CFD 585-Family Involvement & Engagement with Young Children:
Working with Families at Risk (3 units) Fall 2014
Child and Family Development Department
College of Education
San Diego State University
Instructor: Christine Lynch-Muecke
Email: cmuecke@mail.sdsu.edu
Phone: 619-987-1941
Office Location: EBA 401 A
Office Hours: Tuesday 2:00-3:30 p.m.
Class Meeting Time/Location: 7:00-9:40 p.m. EBA 441
Schedule Number: 20610
Technology Support: http://www-rohan.sdsu.edu/~students/stylesheet.cgi?main.htm
Student Disability Services: http://www.sa.sdsu.edu/sds/index.html
COURSE DESCRIPTION
CFD 585 is designed to prepare prospective and practicing early care and education
professionals to learn and understand the important role of parents/caregivers in
supporting and enhancing child’s developmental outcomes. Home visitation
programs, practices, and techniques are introduced and implemented in the field
experience working with families at risk. Additionally, critical research in the field will be
incorporated to assist students in building the bridge between research and practice.
REQUIRED TEXTS:
Landy, S. (2009) (2nd Edition). Pathways to competence: Encouraging healthy social
and emotional development in young children. Paul H. Brooks Publishing Com.
McWilliam, R. A. (2010). Routines-based early intervention: Supporting young children
and their families. Paul H. Brooks Publishing Com.
Rush, D., & Shelden, M.(2011). The early childhood coaching handbook
Brooks Publishing.
Blackboard Account: All students are required to have a blackboard account.
https://blackboard.sdsu.edu/webapps/login/
Paul H.
Additional Support for your Learning: Students wishing assistance with
assignments may use the Mentor Center located in the Department of Child
and Family Development - Room 409 in the Education Business Administration
Building at SDSU.
The SDSU Writing Center is also available to assist students with writing and I may
suggest or require that you visit the Writing Center for assistance with your
writing. You can make an appointment at the Writing Center at
http://writingcenter.sdsu.edu/.
STUDENT LEARNING OUTCOMES
By the end of the semester, students will:
1. Exemplify basic skills with home visiting procedures for young children and
their families.
2. Delineate and contextualize of the role of parents/caregivers in the
developmental outcomes of young children.
3. Implement weekly curriculum activities with young children at home
modeling for parents/caregivers.
4. Identify a variety of home visiting techniques and guidelines.
5. Discuss strengths and weaknesses of a variety of home visitation plans.
6. Synthesize the role of parents/caregivers involvement and engagement in
early childhood education on child’s developmental outcomes.
7. Research and prepare an in-depth paper on an issue related to working
with families at risk.
8. Integrate the information and analyze systems of care and services in the
community.
Alignment of Student Learning Objectives with State and National Standards:
The National Association for the Education of Young Children (NAEYC), the National
Council on Family Relations, the National Council for Accreditation of Teacher
Education, and the Revised Training Guidelines and Personnel Competencies for
Infant-Family and Early Childhood Mental Health have implemented Professional
Preparation core standards for Professional Teaching Standards for PreK-3 teachers.
This course utilizes these standards in identifying course goals/objectives, course
instructional activities, assigning course requirements, and creating assessments. The
following links identify how these standards are aligned with the Student Learning
Objectives for the course, as well as with each course assessment. Visit the following
Web sites for detailed listings of standards:
NAEYC Advanced Program Standards:
http://www.naeyc.org/ncate/faculty/advancedprog
NCFR Content Areas:
http://www.ncfr.org/sites/default/files/downloads/news/FLE_Content_Areas_2011
_0.pdf
NCATE Unit Standards:
http://www.ncate.org/Standards/NCATEUnitStandards/UnitStandardsinEffect2008
/tabid/476/Default.aspx
Revised Training Guidelines and Personnel Competencies for Infant-Family and
Early Childhood Mental Health: http://www.wested.org/cs/we/view/pj/207
COURSE FORMAT
This course will employ multiple methods to assist students in accomplishing the
course objectives listed above. These methods include case studies,
participation in individual, small group and large-group activities, and guest
lecturers, and out-of class fieldwork experiences. Students will be expected to
apply concepts and knowledge gained from the course experiences to their
field experience setting (CFD 597 internship course).
