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EDC 357 Family Involvement in ECE
Herrera, Michele L.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDC 357 Family Involvement in ECE

Semester

F1T 2012 DL

Faculty

Herrera, Michele L.

Title

Adjunct Faculty

Degrees/Certificates

M.Ed. Early Childhood Education
Ed.D. Early Childhood Education

Office Location

virtual

Office Hours

10-4 EST

Daytime Phone

843-290-1456

E-Mail

michele.herrera@park.edu

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
Gestwicki, C. (2010).  Home, school, and community relations. 7th edition. New York: Thomson Delmar Learning. ISBN-13: 978-1-4354-0108-2

Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 

1.      Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

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$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

2.      Send an email to Carol Williams (carol.williams@park.edu) with the following information:

a.      Your Name

b.      The Contract Period you wish to purchase

c.      Your student identification number

d.  Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio).

3.      Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

4.      Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step.

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Use a minimum of one article reference and one text reference for each reflection for each individual assignment. Your core assignment should reference a minimum of five articles and five text references. You will also have references to the programs you visited.

 Bowman, B. (2006). Resilience: Preparing children for school. In School Readiness and Social-             EmotionaDevelopment (pp 49-57). National Black Child Development Institute.

Christian, L. G. (2006). Understanding families: Applying family systems theory to early childhood practice. Young Children 61 (1): 12-20. http://www.naeyc.org/files/yc/file/200601/ChristianBTJ.pdf

Friedman, S. (2007). Coming together for children: Six community partnerships make a big difference. Young Children 62 (2): 34 – 41. http://www.naeyc.org/files/yc/file/200703/BTJFriedman.pdf

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.

 Kaczmarek, L. (2006). A team approach supporting families of children with disabilities in inclusive programs. Beyond the Journal Young Children on the Web,1-10.
http://www.naeyc.org/files/yc/file/200601/KaczmarekBTJ.pdf

  Kaiser, B., Rasminsky, J.S. (2003). Opening the Culture Door. Young Children, 53-56.

   http://www.challengingbehavior.com/NAEYC_CultureDoor.pdf

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.

Parlakian, R., & Rovaris, J.M. Celebrating fathers as a resource in early child care settings. Young Children, 64-65

              http://www.naeyc.org/files/yc/file/200909/Rocking%20&%20Rolling%20909.pdf

PTA.org. Men Working a how-to guide on promoting father involvement. 2007. This is a great guide developed by the PTA that is full of suggestions for involving fathers.

            http://www.pta.org/Father_Involvement_How_To_Guide.pdf

Seitz, H. (2008). The power of documentation in the early childhood classroom. Young Children, 88-93.

            http://www.naeyc.org/files/tyc/file/Seitz.pdf

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.
http://www.pbs.org/teacherline/courses/rdla170/docs/what_early_educ_needknow.pdf

Williams, K.C., Clooney, M.H. (2006). Young Children and Social Justice. Young Children, 75-82.

Young, D., Behounek, L.M. (2008). Kindergarten students use PowerPoint to lead conferences. Principal, May/June, 58-59.

            http://www.naesp.org/resources/1/Principal/2008/M-Jp58.pdf

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.
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Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
EDC357 Family Involvement in Early Childhood Education: A course designed to provide students with the knowledge and skills necessary to promote and support family involvement in early childhood settings (including Infant/Toddler, Pre-Primary and early elementary K-3). Emphasis will be placed on learning to work effectively with families and other adults from a variety of cultural/linguistic and other socio-economic backgrounds. Prerequisite: Admission to the School for Education. 3:0:3.

Educational Philosophy:
The instructor believes that each student enters class with a certain investment of individual aptitude, creativity, task persistence, resilience, and knowledge. Students are given learning opportunities in the form of activities, readings, discussion board questions, observations, and a plethora of internet sites to research. These are all designed to assist students in the construction and collaboration of their own knowledge and scaffold it in developing new insights and stronger educational connections.

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze and evaluate different programmatic approaches to connecting home and school. (MoSTEP 1.2.10 EC 3.5 NAEYC 2c)
  2. Examine the role of cultural, socio-economic, and linguistic factors in home/school relationships. (MoSTEP 1.2.10 EC 3.2, 3.5 NAEYC 2c)
  3. Design strategies for working with families to develop goals for their children. (MoSTEP 1.2.10, EC 3.4 NAEYC 2c)
  4. Develop techniques for successful conferences, home visits, and use of family members as program volunteers. (MoSTEP 1.2.10 EC 3.4 NAEYC 2c)
  5. Analyze potential barriers in teacher/family communication. (MoSTEP 1.2.10, EC 3.2 NAEYC 2b)
  6. Formulate a working philosophy of family involvement in early childhood care and education. (MoSTEP 1.2.10 EC 3.1 3.2 3.3 3.4 3.5 3.6 NAEYC 2a, 2b, 2c)


Core Assessment:
Family Involvement Plan and Philosophy Statement

Class Assessment:
Site observations, projects, papers, discussions.

Grading:
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 -10pts.

Barriers to Effective Home/School Relationships -10 pts.

