2022 – 2023

Florida Department of Education
Curriculum Framework 

Program Title:	Child Development	
Program Type:	Non Career Preparatory
Career Cluster:	Education & Training

Secondary – Non Career Preparatory	
Program Number	8500310	
CIP Number	09200102PA	
Grade Level	9-12	
Standard Length	.5 credit	
Teacher Certification	Refer to the Program Structure section.	
CTSO	FCCLA	
CTE Program Resources	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml 	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Education & Training career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Education & Training career cluster. 

The content includes but is not limited to understanding the nature of child development from conception to school age.  This course emphasizes positive development and nurturing of the family at each stage of a child’s growth.  

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

To teach the course listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary program structure:

Course Number	Course Title	Teacher Certification	Length	Level	Graduation Requirement	
8500310	Child Development	FAM CON SC 1
PRESCH ED L
PK PRIMARY H
PRIMARY ED @B
E CHILD ED @0	.5 credit	2		
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics)

National Standards (NS)

This program has been aligned to the National Standards for Family and Consumer Sciences Education developed by the National Association of State Administrators of Family and Consumer Science (NASAFACS). The NASAFACS is an affiliate of the Family and Consumer Science division of the Association for Career and Technical Education (ACTE).  The NASAFACS and ACTE are members of the American Association of Family & Consumer Science’s (AAFCS) FCS Alliance.

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Identify principles of human growth and child development.
02.0	Consider family planning strategies.
03.0	Describe prenatal development, care and the birth process.
04.0	Determine developmental stages with appropriate activities and expectations from birth to school age.
05.0	Examine environmental and inherited birth defects.
06.0	Assess the family and society's role in protecting the rights of children.
07.0	Examine health and safety issues related to child development.
08.0	Relate current trends and the contribution of technology to child development.
09.0	Explore careers related to child development.
10.0	Demonstrate teamwork and leadership skills in the family, workplace, and community.  

2021 – 2022
Florida Department of Education
Student Performance Standards

Course Title: 	Child Development 
Course Number: 	8500310
Course Credit:	.5 

Course Description:
This course prepares students to understand the nature of child development from conception to school age.  This course emphasizes positive development and nurturing of the family at each stage of a child’s growth.

CTE Standards and Benchmarks	NS	
01.0	Identify principles of human growth and child development.  The student will be able to:		
01.01	Distinguish between the characteristics of human development.		
01.02	Analyze areas of development including physical, social, emotional, moral and intellectual development and how they are interrelated.	4.2.1; 
12.1.1; 
12.1.2	
01.03	Analyze the influence of heredity and environment on individual development.	4.2.1; 
12.2.1	
01.04	Summarize major theorists of development including Maslow, Piaget and Erickson.	4.2.1	
01.05	Explain the human reproductive system.		
02.0	Consider family planning strategies.  The student will be able to:		
02.01	Weigh considerations before deciding to become a parent.	2.5.1; 
2.5.2	
02.02	Determine disadvantages of teen pregnancy and the advantages of abstinence before marriage.		
02.03	Evaluate family planning alternative, including advantages, disadvantages, health risks, and failure rates.		
02.04	Explain medically assisted pregnancies including microsurgery, artificial insemination, in vitro fertilization, fertility counseling, etc.		
02.05	Explain the symptoms and consequences of sexually transmitted diseases/infections.		
03.0	Describe prenatal development, care and the birth process.  The student will be able to:		
03.01	Define the terminology associated with prenatal development, labor and birth.		
03.02	Distinguish the stages of prenatal development.		
03.03	Identify the symptoms, discomforts, complications, and physical and emotional changes during pregnancy.		
03.04	Consider choices for prenatal medical care and testing.		
03.05	Describe the relationship between the health and care of the expectant mother and the developing child.	

