FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
OFFICE OF CURRICULUM AND INSTRUCTION
FAMILY & CONSUMER SCIENCES DEPARTMENT
CHILD DEVELOPMENT I
Grade Level: 9-12
Credits: 5
Course Code: 062000
BOARD OF EDUCATION ADOPTION DATE:
August 26, 2013
1
FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
Board of Education
Mr. Heshy Moses, President
Mrs. Jennifer Sutera, Vice President
Mr. Carl Accettola
Mr. William Bruno
Mrs. Elizabeth Canario
Mrs. Kathie Lavin
Mr. Ronald G. Lawson
Mr. Michael Messinger
Ms. Maryanne Tomazic
Mr. Charles Sampson, Superintendent
Mr. Jeffrey Moore, Director of Curriculum and Instruction
Curriculum Writing Committee
Ms. Artis Jordan
Ms. Debra Revoir
Supervisors
Ms. Cathy Boenig
Ms. Deana Farinick
Ms. Stacie Ferrara
Ms. Susan Field
Ms. Jane Goldstein
Ms. Maria Ilarraza
Child Development I
Course Philosophy
Every person is a unique individual that grows and develops throughout life. Child Development I allows students to use critical thinking and
problem solving skills to help them thrive in the twenty-first century. Students will comprehend how children develop socially, emotionally,
physically, and intellectually. Understanding the developmental processes allows students prepare for parenting, as well as careers in child
care, education, and all professions involving children.
Course Description
This course is highly interactive and engaging. Students get to reconnect with their “inner-child” through creative children’s games,
collaborative activities, and innovative play. Students will participate in a cooperative learning environment through a plethora of hands-on
tasks including educational bulletin boards, lesson demonstrations, and finger painting. By applying important skills like critical thinking and
problem solving, students will be able to complete fun projects like creating an original storybook, board game, and constructing a toy from
recyclable materials. Career exploration, resume building, and portfolio preparation will also be included as a part of this course.
1
Course Map
Relevant Standards
Enduring Understandings
Essential Questions
Common Assessments
How are the stages of growth different throughout
the life cycle?
9.1.12.A.1
9-10.RST.4
9-10.WHST.4
The progress of human growth and
development is unique for every
individual.
What developmental milestones exist throughout
one’s life?
Child Development Analysis
What makes an individual unique?
How does prenatal development proceed from
conception through birth?
9.1.12.A.1, 4
9.1.12.B.1
9.1.12.E.1
9-10.RST.1, 4, 7
9-10.WHST.2, 4, 7, 8, 9
The growth and development of a child What factors contribute to a healthy pregnancy?
during pregnancy is uniquely affected by
heredity and environment.
What are the signs and stages of labor?
Prenatal Health & Wellness Display
What decisions face parents-to-be?
9.1.12.A.1, 4
9.1.12.B.1, 3
9.1.12.E.1,2
Individuals are influenced by family and
9.1.12.F.5
the community.
9-10.RST.7, 9
9-10.WHST.4,6,7,8,9,10
What are the responsibilities of parenting?
What experiences can prepare students today to be
more knowledgeable and experienced parents in the
future?
Parenting Simulation
Successful Parent Survey & Project
What role does the community play in shaping an
individual?
What qualifications are needed for careers in early
childhood?
9.1.12.F.2
9.3.12.C.1,2,3,5,6,7,23
9-10.RST.1,2,3,5,7
9-10.WHST.2,4
Career exploration impacts an
individual’s future.
How do personal decisions, interests, and education
affect career goals?
College & Career Portfolio
Career Exploration
How can real world experience impact a person’s
decision on choosing an occupation?
2
Course Map
Relevant Standards
Enduring Understandings
Essential Questions
Common Assessments
What are the parts of an organized effective lesson?
What factors must be considered in order to ensure ageappropriate preschool activities?
9.1.12.A.1
9.1.12.C.5
9-10.WHST.4, 8, 10
Preparing age-appropriate lessons
requires effective planning and
presentation skills.
What observation tools are used in noting a child’s
development?
What public speaking skills are essential in delivering an
effective lesson to young children?
Preschool Lesson Plan
What are the benefits of reflecting on a lesson?
What resources are available for creating age-appropriate
lessons?
9.1.12.A.1
9.1.12.B.1
9.1.12.E.1
9-10.WHST.4, 6, 8
What skills are needed to be an effective caregiver?
Quality child care is essential to positive
growth and development.
What factors and options should parents consider when
Child Care Informational Brochure
choosing quality care?
9.1.12.A.1
9.1.12.E.4
9.1.12.F.1,5,6
9-10.RST.9
9-10.WHST.7, 8, 9
Technology impacts the family.
9.1.12.A.1
9.1.12.B.3
Families and individuals are responsible
for protecting our natural resources.
What positive/negative impacts does technology have on
the family?
How does technology influence our lives socially,
educationally, and intellectually?
What can individuals do to reduce, reuse, and recycle
natural resources?
Children’s Technology/Media
Evaluation
Recycled Materials Art Project
What is needed to safeguard children?
9.1.12.A.1, 4
9.1.12.B.1,3
9.1.12.C.5
9.1.12.E.2
9-10.RST.4,7
9-10.WHST.4,7,8
What are the signs of child abuse and neglect?
Supervision, knowledge, protection, and What laws do parents and teachers need to know to keep
Student-Designed Safety Test
prevention strategies can prevent
children safe?
PSA on Child Safety
childhood injuries.
Who is ultimately responsible for the protection of children
in community-based settings?
What agencies have been set up to protect children?
3
Enduring Understandings & Pacing
Unit Title
1: Growth &
Development
Unit Understandings
The progress of human growth and development is unique for every individual.
2: Prenatal
Development, Pregnancy, The growth and development of a child during pregnancy is uniquely affected by heredity and environment.
& Birth
3: Parenting
Responsibilities
Recommended
Duration
7 weeks
3 weeks
Individuals are influenced by family and the community.
4 weeks
4: Safety & Supervision
Supervision, knowledge, protection, and prevention strategies can prevent childhood injuries and protect
our children.
3 weeks
5: Child Care Programs
Quality child care is essential to positive growth and development.
3 weeks
Preparing age-appropriate lessons requires effective planning and presentation skills.
8 weeks
Career exploration impacts an individual’s future.
3 weeks
8: Technology
Technology impacts the family.
3 weeks
9: Going Green
Families and individuals are responsible for protecting our natural resources.
2 weeks
6: Curriculum &
Methodology
7: Career Exploration
4
062000: CHILD DEVELOPMENT I
UNIT 1: GROWTH AND DEVELOPMENT
UNIT OVERVIEW
ENDURING UNDERSTANDINGS
The progress of human growth and development is unique for every individual.
LEARNING TARGETS
NJCCCS/CCSS COMMON ASSESSMENT
9.1.12.A.1
9-10.RST.4
9-10.WHST.4
Given a choice of personal or YouTube videos, complete a
written analysis of specific stages of development using a
checklist of developmental milestones.
SUGGESTED STRATEGIES
ACTIVITIES
SUGGESTED DURATION: 7 WEEKS
ESSENTIAL QUESTIONS
How are the stages of growth different throughout the life cycle?
What developmental milestones exist throughout one’s life?
What makes an individual unique?
LEARNING GOALS
The proficient student will:
 produce nonjudgmental, objective observation by noting a
child’s developmental milestones, and critiquing their skills;
 predict the physical age of the child with a written defense of
their response;
 use appropriate domain-specific terms in their analysis.
DECLARATIVE KNOWLEDGE
Create a chart of developmental milestones depicting areas of growth and
development for the child from birth through age 6 years. Then, create a
“developmental doll” depicting a specific age.
Physical, social/emotional, and
intellectual development
Direction of development:
cephalocaudal and proximodistal
principles
Infant, toddler, and preschool
development
List and compare different observation tools. Then, brainstorm locations for
possible observations (i.e. – park, babysitting, family gathering, community
centers/programs, etc.). After conducting a real or virtual observation, write
observations of an infant, toddler, or preschooler’s physical, cognitive, or
social/emotional development for a journal or portfolio using a variety of
observation tools.
Objective vs. subjective
statements
Anecdotal running records,
checklists, participation charts,
and rating scales
PROCEDURAL KNOWLEDGE

