Day and Time 1 1 hour

Topics Introduction to the importance of play in the development of children Developing gross motor, fine motor, cognitive, social, and emotional skills at a very young age.

Objectives Students will understand what each of these skills (gross motor, etc.) are and be able to identify how they are developed.

Teaching Strategies/Procedures/Assessment Teaching Strategies: Lecture, note taking, guided discussion, brainstorming. Procedure: Introduce the key development terms (Appendix A) with the class through lecture and note taking. Get students to brainstorm ways in which they think that these skills could be developed. Record their answers and discussion topics on the board. Assessment: Review the developmental skills orally the following day to ensure that the students have a thorough understanding. Teaching Strategies: Direct instruction, handouts, worksheets. Procedure: Explain to students that we will be covering the development of the child from birth to 2 years. Give student the hand out on child development and get them to read it by themselves or with a partner. While they are reading, hand out the question and answer worksheet for them to fill out at the end of their reading. They will be given another day to complete the handout and hand it in for marks. Assessment: Correct the students answers to ensure that they have an understanding of how a child develops. Teaching Strategies: Discussion, lecture, handouts, note taking. Procedure: Discuss the various theorists beliefs by developing a chart on the board with all the theorists names and what they believe. Get

2/3 1-2 hours

Infant development- physical, cognitive, and socioemotional.

Students will understand the development of a child from birth to 2 years.

4/5 1-2 hour

Introduction to Psychologists: Freud, Erikson, Piaget, Vygotsky, Berlyne and Parten. Socioemotional development

Students will have an understanding of the various Psychologists perspectives and how they can apply that to

based on birth order

development. Students will understand how birth order affects the development of a child. Students will understand the importance of socioemotional development in infants.

students to copy down the chart and determine for themselves which theorist they believe or agree with the most and why. Hand out Does birth order affect Personality article (Appendix B) and read it together as a class. Get students to identify what the theorists would think about the article. Students will be given time at the end of class to write in their journals. Assessment: Journal Entry #1: Which theorist do you agree most with and why? Why do you find their theories interesting?

6 1 hour

Classification of childrens play

Students will understand that childrens play can be classified into different categories Students will understand that children develop different skills through play

Teaching Strategies: Lecture, note taking, discussion Procedure: Begin with review of the psychologists beliefs about play. Ask students why children play and brainstorm ideas on board. Explain to students that childrens play is more than just fun, it is about developing certain skills that will be used later in life. Explain that Mildren Parten developed a classification of childrens play and get students to take notes of what is written on the board. Classification of childrens play: Unoccupied play, Solitary Play, Onlooker Play, Parallel Play, Associative Play, Cooperative Play, Pretense/Symbolic Play, Sensorimotor Play, Games. (Curriculum) Assessment: content will be covered in final

project for unit.

7/8 1-2 hours

Identifying developmental skills in childrens books.

Students will be able to identify how childrens books aid in the development of children.

9 1 hour

Early Socialization

Students will understand how attachment develops in infants Students will understand the types of attachments between children and caregivers

Teaching Strategies: Instruction and studentbased learning/self discovery Procedure: Instruct students that they will be provided with a variety of childrens books and toys and will have to pick a minimum of 3 to look at. They will have to determine if there are any lessons to be learned in the book or toy, what skills were being developed, and if they were directed to a specific race, ethnicity, gender, or age. Students will then begin their own findings. Students will be given time at the end of class to write in their journals. Assessment: Students will hand in a written record of their findings that will be marked. Journal Entry #2: Were there books or toys that you remember youre your childhood that you had attachments to or were very fond of? Why do you think you liked these things so much? Teaching Strategies: Direct instruction, brainstorming, note taking, discussion Procedure: Begin by getting students to brainstorm what attachment is on board. Write notes on board about attachment and discuss with class throughout (Curriculum 3.5.2). Give students the handout, Case Study: Animals Need Love, Too (Appendix) and read over the story as a class. Apply the knowledge just learned to the story. Discuss the following with students: do

10/11 1-2 hours

Child development through media (TV, Movies, etc.)

Students will understand how media can affect child development Students will understand how they were influenced by media.

animals feel attachment the same way humans do? Why do we get attached to certain people and not others? Why do we feel affection? Do we all have an attachment to our mothers? How important is it for parents to be involved with children? Students will be given time at the end of class to write in their journals. Assessment: Journal Entry #3: Do you come from a family with multiple siblings or are you an only child? How do you think this affected your social upbringing? Do you wish you had more siblings or were an only child? Teaching Strategies: Independent learning, discussion, direct instruction, video. Procedure: Begin lesson by having students complete a survey of their favourite books, songs, shows, movies, characters as of now and (if they can remember) from when they were a young child. Go over some of their answers as a class. Show clips or episodes of various childrens TV shows, movies, etc. Get students to take note of what they think are the lessons being taught (both intentional and unintentional), what the target age is and anything else they think may be important to take note of. Discuss: What was being taught? How have our notions changed? Why do we think childrens books, movies, etc. are childish? What do we learn from the media? What influences does this have on our development? Do we use organized sport/activity too much? Students will be given time at the end of class to

write in their journals. Assessment: Journal Entry #4: Were you involved in organized sport/activity when you were younger? Did you like this or resent this? Why? If you werent in organized sport/activity, do you think you missed out on something important? 12 1 hour Racism through media Students will understand and identify that stereotypes, prejudices, and racism begin influencing us at a very young age through various media. Teaching Strategies: Video, worksheets, handouts, discussion. Procedure: Begin lesson by explaining to students that racism begins at a very young age even if it is unintentional. Make connections with what was understood in the previous lesson about the unintentional lessons children learn from media. Show the youtube videos, Black doll White doll and Black vs. White (Appendix). Discuss with students where they think children learned these ideas from. Show video clips of how racism (specifically towards Aboriginal people) in cartoons (Bugs Bunny), movies (Pocahontas, Peter Pan), etc. Students will be given time at the end of class to write in their journals. Assessment: Journal Entry #5: Why is racism allowed to be displayed in various forms of media? How does this make you feel? How would this make all children of every ethnic background feel? Teaching Strategies: Direct instruction, Independent learning. Procedure: Give students the outline for their unit

13/14/15 3 hours

Introduction of final project Work on final project Presentations

Students will be able to apply all the knowledge from the unit into

making a childrens toy that aids in the various developmental skills

project on play and toys (Appendix). Go over instructions with students so everyone understands the expectations. Students will then be given 3 class days to work on their projects and then present them to the class. Assessment: Students will be assessed based on the criteria for the assignment.