Nellie Vargas CD 12

CD 12 Green Sheet Th


Nellie Vargas - CD 12 Child, Family and Community


CD 12:  Child, Family, and Community Interrelationships 
Instructor: Nellie E.Vargas       
Phone #: (408) 864-8788           
e-mail address:
Quarter: Winter 2014                                                  
Office Hours: Wednesdays 3:30p.m.-6:30p.m. & Thursdays 5:30p.m.-6:30p.m.
Office: Located in CD Building #2-21e

Course Description: Child, Family and Community Interrelationships, 4 quarter units of credit

Child, Family and Community Interrelationships is an introduction to the study of the developing person in a societal context; and the relationships of family, schools and the community. It is a systematic and critical study of the ways in which families, schools and other institutions of the community interact in the lives of young children.The patterns of child rearing in our contemporary society will be explored.

Standards applicable to this course:

National Association for the Education of the Young Children (NAEYC)

Standard 2: Building Family and Community Relationships

Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children's families and communities. They know about, understand and value the importance and complex characteristics of children's families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve families in their children's development.

2a- Knowing about and understanding diverse family and community characteristics

2b- Supporting and engaging families through respectful, reciprocal relationships.

2c- Involving families and communities in their children's development and learning.

Standard 5: Becoming a professional

Students prepared in associate degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

5a- Identifying and involving oneself with the early childhood field.

5b- Knowing about and upholding ethical standards and other professional guidelines.

5c- Engaging in continuous, collaborative learning to inform practice.

5d- Integrating knowledgeable, reflective and critical perspectives on early education.

5e- Engaging in informed advocacy for children and the profession.

Supportive Skills

1. Skills in self assessment and self advocacy.

2. Skills in mastering and applying foundational skills from general education.

3. Written and verbal communication skills.

4. Skills in making connections between prior knowledge/experience and new learning.

5. Skills in identifying and using professional resources.

NBPTS Early Childhood Generalist Standards; Standard 2 Equity, Fairness and Diversity; Standard 7 Family, Community Partnerships; Standard 9 Reflective Practice

CEC/DEC Standards; Standard 9 Professional and Ethical Practice; Standard 10 Collaboration

Advisory Eligibility for English/Writing 211 and Reading 211 (or Language Arts 211) or English as a Second Language 272 and 273.

Required Text and Materials

1. Roberta M. Berns-9th Edition Child, Family, School, Community Wadsworth, Cengage Learning

2. NAEYC Standards for Early Childhood Professional Preparation, Associate Degree Programs- to be distributed in class.

Desired Outcomes

Educational goals and objectives to be achieved upon the completion of this course, students will:
1.  Examine research tools and techniques and what behavioral and social scientists study - an introduction to the Social and Behavioral Sciences.
2.  Identify and assess the implications of the historical and philosophical origins of the familial and educational institutions as a context for early development.
3. Examine family development, functioning and family systems, including the impact of a disability in family dynamics; analyze the process of socialization including identification of the family unit, socialization influences of schools, peer groups, community and technology in relation to the child and family.
4.  Critically examine the importance of the communication theory and techniques as tools for developing partnerships among families to actively collaborate with them, schools and communities to support each child's development.  
5.  Analyze the role of the school in early childhood as a support service and an agent of change, including the role of the educator as a mandated reporter.
6.  Identify and evaluate the role of the community as a context for development including identification of local resources which might foster a healthy child, family, and community relationships.  Access community agencies, referral system, and support for all families, including families with children with special needs.
7.  Identify and critically analyze cultural and socialization factor in relation to self and the student's own culture and background and how these factors have shaped and influenced the development of self, world views and beliefs.
8.  Examine and develop an understanding of the importance of being culturally aware and sensitive of the influence of culture in child, home and community relationships.
9.   Examine and assess changing demographics for our region and throughout the nation as they pertain to family composition, socio-economic status and ethnic diversity.

Student Learning Outcomes:

1. Analyze theories of socialization that address the interrelationship of child, family and community.

2. Describe and assess the impact of educational, political and socioeconomic factors on children and families as well as social issues, changes and transitions that affect children, families, schools and communities.

3. Identify, describe and evaluate effective strategies that empower families and encourage family involvement in children's development including community support services and agencies available to families and children.

4. Analyze one's own values, goals and sense of self as related to family history and life experiences, assessing how this impacts relationships with children and families.