Organize the sequence of
developmental milestones.

Identify difference between
infant, toddler, and preschooler.

Differentiate between objective
or subjective statements.
Produce clear coherent writing
for a practice observation.
Create guidelines and rules for
observing children.


5
SUGGESTED STRATEGIES
ACTIVITIES
Read and summarize at least two articles on preschool growth / development.
Then, compare/contrast important points. Lead a round table discussion on
findings.
DECLARATIVE KNOWLEDGE
Physical, social/emotional, and
intellectual development
Cephalocaudal and
proximodistal principles
Venn Diagrams, comparison
charts, graphic organizers
Facts vs. Generalization
PROCEDURAL KNOWLEDGE


Determine the meaning of
domain-specific words in an
article.
Summarize an article from a
reputable source.
SUGGESTED MODIFICATIONS
TECHNOLOGY INTEGRATION
Activity Alternatives
 If unable to complete a live child observation, students may watch
videos of children to observe stages of development, milestones,
Student Monitoring
etc.
Use Quizstar to assess student’s ability to describe the areas of
 Use a digital tool to create a game style review of the types of
development. Students will be able to identify skills according to age.
observation tools.
 The “developmental doll” can be created on any computer-aided
design program, rather than drawn by hand.
DIFFERENTIATION
 Provide study guides, and review packets.
 PowerPoint Presentations may be uploaded to a teacher’s website for reinforcement and review.
 Provide reading materials at various Lexile levels.
 Create and construct an age-appropriate toy based on a child’s specific level of development.
 Students may select their own articles, or teacher may provide Lexile-appropriate articles.
6
062000: CHILD DEVELOPMENT I
UNIT 2: PRENATAL DEVELOPMENT , PREGNANCY, AND BIRTH
UNIT OVERVIEW
ENDURING UNDERSTANDINGS
The growth and development of a child during pregnancy is uniquely
affected by heredity and environment.
LEARNING TARGETS
NJCCCS/CCSS
9.1.12.A.1, 4
9.1.12.B.1
9.1.12.E.1
9-10.RST.1, 4, 7
9-10.WHST.2, 4, 7, 8, 9
COMMON ASSESSMENT
Create a poster, bulletin board, display case, or
brochure with an attention-getting message that
promotes factors of optimum health and wellness
for prenatal and maternal development, using
evidence from multiple authoritative sources.
Place brochure or photo of project in portfolio.
SUGGESTED STRATEGIES
ACTIVITIES
SUGGESTED DURATION: 3 WEEKS
ESSENTIAL QUESTIONS
How does prenatal development proceed from conception through birth?
What factors contribute to a healthy pregnancy?
What are the signs and stages of labor?
What decisions face parents-to-be?
LEARNING GOALS
The proficient student will:
 identify positive and negative influences affecting pregnant women
and embryos/fetuses;
 differentiate between inherited and environmental influences;
 identify reliable resources that are sources of prenatal health and
wellness information;
 demonstrate how decisions made by parents impact
pregnancy/labor/newborns.
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE

Use texts, class resources, and the Internet to:
 Chart the development for each month of pregnancy identifying major
areas of growth and development.
 Locate 3D objects that correspond to the size of the embryo/fetus.
 Identify the signs and symptoms of pregnancy.
 Create posters or other visuals to depict the development of the fetus
month by month.
Embryo
Fetus
Ovum
Sperm
Conception
Trimester
Cephalocaudal and proximaldistal
patterns of development

