Active Outline

General Information

Course ID (CB01A and CB01B)
C DD012.
Course Title (CB02)
Child, Family and Community Interrelationships
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
An introduction to the study of the developing person in a societal context including the interrelationship of family, schools and community. Emphasis on how ecology and socialization impact development, as well as historical and socio-cultural factors. The processes of socialization and identity development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families. (Applicable standards to this course: National Association for the Education Young Children Standards; Standard 2 Building Family and Community Relationship, Standard 4 Using developmentally effective approaches, and Standard 5 6 Becoming a Professional; National Board for Professional Teaching Standards Early Childhood Generalist Standard 2 Equity, Fairness and Diversity, Standard 7 Family, Community Partnerships and Standard 9 Reflective Practice; Council for Exceptional Children/ Division for Early Childhood Standard 9 Professional and Ethical Practice and Standard 10 Collaboration; California Early Childhood Competencies: Culture, Diversity & Equity, Family & Community Engagement, Professionalism.)
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course is required for the Child Development degrees and certificates offered at °®¶¹´«Ã½ College. It is a UC and CSU transferable course and meets a general education requirement for °®¶¹´«Ã½, CSUGE and IGETC. The course is required to obtain a California Teacher's Permit at the Associate Teacher, Teacher, and Master Teacher levels. Also, it meets the requirements of the Early Childhood Education Transfer Model Curriculum CCC Major or Area of Emphasis: Early Childhood Education and CSU Major or Majors: Child Development, Child and Adolescent Development, Human Development, Education. The course provides students the opportunity to learn about how ecology and socialization impact the developing child.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU
°®¶¹´«Ã½ GEArea(s)StatusDetails
2GDX°®¶¹´«Ã½ GE Area D - Social and Behavioral SciencesApproved
CSU GEArea(s)StatusDetails
CGDYCSU GE Area D - Social SciencesApproved
IGETCArea(s)StatusDetails
IG4XIGETC Area 4 - Social and Behavioral SciencesApproved
C-IDArea(s)StatusDetails
CDEVChild DevelopmentApprovedC-ID CDEV 110

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion and problem solving performed in class

Guest speakers

Collaborative learning and small group exercises

Community Service Learning

In-class exploration of Internet sites

In-class essays

Reflection on community service learning projects

Assignments

  1. Required reading assignments from text
  2. Written paper on a current problem impacting the child, family or community
  3. Community service agency research project presentation
  4. Community/civic service learning project with a written reflection
  5. Cultural biography written report

Methods of Evaluation

  1. A midterm exam and a final that combines both essay and objective questions. Exams will evaluate the student's grasp of the theories, core concepts, and primary course content. The essay component will require critical thinking and analysis of the material from the text, references and lecture.
  2. Written paper on a current problem impacting the child, family or community demonstrating ability to analyze and evaluate a current concern, and ability to summarize articles and reference materials.
  3. A presentation of a community resource to evaluate student’s ability to collect and synthesize information.
  4. Community/civic service learning project written reflection demonstrating how the community experience relates to the subject matter in which students apply knowledge, skills, critical thinking and good judgment to address genuine community needs. A rubric aligned with the NAEYC standards is used for grading.
  5. Written report on one's own culture, family history and life experiences to evaluate ability to assess how it impacts relationships with children and families. A rubric is used for grading.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Berger, Eugenia. Parents as Partners In Education 9th ed. Upper Saddle River, New Jersey: Pearson/Prentice-Hall, 2015
Berns, Roberta M. 10th Edition, Child Family, School Community: Socialization & Support, Cengage Learning: Belmont, CA, 2016
Gonzalez-Mena, Janet. 7th Edition" Child in Family and Community". Mountain View: CA, Mayfair:2017

Examples of Supporting Texts and References

AuthorTitlePublisher
"Taking Sides: Clashing Views on Controversial Educational Issues" 17th ed, Guildford, CT.: McGraw-Hill, 2013.
Grant, Kathy B.& Ray, Julia A. 3rd Edition. "Home School and Community Collaboration". Sage Publication: CA, 2016.
Gonzalez-Mena, Janet. 5th Edition "Diversity in Early Care and Education: Honoring Differences ". Mayfield, 2008.
Tozer, Steven, Senese,Guy & Violas,Paul. 6th Edition. "School and Society: Historical and Contemporary Perspectives ". McGraw Hill, 2008.
An anthology of selected readings, articles and reprints - instructor selected.

