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FACS: Child Care (Child Dev)

Life Skills:

  • Thinking & Reasoning
  • Employability

Time Frame:
2 class periods that run 45 minutes each.


 

Summary:
Students will review child abuse, safety precautions, and participate in various activities that teach these concepts.

Main Curriculum Tie:
FACS 6th Grade
Strand 3 Standard 3

Identify aspects related to the care and development of children.

Career Connections:

  • Child Care

Materials:
Select materials as needed for the selected activities.

Background For Teachers:

CHILD ABUSE

Note: It is recommended that the subject of child abuse be addressed from the standpoint of developing awareness and watching for signs of child abuse while tending children, observing neighborhood children, etc. rather than from a personal standpoint.

As you prepare to teach this topic, you should be aware of the legal obligation you have if a student confides a situation of abuse to you. A copy of the state (Utah) law for reporting and the penalties for not reporting is provided. Also, check with the local district regarding their policy for handling such circumstances.

While the issue of child abuse needs to be addressed briefly, it should also be thorough enough that the students understand

• What child abuse is.

• Where and what kind of help is available in your community.

Some of the key points are:

• Child abuse is often another aspect of discipline. However, no parent or caregiver has the right to abuse a child in any situation.

• It is easy for discipline techniques to become forms of child abuse if the caregiver is not careful and self-controlled.

• When the caregiver becomes angry or frustrated, he/she may not think as clearly and an action that may seem like a form of discipline may actually be a form of child abuse.

• Because of the size difference between an adult and a child, it is easy for an adult to cause physical harm or damage to a child.

• Child abuse is a problem that affects many children. (It is unpleasant to see or think about a child who has been beaten, burned, or treated badly by an adult, but it is even worse for the child who has been the victim of abuse).

• It is important to be alert to the physical condition of children we are around on a regular basis and watch for signs of child abuse such as burns, bruises, broken bones, scars, etc.

The three major types of abuse are

1. Physical—when a person causes physical harm to another person (beating, burning, withholding food, sexual molestation)

2. Mental/Emotional—when a person ignores, fails to give love, criticizes, or puts down another person constantly (yelling, screaming, silences, ignoring)

3. Neglect—when a parent or caregiver does not provide adequate care to meet a child’s needs or protect him/her from harm (improper feeding, not kept clean or clothed properly, left alone unattended)

There is help available and the problem and the information will be kept confidential. If a person knows of someone who is being abused or knows of an abusive situation, some sources are:

1. a principal, counselor, or teacher

2. a social services office (identify where this is in your community and give the telephone number)

3. Utah statewide 24-hour hotline: 1-800-678-9399

4. National Child Abuse Hotline: 1-800-422-4453

Write these telephone numbers on the chalkboard and have the students write them in the space provided on their KEYS TO CAREGIVING student worksheet.

Attachments

Student Prior Knowledge:
Basic child development information.

Intended Learning Outcomes:
Students will learn how to provide safety for children in their care.

Instructional Procedures:
After reviewing the safety information with the students, complete one of the following activities:

1. Have students make a list of safety precautions they should follow when caring for children.

2. Have students make a poster about child safety or preventing child abuse.

3. Have students complete a safety check in their own homes to see if it is safe for children.

Attachments

Author:
Utah LessonPlans

Created Date :
Aug 07 2002 15:08 PM

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