Parenting, Grade 11, Open (HPC3O)
This course focuses on the skills and knowledge needed to promote the positive and healthy nurturing of children, with particular emphasis on the critical importance of the early years to human development. Students will learn how to meet the developmental needs of young children, communicate and discipline effectively, and guide early behaviour. They will have practical experiences with infants, toddlers, and preschoolers, and will learn skills in researching and investigating questions relating to parenting.
Prerequisite: None
Social and Legal Challenges of Parenthood
Overall Expectations
By the end of this course, students will:
Overall Expectations
By the end of this course, students will:
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demonstrate an understanding of the challenges facing parents throughout the early-
childhood years;
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describe the role society plays in the lives of children and families;
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demonstrateanunderstandingofchildabuseandfamilyviolence,andoutlinestrategies
to secure a safe, non-violent environment for all children.
Specific Expectations
Parenting Challenges in the Early Years
By the end of this course, students will:
Parenting Challenges in the Early Years
By the end of this course, students will:
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– describe the legal and social responsibilities
of parents and guardians (e.g., providing
adequate food, shelter, care, education);
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– demonstrate an understandng of the chal-
lenges faced by parents of young children
in today’s rapidly changing society
(e.g., balancing work and family, finding quality child care, divorce, poverty);
- thers);
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– identify the laws that regulate children and
parents in society (e.g., legislation govern-
ing child protection, child care, school
attendance, child labour);
– analyse the problems associated with
teenage parenthood and lone-parenting
of young children (e.g., poverty, alienation, lack of gender-role modelling, stress, dependence on social agencies).
Child Abuse, Neglect, and Family Violence
By the end of this course, students will:
– describe the indicators of child abuse
(e.g., unexplained fear, unusual or repeated injuries), neglect (e.g., malnutrition), and family violence (e.g., insecurity, lack of trust);
– explain the strategies and support needed for a child to survive abuse, neglect, or family violence;
– describe the skills and attitudes that can be developed to secure a safe and peaceful family, community, and social environment;
– explain the social importance of laws related to child abuse and children’s rights (e.g., responsibility of community for children’s welfare, reporting child abuse);
– identify community social programs and agencies that provide family support (e.g., YMCA/YWCA, Big Brothers/Sisters, LifeSpin, Crimestoppers, Child Help Line) and identify some of the barriers parents face in accessing that support (e.g., language, culture, literacy, education levels).
of young children (e.g., poverty, alienation, lack of gender-role modelling, stress, dependence on social agencies).
Child Abuse, Neglect, and Family Violence
By the end of this course, students will:
– describe the indicators of child abuse
(e.g., unexplained fear, unusual or repeated injuries), neglect (e.g., malnutrition), and family violence (e.g., insecurity, lack of trust);
– explain the strategies and support needed for a child to survive abuse, neglect, or family violence;
– describe the skills and attitudes that can be developed to secure a safe and peaceful family, community, and social environment;
– explain the social importance of laws related to child abuse and children’s rights (e.g., responsibility of community for children’s welfare, reporting child abuse);
– identify community social programs and agencies that provide family support (e.g., YMCA/YWCA, Big Brothers/Sisters, LifeSpin, Crimestoppers, Child Help Line) and identify some of the barriers parents face in accessing that support (e.g., language, culture, literacy, education levels).