Conduct short as well as more
sustained research projects to
answer a question, synthesize
multiple sources on subject
demonstrating understanding of
the subject.
Determine the meaning of
domain-specific vocabulary and
phrases as they are used in a
scientific or technical content
relevant to grades 9-10 texts and
topics.
7
SUGGESTED STRATEGIES
ACTIVITIES
Read articles on prenatal care, labor, and delivery methods, pregnancy, feeding
methods, pregnancy risks, fetal development, fertilization, diet during pregnancy.
Summarize articles, discuss or present, Q&A.
View In the Womb by National Geographic, the Miracle of Life or pregnancy film
to visualize prenatal development and chart benchmarks of each month.
Summarize, develop questions to discuss in class.
DECLARATIVE KNOWLEDGE
Stillborn
Miscarriage
Gynecologist
Obstetrician
Nurse midwife
Cesarean section
Apgar score
Bonding
Lamaze
In vitro fertilization
Artificial insemination
Placenta
Amniotic fluid
Uterus
Umbilical cord
Zygote
Birthing practices
Fontanels
Labor
Afterbirth
Reflexes
Postpartum depression
Choose a research claim listed to investigate: breast feeding vs. bottle feeding
and brain development, allergies, obesity, etc. Discuss how this research is useful
to mothers and families. Summarize what you learned.
Breastfeeding vs. bottle feeding
Pretend you are a parent of a new baby. Write a letter to your child to read
when they are older describing what you did to keep baby safe and healthy
during pregnancy.
Heredity
Environment
Influences on prenatal
development
Develop a chart that divides birth defects by four general causes. Research
organizations that provide support for families of children with birth defects.
Birth defect
Tay Sachs disease
Down syndrome
Sickle cell anemia
Muscular dystrophy
Cystic fibrosis
Fetal alcohol effects
Fetal alcohol syndrome
PROCEDURAL KNOWLEDGE




Determine the meaning of
domain-specific vocabulary and
phrases as they are used in a
scientific or technical content
relevant to grades 9-10 texts and
topics.
Determine central ideas or
conclusions of a text, trace
explanation of concept and
provide an accurate summary.
Translate information expressed
visually into words.
Determine the meaning of
domain-specific vocabulary and
phrases as they are used in a
scientific or technical content
relevant to grades 9-10 texts and
topics.

Write arguments focused on
discipline specific content.

Organize ideas, concepts, and
information to make important
connections and distinctions.
Apply critical thinking and
problem solving strategies.


Translate information expressed
in words in a text into visual form
(chart).
8
SUGGESTED STRATEGIES
ACTIVITIES
Invite speakers and/or panel discussion on aspects of pregnancy, prenatal care,
birth and delivery. Suggestions: labor and delivery nurse, midwife, doula,
obstetrician, pediatrician, genetic counselor, nutritionist. Students can formulate
questions of interest beforehand, then write a summary of discussion for journal.
Create a 6-10 page booklet titled “Where I Started.” The book is to chronicle
students’ own prenatal development and birth experiences. Begin by interviewing
parents about the mother’s pregnancy and first days of life; if possible obtain
pictures of mother when she was pregnant and of newborn. Convert the
interviews into written narratives and include them in the book along with
photographs and other illustrations.
SUGGESTED MODIFICATIONS
TECHNOLOGY INTEGRATION
Activity Alternatives




Create multimedia presentations to chart/describe fetal development at
each month for child and mother.
Create a PSA using video with an attention getting message that
promotes major concepts related to healthy pregnancy and delivery.
Use www.choosemyplate.gov to obtain information on the diet during
pregnancy and monitor/ log foods eaten for analysis.
Search the Internet to find an organization such as March of Dimes that
helps people with birth defects. Find out what services and treatment
are offered and inform your classmates via class website or blog.
PROCEDURAL KNOWLEDGE
DECLARATIVE KNOWLEDGE


Obstetrician
Midwife
Nurse midwife
Doula
Gynecologist
Pediatrician
Genetic counseling/counselor



Write routinely including variety
of tasks, purposes and audiences.
Formulate questions based on
interest and knowledge.
Organize ideas, concepts, and
information to make important
connections and distinctions.
Determine the meaning of
domain-specific vocabulary and
phrases.
Conduct short as well as more
sustained research projects to
answer a question, synthesize
multiple sources on subject
demonstrating understanding of
the subject.
Student Monitoring



Have students submit questions for speakers or teacher (especially on
sensitive topics) on areas that need clarification on teacher website.
Students may participate in online forum for the class or class blog to
keep class discussion going and monitor understanding.
Multimedia presentations can be posted or linked on website for class
review.
DIFFERENTIATION



Utilize creative options such as role play, skit, or create a game for class to play to get across the messages of pregnancy health and wellness.
Provide choices on technology-based projects or other projects.
Select appropriate reading materials to match students’ Lexile and offer choices of articles.
9
0620000: CHILD DEVELOPMENT I
UNIT 3: PARENTING RESPONSIBILITIES
UNIT OVERVIEW
ENDURING UNDERSTANDINGS
Individuals are influenced by family and community.
LEARNING TARGETS
NJCCCS/CCSS
COMMON ASSESSMENT
9.1.12.A.1
9.1.12.B.1
9.1.12.E.1,2
9-10.WHST.4,7
Participate in a multi-day parenting simulation using an infant
simulator, student demonstration or project including major
aspects of safe physical care of an infant such as feeding,
diapering, comforting, burping, rocking, etc. Evaluate and
reflect on your performance. Include documentation and
reflections in portfolio.
9.1.12.A.1,4
9.1.12.B.1,3
9.1.12.F.5
9-10.RST.7, 9
9-10.WHST.6,7,8,
9,10
Survey at least five sets of parents about their parenting
experiences using a class- generated survey. Summarize and
report findings to class. Discuss and compare results in class
and use knowledge learned to create an essay, brochure,
poster or PSA about characteristics of successful parents.
Include project in portfolio.
SUGGESTED STRATEGIES
ACTIVITIES
Identify short vs. long term goals and create a collage with 5 short term goals
and 5 long term goals including descriptions and pictures of each. Upon
completion, teacher will insert a “baby” into collage. Student will write an essay
on how a pregnancy at this time period and the resulting child will affect each
short and long term goal. Discuss which goals can still be accomplished, or not
and how timing is affected. Identify resources that can make a difference in
the outcome.
SUGGESTED DURATION: 4 WEEKS
ESSENTIAL QUESTIONS
What are the responsibilities of parenting?
What experiences can prepare students today to be more
knowledgeable and experienced parents in the future?
What role does the community play in shaping an individual?
LEARNING GOALS
The proficient student will:
 demonstrate competency of physical aspects of care through
actual care of an infant simulator that provides feedback or by
teaching/demonstrating physical care in a class demonstration
or multimedia presentation;
 produce a clear and coherent written evaluation, reflecting on
what was learned during this experiment.
The proficient student will:
 organize their conclusions into a creative project about
characteristics of successful parents;
 produce clear and coherent writing, summarizing results.
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
Short vs. long term goals
Goal setting
Resources: time, money,
education, family support,
skills, equipment


