CD 262
Section RT
1181_10482
City Colleges of Chicago
Harold Washington College
CD 262 CHILD, FAMILY, AND COMMUNITY RELATIONS
Section RT, Mondays and Wednesdays 6:00 -8:40 p.m. in room 723
________________________________________________________________________
Faculty:
Janvier Jones, M.S.
Instructor
Child Development
Office:
Applied Science Department
Room 712E
Office Hours: Mon./ Wed. 5:00 p.m. – 5:50 p.m.
Phone:
(773) 217-0483
E-mail:
Via Blackboard “Messages”
________________________________________________________________
Title, Number, & Classification: Child, Family, and Community Relations 090-0262
Division:
Curriculum:
Program:
Course Term:
Credit & Contact Hours:
Credit Hours:
Contact hours:
Activities:
Prerequisite:
College Credit
Career
Career/Occupational
8 weeks
Three
Two hours forty minutes per week
Lecture, discussion, work experience, lab
Completion of CD 101 and CD 120 with a grade of “C” or
better or consent of Department Chair.
Catalogue Description: This course explores the importance of building positive
relationships between young children, their families, the community, and the early
childhood setting. It examines issues of diversity, multiculturalism, and anti-bias
approaches in working with young children, their families, and the community as well as
current policies, and practices that influence families. This course promotes selfreflection, cross cultural communication, and sensitivity to cultural, linguistic, and ability
diversity. 5 hours observing young children in an early childhood education setting are
required for the course. Writing assignments and oral presentations as appropriate to
the discipline are part of the course.
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Course Objectives:
This course will introduce:
1. The importance of positive relationships between children, their families, the
community and the early childhood setting.
2. Current policies, institutions, and practices that influence families.
3. The promotion of self-reflection, cross cultural communication and sensitivity to
cultural, linguistic, and ability diversity.
Student Learning Outcomes:
Upon completion of this course, students will be able to

Reflect on issues of separation, loss and acceptance or rejection in terms of the
home, school, and community connection (Obj. 1).

Identify and critique community resources that offer support and referral services
to children and families within specific communities (Obj. 1).

Identify family systems and parent partnership models in early childhood settings
(Obj. 1).

Evaluate current policies, institutions, and practices that influence families (Obj.
2).

Review and discuss anti-bias and multicultural literature and construct classroom
applications based on this perspective (Obj. 2).

Examine the role of race, gender, class, ethnicity, and special needs in early care
and educational settings (Obj. 2).

