ECHS 1250 - Family, School, & Community

Credit Hours: 3.00

Objectives:

1. Describe the potential causes of child abuse and neglect.
2. Explain what it means to be a mandated reporter and the early educator’s responsibility to report.
3. Develop strategies for managing stressful interactions.
4. Define advocacy.
5. Recognize the influence of social biases and stereotypes.
6. Research current family situations.

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.
2. Describe an inclusive environment that welcomes culturally and structurally diverse families.
3. Discuss how classroom materials reflect the characteristics, values, and practices of diverse cultural groups.
4. Discuss the concepts of Individualism and Collectivism and how they influence 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.
   1. Demonstrate components of effective written communication that encourage collaboration with families.
   2. Describe the caring style of verbal communication to support trust-building with children and families.
   3. Use technology as a tool to communicate with families, collaborate with colleagues, and as a professional resource.
2. Participate in role-play to simulate various forms of parent education and interaction.
3. Explain potential barriers to successful parent-school partnerships.
4. 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. Compare and Contrast Parent Involvement and Family Engagement.
   1. Describe the benefits of parent involvement.
   2. Demonstrate ways to apply Epstein’s Six Types of Parent Involvement.
   3. Describe ways schools can encourage family engagement and volunteerism.
2. Write a philosophy of partnerships with families.
3. Research home activities that promote the child’s learning and development.
4. Research programs that support male role model involvement in the classroom.
   1. Explain barriers to involvement for male role models.
   2. Plan ways to effectively engage male role models in the young child’s life.
5. Describe the importance of female role models on young children.
   1. Research a female role model. 
   2. Research support systems for females.

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.
2. Create a list of community resources and support systems.
3. Identify ways the community can support families in crisis.

• 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.

Understanding Parent Involvement

Protective Factors

Ethics in Early Childhood Education

Family & Diversity

Role Models

Family Situations

Child Abuse & Neglect

Communicating with Families

Supporting Families

Community Resources

Family Engagement & Education

NAEYC Professional Standards