ECHS 1250 - Family, School, & Community

Credit Hours: 3.00

Objectives:

1. Explain the impact of society on today’s families.
   1. Reference theories of Urie Bronfenbrenner and Abraham Maslow.
2. Describe the potential causes of child abuse and neglect.
3. Define what it means to be a mandated reporter and the early educator’s responsibility to report.
4. Develop strategies for managing stressful interactions.
5. Define advocacy.

Outcome 2:  Upon completion of this course, the student will be able to apply strength-based practices when supporting culturally or structurally diverse families.

Objectives:

1. Explain the combination of factors that determine how a child develops.
   1. Characteristics of the child; physical, cognitive, social-emotional
   2. Culture; family, home, community
   3. Individual experiences
2. Describe an inclusive environment that welcomes culturally and structurally diverse families.
   1. Discuss how classroom materials reflect the characteristics, values, and practices of diverse cultural groups.
3. Recognize the influence of social biases and stereotypes.
4. Discuss the concepts of Individualism and Collectivism and how it influences the view of the child, the parent’s role in the child’s education, and cultural norms.
5. Summarize the benefits of a strength-based rather than a deficit-based view of the family.
6. Identify components of protective factors and family resilience.

Outcome 3:  Upon completion of this course, the student will be able to describe the early educator’s role in outlining communication methods used to develop trusting relationships with families.

Objectives:

1. Summarize ways to share information with families about the teaching and learning goals for the child using multiple presentation strategies.
2. Demonstrate components of effective written communication that encourages collaboration with families.
   1. Information is provided in the language most comfortable for the family.
3. Describe the caring style of verbal communication to support trust building with children and families.
4. Discuss how support and guidance from teachers is essential for children’s positive social development.
5. Use technology as a tool to communicate with families, collaborate with colleagues, and as a professional resource.
6. Participate in role play to simulate various forms of parent education and interaction.
7. Explain potential barriers to successful parent-school partnerships.
8. Apply NAEYC’s Code of Ethical Conduct to demonstrate a commitment to families.

Outcome 4:  Upon completion of this course, the student will develop a plan to encourage school-family partnerships with a focus on gaining active involvement from the family in the child’s education.

Objectives:

1. Demonstrate ways to apply Epstein’s Six Types of Parent Involvement.
2. Encourage parent’s role in decision-making matters that impact the child and the school.
3. Describe ways schools can encourage family involvement and volunteerism.
4. Propose ways the school can create connections and support networks among families with children enrolled in the program.
5. Plan ways to effectively engage male-role models in the young child’s life.
6. Identify the impact of family involvement on the development of the child and respect the family’s role as the primary educator.
7. Support parent and child interaction by way of home activities that promote the child’s learning and development.
8. Write a philosophy of partnerships with families.

Outcome 5:  Upon completion of this course, the student will be able to identify the role the community plays in the lives of children.

Objectives:

1. Recognize how partnerships can be formed with schools and community agencies to support various family needs.
   1. Referrals to community resources and support systems.
   2. Information on subsidized child care and early learning opportunities for children.
2. Identify ways the community can support families in crisis.
3. Define social capital.

• Communication: The graduate can communicate effectively for the intended purpose and audience.
• Critical Thinking: The graduate can make informed decisions after analyzing information or evidence related to the issue.
• Global Literacy: The graduate can analyze human behavior or experiences through cultural, social, political, or economic perspectives.
• Information Literacy: The graduate can responsibly use information gathered from a variety of formats in order to complete a task.
• Quantitative Reasoning: The graduate can apply quantitative methods or evidence to solve problems or make judgments.
• Scientific Literacy: The graduate can produce or interpret scientific information presented in a variety of formats.