 31, 2014, from The Washington Post website: http://www.washingtonpost.com/news/parenting/wp/2014/09/29/parenting-as-a-gen-xer-what-its-like-to-be-the-first-generation-of-parents-in-the-age-of-ieverything/
Modern Day Neglect?
Title: When is a Lack of Supervision Neglect?
Author: Kent P. Hymel and Committee on Child Abuse and Neglect
Date Released: 2006
Date Accessed: October 1st 2014 accessed
Synopsis of article (retell)
The article is
co-authored by a committee on Child Abuse and Neglect and outlines some
of the challenges surrounding how suspected neglect in children is
reported. This article specifically focuses on the issues pediatricians
face when they suspect neglect of one of their patients.
The purpose for the
article was that many pediatricians felt that some of the injuries or
traumas they were treating their patients for wouldn’t have happened if
the child had been adequately supervised. The article focused on the
facet of neglect which is referred to as “supervisory neglect”. The
article explains that our society expects that the parent(s) of
child(ren) or the person they designate to care for their child should
be responsible for providing care to keep the child free from situations
and people that could bring them harm. Despite the fact that it is a
cultural expectation that parents and caregivers supervise children,
many children are injured in their own homes. Inadequate supervision is
frequently cited as a contributing cause to injuries and harm in
children.
Supervisory neglect is
difficult to define as it is related to inadequate supervision as it
relates to injury risks. Inadequate supervision of a toddler would be
very different from inadequate supervision of a ten year-old child.
Despite the fact that supervisory neglect is difficult to define,
factors which experts have determined play a role inadequate supervision
are attention, proximity as well as continuity of adult supervision.
The article cites that
despite the fact that legislation exists in all 50 States mandating
that Pediatricians and other health care professionals report suspicion
of child abuse/neglect to the appropriate authorities, (typically Child
Protective Services) there are barriers which prevent Pediatricians from
following through on this practice. Barriers include a lack of
training, previous negative experiences with the Child Protective
Agencies, fear of damaging the relationship with the patient’s family
and fear of a responsibility to provide a courtroom testimony.
The authors of article suggest that physicians consider the following when reporting neglect of a patient:
· the age specific guidelines determined by the local community agencies
· the education available to parents regarding neglect
· if the laws of the area connect with the best practices
· the allegation individually
· if the child is able to judge their own behaviour
· if the child has physical, developmental, genetic, behaviour, emotional, cognitive or psychiatric disabilities
· the length of time and the time of day the child is inadequately supervised
· the caregiver’s reasoning of the situation
· any dangers the child could be exposed to in the unsupervised environment
· nature of the activities they are left unsupervised with
· the child’s knowledge of phone numbers, safety protocols and emergency procedures while the child is inadequately supervised
How
this article relates to our group’s specific inquiry focus, course
content, your own teaching/learning experience and course discussions
(relate)
This article pertains
to our group’s inquiry project that is investigating how new teachers
might address the challenging and sensitive topic of abuse and neglect
in the Family Studies classroom. These topics are sometimes difficult to
discuss in class because every person’s experience and view on abuse
and neglect varies. It could also be difficult for a student in the
class who has personally experienced abuse or neglect to talk openly
about this issue.
This article could
relate to Family Studies materials because the article helps both new
teachers and students to see some of the factors that pediatricians
(trained professionals) take into account when dealing with the
sensitive topic of neglect in children and educating “neglectful”
parents. The article also helps students to understand that each
geographical area has different rules and laws as well as varying
definitions of “neglect” in that specific region. Despite the fact the
article contains American statistics and vocabulary pertaining to
neglect, it is very similar to policies and expectations of Canadian
families.
I feel like the
article also does a really good job of explaining some of the
uncomfortable aspects in dealing with reporting neglect in families and
why it is not always a clear pathway to deal with a parent who is
believed to be neglecting their child (example: The reporting person
fears court trails as well as each case isconsidered individually and
all situational factors are analyzed before declaring if a parent is
neglectful or not. It might be helpful for students to debate some cases
considering when the child was left alone was there a good reason? What
time of day was it? What activities were they doing while left alone or
unsupervised?)
