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HSS2020 Nurturing Children

Intermediate · 1 credit · HRH - Health, Recreation, and Human Services

Description
Students examine the developmental characteristics of toddlers, preschoolers and school-aged children at various stages of physical, emotional, social and intellectual development. Students describe and demonstrate care-giving skills applicable to each developmental stage. Students gain an appreciation for the importance of nurturing skills in promoting health and wellness in childhood.
Prerequisite
None
Supporting courses
HCS3040: Child Care First Aid HSS1050: Introduction to Mentorship HSS1030: Communication Skills for Health Professionals

Outcomes The student will:

  • 1 demonstrate strategies for nurturing healthy physical growth and development for toddlers, preschoolers and school-aged children

    • 1.1 summarize factors that contribute to physical wellness, including the importance of exclusive breastfeeding for the first six months of life, for healthy term infants, with continued breastfeeding for up to two years and beyond

    • 1.2 compare the physical growth and developmental milestones of toddlers, preschoolers and school-aged children, including identification of:

      • 1.2.1 average growth rates for males and females

      • 1.2.2 fine motor and gross motor development

      • 1.2.3 the onset of puberty and growth spurts

    • 1.3 describe normal variations in physical growth and development

    • 1.4 justify the need for early intervention for possible developmental delays

    • 1.5 describe developmental milestones that indicate readiness for independent activity and self-care for children such as readiness for toileting, dental care, bathing and eating independently, and fundamental movement skills

    • 1.6 recommend appropriate and safe activities for promoting fine motor and gross motor skill development for toddlers, preschoolers and school-aged children

    • 1.7 recommend strategies for promoting healthy nutrition for toddlers, preschoolers and school-aged children, including:

      • 1.7.1 serving sizes

      • 1.7.2 frequency of snacks and meals

      • 1.7.3 hydration

      • 1.7.4 balanced intake of food groups

      • 1.7.5 foods to avoid

      • 1.7.6 introducing new foods to toddlers

      • 1.7.7 encouraging independent feeding for toddlers

      • 1.7.8 encouraging wise food choices

    • 1.8 select appropriate clothing for toddlers, preschoolers and school-aged children considering durability, comfort, laundering, economy, children's preferences and the ability for children to dress independently

  • 2 demonstrate strategies for nurturing healthy emotional development for toddlers, preschoolers and school-aged children

    • 2.1 define infant-caregiver attachment and the four types of attachment, including:

      • 2.1.1 secure

      • 2.1.2 insecure-avoidant

      • 2.1.3 insecure-resistant

      • 2.1.4 insecure-disorganized

    • 2.2 define caregiver sensitivity and explain its relationship to infant-caregiver attachment

    • 2.3 justify the role of positive early attachment to healthy emotional and psychological development, including self reliance, self-efficacy, empathy and social competence

    • 2.4 summarize factors that contribute to emotional wellness, including early attachment experiences

    • 2.5 compare common emotional expressions of toddlers, preschoolers and school-aged children, including responses to feelings of:

      • 2.5.1 love and affection

      • 2.5.2 anger

      • 2.5.3 fear

      • 2.5.4 jealousy

      • 2.5.5 various other emotions

    • 2.6 summarize Erikson’s stages of development in relation to the positive emotional growth and development of children

    • 2.7 compare the developmental need for independence of toddlers, preschoolers and school-aged children

    • 2.8 describe strategies for responding to a child’s emotions through modelling and teaching to promote healthy emotional development, considering different cultural beliefs and practices for:

      • 2.8.1 receiving affection appropriately

      • 2.8.2 giving affection appropriately

      • 2.8.3 managing and preventing temper tantrums

      • 2.8.4 handling anger towards others or self

      • 2.8.5 preventing fear by dispelling myths and teaching accurate information

      • 2.8.6 coping with fear due to imagination and stress

      • 2.8.7 understanding inequalities in life

      • 2.8.8 developing an appreciative and generous attitude

    • 2.9 describe strategies for supporting a child’s self-esteem while developing respect for others’ needs, considering different cultural beliefs and practices for:

      • 2.9.1 offering praise appropriately

      • 2.9.2 correcting misbehaviour through positive guidance

      • 2.9.3 communicating acceptance when correcting misbehaviour

      • 2.9.4 maintaining involvement in children’s activities

      • 2.9.5 modelling and teaching empathy

      • 2.9.6 avoiding criticism

    • 2.10 justify demonstration of unconditional love and acceptance as an integral part of guiding children's behaviour and promoting health and wellness

    • 2.11 design activities for toddlers, preschool and school-aged children to encourage appropriate independent skill development, being sure to:

      • 2.11.1 modify the environment to facilitate success

      • 2.11.2 plan for opportunities for guided and independent practice

      • 2.11.3 prepare questions to encourage reasoning and problem-solving

      • 2.11.4 identify ways to acknowledge successful approximation

    • 2.12 describe signs of stress and depression in children

    • 2.13 recommend strategies for preventing stress for toddlers, pre-school and school-aged children

