Outcome Chart - Ontario - Working With Infants and Young Children 11 HPW3C

Growth and Development

Overall Expectations

  • Patterns in Infant and Child Development: demonstrate an understanding of patterns of social, emotional, cognitive, linguistic, and physical development in infants and children from birth to six years of age;
  • Positive Environments for Development: demonstrate an understanding of how developmentally appropriate environments and experiences promote healthy development in children.

Specific Expectations

Students will:

  • identify and compare the nutritional and physical-activity requirements of children at different stages between birth and six years of age, based on current recommendations from Health Canada
  • describe strategies early childhood educators can use to promote healthy eating among young children from birth to six years of age

Educational Games

Addressing Social Challenges

Overall Expectations

  • Issues and Challenges: demonstrate an understanding of a variety of issues and challenges that early childhood educators encounter;
  • Social and Cultural Variations: demonstrate an understanding of how a variety of social and cultural factors affect young children.

Specific Expectations

Students will:

  • identify strategies used for ensuring the safety of children from birth to six years of age in a variety of childcare environments (e.g., Internet safety education; bullying prevention programs; Stay Alert, Stay Safe programs)
  • describe strategies that can be used in early learning programs to challenge gender stereotypes

Lessons that meet Grade 11 expectations

Educational Games

Research and Inquiry Skills

Overall Expectations

  • Exploring: explore topics related to early childhood education, and formulate questions to guide their research
  • Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods
  • Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry
  • Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.

Specific Expectations
Students will:

  • identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics
  • formulate effective questions to guide their research and inquiry
  • create appropriate research plans to investigate their selected topics (e.g., outline purpose and method; identify sources of information), ensuring that their plans follow guidelines for ethical research
  • locate and select information relevant to their investigations from a variety of primary sources
  • based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research
  • assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)
  • analyse and interpret research information
  • synthesize findings and formulate conclusions
  • demonstrate academic honesty by documenting the sources of all information generated through research
  • demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Lessons that meet Secondary expectations