Course Content

  • The history of early childhood. Child Development and Social Sciences as field of study. Research tools used in Social Sciences.

The inclusion of children with special needs and their families 

  • What is family? The changing role of family. Family and school relationships. The concept of families across cultures and societies. The definition of family today and the changing family. Issues in our contemporary society that have a direct impact on families. Attitude and values regarding the role of the child, family and community.
  • Identification and understanding of culture. Educational expectations of culturally diverse families. Culture and the influence it has on us as individuals. The influence of ethnic and cultural diversity
  • Communication strategies and techniques
  • What is discipline? How does culture influence discipline practices?
  • What is child abuse? Meaning and role of mandated reporters. Children, family and violence. How does violence affect our children and families? What factors are involved? Violence and our community. The teacher and parent's role.
  • Resources to families

Method of Presentation

Presentation will be through lecture, discussion, individual and group activities, role-play and media audio/visual aids.

Method of Evaluating Students Progress

Student's progress will be evaluated through both oral and written reports, reading assignments, projects, critical thinking discussions, quizzes, and final examination.

Course Grading and Assignments

1.  "Community Service Learning" Project --------------100 points
(85 points written report/contract and attendance record/15 points oral presentations)
2.  Cultural biography  --------------- 50 points
3. Quizzes (3 @ 25 points each) ----------75 points
4. Final Exam --------------------------- 50 points
5. In classroom discussion activities and participation ----------- 25 points
                                                                                                                                                                           Total points 300

There will be no make-up for missed exams.  Failure to attend the final examination means an F for the course (except for a student who misses due to serious illness or emergency).

Grade Scale

A+=4        286-300 points
A=4          279-285 points
A-= 3.7     270-278 points
B+=3.3     264-269 points
B=3.0       249-263 points
B-=2.7      240-248 points
C+=2.3     234-239 points
C=2.0       210-233 points
D+=1.3     204-209 points
D=1.0      189-203 points
D-=0.7     180-188 points
F=0          Below 180

Office Hours

You are welcome to come to see me during office hours.   Other appointments can also be scheduled upon request. The office hour will give you the opportunity to share concerns and discuss issues relevant to your education and career. My office phone number is: (408) 864-8788

Attendance You are expected to maintain regular and prompt attendance.  More than two absences in the quarter will result in dropping the student from class. 
Tardiness When you arrive late, you are interrupting the learning experience of your classmates.  More than three tardies in the quarter may result in dropping you from class. 
Academic Integrity Refer to reflection
Plagiarism- Plagiarism is the steal or pass on the ideas or words of another as one's own and includes the use without crediting the source.  It will not be tolerated.  Such action will be dealt with in accordance with the procedures set forth in the college catalog.   
Review reflection on academic integrity.

Assignments All assignments must be typed, 12 font pitch, 1 ½ space (unless specified). Late assignments  Will not be accepted.

Services for Disabled Students

Disabled Students Services (DSS) is available on campus.  It provides special registration for Adaptive P.E., personal counseling, academic and vocational advisement and equipment loans.  It also can help provide note-takers, assistance to and from class, and mobility training for students with blindness.  For more information call 864-8753.

Student Success Center

  • one-on-one tutoring (drop-in & weekly)
  • group tutoring
  • adjunct study skills
  • workshops & study groups
  • academic advising & more

Need help? The Student Success Center offers free tutoring, workshops and support for many De Anza classes. See for details.

Academic Skills Center Library 107/

1. Writing and Reading Center, academic Skills and General Subjects Tutoring: Help in reading, writing, languages, social sciences, humanities, business & more. Library 107/  

2. Math, Science and Technology Resource Center: S-43/ Help in math, physics, chemistry, biology, technology & more.

3. General Subject Tutoring: Library 107/

4. Listening and Speaking Center: L-47/

Diana Alves de Lima & Melissa Aguilar
Co-Directors, student Success Center
Diana Alves de Lima
Co-Director, Student Success Center

De Anza College
21250 Stevens Creek Blvd.
Cupertino, california 95014
(408) 864-8485

The Student Success Center supports classroom instruction by helping students at all levels become better learners and gain the confidence and skills to achieve their greatest possible academic success. 

Important Dates

January  6, 2014              Instruction begins
February 28, 2014            Last day to drop with a "W"
March 26, 2014                Final Exam-1:45p.m.-3:45p.m.