This article directly connects to many facets of the curriculum for HPC30.
Reflect
on the implications for teaching, i.e., explore alternatives, make
inferences, draw conclusions, pose further questions (reflect).
I think this article
would help both new teachers and HPC30 students to openly discuss and
examine the many factors that contribute to neglect in families.
Activities that could be connected to the use of this article in the classroom are:
* Investigating the reporting process for neglect or abuse in Ontario
* Investigating the
community resources available to parents for both education and support
for abuse or neglect in their family
*Debating adequate vs inadequate supervision of various parenting situations
*Society expectations
of parents and caregivers to care for children and keep them safe from
people and situations that could bring them harm
* Do cultural differences exist in what qualifies as neglect?
* Can overuse of technology used occupy their children be considered “supervisory neglect”?
* Do increased demands on families lead to inadvertent “supervisory neglect”?
* Can it be considered a form of
neglect if parents are educated about the dangers of overexposure to
technology or “screen time” and still choose this path for their
child(ren)
Monday, 10 November 2014
Adolescent Pregnancy in America: Causes and Responses (Article Review)
Adolescent Pregnancy in America: Causes and Responses
By Desirae M. Domenico, Ph.D. and Karen H. Jones, Ed.D.
The Journal for
Special Needs Education Vol 30 Number 1, 2007
Adolescent
pregnancy has occurred throughout America’s history. Only in recent years has
it been
deemed an urgent crisis, as more young adolescent mothers give birth outside of
marriage. At risk circumstances associated with adolescent pregnancy include
medical and health complications, less schooling and higher dropout rates,
lower career aspirations, and a life encircled by poverty. While legislation
for career and technical education has focused attention on special needs
populations, the definition has been broadened to include single parents. This
article encompasses a brief history of adolescent pregnancy in America, factors
influencing adolescent pregnancy, and the consequences associated with
adolescent pregnancy. The conclusion includes implications for educators,
researchers, and practitioners.
This
article details factors influencing adolescent pregnancy such as family
structures; age at which first sexual encounters begin; future expectations and
employment opportunities; and sexual abuse. Further discussion pertains to the consequences
of adolescence pregnancy stating that it ‘imposes difficult long-term outcomes and
have adverse effects not only on the young mother, but also on her child’ (p.6).
The article states that ‘pregnant secondary students have been found to possess
lower career aspirations, attain less prestigious occupations, and experience
less satisfaction with career progress, feel their future job choices are
limited when compared to their non-pregnant peers. They were less likely to get
a job or attend college (p.6). As a result, adolescent mothers often
experienced a lack of meaningful and equal career opportunities, leading to a
high rate of teen unemployment. According to the article, responses to
adolescent pregnancy in recent years have included schools, communities, and
government agencies working diligently to help combat adolescent pregnancy. And
while adolescent pregnancy prevention programs offer countless support services
to pregnant and parenting adolescents, not all support services are
consistently available throughout the country (p.8).
Recommendations for practice
include increasing adolescent females’ self-efficacy by schools incorporating
curriculum that nurtures a sense of self-worth and productivity that can lend
itself to the workforce thereby encouraging girls to aspire to professional
employment; students from impoverished backgrounds should be afforded
opportunities to participate in post secondary education; sex education
curriculum prior to high school entry should clearly define the decision-
making process for a sexual relationship, the outcomes of a sexual
relationship, and the choice to abstain from sex without a sense of guilt; and
finally because families are often a support group for pregnant and parenting
adolescents, there is a greater need for community outreach programs to assist
families of these adolescents in teaching them to become independent,
self-sufficient adults (p. 9). Governments need to relook at their policies
regarding adolescent pregnancy and single parents. The author of the article
recommends more funding is needed to address the establishment of a more
comprehensive educational curriculum with regard to sex education, making good
and informed sexual and relationship decisions, encouraging positive
self-esteem programs especially for girls and those from lower economic
families; and outcomes of poor choices both for the teen parent and the child.
