Growth and Development

1. Growth and Development Need help? Don’t be afraid to ask for help from other teachers, your students’ parents and the principal.

2. Growth and Development • The Kindergarten Curriculum looks at the human body from the outside and inside as well as the senses and the similarities and differences between us. • Many teachers would feel comfortable with the specific expectations for Growth and Development in Grades 1 and 2. Example: Describe the simple life cycle of plants and animals, including humans Example: Distinguish the similarities and differences between themselves and others

3. Growth and Development • In Grade 3, we begin to discuss basic human and animal reproduction and the basic changes in growth from birth to childhood • Grade 4 looks at the four stages of human development • Grade 5 begins our journey into PUBERTY!! • Grade 6 continues with relating the changes at puberty to the reproductive organs and their functions

4. Growth and Development • Those teaching in the Catholic School Boards will use Fully Alive, a family life education program. • The program is divided into 5 (five) themes. • Theme 3 is entitled Created Sexual: Male and Female • The program is very specific- it indicates what you can and cannot present to the specific grade level • There is a special section for Grades 5-8 on puberty

5. Growth and Development-Preassessment • Know yourself • Know your students • Establish Guiding Principles • Create a supportive and inclusive environment • Establish ground rules for questions We will look at each of these one by one...

6. Growth and Development Know Yourself • Be aware of your own sexual attitudes and values • Reflect on how your attitudes and values may impact on student’s learning

7. Growth and Development Know Your Students • They may be living in a variety of family structures (single parent family, extended family, same-sex parents, foster homes, group homes) • They may be exploring or unsure of their sexual orientation or gender identity • They may be dealing with adjustment to a new culture, poverty, homophobia, sexual abuse, racism, chronic illness etc. • They may have had experience with adoption, fostering or sexual abuse

8. Growth and Development Establish Guiding Principles • Everyone regardless of culture, religion, race, sexual orientation and ability has the right to be respected and treated as equal • Everyone has the right to express their opinion within the boundary of being respectful i.e., no name-calling, no put-downs, confidentiality • You may disagree but you have to respect others’ opinions

9. Growth and Development Create A Supportive and Inclusive Environment • Develop a policy on confidentiality unless disclosure is required by law • Reassure students that all questions are valid and there is not always a ‘right’ answer • Establish a resource area within the classroom with articles, pamphlets, posters, and information on help lines, counselling services and websites • Recognize that silence may not equal non-participation • Consider using a question box • Create liaisons with parents (information letter to parents) and community resources

10. Effective Sexual Health Education • Inclusive – be aware of the needs of all your students; some may be trying to figure out their own gender identity. • Supportive – children need to feel good about themselves and about their gender. • Respectful – other customs/ ways of being.

11. Healthy Relationships I.D.E.A.L. DECISION-MAKING PROCESS • I DENTIFY the problem. • D ESCRIBE (DISCUSS) ways to solve problem. • E VALUATE each solution. List positive and negative consequences for each role or alternative. • A CT on a plan to use the best solution. Be specific. Try your first choice. • L EARN about your plan. How do you think it will turn out (did it turn out?). Was it the best choice? Next time?

12. Growth and Development:Some Tips and Suggestions Provide equal opportunities for girls and boys; do not impose sex role stereotypes or use sexist language • Children need to feel good about the sex they are. They also need to feel positive about people of the opposite sex so we do not experience a “battle of the sexes”. • Children will often exhibit stereotypical behaviour. We want to encourage learning that does not discriminate.

13. Some Tips and Suggestions • Teach correct vocabulary (Adults often discourage using correct terminology with young children). • Some teachers may have difficulty using proper terminology – practice in front of the mirror some of the more important ones. • If you are nervous, create a script

14. Growth and Development:Some Tips and Suggestions • Approve the child’s right to ask • Find out what the child is really asking • Accept what child says and correct misunderstandings • Answer honestly and simply. Then listen.

15. Growth and Development:Some Tips and Suggestions • When appropriate, help the child find resources • A question may arise at any time during the day. Provide a brief, immediate response to show you are askable.

16. Growth and Development:Some Tips and Suggestions Always Changing: A Guidebook About Puberty • The guidebook is intended for students in Grade 5 • Available free through OPHEA www.ophea.net

17. Always Changing: A Guidebook About Puberty Ground Rules for discussing puberty • No put downs. • No personal questions. • Right to pass. • No question is silly or dumb. It’s okay to giggle or be embarrassed. • Correct terms should be used. Sometimes students will use slang to “shock” you. Guide them back to the correct term. • Listen when others are talking. • No talking about class members’ comments outside of the classroom.

18. Always Changing: A Guidebook About Puberty • A anonymous question box can be very helpful. • The guidebook indicates that you should use the four point plan to answer questions. The four points include: • Facts – Establish facts and dispel myths. If you don’t know, find out together. • Values – Share global values, nondiscrimination, mutual respect and privacy • Responsibilities – Actions have consequences • Self Esteem – Value and respect for others

19. Always Changing: A Guidebook About Puberty • The questions can be divided into four groups: • Request for information- Self explanatory • “Am I normal?”- Validate by saying” Many young people worry that…” • Permission Seeking – Looking to engage or not engage in certain behaviours. Refer to universal and family values • Shock- Use established ground rules to deal with inappropriate questions in the classroom.

20. Growth and Development- A Summary • Focuses on an understanding of sexuality in its broadest context-sexual development, reproductive health, interpersonal relationships, affection, abstinence, body image, and gender roles. • Parents and guardians are the primary educators of their children. Students, as they grow and mature, are influenced by many outside agencies i.e. friends, media, peers • We, as teachers, add another influence to their learning

21. Growth and Development- A Summary • Sensitivity is an issue with this component of health. Parents need to be informed when these units are being presented. Teachers need to be comfortable with the material. Outside agencies may be beneficial to you. • If possible, try to provide segregated and coeducational instruction.

22. Sexual Health Resources • OPHEA Supplementary Resource Packages. • Connection Health (Su Nottingham) Sexuality Education Kits Email: SuNot@aol.com

23. Sexual Health Resources • Facts of Life Line (Canadian Federation for Sexual Health) 1-800-INFO-SEX • Beyond the Basics – a sourcebook on Sexual and Reproductive Health Education – Canadian Federation for Sexual Health www.cfsh.ca • Health Canada Sexual Education Gateway www.hc-sc.gc/hpb/lcdc/publicat/sheguide/index.html