COURSE ASSIGNMENTS: 300 points
1. Class Attendance: Attendance at every class meeting is expected and
participation in in-class activities to apply your knowledge of content will be
expected
2. Reading Quizzes: 10 weekly quizzes on readings @ 10pts/each = 100 pts.
3. Completion of 5 activities relevant to home visiting.
5 activities @ 20 points each= 100 points
4. Research project: Focusing on one issue as relevant to home visitation and
working with families at risk. The project needs to include a minimum of 10
references (peer-reviewed journal articles) which will be synthesized and
incorporated into a creative and colorful flyer/pamphlet which could be
offered to families as needed. In addition, the paper needs to include the
systems of care and services available in the community to address issues as
presented in the flyer/pamphlet. The flyer/pamphlet must be at least two
pages in length. 100 points
Grading:
Grading will be determined on a point basis as follows:
Reading Quizzes 10 total cannot be made up
100 points
Genogram
20
Eco Map
20
Self Reflection
20
Routines Based Interview
20
Writing Functional IFSP
20
Research Project
100
300
GRADING SCALE
100%-93%=A
(300-280)
76%-73%=C (229-220)
92%-90%=A- (279-270)
72%-70%=C- (219-210)
89%-87%=B+
(269-260)
69%-67%=D+ (209-200)
86%-83%=B
(259-250)
66%-63%=D (199-190)
82%-80%=B- (249-240)
62%-60%=D- (189-180)
79%-77%=C+ (239-230)
Less than 60%=F
Grading is based on a 300-point total score. To check your grade over the course of
the semester please visit the grade center in Blackboard.
Points commensurate with the following grades on assigned papers reflect the following
criteria:
A=exceeds expectations in both quality and quantity
B=exceeds expectations in some areas
C= meets minimum expectations
D=fails to meet minimum expectations
F=drastically fails to meet minimum
Week/Date
Topic
1 -08/26
2 – 09/02
Introduction
Early intervention
3 – 09/09
Understanding family
ecology
McWilliam 3 & 4
4 – 09/16
Needs Assessment
and Intervention
Planning
Routines -Based
Interview & Writing
Functional IFSP’s
Planning the home
visit activity based on
observation and
assessment. Deciding
on Services
Home Visiting: How to
advance. Ongoing
Transdisciplinary
Services
Natural Environment
Locations
McWilliam Ch. 5
Understanding Early
Development and
Temperament,
Supporting
parent/caregiverchild interaction
Discipline and
emotional regulation
Encouraging skills for
success
5 – 09/23
6 – 09/30
7 – 10/07
8 – 10/14
9 – 10/21
10 – 10/28
11 – 11/04
Readings
Assignments
Alignment to
outcomes
McWilliam
Ch. 1,& 2.
Activity #1
Genogram
Quiz # 1
Activity # 2
Eco Map
Quiz # 2
Activity # 3 Self
reflection
Learning
Outcomes 1-5
McWilliam 6 & 7
Quiz # 3
McWilliam Ch. 8
Activity # 4
Routines Based
Interview
Learning
Outcomes
1, 3, 4,5,6
Learning Outcome
1, 3, 4,5,6
McWilliam Ch. 9
Activitry # 5
Writing
Functional IFSP
Learning
Outcomes
1, 3, 4,5,6
McWilliam 10 & 11
Quiz # 4
Landy, S. Ch 1 & 3
Quiz # 5
Landy, S. Ch. 7 & 8
Quiz # 6
Learning
Outcomes 1,2 3,
4,5,6,8
Learning
Outcomes
1, 3, 4,5,6
Learning
Outcomes
1, 3, 4,5,6
Landy, S. Ch 9 &
10
Quiz # 7
Learning
Outcomes
1, 3, 4,5,6
Learning
Outcomes 1-5
Learning
Outcomes 1, 4
12 – 11/11
NO CLASS
VETRANS DAY
13 - 11/18
Connecting homes
with early childhood
education settings
Rush & Shelden
Ch. 1 & 3
McWilliam Ch. 12
Quiz # 8
Learning
Outcomes
1, 3, 4,5,6
14 – 11/25
Coaching Adults and
Families
Rush & Shelden
Ch 4 & 7
Quiz # 9
Learning
Outcomes 4,5,6,8
15 – 12/2
Connecting Families
with community
resources
To be determined
Quiz # 10
Learning
outcomes 2,4,
6,7,8
16 – 12/09
Current Issues in Home
Visiting
17 – 12/16
FINAL EXAM
Research
projects due
ADDITIONAL COURSE POLICIES LATE AND MISSING ASSIGNMENTS
• Assignments are due on the date and time specified in the syllabus.