Organize ideas, concepts, and
information to make important
connections and distinctions.
Apply critical thinking and
problem solving strategies.
10
SUGGESTED STRATEGIES
ACTIVITIES
Brainstorm the responsibilities of parents. Create a graphic organizer that
classifies the physical, social, emotional, intellectual, and moral responsibilities of
parents as well as the roles of parents (teachers, caregivers, chauffeur, mentor,
coach). Class discussion follows with sharing opinions. Discuss, reflect, write in
journal on “It takes a village to raise a child.” Discuss how role models influence
future parents.
Create a job posting for “parent.” Students will swap postings and then apply
with a resume and cover letter detailing their skills, talents, and experience for
the job.
DECLARATIVE KNOWLEDGE
Roles and responsibilities of
parents
Definition of parenting
Changing roles of parents
over last two hundred years
Qualifications and
experiences of good parents
Parenting styles
Care and needs of children
Nurturing
Job posting
Resume
Cover letter
Roles and responsibilities of
parents
Research topics related to parent responsibilities and create a brochure, poster,
or bulletin board: sudden infant death syndrome, shaken baby syndrome, breastvs. bottle feeding, child abuse and neglect, nutrition, diapering, bathing an infant,
effects of birth order, number of children, age of parents, common child rearing
practices, etc.
Definition of sudden infant
death syndrome
Risk factors of SIDS
Child abuse and neglect
Make and defend judgments on topics with various viewpoints related to unit by
participating in “Take a Stand.” Students will read articles on various topics, and then
write an opinion sentence or two on the issue. One statement at a time is voiced. Signs
are placed around room walls indicating agree, disagree, no opinion/not sure. Students
move to appropriate sign and express the reasons for their viewpoint. Finally, write your
conclusions or explain what you learned from this session.
Roles and responsibilities of
parents
Rights of children
Rules of respectful discussion
Overview of reputable websites
and sources of information
Observe, survey and evaluate a childcare program in the community. Chart the
similarities and differences of types of programs. Match programs to scenarios of various
childcare needs. Discussion – who is responsible for the care of children?
Overview of childcare programs
– family childcare, day care,
latch key programs
Substitute child care
PROCEDURAL KNOWLEDGE













Translate information expressed
in words into visual form.
Compare/contrast similarities
and differences in the parenting
roles of mothers and fathers.
Write routinely for a range of
discipline specific tasks.
Organize ideas, concepts, and
information to make important
connections and distinctions.
Apply critical thinking and
problem solving strategies.
Follow a multistep procedure.
Demonstrate an understanding
of information or ideas.
Provide an accurate summary of
a text.
Formulate an opinion based on
research.
Write arguments focused on
discipline specific content.
Job shadow and interview
professionals.
Chart similarities and differences
Apply critical thinking and
problem solving skills.
11
SUGGESTED MODIFICATIONS
TECHNOLOGY INTEGRATION
Activity Alternatives
Student Monitoring
 Use “Baby Think It Over” or “Ready or Not Tot” electronic infant
 Exit ticket of one fact learned today or topic that needs clarification
simulator with baby care electronic scoring or printout.
 Create a multimedia presentation on topics related to parenting
 Computerized readouts of Baby Think It Over Experience after each
responsibilities such as feeding, diapering, bathing a child.
day of experience to check progress and improve care scores
 Share Baby Think It Over experiences on a class blog or website.
DIFFERENTIATION
 Place helpful resources for students to further study, research, and review on class website.
 Alternatively, research and present information about the father’s role in parenting.
 Research common parenting practices and customs around the world.
 Care for a real infant to demonstrate physical care (limited time period with infant family member that can be verified).
 With written parent permission, videotape quality time caring for a young child.
12
062000: CHILD DEVELOPMENT I
UNIT 4: SAFETY & SUPERVISION
SUGGESTED DURATION: 3 WEEKS
UNIT OVERVIEW
ENDURING UNDERSTANDINGS
Supervision, knowledge, protection, and prevention strategies can prevent childhood
injuries and protect our children.
LEARNING TARGETS
NJCCCS/CCSS
COMMON ASSESSMENT
9.1.12.A.1
9.1.12.C.5
9-10.RST.4,7
9-10.WHST.4,7,8
In small groups, students will design a safety test, creating questions
and tasks that will show mastery of child safety and supervision.
9.1.12.A.1,4
9.1.12.B.1,3
9.1.12.E.2
9-10.RST.4,7
9-10.WHST.4,7,8
Create a public safety announcement on a specific issue related to
child safety, supervision, abuse prevention, etc. to safeguard children
and maintain good health. Include in portfolio.
SUGGESTED STRATEGIES
ACTIVITIES
Student prepared questions for guest speakers such as nurse, law enforcement,
teachers, psychologist, DYFS agent, or social worker. Summarize discussion in an
essay on child abuse and protection of children.
ESSENTIAL QUESTIONS
What is needed to safeguard children?
What agencies are charged with child protection?
What are signs of child abuse and neglect?
What laws do parents and teachers need to know to keep
children safe?
Who is ultimately responsible for protection of children in
community-based settings?
LEARNING GOALS
The proficient student will:
 demonstrate basic strategies of safeguarding a child’s
environment;
 demonstrate basic strategies of child supervision;
 demonstrate knowledge of child abuse and child
protection agencies;
 demonstrate knowledge of child safety laws;
 produce clear and coherent writing.
The proficient student will:
 prioritize major areas of child safety and protection
with accurate information in a brochure or
presentation targeted for the community.
DECLARATIVE KNOWLEDGE
Types of child abuse: physical,
emotional, intellectual, social,
sexual
Community agencies which
protect children
Seat belt safety laws
Child helmet laws
PROCEDURAL KNOWLEDGE