The author concludes by stating that “society must assume the responsibility of
educating teens about sex, adolescent pregnancy, and the negative effects of
early motherhood on young females” (p.10).
New
Learning: (relate)
The article provided confirmation that adversities such as poverty, discrimination, stress, and lack of
gender-role modelling affects both the teen mother and her child (Specific expectation E1.6). It
also summarized the negative outcomes for teen mothers which include future
career opportunities (or the lack of careers), poverty, and lower educational
outcomes (Specific expectations E1.1. and
E.1.6). The article states “Poverty is an additional consequence of adolescent
pregnancy, often leading to poorer outcomes for adolescent mothers” (p.8). In
fact, many poverty-stricken adolescents accepted their pregnancy and viewed it
as a means of improving their lives (p.8). There are many articles providing
similar evidence that teen mothers (parents) face adversity. Many teen parents are shunned
by their peers or family members; many are impoverished and other than the
financial support of their parents (if they have them) they would not be able
to feed themselves or their baby. It is important that students have
proper education regarding making healthy choices, sex education, self-esteem
building, financial background, coping skills and how to balance work and
family responsibilities. This article has a lot of information about all of the
expectations regarding Addressing Social Challenges in our chosen course HPC3O.
Despite
the fact that this article has an American focus, many of the research
findings, arguments and conclusions concerning adolescent pregnancy could be
applied to Canada as well. This particular article has a very
clear description of what a typical teen mother could expect in most cases. As
teachers we must provide our students with the tools they require to make
informed choices. Promoting self-esteem with our students will help to improve
their academic outcomes; break the cycle of poverty and abuse; and give the
students the skills to move forward in a positive way and become a productive
member of society. According to the article, programs that connect behaviors
with outcomes and programs that promote the importance of higher education
afford adolescent females the skills to develop realistic strategies for
meeting life goals. Guidance programs that include career education and
exploration opportunities have been found to provide exposure to postsecondary
education and training options (p. 10). Our secondary schools are providing
career counselling through our guidance and student services departments.
Ontario curriculum offers a mandatory Careers course for grade 10 students.
Should we be starting these kinds of courses in the earlier grades in an
attempt to educate students regarding making better and informed choices about
sexual activity and the outcomes of teen pregnancy? How young is too young to
start these discussions? The grade 9 Health and Physical Education
curriculum does address these issues however, perhaps starting in the elementary
schools would be better. The FS courses speak to these concerns however, they
are optional. Should the parenting course be mandatory such as the
Civics/Careers course? How do we as a society reach these young people? How do
we challenge young females to break the cycle of low self-esteem and thinking
that having a baby will make their lives better?
http://www.lessoncorner.com/Social_Studies/Current_Issues/Teen_Pregnancy
Children Learn What They Live
Children Learn What They Live
by Dorothy Law Nolte
If children live with criticism,They learn to condemn.
If children live with hostility,
They learn to fight.
If children live with ridicule,
They learn to be shy.
If children live with shame,
They learn to feel guilty.
If children live with encouragement,
They learn confidence.
If children live with tolerance,
They learn to be patient.
If children live with praise,
They learn to appreciate.
If children live with acceptance,
They learn to love.
If children live with approval,
They learn to like themselves.
If children live with honesty,
They learn truthfulness.
If children live with security,
They learn to have faith in themselves and others.
If children live with friendliness,
They learn the world is a nice place in which to live.
Meet Dorothy Law Nolte. She’s a woman who understood the field of positive youth development before it was invented.
Born in 1924, Dorothy Law Nolte became a parent educator, family counselor, and writer known for her inspirational poem, Children Learn What They Live. First published in 1954, it was pasted to refrigerators, printed on posters, and distributed to millions of parents by a baby formula maker.