CD 12:  The Child, Family, and Community Interrelationships     Schedule of Assignments
















 Class Content 



 Readings due






Review course requirements

Ecology of the Child

Ecology, Change and Children

Chapter 1








Ecology of Socialization

Socialization Process





Chapter 2












Ecology of the Family

Family Systems


Quiz # 1





Chapter 3













Ecology of Parenting





Chapter 4 












Ecology of Non Parental Child Care

Non Parental Child Care


Cultural Presentations




Chapter 5







Ecology of the School

The School's Function as Socializing Agent


Cultural Presentations


Chapter 6











Ecology of Teaching

The Teacher's Role as a Socializing Agent

Quiz # 2



Chapter 7
















Ecology of the Peer Group

The Peer Group as a Socializing Agent




Chapter 8













Ecology of the Mass Media

Understanding Mass Media





Chapter 9





















Ecology of the Community

Community: Structure and Functions


Emotional and Cognitive Socialization Outcomes



Quiz # 3



Chapter 10

Chapter 11

Finalize your "Community Service Learning" Project













Social and Socialization Behavioral Outcomes

Self-Regulation Behavior

"Community Service Learning" Project Due

"Community Service Learning" Project Presentations





Chapter 12









Final Exam (Wednesday)






1:45p.m.-3:45 p.m.










CD 12 Requirements

Due date

Point value

Points earned

Cultural biography







"Community Service Learning " Project







Quiz # 1







Quiz # 2







Quiz # 3







Final Exam







In class discussion activities & participation







Total points














Integrity is important in all areas of life. 
Integrity is defined as the" firm adherence to a code of moral or ethical values."
As we engage in exploring new paths we must make a commitment to exercise and model academic integrity.
The principles of academic integrity...

For Class Preparation

I will come prepared to make the class a magical educational experience for you. Preparation includes, rereading materials, clarifying information, preparing for today's challenges, and planning lessons that will inspire you and your imagination.  For you it means to come prepared to have an enriching experience. Your preparation includes reading the text before coming to class, clarifying anything you are uncertain about, formulating questions so that you can obtain an answer in class, and reflecting about the issues related to the reading.

In Class

I take my role very seriously and I will treat you with respect. For me it means to show up to class on time, use the time wisely as I meet the goals and objectives of the day, answer your questions or look for answers when I do not know something, encourage you to dialogue and discuss topics and issues, respect the views you express and be sensitive to what you bring with you, culturally and emotionally. For you it means to take all of us seriously and treat us with respect, show up to class, use you time wisely by engaging in learning, asking questions, participating, contributing to the discussion as you have treasures of knowledge and understanding to share.  Monitor your participation so as to allow and encourage the participation of others, and respect the ideas and thoughts of others.

With Regard to Exams

For me it means to prepare you well for exams, to be available to see you individually if you need additional support in preparing for exams, develop exams that are meaningful to the course content that will challenge you to think beyond, and to be fair when evaluating them and assigning grades. For you it means to come prepared, including seeking for support, making good use of your time, accepting your limitations and staying away from behaviors that will lead you to trouble such as cheating and copying.

With Regard to Written Assignments

For me it means to devise meaningful assignments that help you discover knowledge and further the work completed in class, provide with a clear description of assignments, be fair and careful in the evaluation of your assignments, and dialogue with you if not handed in work that is entirely your own. For you it means to start research and writing early to ensure you do your best work, hand in a paper which you yourself have done, be challenge by preparing assignments that reflect your best work, seek appropriate help from others when necessary such as proofreading, or discussing ideas, and give full and proper credit to your sources.

"Remember that by its very nature, education and the accumulation of knowledge is a shared experience."

With Regard to Your Final Grade

For me it means to carefully grade and evaluate the course work and to be attentive to the factors that affect your grade, before assigning the final grade. For you it means that if you feel I have made a mistake in computing your final grade, you have the responsibility to come to me as soon as possible prepared to show me why you think I have made a mistake.

I am committed to live up to my responsibilities and if you are dissatisfied you have the right to bring this to the attention of my dean. Live up to your responsibilities, as I will call you on it when you are not doing so.

"We can only be a person of integrity if we practice everyday."

Adapted from "Integrity:  Academic and Political A letter to My Students", Bill Taylor.
Also the quotes are from the letter prepared by Bill Taylor, Professor of Political Science, Oakton Community College.




email Email:
Phone: 408-.864.8788
Office: CD#2-21


Office hours: 









Child Development


Last Updated: 1/22/14