Write arguments focused on
domain specific content.
Organize ideas and information
to make important connections
and distinctions.
13
SUGGESTED STRATEGIES
ACTIVITIES
Students will read articles on famous, recent, or local stories of child abuse,
protection of children, and/or concerns of health and safety. Using the “4 A’s
Text Protocol,” small groups will discuss assumptions, agreements, arguments,
and “asks.”
Teacher will prepare a safety hazard obstacle course within the classroom
(uncovered outlets, water spill, paper clips, beads on floor, dangling cords, heavy
objects in reach, etc.). Teams will try to identify as many hazards as they can.
Teams will compare who found the most. As large class, summarize ways to
reduce risks, then develop a safety checklist for a preschool classroom, child’s
bedroom or playroom, as well as rules for good supervision in a safe classroom
and what that should look like. Create a list of signs of good supervision and
publish for use within classroom.
SUGGESTED STRATEGIES
ACTIVITIES
View a high quality video on child care safety and supervision. Students should
take notes on a study guide.
DECLARATIVE KNOWLEDGE
Types of child abuse
Current issues of health and
safety
Electrical hazards
Fire Hazards
Water hazards
Hazards of young children
Signs of good supervision
Consumer protection laws
related to children
DECLARATIVE KNOWLEDGE
Immunizations
Heimlich/abdominal thrust
CPR
Shock
Convulsions/seizures
fracture
Basic First Aid
PROCEDURAL KNOWLEDGE




Provide an accurate summary of
text.
Attend to precise details of
explanations or descriptions.
Problem solving, critical thinking
Write routinely for a range of
discipline specific tasks,
purposes, and audiences.
PROCEDURAL KNOWLEDGE


Translate information expressed
in words in a text into visual form
(chart).
Demonstrate an understanding
of information or ideas.
SUGGESTED MODIFICATIONS
TECHNOLOGY INTEGRATION
Activity Alternatives
 Baby Think It Over infant simulator (SIDS prevention and shaken baby
syndrome built into standard model, fetal alcohol and drug induced baby
models also available)
 Students can maintain journal/log online on a site such as Google Drive
or Edmodo.
 Class can maintain a blog on topics related to child safety and health
issues that are currently in the news.
 Use Microsoft Publisher or similar software to create a brochure or
newsletter on children’s health and safety.
Student Monitoring
 Teacher can use the Baby Think It Over printout of events related to
SIDS, shaken baby, etc.
 Teacher may monitor of use of materials on website for review.
14
DIFFERENTIATION
 Evaluate a child’s toy for safety.
 Create a display case or other creative project or use technology to inform community about the safety hazards and prevention strategies associated with
young children.
 Write a guide sheet with at least ten ideas of activities that could be used with children recovering from an illness.
 Create a newsletter of safety and health topics as a resource for the community.
15
062000: CHILD DEVELOPMENT I
UNIT 5: CHILD CARE PROGRAMS
UNIT OVERVIEW
ENDURING UNDERSTANDINGS
Quality child care is essential to positive growth and
development.
LEARNING TARGETS
NJCCCS/CCSS
9.1.12.A.1
9.1.12.B.1
9.1.12.E.1
9-10.WHST.4, 6, 8
SUGGESTED DURATION: 3 WEEKS
ESSENTIAL QUESTIONS
What skills are needed to be an effective caregiver?
What factors and options should parents consider when choosing quality care?
COMMON ASSESSMENT
Create an informational brochure for parents about factors
that must be considered when choosing quality childcare.
SUGGESTED STRATEGIES
ACTIVITIES
LEARNING GOALS
The proficient student will:
 use a digital program to produce and publish clear and
coherent writing;
 demonstrate knowledge of effective caregiver skills;
 demonstrate knowledge of varied options available
with child care.
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE

Use a graphic organizer to list and define different types of child care.
Parent Cooperative
Check-in Services
Nanny vs. Au-Pair
“Latchkey” Kid
Students survey the community for local of childcare centers.
Montessori Program
Head Start, Preschool, and
Kindergarten Programs
Goddard Schools
Kinder University
Kiddie Academy


Research to build knowledge on
the types of home childcare.
Compare the benefits and
disadvantages of your personal
experience in childcare through
an insightful reflective writing.
Conduct short research to
build knowledge on the types
of childcare programs and
facilities outside the home.
16
SUGGESTED STRATEGIES
ACTIVITIES
DECLARATIVE KNOWLEDGE

Observe and critique an early childhood program or center. Students will then
compare/contrast different forms of childcare available in the community and the
services each provides. Include advantages and disadvantages for each.
Montessori Program
Head Start, Preschool, and
Kindergarten Programs
Goddard Schools
Kinder University
Kiddie Academy
Observation Checklist



Build a diorama of the “ideal” preschool classroom. Label all learning areas.
Classroom Layout
Reading Area
Scale