  • 3 demonstrate strategies for nurturing healthy social development for toddlers, preschoolers and school-aged children

    • 3.1 summarize factors that contribute to social wellness, including early attachment

    • 3.2 define socialization

    • 3.3 describe factors that contribute to the process of socialization, including modelling, imitation, direct teaching and guidance

    • 3.4 compare common patterns of social growth for toddlers, preschoolers and school-aged children, considering individual differences as well as cultural beliefs and practices related to:

      • 3.4.1 gender roles and identity

      • 3.4.2 parallel and cooperative play

      • 3.4.3 cooperative and competitive activities

      • 3.4.4 peer approval

    • 3.5 describe strategies for helping social development within the context of family, considering individual differences as well as cultural beliefs and practices related to:

      • 3.5.1 overcoming separation anxiety

      • 3.5.2 responding to sibling conflict and rivalry for attention

      • 3.5.3 involving grandparents and other relatives

    • 3.6 demonstrate strategies for teaching manners to toddlers, pre-school and school-aged children, considering cultural beliefs and practices

    • 3.7 describe strategies for teaching and encouraging developmentally appropriate basic lessons in friendship for toddlers, preschoolers and school-aged children, considering cultural beliefs and practices related to:

      • 3.7.1 taking turns, sharing and managing conflict

      • 3.7.2 managing concerns associated with popularity and peer pressure

      • 3.7.3 participating in cooperative and competitive games

    • 3.8 summarize why cruelty to animals can be an indicator of unhealthy socialization that may require professional intervention

  • 4 describe strategies for nurturing intellectual development for toddlers, preschoolers and school-aged children

    • 4.1 summarize factors that contribute to intellectual wellness

    • 4.2 summarize evidence-based research describing the relationship of environment to brain development, including prenatal, nutritional and sensory considerations

    • 4.3 examine theories related to intellectual development, including Gardner’s Theory of Multiple Intelligences and Piaget’s Theory of Cognitive Development

    • 4.4 describe strategies for teaching children basic concepts in everyday activities, including strategies for classifying objects, identifying shapes and developing basic numeracy

    • 4.5 describe strategies for promoting thinking skills, including strategies for memory, curiosity, reasoning, problem solving, creativity and imagination

    • 4.6 describe strategies for promoting language development, including strategies for building vocabulary and skill development for listening, reading, writing and speaking

  • 5 demonstrate strategies for promoting positive play experiences for toddlers, preschoolers and school-aged children

    • 5.1 describe the benefits and purpose of play for physical, emotional, social and intellectual development

    • 5.2 describe strategies for creating a safe and inviting play environment

    • 5.3 select appropriate toys for children considering safety and enhancing development

    • 5.4 evaluate strategies for enhancing play experiences, including:

      • 5.4.1 identifying reasons and methods for making play a priority

      • 5.4.2 strategies for facilitating active and quiet play

      • 5.4.3 differentiating between appropriate and inappropriate use of computer and electronic games

      • 5.4.4 strategies for promoting and supporting drama, art and music

    • 5.5 summarize considerations for television, including time and quality of content

  • 6 describe basic safety precautions for preventing and managing common accidents and illnesses

    • 6.1 define the term accident

    • 6.2 list common injuries and accidents that occur for toddlers, preschoolers and school-aged children

    • 6.3 identify possible hazards that can cause accidents involving children, including hazards commonly found in various rooms of a home and the surrounding yard and environment

    • 6.4 describe safety precautions for travelling in motor vehicles and preventing falls

    • 6.5 outline age- appropriate guidelines for teaching children to handle emergencies

    • 6.6 identify signs and symptoms of common illnesses, including colds, ear infections, influenza, sore throats and allergies

    • 6.7 identify signs and symptoms of common medical childhood emergencies requiring urgent medical attention, including anaphylactic shock, head and neck injuries, hypothermia and heat exhaustion

    • 6.8 summarize signs and symptoms of possible abuse or personal distress

    • 6.9 summarize considerations for reporting child abuse

    • 6.10 differentiate between the roles and responsibilities of child care providers, parents and medical personnel in managing and treating illness and injuries

  • 7 demonstrate basic competencies

    • 7.1 demonstrate fundamental skills to:

      • 7.1.1 communicate

      • 7.1.2 manage information

      • 7.1.3 use numbers

      • 7.1.4 think and solve problems

    • 7.2 demonstrate personal management skills to:

      • 7.2.1 demonstrate positive attitudes and behaviours

      • 7.2.2 be responsible

      • 7.2.3 be adaptable

      • 7.2.4 learn continuously

      • 7.2.5 work safely

    • 7.3 demonstrate teamwork skills to:

      • 7.3.1 work with others

      • 7.3.2 participate in projects and tasks

  • 8 identify possible life roles related to the skills and content of this cluster

    • 8.1 recognize and then analyze the opportunities and barriers in the immediate environment

    • 8.2 identify potential resources to minimize barriers and maximize opportunities

Program of Studies 2010. Source document, © Alberta Education.