DE ANZA COLLEGE
CD 12: Child, Family, and Community Interrelationships
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.
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
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.
Educational goals and objectives to be achieved upon the completion of this course, students will:
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.
The inclusion of children with special needs and their 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
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).
A+=4 286-300 points
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
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
Need help? The Student Success Center offers free tutoring, workshops and support for many De Anza classes. See http://www.deanza.edu/studentsuccess for details.
Academic Skills Center Library 107/ email@example.com
1. Writing and Reading Center, academic Skills and General Subjects Tutoring: Help in reading, writing, languages, social sciences, humanities, business & more. Library 107/ firstname.lastname@example.org
2. Math, Science and Technology Resource Center: S-43/ email@example.com Help in math, physics, chemistry, biology, technology & more.
3. General Subject Tutoring: Library 107/ firstname.lastname@example.org
4. Listening and Speaking Center: L-47/ email@example.com
Diana Alves de Lima & Melissa Aguilar
De Anza College
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.
September 23, 2013 Instruction begins
CD 12: The Child, Family, and Community Interrelationships Schedule of Assignments
DE ANZA COLLEGE
Integrity is important in all areas of life.
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.
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.
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