PROCEDURAL KNOWLEDGE
Research to build knowledge
for an oral report.
Draw conclusions by reflecting
on the positive and negative
attributes of a local childcare
program.
Compare / contrast findings
regarding different programs
and services each childcare
program provides.
Write an argument to support
decision.
Use multi-step instructions to
interpret scale when creating
a diagram.
SUGGESTED MODIFICATIONS
TECHNOLOGY INTEGRATION
Activity Alternatives
 Complete an Internet scavenger hunt for fun ideas that can be
implemented into a childcare program for small children and bigger
Student Monitoring
kids in an aftercare program. Compile your findings on a spreadsheet.
Use a class web site to initiate a discussion on the benefits and
disadvantages of each type of childcare program.
 Take pictures of 3 local childcare facilities. Compare the size, location,
and accessibility of each facility.
 If unable to visit a childcare facility, investigate and compare/contrast
websites of such facilities.
DIFFERENTIATION
 Provide graphic organizers.
 Place study guides, review packets, and PowerPoint presentations on teacher website for reinforcement and review.
 Provide reading materials at various reading levels.
 Create an artistic perspective rendering of the “ideal” child care center.
 Create a poster advertisement for a thematic childcare center.
17
062000: CHILD DEVELOPMENT I
UNIT 6: CURRICULUM & METHODOLOGY
UNIT OVERVIEW
ENDURING UNDERSTANDINGS
Preparing age-appropriate lessons requires effective
planning and presentation skills.
SUGGESTED DURATION: 8 WEEKS
ESSENTIAL QUESTIONS
What are the parts of an organized effective lesson?
What factors must be considered in order to ensure age-appropriate preschool activities?
What observation tools are used in noting a child’s development?
What public speaking skills are essential in delivering an effective lesson to young children?
What are the benefits of reflecting on your lesson?
What resources are available for creating age-appropriate lessons?
LEARNING TARGETS
NJCCCS/CCSS
COMMON ASSESSMENT
9.1.12.A.1
9.1.12.C.5
9-10.WHST.4, 8, 10
Plan, write, and present a preschool thematic lesson
plan (colors, dinosaurs, the water cycle, etc.),
incorporating interactive learning activities to the class.
LEARNING GOALS
The proficient student will:
 demonstrate age- and developmentally-appropriate objectives,
activities, and assessments;
 write a lesson plan that includes objectives, an anticipatory set,
instructional procedures, evaluation, materials, resources, and
open-ended questions;
 critique a lesson plan and write an insightful reflection on its
effectiveness.
SUGGESTED STRATEGIES
ACTIVITIES
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE

Create a class glossary defining the parts of a lesson plan. Brainstorm and create
a list of themes appropriate for preschoolers. Write a sample goal and objective.
Objectives, goals, and
concepts
Thematic units
Anticipatory Set
Procedures / Instructions
Closure / Transition
Evaluation
Materials / Equipment
Graphic organizers



Compare, contrast, and define
“goal”, “objective”, and
“concept.”
Produce and write a clear
measurable goal and objective
Design and publish flash cards to
illustrate and define the parts of
a lesson plan.
Construct a thematic flow chart
organizing cross-curricular
concepts.
18
SUGGESTED STRATEGIES
ACTIVITIES
List who is involved in writing a curriculum and discuss their role regarding input.
(i.e. - parents, teachers, administrators, community boards, etc.). Guest speakers
may visit the class to answer student-prepared questions on teaching, curriculum,
instruction, and assessment (master teachers, supervisor, principal, central office
administrator, education professor).
Design and create a “Developmental Puzzle” whereas each piece highlights the
skills needed to complete age-appropriate preschool activities.
SUGGESTED STRATEGIES
ACTIVITIES
Formulate a list of observable behaviors and evaluate each to determine if it is
measurable.
List and define the 7 “C’s” of communication. Then, teams of students will
compete against each other in best embodying these traits in an extemporaneous
speaking competition. Alternatively, teams may present “the worst example” of
each in order to determine how not to effectively communicate.
Design a “Help Wanted” ad for an “ideal” teacher (listing communication and
speaking skills needed).
DECLARATIVE KNOWLEDGE
Areas of Development
Learning Styles
Differentiated Instruction
Thematic units
Cross curricular planning
Stages of development
DECLARATIVE KNOWLEDGE
Authentic Assessment
Formal vs. Informal
Observations
Anecdotal Records
Checklist
Participation Charts
Rating Scales
7 C’s: clear, concise,
concrete, correct, coherent,
complete, courteous
Articulation
Pronunciation
Debate Topic
Rebuttal
PROCEDURAL KNOWLEDGE

Distinguish the varied
roles/responsibilities of teaching,
curriculum, and assessment.

Apply appropriate activities and
tasks for different stages of
development.
PROCEDURAL KNOWLEDGE