As a researcher, I am always delving into the latest study and looking for cause and effect relationships that show how children develop. Sometimes though, I find a refreshing simplicity in the words of a poem. When I came across this poem by Dorothy Law Nolte I envisioned numerous research studies that support her assertions. I thought I would post it for your enjoyment. Who knows, maybe you’ll paste it to your refrigerator!
Dorothy Law Nolte died in 2005 at the age of 81. Her legacy as a parent educator, practitioner, and family counselor taught many people about family dynamics and parenting.
Check out her web page for some great resources: http://www.rootsofaction.com/children-learn-what-they-live-lessons-from-dorothy-law-nolte/
The Challenges of Parenthood – Are you ready?
The Challenges of Parenthood – Are you ready?
Balancing
work, school and family
Lack of sleep
Caring
for a sick infant
Financial
considerations
Disciplining
young children
Meal
planning
Time
management
Finding
appropriate child care
Lifestyle
changes
Relationship
stress
Effects on other family members
Check out these websites for more information and good resources: www.plannedparenthood.org/info-for-teens/
Culminating Activity HPC3O
Culminating Activity Idea for new
teachers of HPC3O –
Raising Healthy Children
(Adapted from: http://web.dsbn.edu.on.ca/~Shelagh.Nystrom@dsbn.org/FOV1-0015F74A/S08D116A4.0/Unit%201%20Culminating%20Activity.pdf)
You may choose
to do either a guide in a booklet form for first-time parents OR create a
pamphlet to use when you are considering having children.
Option #1: Your Parenting Guide
Create
a guide for first-time parents titled “Everything You Always Needed to Know
About Parenting an [Infant/Toddler/Preschooler].”
The guide
should be divided into two parts.- In Part One, explain planning for parenthood and the importance of a healthy pregnancy. Be sure to include the impact of good lifestyle choices during pregnancy and how they can affect the future development of the child.
- For Part Two, choose one of the following age groups:
Content
Your guide
must include sections on each of the
following topics related to your chosen age group:
Physical Development
Intellectual Development
Emotional Development
Social Development
Activities that parents and caregivers can do to promote development
Discipline techniques and parenting styles best suited to your chosen age category
Optional Categories
You
must also include two optional
categories from the following list. Remember that all the topics must relate to
your chosen age group.
·
Food choices,
meal planning, and common food issues.
·
Literacy and reading
to children.
·
Special needs.
·
Safety issues
and concerns.
·
Making good
consumer choices in toys and supplies needed for children.
·
Challenges for
families with children in your chosen age group.
List resources that you refer to within your guide, or that you have
used to research information for your guide, using APA style.
Format of
Finished Product
Your booklet must be either (a) neatly bound (binder, duotang, etc.), or
(b) made into a PowerPoint presentation, and include a title page, table of
contents, titled sections, and a reference section. Articles must include all
reference materials.
Expectations
·
Demonstrate
an understanding of the need for preparation to become a parent.
·
Describe
factors that contribute to the healthy development of children before and
during birth, and in the first few months after birth.
·
Analyze
the responsibilities involved in maintaining nutritional health and well-being.
·
Identify
and evaluate various child-rearing practices and beliefs, and parenting
techniques.
·
Demonstrate
an understanding of the challenges facing parents throughout the early childhood
years.
·
Describe
the role society plays in the lives of children and families.
Knowledge/Understanding
Using terminology
and concepts, including child development.
Thinking and Inquiry
Using
creative decision-making in presenting the information:
In a
booklet form or as a PowerPoint presentation.
Related to
preparation for pregnancy, pregnancy and birth, and a stage of development.
Communication
Written or
presented clearly and concisely.
Organization
displays and highlights the learning.
Application
Preparation
and planning of a booklet or PowerPoint presentation:
Integrates
aspects of the guide.
Makes
connections to parents.
Category
|
Level One
(50–59%) |
Level Two
(60–69%) |
Level Three
(70–79%) |
Level Four
(80–100%) |
|
Knowledge and
Understanding |
• The presentation demonstrates limited knowledge of facts and terms
by highlighting with limited effectiveness:
– Preparation for parenting.