Describe cultural differences, considering parents’ rightful desire to transmit their
own cultural heritage to their children, and analyze the influence of one’s own
values and possible biases in providing services to children and families (Obj. 3).
Topical Course Outline:
Multicultural issues and anti-bias curriculum in child education and care
Parent partnerships
Making the partnership work
Systems for knowing families
The community at large: Social policies and program
Social services to children and families
Personal transformation of teachers
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Required Text:
Gestwicki, C. (2016). Home, school, and community relations (9th Ed.). Boston, MA:
Cengage Learning.
NOTE: The instructor will assign additional readings throughout the semester.
Amount of Writing Required:
This course requires various forms of writing i.e. observations, essay exams, interviews
and research projects.
Plagiarism will result in FAILURE. A student who submits a paper which in whole or part has
been written by someone else or which contains passages quoted or paraphrased from
another’s work without proper acknowledgement (quotations marks, citations, etc.) has
plagiarized. Maintain your integrity when completing assignments and be overzealous to give
credit where credit is due. If you are ever unsure about what constitutes plagiarism, ask
questions. Please come see me if you are having any problems. Students who are found to
have plagiarized work may be subject to various disciplinary actions including a failing grade on
the particular assignment, failure of the entire course, and possible expulsion from Harold
Washington.
Students With Disabilities Statement
Harold Washington College abides by the Americans with Disability Act and with
Section 504 of the Rehabilitation Act of 1973 and will provide reasonable
accommodations to students with disabilities covered by these laws. If you have a
disability for which you may require accommodations, please contact the Disability
Access Center located in Room 107 or call 312-553-3050.
http://www.ada.gov/pubs/adastatute08.htm
Section 504 Rehabilitation Act of 1973
http://www.dol.gov/oasam/regs/statutes/sec504.htm
Family Educational Rights and Privacy Act (FERPA)
Our college also abides by Federal privacy laws on behalf of students and employees.
http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html
Student Support Services:
Financial Resources:
http://www.ccc.edu/colleges/washington/departments/Pages/Financial-Aid.aspx
In arranging for the cost of tuition, or to address financial challenges in trying to pay for
college, please visit the Financial Aid Office or learn more about Financial Aid
Guidelines, grants, loans and scholarships.
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Writing Lab:
http://www.ccc.edu/colleges/washington/departments/Pages/Writing-Lab.aspx
The Writing Lab, located in 407A, is pleased to assist students with their writing
with individual and group sessions. Free writing workshops are also available
throughout the semester and will be advertised in the writing lab and on the website.
Tutoring and Academic Support Services:
http://www.ccc.edu/colleges/washington/departments/Pages/Tutoring.aspx
Tutors are available in a wide variety of subjects to assist students through
individual and group tutoring sessions. Any student should utilize tutoring services to
gain a deeper comprehension of course content and to enhance learning development.
Students can meet with a tutor by visiting one of the following tutor locations:
 Main Tutoring Center - Room 409
 Art Tutoring - 8th Floor (Must be currently enrolled in an HWC Art course)
 Applied Sciences - 7th Floor (room TBA)
 Math Tutoring - Room 702
 Math Emporium- Room 502 (Subject to Availability)
 Music Tutoring - 3rd Floor
 Science Tutoring - Room 923
 Writing Tutoring Lab - Room 407A
Library:
http://www.ccc.edu/colleges/washington/departments/Pages/Library-System.aspx
The Harold Washington College Library offers electronic, database, and print media to
support the scholarly work of students, faculty, and staff as well as individual and group
library and information literacy instruction.
Wellness Center:
http://www.ccc.edu/colleges/washington/departments/Pages/Wellness-Center.aspx
The Harold Washington College Wellness Center provides mental health and other
social services to support your personal well-being and academic success.
Computer Lab:
Computers and print stations are available for students to write a paper, research for
class, or check email. Student computers are located in the Open Computer Lab (room
404) and Library on the fifth floor.
Chicago Legal Clinic:
http://www.ccc.edu/colleges/washington/departments/Pages/Chicago-Legal-Clinic.aspx
The Chicago Legal Clinic works directly with students to identify their legal needs and
provide community based quality services.
During the summer semester is not available on campus. Please go to
http://www.clclaw.org/about/programs/ for Chicago Legal Clinic information and
resources.
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Career Planning and Placement:
http://www.ccc.edu/departments/Pages/Career-Services.aspx
Career Planning & Placement offices offer one-on-one support, assistance with major
and career selection, employment participation, and job hunting.
Grades First: Grades First is a student support system that will be used by faculty,
advisors and tutors to help students achieve success in their classes. Use Grades First
to schedule tutoring or advising appointments, or to see communications about your
course progress generated by me or your other professors.
.
“Active Pursuit of Course”: You are maintaining “active pursuit” if you are
completing assigned work on time; prepared and engaged during in-class discussions,
activities, and projects; and maintaining a level of attendance that will facilitate
successful completion of the course. You must also complete at least 50% of all
coursework as of week eight to be considered in active pursuit.
Expectations of the students:
 Attendance is mandatory. Grades are lowered one letter grade after the fourth
absence
 Consistent tardiness is not tolerated and will result in a lowered grade.
 Students are expected to turn in all work on time. Late assignments NOT
accepted.
 Students are expected to complete each exam on time each week. Make-ups
for the exams will be at the sole discretion of the instructor.
 Class participation is essential to student success. Participation grade includes
attendance, preparedness (always bring your text and any other required
materials), timely homework submission, completion of reading assignments, inclass discussion and general contributions to the class as a whole.
 BlackBoard Use is an integral part of this course. You must check the BB site
for this course at least four times a week. You will turn in all assignments to BB.
Also, additional readings and crucial course information will be posted there.