Communicating with Families: Introduction to the Year -20 pts.

Communicating with Families: Child-Led Conferences -20pts.

Family Involvement Analysis/Plan and Philosophy Statement - 60 pts.

Discussion Board - 80 points (8 weeks @ 10 points each)

Final (Parent Program) - 30 pts

A= 207 – 230

B= 184 – 206

C= 161 - 183

D= 138 – 160

F=  137 and lower points

All students seeking teacher certification and licensure must purchase Foliotek, the School for Education electronic portfolio system. 

Late Submission of Course Materials:
All assignments must be turned in on time. Assignments are due at midnight Central Standard Time (CST) on Sundays. Learners are responsible for planning ahead and meeting deadlines. Be sure to save copies of all of your work for backup purposes.

Should an emergency arise, it is your responsibility to contact the course instructor prior to the assignment’s deadline. Pending approval for late acceptance, the assignment will receive a deduction.

Classroom Rules of Conduct:
Reading/Participation in Discussion Board

This eight-week session requires intensive reading, well-organized study, and active participation in class discussions. Each student will be an important part of the community of learners. In order to participate effectively in class discussion, it is essential that you complete all required readings before doing your assignment(s) and before posting your responses on the Discussion Board.  While students are expected to inform their thinking through the work of other writers, it is essential the sources of your ideas be identified through direct reference to the readings.

Review all Discussion Board questions and responses before yours is written. Choose a question that has not yet been selected. A question may be repeated only after all questions have first been answered. Your response should be to someone who answered a different question than yours. Base your posts and responses on content from the text and the readings for the week.

All Discussion Board postings must be completed by 11:00 p.m. Central Standard Time (CST) on the scheduled due dates.  Your post to the new thread must be posted by 11:00 p.m. CST on Wednesday of each week. All responses to other students and additional comments must be completed by 11:00 p.m. CST on Sunday. Class runs from Monday of each week through Sunday.

Your discussion post should reflect a thoughtful, respectful response to other students’ postings as well as demonstrate knowledge and interpretation of required readings for that week. Therefore, you will be required to submit a post and a substantial response to at least one other student’s main post each week. Support your statements with information learned from the readings and from your own experiences.

Once you post a new thread, make sure you check back to see if anyone has responded so that you may continue the discussion. (The Discussion Board is like having a discussion in the traditional classroom. Someone makes a statement pertaining to the topic. Someone else adds new knowledge and insight to that information based on what was said, their own experiences, information learned and read, and what the discussion is focused on. The discussion continues. The initial person responds again to what has been added). This important aspect represents what you would do in an on campus classroom. In an internet classroom, you are receiving points to share your thoughts and respond to others.

It is important that students enter the discussion board in a timely manner. If students post late, or respond late, then important dialogue opportunities are missed. It would be equivalent to walking into an on-campus class at the end of class, announcing what you have to say, making a quick comment to someone else, and leaving! Obviously, learning does not take place in such an atmosphere. Complete credit for such posts and responses also are not given.

Online Communication

If you have concerns of a personal nature, please use email to communicate with the instructor or other students. Remember that the Discussion Board is public and all writings in this area can be viewed by the entire class or other assigned members.

Instructor Response Policy

Email and assignments will be checked frequently and you will receive a response within 24-48 hours to course-related questions. If you have not heard from me within that time period, please feel free to contact the phone number listed on the syllabus as there may have been a glitch within the system.

Written Assignments

 All written assignments should either be in Microsoft Word, RTF, or PDF file formats.

Scoring guides are provided for each assignment. Students should attend the writing center to ensure that papers are free of technical and typological errors. (http://www.park.edu/support/writing.asp) Students must cite references using APA style within the contents of the paper.

Visiting Programs

Remember when visiting programs that you are representing Park University. Plan ahead; be respectful, and courteous when making appointments with centers and schools. Dress and act professionally when on site. Follow up with a thank you. Unprofessional behavior will be noted in final grade.

Course Topic/Dates/Assignments:
                                                             Introduction to Families

Week 1

Sample questions for professionals

            Readings: Gestwicki Chapters 1, 2, 3

Kaiser, B., Rasminsky, J.S. (2003). Opening the Culture Door. Young Children, 53-56.

Christian, L. G. (2006). Understanding families: Applying family systems theory to early childhood practice. Young Children 61 (1): 12-20.

Friedman, S. (2007). Coming together for children: Six community partnerships make a big difference. Young Children 62 (2): 34 – 41.

            Simons, K. A., & Curtis, P. A. (2007). Connecting with communities: Four successful schools. Young Children 62 (2): 12 - 20.

-------------------------------------------------------------------------------------------------------------------------------

Teacher-Family Partnerships

Week 2

            Readings: Gestwicki Chapters 4 and 5

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.

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.

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.

Williams, K.C., Clooney, M.H. (2006). Young Children and Social Justice. Young Children, 75-82.

