| 11/21/2024 11:08:30 AM |
| New Course (First Version) |
| CATALOG INFORMATION
|
| Discipline and Nbr:
CHLD 82 | Title:
FAMILY ENGAGEMENT IN ECE |
|
| Full Title:
Family Engagement in Early Care & Education |
| Last Reviewed:12/9/2019 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 3.00 | Lecture Scheduled | 3.00 | 17.5 max. | Lecture Scheduled | 52.50 |
| Minimum | 3.00 | Lab Scheduled | 0 | 6 min. | Lab Scheduled | 0 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 3.00 | | Contact Total | 52.50 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 105.00 | Total Student Learning Hours: 157.50 | |
Title 5 Category:
AA Degree Applicable
Grading:
Grade or P/NP
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
Catalog Description:
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Students will investigate issues, techniques and resources for establishing effective working relationships between early childhood professionals and families. This course is designed to provide professionals in early care and education with the skills and information necessary for building and maintaining partnerships with families.
Prerequisites/Corequisites:
Course Completion of CHLD 51 ( or CHILD 51)
Recommended Preparation:
Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Schedule of Classes Information
Description:
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Students will investigate issues, techniques and resources for establishing effective working relationships between early childhood professionals and families. This course is designed to provide professionals in early care and education with the skills and information necessary for building and maintaining partnerships with families.
(Grade or P/NP)
Prerequisites:Course Completion of CHLD 51 ( or CHILD 51)
Recommended:Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
| Associate Degree: | Effective: | | Inactive: | |
| Area: | | |
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| CSU GE: | Transfer Area | | Effective: | Inactive: |
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| IGETC: | Transfer Area | | Effective: | Inactive: |
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| CSU Transfer: | Transferable | Effective: | Fall 2020 | Inactive: | |
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| UC Transfer: | | Effective: | | Inactive: | |
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| C-ID: |
Certificate/Major Applicable:
Both Certificate and Major Applicable
COURSE CONTENT
Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1. Describe systems for consistent, effective communication with families.
2. Build supportive partnerships with families from diverse backgrounds.
3. Apply methods for building community and identify community resources for children and families.
Objectives:
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At the conclusion of this course, the student should be able to:
1. Identify the various structures and functions of families within cultural and political contexts.
2. Compare and contrast various effective approaches to building partnerships with families.
3. Apply communication techniques for working with families.
4. Identify community services and agencies that support all families.
5. Use culturally inclusive and anti-bias strategies for family engagement.
6. Discuss the development of teacher-parent and parent-parent relationships within the program
and the wider community.
Topics and Scope
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I. Family Function: History and Practices
A. Historical and contemporary family structures and functions
B. Social and political contexts
II. The Characteristics of Families
A. Language
B. Culture
C. Family structure
D. Effects of adverse situations
E. Socioeconomic status
III. Family-Centered Early Childhood Programs
A. Positive partnerships with families
B. Effective communication strategies
C. Professional boundaries
D. Barriers to effective partnerships
IV. Family Engagement in Early Childhood Programs
A. Benefits and challenges of family engagement
B. Family engagement at the administrative level
V. Community Building within the Early Childhood Program
A. Family-centered approaches
B. Resource networks
C. Involvement and engagement in the greater community
VI. Role of the Teacher/Administrator in Family Engagement
A. Advocacy
B. Professional Ethics
C. Leadership
Assignments:
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1. Weekly reading assignments from the text, handouts, and/or the internet, of approximately
20 pages per week
2. Reflective writing; personal response to material presented in class and reading; 3-5 papers,
4-6 pages each
3. Written assessment of family partnership practices in an early childhood program, with an
action plan for improvement (approximately 4-6 pages)
4. Group research project on selected topic pertaining to family engagement requiring research
and an interactive, in-class presentation of approximately 10 minutes and a written report
of 4-6 pages
5. Participation in class discussions and problem solving activities
6. Exams (2-4) on readings, terminology, presentations, and lectures
Methods of Evaluation/Basis of Grade.
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
60 - 70% |
| Reflective writing; family partnership action plan; group research report | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
5 - 15% |
| In-class problem solving exercises | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
5 - 15% |
| Research project presentation | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
5 - 10% |
| Exams | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
10 - 20% |
| Class participation | |
Representative Textbooks and Materials:
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From Parents to Partners: Building a Family-Centered Early Childhood Program. 2nd ed. Keyser, Janis. Redleaf Press. 2017
Powerful Partnerships: A Teacher's Guide to Engaging Families for Student Success. Mapp, Mapp and Carver, Ilene and Lander, Jessica. Scholastic Professional. 2017
Family Partnerships and Culture. Ong, Faye, ed. California Department of Education. 2016
50 Strategies for Communicating and Working with Diverse Families. 3rd ed. Gonzalez-Mena, Janet. 2013 (classic)
Instructor prepared materials
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