Draw evidence from text to
justify the purpose of making
observations.
Compare / contrast different
observation tools.
Conduct and critique one
practice observation.
Demonstrate effective and
ineffective communication skills.
Recognize what constitutes clear,
concise, and logical presentation
of information and findings.
19
SUGGESTED STRATEGIES
ACTIVITIES
DECLARATIVE KNOWLEDGE
Critique a classmate’s lesson for effectiveness, using a class-created checklist.
Metacognition
Teaching Styles
Evaluations
Data Analysis
Pedagogy
Create a chart of popular websites and books used by teachers for preschool
lesson ideas.
Electronic books
Apps
Web-quests
Dewey Decimal System
PROCEDURAL KNOWLEDGE
 Compare mock assessment
scores and devise a strategy to
improve student learning.
 Create an evaluation rubric for
lesson demonstrations.
 Write a journal response
comparing the pros and cons of
your lesson presentation
performance.
 Complete a web-quest of
educational preschool websites.
Compare findings and generate a
list.
 Explore your local library for
books on preschool crafts. Write
a newspaper editorial review on
your findings.
SUGGESTED MODIFICATIONS
TECHNOLOGY INTEGRATION
Activity Alternatives
Student Monitoring
 Create an instructional video for a preschool craft.
Use Quizstar to assess student understanding of goal development
 Use smart responders to survey class on preferred project to
and lesson writing.
complete, teaching techniques, and learning styles.
DIFFERENTIATION
 Provide graphic organizers.
 Place study guides, review packets, and PowerPoint presentations on a teacher website for reinforcement and review.
 Provide reading materials at various reading levels.
 Pair students up in mixed ability grouping to construct and present a lesson.
 Build a clay model of the brain highlighting the functions of each section.
 Make a photo album of preschool craft lessons and completed samples.
 Develop a test to assess the fine and gross motor skills of kindergartners.
20
062000: CHILD DEVELOPMENT I
UNIT 7: CAREER EXPLORATION
UNIT OVERVIEW
ENDURING UNDERSTANDINGS
Career exploration impacts an individual’s future.
LEARNING TARGETS
NJCCCS/CCSS
9.1.12.F.2
9.3.12.C.1,2,3,5,6,7,23
9-10.RST.3, .5, .7
9-10.WHST.2,4
9.3.12.C1,2,4,6
9-10.RST.1,2,5
9-10.WHST.2,4
COMMON ASSESSMENT
Develop a comprehensive college and career portfolio
including educational artifacts, job application letter, and
resume detailing relevant experiences for a career in early
childhood education/care. This is a year-long project.
Suggested time frame for evaluation is January, prior to
midterm exams (half completion) and full completion in May,
prior to final exams. Suggest that list of requirements be given
to students during first month of school to prepare and plan.
A reflection piece should accompany each piece in which the
student reflects on what was learned in creating it and how it
prepares him/her for a career in early childhood education.
(Child Development I students may continue to edit and add
to their portfolio in Child Development II.)
Explore careers working with children birth to age six. Utilize the
Occupational Handbook, Naviance, and additional research tools
to prepare a poster, brochure or multimedia presentation that
includes one selected career choice that includes children with
the job title, required education, suggested majors, salary range,
outlook for future employment, desirable personal qualities and
job responsibilities of that career. Students will share
information learned with class and include in portfolio.
SUGGESTED DURATION: 3 WEEKS
ESSENTIAL QUESTIONS
What qualifications are needed for careers in early
childhood fields?
How do personal decisions, interests, and education affect
career goals?
How can real world experience impact a person’s decision
on choosing an occupation?
LEARNING GOALS
The proficient student will:
 maintain a neat and career ready portfolio of samples of
classwork related to career preparation that may include
resume, letter of application, college/career essays, interest
inventories, interview Q&A, Naviance surveys results and
summaries;
 create high quality samples that include preschool art and
craft projects, felt board props used in actual lessons, an
original story book, photographs of bulletin board displays,
and student prepared lesson plans;
 write objective observations of children in various formats
utilized in class.
The proficient student will:
 research and develop a presentation of a career working with
children including the education required, salary, outlook for
future employment, desirable personal characteristics, and
job responsibilities.
21
SUGGESTED STRATEGIES
ACTIVITIES
DECLARATIVE KNOWLEDGE
Read and summarize “What is a Portfolio, it’s purpose and its contents?” View teacher
handout of portfolio requirements. Discuss ways to personalize it and make it your own.
Students will view helpful portfolio information and links on teacher website to visualize the
task and purpose.
Explore and develop resources on Naviance Program online. Complete interest profiler and
summarize the results. Complete a college search on Naviance based on interests, goals
and personal factors. Research a career related to your interests and goals and your findings
in Naviance. Print copies of your work for your portfolio. Request teacher recommendations
via Naviance.
Portfolio
College and career interviews
Artifacts and samples
Complete a job application. Write a cover letter for a job to accompany a resume. Write a
one page educational and career resume including educational experiences, job experience,
volunteer work, and extracurricular activities. Include copies of each in your portfolio.
Reference
Resume
Interview
Volunteer work
Extracurricular activities
Write objective child observations using different observation tools. Brainstorm locations for
possible observations (i.e. – park, babysitting, family gathering, community
centers/programs, etc.). Write observations of an infant, toddler, preschooler or young
school age child’s physical, cognitive, or social/emotional development for a journal or
portfolio using a variety of observation tools.
PROCEDURAL KNOWLEDGE

Objective vs. subjective
statements
Anecdotal running records,
checklists, participation charts,
and rating scales
Shadow professionals in early childhood careers in a preschool, day care center, elementary
school, hospital, library etc. Interview educational professionals about their education,
experience and job responsibilities. Complete interview questions and summarize your
conclusions. Include your observation and summary in your portfolio.
Physical, social/emotional,
and intellectual
development
Develop a portfolio of ready to use preschool activities such as fingerplays, educational or
theme based songs, bulletin board ideas, researched unique indoor and outdoor game ideas
to promote development, file folder games, and healthy children’s snack ideas. Include
photos or actual activities in your portfolio.
Fingerplay
Fine and gross motor skills
Manipulatives




Felt board
Thematic units
Produce clear and coherent writing
in which the development,
organization and style are
appropriate to the task.
Use technology to produce and
update writing products.

Write for a range of tasks, purposes,
and audiences.

Determine the meaning of domainspecific words.
Job shadow professionals in early
childhood fields.
Conduct short research projects to
answer a question.





Research and prepare felt board props to use with an educational theme based lesson or
children’s story. Place props, plan and directions in portfolio. Research and develop age
appropriate art and craft projects with samples for preschools based on a theme. Place best
crafts, lesson plan it is used for in your portfolio.
Conduct short research projects to
answer a question.
Precisely follow multistep
procedure performing technical
tasks.
Use technology including the
Internet to link to other
information.

Conduct short research projects to
answer a question.
Use technology including the
Internet to aggregate information.
Gather relevant information from
multiple print and digital sources
effectively; assess usefulness of
each source.
Use technology including the
Internet to aggregate information.
22
SUGGESTED MODIFICATIONS
TECHNOLOGY INTEGRATION
Student Monitoring
Activity Alternatives
 Prepare a digital portfolio in place of a traditional portfolio.
 Prepare a multimedia presentation In place of career poster.
 Utilize employment websites to search for jobs.