Learning Outcomes and Objectives

Course Objectives

  • Examine the process of socialization through ecological theory, including socializing influences like family, school & child care, peer groups, community and technology in relation to the child and family.
  • Identify and assess the implications of the historical and philosophical origins of familial and educational institutions as a context for early development.
  • Examine the process of socialization including identification of the family unit, socializing influences of school, peer groups, community and technology in relation to the child and family.
  • Examine the importance of communication theory and techniques as tools for developing partnerships among all types of families, schools, and communities.
  • Analyze the role of the school in early development as a support service and an agent of change, including the role of the educator as a mandated reporter.
  • Assess and evaluate the role of the community as a context for development including identification of local resources which might foster healthy child, family, and community relationships.
  • Identify factors and resources for early intervention/special education and inclusion for families with children with different abilities.
  • Identify and critically analyze cultural and socialization factors in relation to self and the student's own culture and background and how these factors have shaped and influenced the development of self, world view and beliefs.
  • Examine and develop an understanding of the importance of being culturally aware and sensitive of the influence of culture in child, home and community relationships.
  • Examine and assess changing demographics for our region and throughout the nation as they pertain to family composition, socioeconomic status, and ethnic diversity, and legislation issues.
  • Examine the functions of the family and support systems including the impact of a disability on family dynamics and the grief process.
  • Assess how educational, political, and socioeconomic factors directly impact the lives of children and families.
  • Discuss strategies that support and empower families through respectful, reciprocal relationships to involve all families in their children's development and learning.
  • Examine the impact of trauma in the lives of children and their families

CSLOs

  • Analyze theories of socialization that address the interrelationship of child, family, and community.

  • 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.

  • 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.

  • 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.

Outline

  1. Examine the process of socialization through ecological theory, including socializing influences like family, school & child care, peer groups, community and technology in relation to the child and family.
    1. Examination of the theoretical foundations and perspectives including the history of childhood
    2. Current issues and perspectives in the field of Child Development
    3. Examination of the research tools and techniques used in the Social Sciences and Child Development
  2. Identify and assess the implications of the historical and philosophical origins of familial and educational institutions as a context for early development.
    1. The changing role of the family as determined by societal and technological needs
    2. The emergence of family and school relationships in historical perspective
    3. The concept of families as defined across cultures and overtime in various societies
  3. Examine the process of socialization including identification of the family unit, socializing influences of school, peer groups, community and technology in relation to the child and family.
    1. Analysis and understanding of a definition of family today and the changing character of family in society (e.g. traditional families, gay and lesbian families)
    2. Awareness of labels and the danger in stereotypes along with the implications of labels including tools to stop stereotyping.
    3. Examination of issues of diverse interactional family patterns, parenting styles and structures as related to the socialization of children.
    4. Evaluation of different types of attitudes and values which society and individuals hold regarding the nature and role of the child, family and community
    5. Evaluation of one's own attitudes and values regarding the role of the child, family, and community
    6. Examination of educational expectations of culturally and ethnically diverse families
    7. Examination of the outcomes of socialization: values, attitudes, morals, beliefs, behavior, role gender development and self-esteem.
    8. The importance of communication theory and technique as a tool for developing partnerships across families, schools and community.
    9. Major current and historical theoretical frameworks of socialization.
    10. Interrelatedness of family, school and community as agents of socialization " The influence of adult's personal experience and family history on relationships with children and families.
    11. The role of family: values, traditions, modes of interaction, rules, conventions, responsibilities, change, transitions and family dynamics.
    12. Teachers' and caregivers' influences on children and families.
  4. Examine the importance of communication theory and techniques as tools for developing partnerships among all types of families, schools, and communities.
    1. Analysis and comprehension of various communication devices such as conferences and home visitations.
    2. Definition and analysis of various types of partnerships - links between families, schools and community.
    3. Comprehension and demonstration of communication techniques such as "I-messages," reframing and rephrasing.
    4. Comprehension and demonstration of good communicator and good listener skills such as reflective listening, silence, receptive body language, appropriate setting.
    5. Study the importance of confidentiality of all information about children and families.
    6. Appropriate and effective communication strategies for working with diverse and special needs populations.
  5. Analyze the role of the school in early development as a support service and an agent of change, including the role of the educator as a mandated reporter.
    1. Analysis and comprehension of the meaning and role of mandated reporters
    2. Definition of schools as clearinghouses and providers of support networks for families and definition of bilingual education programs
    3. Identify school readiness initiatives
    4. Examine schools and services provided to children with disabilities
    5. The role of group childcare and early schooling
    6. Legal requirements and ethical responsibilities of professionals working with children and families
    7. Advocacy strategies to influence public policy in behalf of children and families
  6. Assess and evaluate the role of the community as a context for development including identification of local resources which might foster healthy child, family, and community relationships.
    1. Identification and definition of community as a societal, cultural term
    2. Identification and examination of local, state and national resources
  7. Identify factors and resources for early intervention/special education and inclusion for families with children with different abilities.
    1. Relevant factors and information in early intervention/special education
    2. Assisting families in accessing and using resources
  8. Identify and critically analyze cultural and socialization factors in relation to self and the student's own culture and background and how these factors have shaped and influenced the development of self, world view and beliefs.
    1. Understanding the nature of culture including the issues of deep and surface culture
    2. Appraising ones own cultural background and the influence it has had on us as individuals
  9. Examine and develop an understanding of the importance of being culturally aware and sensitive of the influence of culture in child, home and community relationships.
    1. Appraising one's own cultural background and the influence it has on our relationship with children and the communities we live in or serve
    2. Examining our feelings and beliefs about issues of culture and how our feelings and beliefs influence our actions
  10. Examine and assess changing demographics for our region and throughout the nation as they pertain to family composition, socioeconomic status, and ethnic diversity, and legislation issues.
    1. Societal changes and its impact on families with young children (divorce, single parents, latch-key children, incarceration, health, etc.)
    2. The influence of ethnic and cultural diversity; increase in English as a second language speakers
    3. Concerns and underlying causes of stress for families in the early childhood setting (e.g., need for two-paycheck families; child abuse; environmental stresses; hurried child syndrome)
    4. The influence of the media
    5. Current trends in legislation affecting all children and their families
    6. Stereotypes, biases and assumptions and their effect upon the family, the culture and the professional community
    7. At risk children and families and related community resources
  11. Examine the functions of the family and support systems including the impact of a disability on family dynamics and the grief process.
    1. The family's role in the development of children with typically and atypically behavior and conditions
    2. Models of family - professional relationships, including of helping professionals, family-professional collaboration, and strategies for empowering families
    3. Differences in child rearing between home and programs who serve children with special needs
    4. Factors contributing to resiliency in children
  12. Assess how educational, political, and socioeconomic factors directly impact the lives of children and families.
    1. Community impact data based on research
    2. Best practices that impact children and families
  13. Discuss strategies that support and empower families through respectful, reciprocal relationships to involve all families in their children's development and learning.
    1. Family support principles and practices
    2. Reflective practice
    3. Research based best practices and models: national, state and local
  14. Examine the impact of trauma in the lives of children and their families
    1. Trauma informed child serving system & essential elements of trauma informed practice in early childhood
    2. Child traumatic stress, neurobiology and brain development
    3. Adverse Childhood Experiences (ACES)
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