• Make-up Exams will not be allowed except for serious and verifiable reasons.
ACADEMIC HONOR – Cheating: Instances of cheating will result in failure of the
course and referral for disciplinary procedures that may result in dismissal from
the university. Plagiarism: Plagiarism is simply the use of others’ words and/or
ideas without clearly acknowledging their source. As students, you are learning
about other people’s ideas in your course texts, your instructors’ lectures, in-class
discussions, and when doing your own work. When you incorporate those words
and ideas into your own work, it is of the utmost importance that you give credit
where it is due. Plagiarism, intentional or unintentional, is considered academic
dishonesty and all instances will be reported to SDSU’s Office of Judicial
Procedures. To avoid plagiarism, you must give the original author credit
whenever you use another person’s ideas, opinions, drawings, or theories as well
as any facts or any other pieces of information that are not common
knowledge. Additionally, quotations of another person’s actual spoken or
written words or a close paraphrasing of another person’s spoken or written
words must also be referenced. Accurately citing all sources and putting direct
quotations, of even a few key words in quotation marks are required. For further
information on plagiarism and the policies regarding academic dishonesty, go
to the Course Catalog section on Standards for Student Conduct (41310).
DISABILITY ACCOMMODATIONS FOR STUDENTS: If you are a student with a
disability and believe you will need accommodations for this class, it is your
responsibility to contact Student Disability Services at (619) 594-6473. Students
who need accommodation of their disabilities should contact the instructor
privately, within the first two weeks of the semester, to discuss specific
accommodations for which they have received authorization. To avoid any
delay in the receipt of your accommodations, you should contact Student
Disability Services as soon as possible. Please note that accommodations are
not retroactive, and that accommodations cannot be provided based upon
disability until accommodation letter has been received from Student Disability
Services. Your cooperation is appreciated.
RELIGIOUS ACCOMMODATIONS FOR STUDENTS: Students who need to be absent
from class due to the observance of a religious holiday or participate in required
religious functions must notify the faculty member in writing as far in advance of
the holiday/obligation as possible. Students will need to identify the specific
holiday or obligatory function to the faculty member. Students will not be
penalized for missing class due to religious obligations/holiday observance. The
student should contact the class instructor to make arrangements for making up
tests/assignments within a reasonable time.
MILITARY PERSONNEL STATEMENT
A student who is a member of the National Guard, Reserve, or other U.S. Armed
Forces branch and is unable to complete classes because of military activation
may request complete or partial administrative unrestricted withdrawals or
incompletes depending on the timing of the activation.
HARASSMENT PROHIBITED
SDSU policy prohibits harassment on the basis of race, sex, gender identity, age,
religion, national origin, disability, sexual orientation, Vietnam era veteran status
and other protected veteran status. Violations of this policy may result in
disciplinary action, including termination of employees or expulsion of students.
Contact the Office of Employee Relations and Compliance
(http://oerc.sdsu.edu/discrimharasstoc.htm) if you feel another student or an
SDSU employee is harassing you based on any of the factors above.
GRADE APPEALS
The professional responsibility for assigning grades is vested in the instructor of
the course, and requires the careful application of professional judgment. A
student wishing to appeal a grade must first meet with the instructor who
assigned the grade to try to resolve the dispute. If the dispute cannot be
resolved directly with the course instructor, contact the Office of the
Ombudsman at SDSU Student Affairs at:
http://www.sa.sdsu.edu/ombuds/index.html.