CFD 585-Family Involvement & Engagement with Young Children:
Working with Families at Risk (3 units) Spring 2016
Child and Family Development Department
College of Education
San Diego State University
Instructor: Joanne Brady
Email: jbrady@mail.sdsu.edu
Phone: 619-249-3493
Office Location: EBA 404
Office Hours: Thursday 5:30-6:30pm.
Class Meeting Time/Location: 7:00-9:40 p.m. NE 175
Schedule Number: 20615
Technology Support: http://wwwrohan.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 discussed. 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 Paul H.
Brooks Publishing.
Blackboard Account: All students are required to have a blackboard account.
https://blackboard.sdsu.edu/webapps/login/
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, keynote
presentations, guest lecturers, participation in individual, small group and largegroup activities.
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 @ 10 pts/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 5
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 and should be 3-5 pages long. 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 -01/21
Introduction
2 – 01/28
Early intervention
Readings
Assignments
McWilliam
Activity #1
Prologue,Ch. 1,& 2. Genogram
Alignment to
outcomes
Learning Outcomes
1-5
3 – 02/04
Understanding family
ecology
4 – 02/11
Needs Assessment and McWilliam Ch. 5
Intervention Planning
5 – 02/18
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 6 & 7
Understanding Early
Development and
Temperament,
Supporting
parent/caregiver-child
interaction Discipline
and emotional
regulation
NO CLASS SPRING
BREAK
Encouraging skills for
success
Landy, S.
Quiz # 5
Introduction Ch 1
&3
Landy, S. Ch. 7 & 8 Quiz # 6
Learning Outcomes
1, 3, 4,5,6
Landy, S. Ch 9 & 10 Quiz # 7
Learning Outcomes
1, 3, 4,5,6
Connecting homes
with early childhood
education settings
Coaching Adults and
Families
Rush & Shelden Ch. Quiz # 8
1&3
McWilliam Ch. 12
Rush & Shelden
Quiz # 9
Ch 4 & 7
Learning Outcomes
1, 3, 4,5,6
6 – 02/25
7 – 03/03
8 – 03/10
9 – 03/17
10 – 03/24
11 – 03/31
12 – 04/07
13 – 04/14
14 – 04/21
15 – 04/28
16 – 05/05
17 – 05/12
McWilliam 3 & 4
McWilliam Ch. 8
Learning Outcomes
1-5
Activity # 3 Self
reflection
Quiz #2
Activity # 4
Routines Based
Interview
Learning Outcomes
1, 3, 4,5,6
Learning Outcomes
1, 4
Learning Outcome
1, 3, 4,5,6
McWilliam Ch. 9
Activitry # 5
Learning Outcomes
Writing Functional 1, 3, 4,5,6
IFSP
Quiz #3
McWilliam 10 & 11 Quiz # 4
Learning Outcomes
1,2 3, 4,5,6,8
Connecting Families
Rush & Shelden
with community
Ch.
resources
Current Issues in Home
Visiting
FINAL EXAM
Activity # 2
Eco Map
Quiz # 1
Guest speaker:
Lindsey Linden
Learning Outcomes
1, 3, 4,5,6
Learning Outcomes
4,5,6,8
Quiz # 10
Learning outcomes
Outline for
2,4, 6,7,8
research project
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.
"The California Faculty Association is in the midst of a difficult contract dispute
with management. It is possible that the faculty union will call a strike or other
work stoppage this term. I will inform the class as soon as possible of any
disruption to our class meeting schedule."