– Pregnancy and birth.
– A stage of development.
|
• The presentation demonstrates some knowledge of facts and terms by
highlighting with some effectiveness:
– Preparation for parenting.
– Pregnancy and birth.
– A stage of development.
|
• The presentation demonstrates considerable knowledge of facts and terms by highlighting with considerable
effectiveness:
– Preparation for parenting.
– Pregnancy and birth.
– A stage of development.
|
• The presentation demonstrates a high degree of knowledge of facts and terms by
highlighting very effectively:
– Preparation for parenting.
– Pregnancy and birth.
– A stage of development.
|
Category
|
Level One
(50–59%) |
Level Two
(60–69%) |
Level Three
(70–79%) |
Level Four
(80–100%) |
Thinking and
Inquiry
|
• The presentation uses critical and creative thinking skills with
limited effectiveness in providing information on:
– Preparation for
parenting.
– Pregnancy and
birth.
– A stage of
development.
|
• The presentation uses critical and creative thinking skills with some
effectiveness in providing information on:
– Preparation for
parenting.
– Pregnancy and
birth.
– A stage of
development.
|
• The presentation uses critical and creative thinking skills with
considerable effectiveness in providing information on:
– Preparation for
parenting.
– Pregnancy and
birth.
– A stage of
development.
|
• The presentation uses critical and creative thinking skills with a
high degree of effectiveness in providing information on:
– Preparation for
parenting.
– Pregnancy and
birth.
– A stage of
development.
|
Communication
|
• The presentation communicates ideas with limited clarity by:
– Seldom using
proper paragraph and sentence structure, and rarely ensuring the text is free of errors in spelling or grammar.
– Creating a format that organizes the information in
a meaningful way with limited effectiveness. |
• The presentation communicates ideas with some clarity by:
– Sometimes using proper paragraph and sentence structure, and ensuring
the text is somewhat free of errors in spelling or grammar.
– Creating a format that organizes the information in
a meaningful way with some effectiveness. |
• The presentation communicates ideas with considerable clarity by:
– Usually using proper paragraph and sentence structure, and ensuring
the text is mostly free of errors in spelling or grammar.
– Creating a format that organizes the information in a meaningful way
with considerable effectiveness.
|
• The presentation communicates ideas with a high degree of clarity by:
– Always using
proper paragraph and sentence structure, and ensuring the text is free of errors in spelling or grammar.
– Creating a format that
organizes the information in a meaningful way with a high degree of
effectiveness.
|
Application
|
• The preparation work:
– Integrates
all aspects of the booklet with limited
effectiveness.
– Makes connections to parents with limited effectiveness.
|
• The preparation work:
– Integrates all aspects of the booklet with some effectiveness.
– Makes connections to parents with some effectiveness.
|
• The preparation work:
– Integrates all aspects of the booklet with considerable effectiveness.
– Makes connections to parents with considerable effectiveness.
|
• The preparation work:
– Integrates all aspects of the booklet with a high degree of
effectiveness.
– Makes connections to parents with a high degree of effectiveness.
|
Option
# 2: Are You Prepared??
Create
a Pamphlet for people to use when they are considering having children.
Steps
1.
Include information of each of
the following topics:
·
How parenting is a lifelong commitment
for which people need to prepare
·
Skills needed for parenting and
how to develop them
·
Factors that influence parenting
styles of parenting
·
Parenting theories
·
How the role of a parent changes
as the family progresses through the life cycle and in different family types
·
The wrong reasons for having a
child
·
Signs of readiness for becoming
a parent
·
Family planning considerations
·
Advantages and disadvantages of
teen parenting
2.
Use an 8 ½ x17 paper or create
your pamphlet from Microsoft Publisher. Include information with words and
pictures.
3.
Use proper grammar, spelling and
punctuation and cite your work with APA style.
