SECTION 130.278. Child Guidance (Two Credits), Adopted 2015

(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Human Services. Recommended prerequisite or corequisite: Child Development. Students shall be awarded two credits for successful completion of this course.

(b) Introduction.

(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

(2) The Human Services Career Cluster focuses on preparing individuals for employment in career pathways that relate to families and human needs such as counseling and mental health services, family and community services, personal care services, and consumer services.

(3) Child Guidance is a technical laboratory course that addresses the knowledge and skills related to child growth and guidance equipping students to develop positive relationships with children and effective caregiver skills. Students use these skills to promote the well-being and healthy development of children, strengthen a culturally diverse society, and pursue careers related to the care, guidance, and education of children, including those with special needs. Instruction may be delivered through school-based laboratory training or through work-based delivery arrangements such as cooperative education, mentoring, and job shadowing.

(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

(A) apply interpersonal communication skills in business and industry settings;

(B) explain and recognize the value of collaboration within the workplace;

(C) examine the importance of time management to succeed in the workforce;

(D) identify work ethics and professionalism in a job setting; and

(E) develop problem-solving and critical-thinking skills.

(2) The student practices ethical and legal responsibilities associated with providing child care services. The student is expected to:

(A) apply ethical codes of conduct in a child care setting;

(B) create coherent written communication between parents and child care staff;

(C) advocate for children when necessary;

(D) comply with laws and regulations related to child care services;

(E) determine potential uses and management of technology, media, and resources to foster healthy child development; and

(F) employ safeguards to prevent misuse and abuse of technology and media with children.

(3) The student analyzes child care options. The student is expected to:

(A) compare child care options for children of various ages;

(B) compare and contrast the financial considerations of child care options;

(C) examine criteria for selecting quality child care; and

(D) review minimum standards for licensing and regulations for center-based and home-based programs.

(4) The student analyzes responsibilities that promote health and wellness of children. The student is expected to:

(A) identify signs of good health and symptoms of illness in children;

(B) practice child guidance techniques that contribute to the health and wellness of children such as adequate rest, exercise, safety, and sanitation;

(C) apply procedures for creating safe environments for children;

(D) prepare nutritious snacks or meals for children following appropriate food guidelines; and

(E) use resources available for managing the health care of children.

(5) The student analyzes the effect of play in the development of children. The student is expected to:

(A) create examples of play that promote the physical, intellectual, emotional, and social development of children; and

(B) implement strategies to encourage constructive and creative play.

(6) The student applies appropriate guidance techniques for children of various ages and developmental levels. The student is expected to:

(A) discuss the various types of guidance and the effects on children;

(B) determine and apply appropriate guidance techniques; and

(C) distinguish between guidance techniques and abusive behavior.

(7) The student will implement appropriate strategies and practices for optimizing the development of infants, including those with special needs. The student is expected to:

(A) create and implement activities for the development of sensory skills;

(B) create and implement activities for the development of language skills;

(C) create and implement activities for the development of physical and motor skills; and

(D) create and implement activities for the development of social skills.

(8) The student will implement appropriate strategies and practices for optimizing the development of toddlers, including those with special needs. The student is expected to:

(A) create and implement lesson plans for the development of physical skills;

(B) create and implement lesson plans for the development of vocabulary and language skills;

(C) create and implement lesson plans for the development of appropriate mathematics skills; and

(D) create and implement lesson plans for the development of appropriate science skills.

(9) The student will implement appropriate strategies and practices for optimizing the development of preschool children, including those with special needs. The student is expected to:

(A) create and implement lesson plans for the development of physical skills;

(B) create and implement lesson plans for the development of reading and language skills;

(C) create and implement lesson plans for the development of appropriate mathematics and problem-solving skills; and

(D) create and implement lesson plans for the development of appropriate science skills.

(10) The student makes informed career decisions that reflect personal, family, and career goals. The student is expected to:

(A) analyze the impact of career decisions on care giving;

(B) propose short- and long-term career goals;

(C) assess personal interests, aptitudes, and abilities needed in the child care profession;

(D) exhibit employability skills such as communication, problem solving, leadership, teamwork, ethics, and technical skills;

(E) demonstrate effective verbal, nonverbal, written, and electronic communication skills;

(F) demonstrate skills and characteristics of leaders and effective team members; and

(G) evaluate employment and entrepreneurial opportunities and educational requirements for early childhood development and services.

Source Note: The provisions of this §130.278 adopted to be effective August 28, 2017, 40 TexReg 6601