A student’s file within Naviance shows which activities have been completed
and which have not.
Students highlight completed items on handout of portfolio requirements.
This list should be given out early in year to make students aware and allow
pacing.
Students can view helpful websites, samples, and examples of portfolio items
on teacher website. Teachers can track student usage.
DIFFERENTIATION
 Design a bulletin board displaying characteristics of successful teachers.
 Students who have opportunities to work and play with children can submit a log of activities to show and describe their experiences.
 With parent permission, videotape a lesson or activity with a young child.
 Write an essay on why you want to teach children or work with children.
 Create a multimedia presentation on how to teach a concept or lesson for preschoolers.
 Teacher may allow some creative differences between students to effectively showcase their projects, skills and talents.
23
062000: CHILD DEVELOPMENT I
UNIT 8: TECHNOLOGY
UNIT OVERVIEW
ENDURING UNDERSTANDINGS
Technology impacts the family.
SUGGESTED DURATION: 3 WEEKS
ESSENTIAL QUESTIONS
What positive/negative impacts does technology have on the family?
How does technology influence our lives socially, educationally, and intellectually?
LEARNING TARGETS
NJCCCS/CCSS
COMMON ASSESSMENT
9.1.12.A.1
9.1.12.E.4
9.1.12.F.1,5,6
9-10.RST.9
9-10.WHST.7, 8, 9
Observe and evaluate a children’s television program, movie,
videogame, music selection, or website. Select and rate the
media/program on educational content, violence, ageappropriate content, and other relevant factors.
SUGGESTED STRATEGIES
ACTIVITIES
Chart the benefits and disadvantages of technology in the classroom. Apply what
you’ve learned by creating a presentation utilizing an aspect of technology on a
variety of subjects that may be of interest in regard to infants, toddlers, and
preschool children. Presentation may be added to portfolio if suitable.
LEARNING GOALS
The proficient student will:
 select an age-appropriate medium to evaluate;
 assess the usefulness of the medium;
 synthesize information from a range of sources into a coherent
understanding of age- and developmentally- appropriate
technology;
 assess the strengths and limitations of each source in terms of
task, purpose, and audience.
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
PowerPoint/Prezi
Overview of reputable
children’s websites

Evaluate a web site or other
media for appropriateness to
a specific purpose or age level.

Using information from close
readings given in class, discuss
recommended viewing
duration for preschoolers,
school age children, and
teens.

Develop questions for a class
survey on the effects of
technology on families.
Explain the TV Rating System and Parental Advisory Guidelines for music and
video game content. Use this information to create a parent-friendly brochure on
the TV Rating System and Parental Guidelines. Add brochure to portfolio.
TV Rating Systems
Parental Advisory Labels
Microsoft Publisher
Social/Emotional
Development
Define “technology” and list types of technology that we use every day. Use this
information to conduct a survey on the effects of technology on the family.
Discuss, summarize, and chart survey results in class.
Types of families
Parenting Styles
Types of technology in the
home (TV, appliances,
computers, etc.)
24
SUGGESTED STRATEGIES
ACTIVITIES
Read articles about social media and its effect on the family. Create a chart on
the different types of bullying experienced by school age children.
DECLARATIVE KNOWLEDGE
Popular Social Networks
“Tweeting”
Cyber-bullying
Family Life Cycles


PROCEDURAL KNOWLEDGE
Research and summarize an
article on social media for a
round table discussion.
Debate the pros and cons of
texting / tweeting.
SUGGESTED MODIFICATIONS
TECHNOLOGY INTEGRATION
Activity Alternatives
Student Monitoring
 Create a PSA video about social media and bullying.
Use remote responders to assess student understanding on the
importance of technology at home and its educational relevance at
 Use remote responders to survey the class on the amount of
school.
technology used at home.
DIFFERENTIATION
 Provide graphic organizers.
 Place study guides, review packets, and PowerPoint presentations on teacher website for reinforcement and review.
 Provide reading materials at various reading levels.
 Interview and compare a grandparent’s views on technology to a younger person’s views.
25
062000: CHILD DEVELOPMENT I
UNIT 9: GOING GREEN
UNIT OVERVIEW
ENDURING UNDERSTANDINGS
Families and individuals are responsible for protecting
our natural resources.
SUGGESTED DURATION: 2 WEEKS
ESSENTIAL QUESTIONS
What can individuals do to reduce, reuse, and recycle natural resources?
LEARNING TARGETS
NJCCCS/CCSS COMMON ASSESSMENT
9.1.12.A.1
9.1.12.B.3
Recycled Materials Art Project: class will collect
recyclables to create a preschool or elementary art, craft
or other project, using at least 75% recycled materials.
LEARNING GOALS
The proficient student will:


SUGGESTED STRATEGIES
ACTIVITIES
utilize a variety of materials that are normally recycled (paper,
cans, glass bottles, plastic, cardboard, etc.);
demonstrate knowledge of age-appropriate activities in which
children are capable of participating.
DECLARATIVE KNOWLEDGE
Design a diagram that explains the greenhouse effect, and then list steps we can
take to conserve energy and other natural resources. Students will apply what
they’ve learned by brainstorming a list of recyclable household items, and then
creating a 3-D mobile about reducing, reusing, and recycling household items as
well as technological items.
Greenhouse Effect
Global Warming
Earth Day / Arbor Day
Reduce / Reuse / Recycle
Conserving Energy
E-Waste
Carbon Footprint
Biodegradable
Half-life/ Decay
List and label the levels of a tropical rainforest, and then design a diorama
highlighting the importance of each level of the tropical rainforest strata.
Deforestation
Conservation
Canopy
Forest Floor
Emergent
Understory
Ecosystem
Carbon Dioxide
Global Warming
PROCEDURAL KNOWLEDGE




Use prior readings to create a
diagram that explains the
greenhouse effect.
Draw evidence from a variety of
sources (articles, internet, videos,
etc.) to justify and support the
need to conserve energy.
Use a form of digital technology
to initiate a school-wide drive to
collect recyclables.
Explain / summarize how
deforestation affects the
temperature climate of the rain
forest.
26
SUGGESTED MODIFICATIONS
TECHNOLOGY INTEGRATION
Activity Alternatives
Student Monitoring
 Use SMART Responders to survey class on family recycling patterns
Use Quizstar to assess student understanding of what objects can be
and behaviors.
recycled and how to reduce, reuse, and recycle common items at
 Create a website / blog that will inform families on recycling initiatives
home.
in the community.
DIFFERENTIATION
 Provide graphic organizers.
 Place study guides, review packets, and PowerPoint presentations on a teacher website for reinforcement and review.
 Provide reading materials at various reading levels.
 Use the formula given to calculate the rate of deforestation of the Amazon Rain Forest in a given year.
27