Evaluation and Assessment
Expectations
·
Identify the factors involved in
deciding whether or not to become a parent.
·
Explain why parenting is a
lifelong commitment in our society.
·
Demonstrate an understanding of
factors that influence the parenting process.
·
Identify and describe the
responsibilities of parents for children of different ages.
·
Summarize the lifestyle and
relationship changes that parents experience when raising children.
·
Compare the changing roles of
parents and children as both grow older.
·
Describe the various
configurations of family.
·
Compare the impact of different
styles of parenting on young children, based on observations made in real-life
settings.
·
Describe the advantages and
disadvantages of being a teen parent.
·
Report on the role of culture
and family tradition in child rearing practices.
·
Determine the personal
qualities, skills and experience necessary for parenting.
·
Demonstrate an understanding of
how new parents can become capable and confident in making choices that are in
the best interest of the children and themselves.
Knowledge/Understanding
Using terminology
and concepts, including family life-cycle terminology; parenting styles;
theories of parenting; understanding of readiness and skills for parenting.
Thinking and Inquiry
Using
creative and critical thinking skills to plan a pamphlet that is informative
and appealing to prospective parents.
Communication
Written or
presented clearly and concisely.
Organizing
data into clearly defined sections with each being self contained.
Presented
in an interesting and creative manner with pictures and words.
Application
Making connections
to considerations in preparation for pregnancy.
Presenting practical suggestions for parents to consider
when deciding whether to have a baby.
Category
|
Level One
(50–59%) |
Level Two
(60–69%) |
Level Three
(70–79%) |
Level Four
(80–100%) |
Knowledge and
Understanding |
• The content of the pamphlet demonstrates a limited degree of
knowledge terms and facts.
|
• The content of the pamphlet demonstrates some knowledge of facts and
terms.
|
• The content of the pamphlet demonstrates considerable knowledge of facts and terms.
|
• The content of the pamphlet demonstrates a high degree of knowledge of facts and terms.
|
Category
|
Level One
(50–59%) |
Level Two
(60–69%) |
Level Three
(70–79%) |
Level Four
(80–100%) |
Thinking and
Inquiry
|
• The pamphlet uses critical and creative thinking skills with limited degree
of effectiveness to create a pamphlet that helps parents make wise choices.
|
• The pamphlet uses critical and creative thinking skills with some degree
of effectiveness to create a pamphlet that helps parents make wise choices.
|
• The pamphlet uses critical and
creative thinking skills with a considerable degree of effectiveness to create a pamphlet that helps parents make
wise choices.
|
• The pamphlet uses critical and creative thinking skills with a
high degree of effectiveness to create a pamphlet that helps parents make wise choices. |
Communication
|
• The format communicates ideas with limited clarity by:
-organizing data into vague sections
-ensuring the text is free from errors in
spelling or grammar in a limited way
The pamphlet integrates creative ideas in a
limited way.
|
• The format communicates ideas with some clarity by:
- organizing data into somewhat defined sections
-ensuring the text is somewhat free from errors
in spelling or grammar
The pamphlet somewhat integrates creative ideas.
|
• The format communicates ideas with considerable clarity by:
–organizing data
into defined sections
- ensuring
the text is mostly free from errors in spelling or grammar
The pamphlet integrates creative ideas considerably.
|
• The format communicates ideas with a high degree of clarity by:
–organizing data into clearly defined sections
- ensuring
the text is free from errors in spelling or grammar
The pamphlet thoroughly integrates creative ideas.
|
Application
|
The pamphlet makes connections to show
prospective parents the factors they need to consider when approaching
parenting with a limited degree of effectiveness.
|
The pamphlet makes connections to show
prospective parents the factors they need to consider when approaching
parenting with some degree of effectiveness.
|
The pamphlet makes connections to show
prospective parents the factors they need to consider when approaching
parenting with a considerable degree of effectiveness.
|
The pamphlet makes connections to show
prospective parents the factors they need to consider when approaching
parenting with a high degree of effectiveness.
|
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