  • Assignment: Becoming Aware of Cultural Bias: Create a written/visual portrait of your family. Write a reflection on how your experiences as a child/parent influence your cultural identity and explore the ways these experiences might shape your beliefs and expectations about those in other groups. How might your experiences interact with those of a child or family from a different culture? Review each of the readings and consider how your own experiences and communication style may influence your interactions with families described in the articles. Conclude with a reflection on your learnings from this assignment and a discussion how these learnings will be important in your teaching. (This final portion of the assignment should be well developed. It is the most important part of the assignment.)Include a minimum of three supported references in your paper.(10 pts.)

-------------------------------------------------------------------------------------------------------------------------------                       

Week 3

            Readings: Gestwicki Chapters 6 and 7

Bowman, B. (2006). Resilience: Preparing children for school. In School Readiness and Social-Emotional Development (pp/49-57). National Black Child Development Institute.

Kaczmarek, L. (2006). A team approach supporting families of children with disabilities

                 in inclusive programs. Beyond the Journal Young Children on the Web, 1-10.

Martini, M. (2002). How mothers in four American cultural groups shape infant learning during mealtimes. Zero To Three, 14-20.

-------------------------------------------------------------------          Methods for Developing Partnerships

Week 4

            Readings: Gestwicki Chapters 8, 9, and 10

Assignment: Barriers to Effective Home/School Relationships.  Interview two different families whose children are currently in an early childhood setting (birth through grade 3). Do they recall negative experiences in their relationship with the teacher or program/school? Describe the experiences and points of view of the families. Then, using Chapter 6, analyze the barriers that might have been present. Define strategies to overcome these barriers. Conclude with a reflection on your learnings from this assignment and a discussion how these learnings will be important in your teaching. (This final portion of the assignment should be well developed. It is the most important part of the assignment.) Include a minimum of two supported references in your reflection. You will post this assignment on the Discussion Board. You will be responsible for reviewing one other student’s work utilizing assignment directions and the rubric as a guide. (20 pts. = 10 points Assignment + 10 points Discussion Board review)

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Week 5

             Readings: Gestwicki Chapters 11, 12 and 13

            Seitz, H. (2008). The power of documentation in the early childhood classroom. Young Children, 88-93.

Turbiville, V. P., Umbarger, G. T., & Guthrie, A. C. (2000). Fathers’ involvement in programs for young children. Young Children, 74-79.

Young, D., Behounek, L.M. (2008). Kindergarten students use PowerPoint to lead conferences. Principal, May/June, 58-59.

Assignment: Communicating With Families: Introduction to the Year Packet. Create a booklet (or other form of communication) that will introduce children and families to their experiences in your room. Components that must be present in your packet include a letter to the parents/guardians, and at least two other items that help to establish communication between you and the family. (More information will follow in Week 5’s outline of Activities). Write a reflection on your learnings from this assignment and discuss how these learnings will be important in your teaching.Include a minimum of two supported references in your reflection.(20 pts.)

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Making a Partnership Work

Week 6

            Readings: Gestwicki Chapters 14 and 15

Assignment: Communicating With Families: Conferences.  Create a booklet (or other form of communication) that effectively communicates to families the procedures and purpose of a family–centered conference. If you plan to teach in a K-3 classroom, create your booklet for child-led conferences. Necessary components should include a Parent-Teacher Conference letter/flyer outlining what families should expect, a sign-up sheet, and another form of your choice. Examples might include a pre-conference form, a checklist of important points to cover during the conference, or a follow-up form. This third item is your choice. Presentation and organization is important when writing and designing your pieces. Conclude with a reflection on your learnings from this assignment and a discussion how these learnings will be important in your teaching, including “pitfalls to avoid.” Include a minimum of two supported references in your reflection.(20 pts.)

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Week 7

Assignment:  Core Assessment – Family Involvement Plan and Philosophy Statement (60 points)Readings: Gestwicki Chapters 16 and 17

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Week 8

                        Proctored Final Exam: Parent Program (30 points)

As a result of analyzing programs that different centers and schools provide for their families, reading the text, examining information from different articles and web sites, you will develop a program to meet the needs of the families you serve (or will serve).

Be sensitive to different family structures as well as cultural and linguistic needs of families. Identify the age group of children you are serving. Develop the following:

?         Develop a Needs Assessment (list possible topics or formats for families)

?          Decide a specific topic.

?         Develop objectives for the parent program you are doing. (What changes in behavior and /or attitudes of the participants would you like to see take place?)

?         Decide whether you will have any get acquainted activities (Icebreakers) and what they will be.

?         Develop an Agenda.

?         Develop an Evaluation Form to be used for the meeting/activity that you planned.

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 95-96

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. from Park University 2011-2012 Undergraduate Catalog Page 95

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 98

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:
EDC 357 Rubric for Reflecting on Cultural Bias Assignment

EDC 357 Rubric for Barriers to Effective Home/School Relationships Assignment

EDC 357 Rubric for Communicating With Families Assignments (Introduction to the Year AND Conferences)

EDC 357 Rubric for Analysis of Family Involvement Programs and Philosophy

EDC 357 CORE ASSESSMENT

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:7/14/2012 11:45:51 AM