8/31/2024 11:51:02 PM |
| Changed Course |
CATALOG INFORMATION
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Discipline and Nbr:
CHLD 68 | Title:
CHLD/FAM DIVERSE SOCIETY |
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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:
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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 OR EMLS 10 (formerly ESL 10)
Limits on Enrollment:
Schedule of Classes Information
Description:
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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 OR EMLS 10 (formerly ESL 10)
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
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CSU GE: | Transfer Area | | Effective: | Inactive: |
| D | Social Science | Fall 2002 | |
| D3 | Ethnic Studies | | |
| D4 | Gender Studies | | |
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IGETC: | Transfer Area | | Effective: | Inactive: |
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CSU Transfer: | Transferable | Effective: | Fall 1991 | Inactive: | |
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UC Transfer: | | Effective: | | Inactive: | |
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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:
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1. Analyze the multiple impacts of culture, gender, race and societal systems on young children's social and identity development, including children's experiences as members of families targeted by social bias.
2. Compare and contrast diverse cultural values and parenting practices, with an awareness of one's culture and practices.
3. Demonstrate an understanding of the professional's role as an advocate for constructive social change for children and families.
Objectives:
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At the conclusion of this course, the student should 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
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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 parenting 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:
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Assignments may include the following:
1. Reflective writings incorporating the text and concepts presented in class, approximately 10 papers of approximately 250-500 words each
2. Three written section reviews, approximately 750 words each
3. In-depth cultural self-study, approximately 2000-2500 words
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 1250 words
8. Written final exam
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, final exam | |
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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Diversity in Early Care and Education, 5th Edition. Gonzalez-Mena, Janet. McGraw-Hill: 2007 (classic).
Multicultural Education: A Caring-Centered, Reflective Approach. Ooka Pang, Valerie. McGraw-Hill: 2001 (classic).
Teaching and Learning in a Diverse World, 4th Ed. Ramsey, Patricia. Teachers College Press: 2015 (classic).
Valuing Diversity in Early Childhood Education. Follari, Lissanna. Pearson: 2015 (classic).
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