EDC 357 Family Involvement in Early Childhood Education
UMA 2007 HO
May 14 – 25
M-R 1:00 - 4:45 pm and Fridays 1:00 - 3:15 pm
Gestwicki, C. (2007). Home, school, and community relations. 6th edition. New York: Thomson Delmar Learning.
Textbooks can be purchased through the Parkville Bookstore
Bowman, B. (2006). Resilience: Preparing children for school. In School Readiness and Social-
Emotional Development (pp/49-57). National Black Child Development Institute.
Brown-DuPaul, J., Keyes, T., & Segatti, L. (2001). Using documentation panels to communicate with families. Childhood Education, Summer, 209-213. (On reserve in library.)
Christian, L. G. (2006). Understanding families: Applying family systems theory to early childhood practice. Young Children 61 (1): 12-20.
Edmiaston, R., Dolezal, V., Doolittle, S., Erickson, C., & Merritt, S. (2000). Developing individualized education programs for children in inclusive settings: A developmentally appropriate framework. Young Children, 36-41.
Friedman, S. (2007). Coming together for children: Six community partnerships make a big difference. Young Children 62 (2): 34 – 41.
Grossman, S. (1999). Examining the origins of our beliefs about parents. Childhood Education, Fall, 24-27. (On reserve in library.)
Huntsinger, C. C., Huntsinger, P. R., Ching, W., & Lee, C. (2000). Understanding cultural contexts fosters sensitive caregiving of Chinese American children. Young Children, 7-15.
Kaiser, B., Rasminsky, J.S. (2003). Opening the Culture Door. Young Children, 53-56.
Martini, M. (2002). How mothers in four American cultural groups shape infant learning during mealtimes. Zero To Three, 14-20.
Okagaki, L., & Diamond, K. E. (2000). Responding to cultural and linguistic differences in the beliefs and practices of families with young children. Young Children, 74-79.
Olson, J., Murphy, C. L., & Olson, P. D. (1999). Readying parents and teachers for the inclusion of children with disabilities: A step-by-step process. Young Children, 18-22.
Simons, K. A., & Curtis, P. A. (2007). Connecting with communities: Four successful schools. Young Children 62 (2): 12 - 20.
Tabors, P. O. (1998). What early childhood educators need to know: Developing effective programs for linguistically and culturally diverse children and families. Young Children, 20-26.
Turbiville, V. P., Umbarger, G. T., & Guthrie, A. C. (2000). Fathers’ involvement in programs for young children. Young Children, 74-79.
Williams, K.C., Clooney, M.H. (2006). Young Children and Social Justice. Young Children, 75-82.
Young, D., Behounek, L.M. (2006). Kindergartners Use PowerPoint to Lead Their Own Parent-Teacher Conferences. Young Children, 24-26.
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Learning Outcomes: Core Learning Outcomes
Class Assessment: Site observations, interviews, presentations, projects, discussions, reflections, papers.
GRADING POLICY: The course requirements are all assigned point values. Rubrics will be provided for each of the assignments. Students will earn grades on the basis of total points earned in the course.
Becoming Aware of Cultural Bias 20pts.
Barriers to Effective Home/School Relationships 10 pts.
Communicating with Families: Beginning the Year 10 pts.
Communicating with Families: Child-Led Conferences 10pts.
Family Involvement Analysis/Plan and Philosophy Statement 50 pts.
A= 100 – 90 pts. B= 89 – 80 pts. C=79 – 70 pts.
All assignments must be turned in on time.
Late assignments will not be given full credit.
Late Submission of Course Materials: Assignments are due on the date listed. Learners must be responsible for planning ahead and meeting deadlines in spite of computer problems. Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.
Classroom Rules of Conduct: The Maymester session requires intensive reading, well-organized study, and active participation in class discussions. Plan to attend all classes. Each student will be an important part of the community of learners. In order to participate effectively in class discussion, readings should be completed before each meeting. Strategies for active reading and discussion will be demonstrated in class. If you should have an emergency and are unable to attend, please be sure to call the instructor before the class meeting. Attendance and effective participation will be considered in determining the final course grade. This includes each student taking an active part in the questioning processs, and participation of each site visit, as well as questioning and processing information of class speakers.
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2006-2007 Undergraduate Catalog Page 87-89
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2006-2007 Undergraduate Catalog Page 89-90
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Attachments:Rubric for Reflecting on Cultural BiasRubric for Analysis of Family Involvement ProgramsRubric for Barriers to Effective Home/School RelationshipsEDC 357 Rubric for Communicating With Families Assignments.docFocus on NAEYC Standard 2.docMaymester Field Sites
Last Updated:5/14/2007 10:57:44 PM