1. (a) Implementation.

   1. (1) The provisions of this section shall be implemented by school districts beginning with the 2024-2025 school year.
   2. (2) School districts shall implement the employability skills student expectations listed in §127.15(d)(1) of this chapter (relating to Career and Technical Education Employability Skills) as an integral part of this course.
2. (b) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Education and Training or Principles of Human Services. Students shall be awarded one credit for successful completion of this course.

3. (c) Introduction.

   1. (1) Career and technical education instruction provides content aligned with challenging academic standards, industry-relevant technical knowledge, and college and career readiness skills for students to further their education and succeed in current and emerging professions.
   2. (2) The Education and Training Career Cluster focuses on planning, managing, and providing education and training services and related learning support services.
   3. (3) Human Growth and Development is an examination of human development across the lifespan with emphasis on research, theoretical perspectives, and common physical, cognitive, emotional, and social developmental milestones. Students use the knowledge and skills gained in this course to prepare for a career path working with children in an educational or service learning setting. The course covers material that is generally taught in a postsecondary, one-semester introductory course in developmental psychology or human development.
   4. (4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other organizations that foster leadership and career development in the profession such as student chapters of related professional associations.
   5. (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.

4. (d) Knowledge and skills.

   1. (1) The student understands historical, theoretical, and research perspectives of human growth and development throughout the lifespan. The student is expected to:

      1. (A) explain the role of theories in understanding human development;
      2. (B) describe theoretical perspectives regarding influences on human development throughout the lifespan;
      3. (C) summarize how historical theories influence modern theories of human development;
      4. (D) compare research methods commonly used to study human development; and
      5. (E) compare pedagogy and andragogy.

   2. (2) The student understands the importance of prenatal care in the development of a child. The student is expected to:

      1. (A) describe nutritional needs prior to and during pregnancy;
      2. (B) explain reasons for medical care and good health practices prior to and during pregnancy;
      3. (C) outline stages of prenatal development;
      4. (D) discuss the role of genetics in prenatal development; and
      5. (E) identify environmental factors affecting development of the fetus.

   3. (3) The student understands the development of children ages newborn through two years. The student is expected to:

      1. (A) analyze the physical, emotional, social, and cognitive development of infants and toddlers;
      2. (B) analyze various developmental theories relating to infants and toddlers;
      3. (C) investigate the influences of the family and society on the infant and toddler;
      4. (D) summarize strategies for optimizing the development of infants and toddlers, including those with special needs;
      5. (E) determine techniques that promote the health and safety of infants and toddlers; and
      6. (F) determine developmentally appropriate guidance techniques for children in the first two years of life.

   4. (4) The student understands the development of children ages 3 through 5 years. The student is expected to:

      1. (A) analyze the physical, emotional, social, and cognitive development of preschoolers;
      2. (B) analyze various developmental theories relating to preschoolers;
      3. (C) investigate the influences of the family and society on preschoolers;
      4. (D) summarize strategies for optimizing the development of preschoolers, including those with special needs;
      5. (E) determine techniques that promote the health and safety of preschoolers; and
      6. (F) compare and suggest developmentally appropriate guidance techniques for preschoolers.

   5. (5) The student understands the development of children ages 6 through 11 years. The student is expected to:

      1. (A) analyze the physical, emotional, social, and cognitive development of children in the early to middle childhood stage of development;
      2. (B) analyze various developmental theories relating to children in the early to middle childhood stage of development;
      3. (C) investigate the influences of the family and society on children in the early to middle childhood stage of development;
      4. (D) summarize strategies for optimizing the development of children in the early to middle childhood stage of development, including those with special needs;
      5. (E) determine techniques that promote the health and safety of children in the early to middle childhood stage of development; and
      6. (F) compare and suggest developmentally appropriate guidance techniques for children in the early to middle childhood stage of development.

   6. (6) The student understands the development of adolescents ages 12 through 19 years. The student is expected to:

      1. (A) analyze the biological and cognitive development of adolescents;
      2. (B) analyze the emotional and social development of adolescents;
      3. (C) discuss various theoretical perspectives relevant to adolescent growth and development;
      4. (D) investigate the influences of the family and society on adolescents;
      5. (E) summarize strategies for optimizing the development of adolescents, including those with special needs;
      6. (F) determine techniques that promote the health and safety of adolescents; and
      7. (G) compare and suggest developmentally appropriate guidance techniques for adolescents.

   7. (7) The student understands the importance of care and protection of children and adolescents. The student is expected to:

      1. (A) determine services provided by agencies that protect the rights of children and adolescents;
      2. (B) summarize various resources focusing on the care and protection of children and adolescents;
      3. (C) discuss the impact of changing demographics and cultural diversity on the health and welfare of children and adolescents;
      4. (D) analyze forms, causes, effects, prevention, and treatment of child abuse;
      5. (E) explain the impact of appropriate health care and importance of safety for children and adolescents; and
      6. (F) discuss responsibilities of community members, legislation, and public policies related to care and protection of children and adolescents.

   8. (8) The student understands the development of adults ages 20 through 39 years. The student is expected to:

      1. (A) analyze various development theories relating to early adults, including biological and cognitive development;
      2. (B) analyze various development theories relating to early adults, including emotional, moral, and psychosocial development;
      3. (C) investigate the influences of society and culture on early adults; and
      4. (D) discuss the importance of family, human relationships, and social interaction for early adults.

   9. (9) The student understands the development of adults ages 40 through 65 years. The student is expected to:

      1. (A) analyze various development theories relating to middle adults, including biological and cognitive development;
      2. (B) analyze various development theories relating to middle adults, including emotional, moral, and psychosocial development;
      3. (C) investigate the influences of society and culture on middle adults; and
      4. (D) discuss the importance of family, human relationships, and social interaction for middle adults.

   10. (10) The student understands the development of adults ages 66 years and older. The student is expected to:

       1. (A) analyze various development theories relating to those within the stage of late adulthood, including biological and cognitive development;
       2. (B) analyze various development theories relating to those within the stage of late adulthood, including emotional, moral, and psychosocial development;
       3. (C) investigate the influences of society and culture on those within the stage of late adulthood; and
       4. (D) discuss the importance of family, human relationships, and social interaction for those within the stage of late adulthood.

   11. (11) The student explores career opportunities available in education and training and human services. The student is expected to:

       1. (A) assess personal interests, aptitudes, and abilities as related to the various occupations within education and training and human services;
       2. (B) evaluate employment and entrepreneurial opportunities, including education requirements in a field of interest; and
       3. (C) identify effective methods for securing part-time or entry-level employment in positions that prepare students for careers in education and training or human services.

Source Note:The provisions of this §127.310 adopted to be effective August 1, 2025, 50 TexReg 4421.