Texas Register, Volume 9, Number 3, Pages 223-296, January 10, 1984 Page: 250
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Texas
Register(C) determine the interrelationship of employ-
ment and home life and the implication for satisfaction
in both arenas.
(e) Clothing and textiles (one-half unit) shall be a
laboratory-oriented course and shall include the follow-
ing essential elements:
(1) Concepts and skills affecting family clothing
decisions. The student shall be provided opportunities to:
(A) identify factors affecting decisions;
(B) locate possible resources for effective deci-
sion making; and
(C) develop a procedure for family decision
making.
(2) Concepts and skills for consumer buying. The
student shall be provided opportunities to:
(A) investigate the effects ot advertising and
labeling on consumer choice;
(B) identify consumer protection agencies and
their services;
(C) define effective standards for consumer
buying; and
(D) identify and practice principles for good
decision making.
(3) Concepts related to the fashion industry. The
student shall be provided opportunities to:
(A) identify the different types of businesses
in the clothing fashion industry;
(B) recognize factors influencing the clothing
fashion industry; and
(C) identify ways the industry affects the na-
tional economy.
(4) Concepts and skills of clothing management.
The student shall be provided opportunities to:
(A) determine the role and principles of effec-
tive wardrobe planning;
(B) practice effective principles of wardrobe
planning;
(C) evaluate various clothing-care products;
and
(D) learn to use major clothing equipment
aids.
(5) Concepts and skills for selecting textiles. The
student shall be provided opportunities to:
(A) identify fiber characteristics;
(B) recognize fabric construction and finishes;
(C) identify effective usage of label informa-
tion and its application; and
(D) Investigate employment skills needed in
fabric business.
(6) Concepts and skills for advanced clothing
construction. The student shall be provided opportunities
to:
(A) define the principles of design;
(B) demonstrate ways of adapting clothing de-
signs to individuals;
(C) evaluate creative clothing designs for spe-
cific individuals;
(D) identify and use methods of pattern alter-
ation;
(E) apply principles for altering a ready-made
garment; and
(F) identify and apply principles of advanced
sewing construction skills.(7) Concepts and skills affecting individual cloth-
ing decisions. The student shall be provided opportunities
to identify the effects of clothing on an individual assum-
ing the dual role of homemaker and wage earner.
(8) Concepts of career and job opportunities for
gainful employment. The student shall be provided op-
portunities to:
(A) identify entry-level, skilled, and profes-
sional and technical opportunities for employment in the
fabric and fashion industries;
(B) identify skills and competencies needed for
employment; and
(C) identify sources of further education re-
quired for employment.
(f) Child development (one-half unit) shall include
the following essential elements:
(1) Concepts related to preparation for parent-
hood. The student shall be provided opportunities to:
(A) identify tasks and responsibilities of par-
ents;
(B) learn consumer considerations for babies
such as equipment, clothing, medical expenses, insurance,
and child care; and
(C) identify and evaluate the emotional fac-
tors related to parenting.
(2) Concepts and skills related to prenatal and
postnatal care. The student shall be provided opportuni-
ties to:
(A) investigate the principles of prenatal and
neonatal development; and
(B) identify neonatal care essential to the well-
being of mother and child.
(3) Concepts and skills in evaluation of child's
development. The student shall be provided opportunities
to:
(A) understand principles of child develop-
ment and relate them to specific children;
(B) identify influences on development of
children;
(C) analyze factors related to physical, motor,
intellectual, emotional, moral, and social development;
(D) determine factors affecting the develop-
ment of exceptional children;
(E) analyze whether one's characteristics are
a result of heredity or environment, or both; and
(F) recognize the importance of nurturance to
the development of a child.
(4) Concepts and skills related to child care tech-
niques. The student shall be provided opportunities to:
(A) apply basic needs of individuals to the care
of young children; and
(B) identify the role of play in learning.
(5) Concepts and skills related to selection and
use of appropriate child guidance techniques. The stu-
dent shall be provided opportunities to:
(A) analyze methods of guidance and deter-
mine effectiveness of these methods; and
(B) assess society's role in protecting the rights
of children
(6) Concepts and skills in analyzing career and
job opportunities related to the field of child develop-
ment. The student shall be provided opportunities to:
(A) explore careers in child care and compe-
tencies needed by personnel;January 10, 1984
9 TexReg 250
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Texas. Secretary of State. Texas Register, Volume 9, Number 3, Pages 223-296, January 10, 1984, periodical, October 1, 1984; Austin, Texas. (https://texashistory.unt.edu/ark:/67531/metapth243555/m1/28/: accessed April 24, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting UNT Libraries Government Documents Department.