Parenting and Child Development

    Spring 2017


    Location: James B. Dudley High School; Room 132-F.









    Course Information:

    PROGRAM: Family and Consumer Sciences Education (FACS)

    COURSE TITLE: Parenting and Child Development


    Ms. Bonilla, M.Ed.; bonillj@gcsnc.com

    Office:  336.370-8130 ext. 4488; Office Hours Wednesdays: 4:00-5:00pm


    COURSE DESCRIPTION: This course introduces students to responsible nurturing and basic applications of child development theory. Emphasis is on responsibilities of parents, readiness for parenting, and the influence parents have on children while providing care and guidance. Skills in planning, communication, resource management, and problem solving reinforced. Work-based learning strategies appropriate for this course include field trips and service learning. FCCLA leadership activities provide the opportunity to apply instructional competencies and workplace readiness skills to authentic experiences. The focus is on children from infancy to age six. This course does not have a prerequisite, nor does it serve as a prerequisite for any course, but recommended as excellent preparation for the study of Early Childhood Education I and II.





    Course Objectives:


    Parenting and Child Development developed to prepare students to meet the North Carolina State Board of Education’s Guiding Mission “that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st century.”

    This course focuses on preparing students to understand parenting perspectives and child guidance.  Major areas of study include:

    ·         Decision making about parenting

    ·         Family structures and functions

    ·         Prenatal and postnatal development

    ·         The development of a child from birth through age six.










    The learner will be able to:


    Understand the parenthood decision.


    Understand readiness characteristics and factors that should be

    considered before becoming a parent.


    Understand teen sexuality, teen pregnancy, and responsible decisions

    about abstinence versus sexual activity.


    Understand family planning issues.


    Understand child care issues.


    Understand factors to consider when selecting child care programs.


    Understand ways to provide a safe, secure environment for children.


    Understand careers in child care and education.


    Understand prenatal development and the components of a healthy

    pregnancy and delivery.


    Understand environmental and hereditary influences on prenatal

    development and long-term effects on health of children.


    Remember the prenatal development of baby from conception to birth and the changes a mother experiences during pregnancy.


    Understand components of a healthy pregnancy and delivery.


    Understand development and care of the infant from birth through

    twelve months.


    Understand physical development and care of the infant.


    Compare emotional and social development of the infant.


    Understand brain, cognitive, and language development of the infant.


    Understand the challenges of new parents.


    Understand development and care of the toddler.


    Understand physical and cognitive development and recommended

     care of the toddler.


    Understand emotional and social development of toddlers


    Exemplify parenting styles and methods for guiding toddlers.


    Understand the development and care of children from ages

    three through six.


    Understand the physical, emotional, and social development of

     Children ages three through six.


    Understand the cognitive and moral development of children

    ages three through six.


    Exemplify methods for guiding children ages three through six.




    Required Texts:

    Textbook to be used in class and will not be assigned to individual students.


    The Developing Child by McGraw Hill Glencoe


    Additional readings posted Padlet/Class Agendas.  Links and reference information provided on Padlet.








    Required Materials Needed: 


    You will need either a notebook OR a binder with notebook paper.  Please bring this within the first 10 days of school. I will keep it for your use if needed. 

    You need something to write with every day.


    Student’s notebooks will be divided into the following sections:

    ·         Daily Essential Questions and answers

    ·         Notes

    ·         Handouts/Worksheets

    ·         Review Tests/Study Guides













    Test/Projects                       40%

    Quiz                                     20%

    Participation/Classwork    25%

    Homework                           10% 

    Final EXAM (Online):         20% of your Final Grade.


    Parents advised to use Home Base/Power School to monitor the progress of their student in this class.  Interim/progress reports issued according to the Guilford County Schools Schedule.  Parents please review the report, sign the report and have their student return it to school for a grade.


    Late Policy for Assignments: 

    All assignments/projects/presentations will be due on the dates that are given.  Any assignment not turned in on time will result in a lowered graded unless approved by the instructor.  Students are required to submit make-up work for excused absences within five school days after returning to school.

    Note:  See student handbook for school-wide make-up work policy.


    PARTICIPATION:  As with your life, the attitude you bring to this class, more than anything else, will determine both your enjoyment and success. Students will be graded on participation in the following format:


    ·         100% - Active Participation (Coming to class prepared, answering questions when called on, contributing to group discussions, taking notes, working smart and quietly during group work.)

    ·         80% - Participation (Coming to class prepared, taking notes)

    ·         50% - Limited or No Participation (NOT coming to class prepared, head down at ANY time, SIDE CONVERSATIONS refusing to take notes.)






    Cell Phone


    Expectations / Responsibilities:


    Students may use electronic devices before school, after school, in the cafeteria, and during class changes. Electronic Devices kept out of sight during instructional time unless the classroom teacher has given permission for the device used for a specific learning activity. 


    Examples of inappropriate usage of electronic devices during instructional time include charging personal devices, texting, recording video footage, etc. 





    If a student is found in possession of an electronic device without teacher permission: 


    1st Offense: Verbal Warning; Student required to put electronic device away 


    2nd Offense: Student receives a behavior referral; an administrator will assign consequences, parents or guardians called.


    3rd Offense: Student receives another behavior referral; an administrator will assign consequences; a parent will be required to pick up the electronic device from the school 




    Attendance Policy:












    Tardy Policy:

    Attendance Policy: 


    Attendance and punctuality are required.  It is the student’s obligation to give prior notification and documentation upon returning to class if absent or tardy.  After the 4th absences, students go into no credit status.  Make up time after school.



    Tardy Policy:

    A student is tardy if they are not completely in the classroom at the conclusion of the final bell. 




    1st Tardy - Verbal Warning 

    2nd Tardy - Verbal Warning 

    3rd Tardy – Teacher Makes a Parent Phone Call 

    (If the teacher is unable to reach the student’s parent, the teacher will email the existing parent contact information to the student’s administrator). 

    4th Tardy and Up – Teacher will submit a Behavior Referral. (Referrals will include details of parent calls, total number of tardies, academic/behavior details from class, etc.). An administrator will assign a consequence. 


    Student Dress Code Policy:

    DHS  Dress Code Policy states that:

    The School Administration and Staff reserve the right to determine if ANY item of student dress in compliance with the dress code and /or is appropriate for the safe and orderly operation of school regardless of whether or not specifically listed in the code. 




    Student dress code violations to Coach Wood in the Learning Center with a Dress Code Violation hall pass and parents or guardians contacted.




    School Wide Behavioral Expectations:

    Behavioral Expectations: 

    ü  Keep hands, feet, and objects to self

    ü  Speak only once you are called on

    ü  Speak to others with positive words

    ü  Follow directions of all staff members and substitutes

    ü  Complete your own assignments to the best of your ability

    ü  Get permission before using or taking anything that does not belong to you.


    Students are to follow the student expectations presented and signed on the 1st day of class.   Students must follow the Code of Conduct for Internship Participation as presented on the 1st day of class. 

    Note:  See student handbook for school-wide rules and behavior policy.


    Please sign below to indicate you understand all information contained in this syllabus and agree to conduct yourself according to these standards. If you ever have questions, please email me at bonillj@gcsnc.com.


    _________________________ {Student Signature} _________________________ {Parent Signature}

                                                                                        _________________________ {Parent Email}