12/27/2024 3:46:38 AM	CHLD 68 Course Outline as of Spring 2022	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  CHLD 68	Title:  CHLD/FAM DIVERSE SOCIETY
Full Title:  Working With Children and Families in a Diverse Society
Last Reviewed:5/9/2022

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		8 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:  CHILD 68

Catalog Description:

This course is designed to prepare students and professionals who will be working with young children to negotiate the cultural and sociopolitical contexts of a diverse society.  Students will examine the contexts of race, culture, gender and socio-economic class as they relate to child development and respectful interactions with families in an educational or social service environment.  The focus will be on transformative education that encourages self-examination and reflection on issues related to social identity, stereotypes and bias, social and educational access, media and schooling, and creating pluralistic environments for children and families.

Prerequisites/Corequisites:

Recommended Preparation:
Course Completion of CHLD 10; OR Course Completion of CHLD 110.1 and CHLD 110.2; AND Eligibility for ENGL 1A

Limits on Enrollment:

Schedule of Classes Information
Description:

This course is designed to prepare students and professionals who will be working with young children to negotiate the cultural and sociopolitical contexts of a diverse society.  Students will examine the contexts of race, culture, gender and socio-economic class as they relate to child development and respectful interactions with families in an educational or social service environment.  The focus will be on transformative education that encourages self-examination and reflection on issues related to social identity, stereotypes and bias, social and educational access, media and schooling, and creating pluralistic environments for children and families.

(Grade or P/NP)
Prerequisites:
Recommended:Course Completion of CHLD 10; OR Course Completion of CHLD 110.1 and CHLD 110.2; AND Eligibility for ENGL 1A
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:	Fall 1991	Inactive:
Area:	D G	Social and Behavioral Sciences American Cultures/Ethnic Studies
CSU GE:	Transfer Area			Effective:	Inactive:
	D	Social Science		Fall 2002
	D3	Ethnic Studies
	D4	Gender Studies
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:	Transferable	Effective:	Fall 1991	Inactive:
UC Transfer:		Effective:		Inactive:
C-ID:
CID Descriptor: ECE 230	Teaching in a Diverse Society	SRJC Equivalent Course(s): CHLD68

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:

1.   Analyze the multiple impacts of culture, gender, race and societal systems on young children's identity and social development.

2.  Analyze various aspects of children's experience as members of families targeted by social bias, and consider the significant role of education in reinforcing or contradicting such experiences.

3.  Compare and contrast diverse cultural values and parenting practices, taking into account knowledge of one's culture and practices.

4.  Demonstrate an understanding of the professional's role as an advocate for constructive social change for children and families.

 

Objectives:

Students will be able to:

1. Compare historical and current perspectives of diversity and inclusion and their impacts on children's identity development and learning.  

2. Explore and define their own cultural backgrounds and social identities including language, ethnicity, religion, immigration and socio-economic class.

3. Explain the nature of systemic and internalized privilege and oppression.  

4. Develop and implement strategies to counter the overt and covert ways in which stereotypes, discriminatory behavior, and prejudice are learned.

5. Understand diverse cultural values and parenting practices in order to work more effectively with children and families.

6. Analyze contemporary educational practices and environments for cultural sensitivity.

7. Demonstrate ability to negotiate cultural conflicts among families, teachers, children, and administrators in early childhood settings.

8. Utilize classroom environments, materials, and interactions that effectively promote each child's identity, as well as delight and respect for diversity.

Topics and Scope

The following topics will be addressed from an American multicultural context:

I. Race, Ethnicity and Cultural Styles

  A. The impact of social context on children's development

  B. Beliefs, values and child-rearing practices of diverse ethnic and cultural groups in the United States, including African, Asian, Chicano/Latino, European, Indigenous Peoples of the Americas, and Middle Eastern

  C. Theories of the development of culture and language

  D. Specific needs of multiracial children and families

II. Discriminatory Behavior in Social Institutions

  A. The role and effect of oppression on children and families

     1. Internalized oppression

     2. Internalized privilege

     3. Mechanisms of discrimination and bias in early childhood settings

  B. Historical dynamics of discrimination based on gender, ethnicity and race, socio-economic status, immigration, sexual diversity, and ability

  C. Patterns of institutional discrimination

  D. Self-reflection regarding discrimination and privilege

III. Development of Bias and Prejudice in Children

  A. Children's developmental understanding of human differences

  B. The progression of how children learn bias

  C. Cultural, institutional and media influences on development of biased attitudes including stereotypes

IV. Pluralistic Educational Environments

  A. Culturally responsive interactions and communication among adults and children, including the teacher's role

  B. Environmental influences on how bias is learned

  C. Environments that reflect cultural diversity

  D. Holidays and religious celebrations

     1. Program policies

     2. State funded program considerations

V. Inclusive Educational Practices

  A. Preventing discriminatory behavior in children and adults

  B. Diverse learning and communication styles

  C. Negotiating cultural conflicts in early childhood settings

  D. Multicultural curriculum development

  E.  Family involvement and parent-teacher communication

  F.  Inclusion of children with special needs in early childhood settings

Assignments:

Assignments may include the following:

1. Reflective writings incorporating the text and concepts presented in class, approximately 10 papers of 1 - 2 pages each

2. Three written section reviews, approximately 3 pages each

3. In-depth cultural self-study, approximately 8-10 pages

4. In-class writing exercises

5. Reading of text, handouts and articles, approximately 20 pages per week

6. Cultural research project which may include essay and/or classroom presentation

7. Research paper on a relevant topic, approximately 5 pages

8. Written midterm and final exams

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 30 - 50%
Reflective writing, cultural self-study, research paper, in-class writing, cultural research essay
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 0 - 30%
Class presentation
Exams: All forms of formal testing, other than skill performance exams.		Exams 20 - 40%
Section reviews, 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:

Teaching and Learning in a Diverse World, Ramsey. 4th  Ed., Teachers College Press 2015.

Diversity in Early Care and Education, Gonzalez-Mena. 5th Edition, McGraw-Hill 2007 (classic).

Valuing Diversity in Early Childhood Education, Follari. Pearson 2015.

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