03.06	Explain how the mother's nutrition influences the physical development of the unborn child.	12.3.1	
03.07	Sequence the stages of labor and birth.		
03.08	Specify health needs of the mother and infant during the postnatal period.	 	
03.09	Recognize the significance of parent/child bonding and family adjustments to the newborn.		
03.10	Consider labor choices, pain management options and delivery site options.		
04.0	Determine developmental stages with appropriate activities and expectations from birth to school age.  The student will be able to:		
04.01	Explain the concept of developmental tasks.	12.1.1	
04.02	Observe and compare patterns of development and age appropriate activities, including current brain research.	4.2.3; 
4.3.2	
04.03	Analyze factors which contribute to the child's physical, social, emotional, moral and intellectual development.	4.2.2; 
4.2.4; 
4.2.5; 
4.3.5; 
12.1.1	
04.04	Determine the importance of play and the application of age appropriate activities.		
04.05	Evaluate indoor and outdoor toys and play equipment for age appropriateness and safety.		
05.0	Examine environmental and inherited birth defects.  The student will be able to:		
05.01	Explain common types of special needs and birth defects in children.		
05.02	Identify methods of observation used to recognize children with possible developmental delays.		
05.03	Outline steps to assist children with special needs.		
05.04	Identify community resources available to families of children with special needs.	2.5.1	
06.0	Assess the family and society's role in protecting the rights of children.  The student will be able to:		
06.01	Explain the importance of families and the roles and responsibilities of caregivers.		
06.02	Identify children's rights that are protected by local, state and federal laws and regulations.		
06.03	Differentiate between the types of child abuse and neglect.		
06.04	State how the common physical and behavioral indicators of child abuse and neglect are detected and reported.		
06.05	Locate community support for children and families.	12.3.3	
06.06	Discuss parenting styles and compare the advantages and disadvantages in child rearing.	15.1.3	
07.0	Examine health and safety issues related to child development.  The student will be able to:		
07.01	Determine the nutritional needs of children.	2.1.3; 
14.2.2	
07.02	Explain the role immunizations and health check-ups play in the wellness of the child.		
07.03	Identify childhood illnesses and appropriate treatment.		
07.04	Assess safety hazards for children of different ages.	4.4.3	
07.05	Recognize emergency situations and plan appropriate responses.		
08.0	Relate current trends and the contribution of technology to child development.  The student will be able to:		
08.01	Determine current trends in child care.		
08.02	Identify technology as it relates to pregnancy, parenting, the home, health care, child care, and learning environment.	2.4.1; 
2.4.2;
2.4.3	
09.0	Explore careers related to child development.  The student will be able to:		
09.01	Evaluate your personal interests and aptitudes in the area of child development.		
09.02	Describe careers related to children.		
09.03	Identify education and experience requirements for a career choice in the area of child development.		
10.0	Demonstrate teamwork and leadership skills in the family, workplace, and community.  The student will be able to:		
10.01	Identify purposes, function, roles and responsibilities of members of professional and youth organizations, including Career and Technical Student Organizations.		
10.02	Work cooperatively as a group member to demonstrate leadership in achieving organizational goals. 		
10.03	Demonstrate leadership roles and organizational responsibilities.	4.1.6	
10.04	Identify and utilize the FCCLA planning process.		
10.05	Discuss the establishment and history of the FCCLA organization.		

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Academic Alignment

Secondary Career and Technical Education courses are pending alignment to the B.E.S.T.  (Benchmarks for Excellent Student Thinking) Standards for English Language Arts (ELA) and Mathematics that were adopted by the State Board of Education in February 2020.  Academic alignment is an ongoing, collaborative effort of professional educators that provide clear expectations for progression year-to-year through course alignment. This initiative supports CTE programs by improving student performance through the integration of academic content within CTE courses.  

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.SI.1.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

Career and Technical Student Organization (CTSO)

Family, Career and Community Leaders of America (FCCLA) is the inter-curricular career and technical student organization providing leadership training and reinforcing specific career and technical skills.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular course or a modified course.  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete a Career and Technical Education (CTE) course.  The student should work on different competencies and new applications of competencies each year toward completion of the CTE course.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml.