Chabot College
Fall 2004
Course Outline for Early Childhood Development 62
CHILD, FAMILY, AND COMMUNITY
Catalog Description:
62 - Child, Family, and Community
3 units
Patterns of family living in contemporary society, including the varying roles and
interactions of family members; demographic, socio-cultural, racial and economic factors
affecting family life; relationship of the family to early care and education and to
community resources. 3 hours.
Prerequisite Skills:
None.
Expected Outcomes for Students:
Upon completion of the course, the student should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
examine how services provided to families and children are determined by
political, financial, religious and other powerful influences;
analyze and compare services offered by contemporary communities, local, state,
and federal, that serve families and children;
identify the impact of culture, linguistic and ethnic diversity , and socio-economic
status on families and children;
identify steps of reporting child abuse;
describe the increased variety of living arrangements that may constitute "the
family" of a child;
identify and describe differing parenting styles and family interactions;
develop classroom assignments and activities that appropriately integrate concepts
of diversity;
explain components of effective communication between teachers and families.
Course Content:
1.
2.
Brief history of the development of family child rearing practices in this country
a. Different roles of children from colonial times to the present
b. Influences of church and state on family responsibilities
c. The evolution of the preschool/child care program as an extension of home
and the close relationship with families
d. Family through successive states - childless, with children, in retirement
e. Role of government, business and society towards children
Present day challenges with regard to children and families
a. a. Adjustment to the varying stages of life
b. Working families
c. Divorce, single parent, blended, and alternative families
d. Aging, illness, and death
e. Homelessness and poverty
Chabot College
Course Outline for ECD 62, Page 2
Fall 2004
3.
4.
5.
6.
7.
f. Alcoholism and drug abuse
g. Child abuse
h. Availability of resources
i. Socio-economic status, cultural, and religious influences
Types of family orientation
a. Values upon which the family bases its child rearing practices
b. The role of the family and stereotypical expectations upon the children
c. Adherence to cultural considerations in family life
d. Exploring stereotypes
e. Accepting diversity
Trends in child rearing
a. Care of children outside the family
b. Child rearing patterns
c. Discipline philosophies and styles
d. Federal and state funded programs
e. Effects of early care and education on children
Diversity
a. Multicultural appreciation
b. Issues of bias, stereotypes, discrimination, and exclusion
c. Awareness and respect for individual differences including children with
special needs
d. Communicating with diverse populations
Role of the child in the family
a. Needs of children at various stages of development
b. Socialization of the child in a developmental context
1) attachment
2) autonomy
3) initiative
4) self-esteem
Early Care and Education
a. Changing roles of early care and education
b. Adult-child relationships
c. Role of families in education and early literacy
d. Family and provider communication and relationships
e. Ethical responsibilities to children and families
Methods of Presentation:
1.
2.
3.
4.
Lecture and discussion.
Films, tapes, and resource speakers.
Individual student reports.
Projects and assignments.
Chabot College
Course Outline for ECD 62, Page 3
Fall 2004
Assignments and Methods of Evaluating Student Progress:
1.
2.
Typical Assignments
a. Select and read two children’s books, which illustrate other cultures or
children who are facing different family situations. You will present your
books to the class and provide biographical information.
b. Present to the class your written interview with a person of a culture different
than your own. This person will preferably be from a different country of
origin or someone of a different race.
c. Research the social service agency that was assigned to you. Visit the agency,
talk with the director or person in charge and present an oral report to the class
about the services of the agency and turn in a written report to the instructor.
d. Interview a family, identify one of their needs and research community
resources.
Methods of Evaluating Student Progress
a. Mid term and final examination
b. Class attendance and participation
c. Individual and group reports
Textbook(s) (typical):
The Child in the Family and the Community, Janet Gonzalez-Mena, Merrill Prentice-Hall,
2000, or latest edition
Parents as Partners in Education: Families and Schools Working Together, Eugenia
Hepworth Berger, Merrill Prentice-Hall, 2000, or latest edition
Special Student Materials:
None.
Tf:/Word/ECD62.doc
Revised: 12-08-03