Please see attached document detailing how to submit assignments to BB.
Expectations of the instructor:
 The instructor will begin and end each class session on-time
 The instructor will be prepared for each session
 The instructor will be available during office hours and will be otherwise
accessible electronically via “Course Messages” in Blackboard.
 The instructor will return work promptly and maintain grades throughout the
semester
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Commitment to Honesty and Respect:
In this class, we will take a closer look at issues surrounding how we were raised and
educated, as well as our views about how we raise and educate our own children or
those in our care. The choices we make in these areas are often very personal. We
will also be discussing issues of diversity related to race, gender, class, ability, religion,
and sexual orientation—again issues that can be very personal. There will be times
when you will find support for your beliefs, and times when they will be challenged.
Because of the many personal issues that may arise, it is important that we seek to
create a classroom community in which the rights, dignity, and worth of every individual
are respected. We do this in many ways; we always use respectful language, we give
our attention to whomever is speaking in class, we commit to exploring our own biases,
and we commit to giving and receiving respectful feedback as we work to do these
things. Please speak up, in class or directly to me, if I or any other member of the
community behaves in a way that undermines the security of our time together. Thank
you.
.
Assignment Grid:
Assignments
Weekly Exams
Observation/Reflections
Community Resource
Report
Final Group Presentation
Participation
Points
5 points each chapter
10 points one and two
15 points three and four
40 points
Total Points
80 points
50 points
50 points
5 points each class
session
50 points
80 points
40 points
300 total points
Assessment & Evaluation:
Final grades are determined by a percentage of total points (see above) earned on
quizzes, observations, homework, final project, discussion sessions, attendance and
participation. The instructor will mark student work with the number of points given for
each assignment.
Grading Scale:
A = 90% - 100%
B = 80%- 89.9%
C = 70% - 79.9%
D = 60% - 69.9%
F=
59.9% ≤
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=
=
=
=
270-300
240-269.7
210-239.7
180-209.7
179.7 ≤
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Weekly Exams
5 points each / 80 points total=27% of final grade
Exam content may include information from the assigned chapters and homework, class
discussions, activities, videos, and corresponding observations. Quizzes and exams will
usually be comprised of multiple choice, or short answer questions.
You are required to take each quiz until you get a “C”, or 3.5 points. However, it is
STRONGLY RECOMMENDED that you take each until you get an “A”, or at least 4.5
points. These points add up, and by the end of the semester they can contribute
substantially to a higher grade.
The weekly quizzes will be taken online, and can be found in the “Exams and Quizzes”
folder in each weekly module. Each quiz will be open from Monday through Sunday of
the week in which it is offered. You will have thirty minutes to take each quiz, and you
can take it as many times as you like during the week it is offered. Only your highest
score for each quiz will “count” towards your grade, and there is no penalty for taking a
quiz as often as you need to during each week. Once the week is over, that quiz will
close, and the quiz for the next chapter will open
Observation/Reflections
10 points each / 50 points total=16.5% of final grade
All observations must take place in a naturalistic setting with an active child (Please do
not submit observations where the child and adult are watching television or playing
with electronic devices or talking on their cell phone). The ideal is that the observations
would take place in an educational or childcare setting. However, other settings
are acceptable IF they allow for the participants to behave in a ways that facilitate
natural actions and interactions.
You cannot observe your own family, and you cannot interact with the subjects of your
observation or with any other people who may be present. During the observation,
your ONLY role is to observe and write down what you observe.
Each observation/interpretation will last approximately one hour; this will allow you to
fulfill your five hour observation requirement for the course. You will take detailed
notes during the observation (please keep these, as they may be useful to you during
the revision process). You will then type the observation, and conclude the paper
with a two- to three-paragraph reflection on what you observed that includes and
discusses key concepts and ideas from the text. The papers are incomplete
without the tie in to the text.
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Community Resource Report
45 points=15% of final grade
Communities can provide a wealth of educational, recreational, and support resources.
You will explore those resources in this assignment, which is designed to help think
about the available resources within the community you serve.
You have TWO options for how you might approach this assignment.
1. Refer to your individual parent surveys (collected as you prepared for the Final
Presentation), and note what areas of interest and/or concern families reported
most. Then, canvas the community to find services that address those needs
identified by the parents. OR
2. Focus on the broader community and compile a list or services that might be of
general use to families.
You will write a paper that consists of an introduction stating which option you chose
and why, a completed community resource chart (that lists and discusses at least
four community resources), and a thorough and reflective discussion of what you
learned about yourself (as an advocate for families), about the families you serve, and
about the community.
Throughout the paper, you must include and discuss relevant information from the
text, otherwise the paper will be considered incomplete. With this in mind, it is a
good idea to take some focused notes as you are reading—highlighting portions of the
text that might be of use to you as you write the concluding portion of the Community
Resource Report.
Final Group Presentation
50 points=16.5% of final grade
All students are required to participate in a group presentation for the class.
Presentations will be conducted in front of the class at the end of the semester.
Presentations directed towards parents should be related in some way to material we
have covered in class, and should cover a topic suitable for a parent conference or
parent education workshop.
There are several steps your group will follow as you plan and implement your parent
education project:


Consider information from the text about parents and parent education—This info
can be found throughout the text, but Section I and Chapter 11, from Section III)
will be the most immediately relevant.
Collect information using a Parent Interest Survey—The template for the survey
will be provided, and each individual in the group will be responsible for collecting
info from at least ten parents regarding their preference. Those survey results
will be brought back to the group and a decision will be made based on the
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

responses. NOTE: These forms will also be used for the Community
Resource Report
Plan the parent education meeting—This step will include working with your
group to establish the style and content of the meeting.
Present the parent education meeting in class—During this step, each group will
present their content to the class; we will be your “parents”. Presentations will be
scored based on the Presentation Rubric below. You will all rate each other
based on the Group Participation rubric, and these ratings will be used to help
tabulate your grades for the project.
Purpose of Group Work:
1) Provides students an opportunity to learn from each other in small group setting.
2) Allows students to relate theory and learning outcomes of course to practice.
3) Facilitates hands-on learning vs. book learning.
4) Teaches students to function as a team (part of job in education, child
development, social services, HR).
Guidelines for Group Work:
1) Show respect and listen to each other!
2) Use “I” messages NOT “you” messages to resolve conflict
3) Ensure equal treatment—everyone has a voice; no one is “better” than anyone
else.
4) Work together for the GOAL (e.g., assignment, project).
5) Organize and prepare.
Attendance/Participation
5 points each class session / 75 points total=25% of final grade
Participation each week will consist of in-class work for the week. Students will receive
the maximum allotted points for each session if they come to class and are prepared to
participate in discussion of weekly topics. This does not mean that every student must
lead the discussion every week. Rather, students participate by actively listening,
contributing questions, and/or discussion points to the group and taking
notes/completing in-class work. Your text is required for every class.
If there is reading/writing to be done before class, completion of those activities
also counts towards participation. This work will be requested at the beginning
of class and will not be accepted for points after class has begun.
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Course Outline—Note: All essay assignments will be due on Wednesday evenings unless otherwise
noted.
Week
Date
Week One
June 7
Topic
Ch. 1 Lecture and Discussion: A Day
With Two Families: Diversity of
Experience
Readings and
Assignments
Ch. 1 and Ch. 2
Quiz for Chapters 1
and 2
Ch. 2 Lecture and Discussion:
Families Today
Week Two
June 12/14
Ch. 3 Lecture and Discussion:
Parenting
Ch. 11 Lecture and Discussion:
Parent Education
Ch. 3 and Ch. 11
Quiz for Chapters 3
and 11
Video: “The Motherhood Manifesto”
Week Three
June 19/21
Ch. 4 Lecture and Discussion: What Is
Family Involvement?
Ch. 5 Lecture and Discussion:
Benefits and Barriers in Teacher-Family
Partnerships
Week Four
June 26/28
Week Five
July 3/5
Ch. 6 Lecture and Discussion:
Foundations of a Successful Partnership
Ch. 7 Lecture and Discussion: Good
Beginnings with Parents and Children
Ch. 8 Lecture and Discussion:
Informal Communication with Families
Ch. 9 Lecture and Discussion: ParentTeacher Conferences
Ch. 10 Lecture and Discussion:
Families in the Classroom
Ch. 4 and Ch. 5
Quiz for Chapters 4
and 5
Submit
Observation/Reflecti
on #1
Ch. 6, Ch. 7, and Ch.
8
Quiz for Chapters 6,
7 and 8
Submit
Observation/Reflecti
on #2
Ch. 9 and Ch. 10
Quiz for Chapters 9
and 10
Submit
Observation/Reflecti
on #3
Week Six
July 10/12
Ch. 12 Lecture and Discussion: It
Takes a Village: Teachers, Families, and
Communities
Ch. 12 and Ch. 13
Quiz for Chapters 12
and 13
Ch. 13 Lecture and Discussion: It
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Working with Families from Diverse
Backgrounds
Week Seven
July 17/19
Ch. 14 Lecture and Discussion:
Working with Families in Particular
Circumstances
Ch. 15 Lecture and Discussion:
Working to Resolve Challenging
Attitudes and Behaviors
Submit—Community
Resource Report
Submit
Observation/Reflecti
on #4
Ch. 14, Ch. 15, and
Appendix
Quiz for Chapters 14,
15 and Appendix
Appendix Lecture and Discussion:
Home Visits to Families and Children
Final Presentation Workshop
Week Eight
July 24/26
FINAL PRESENTATIONS
Grade Conferencing
Enjoy your summer!!
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INSTRUCTIONS FOR SUBMITTING ASSIGNMENTS THROUGH BLACKBOARD






Create the document you will submit using word processing software (Microsoft Word is
best). Acceptable document extensions are .doc, .docx, .pdf, .rtf. Please make sure
that you take note of restrictions in Turn It In. There may be other acceptable file types
added, so reference the site to make sure.
Save your document! Give it a name associated with the assignment you are doing
(Thought Paper 1, or Infant/Toddler Observation, for example). You should save a copy
of the work to your flash drive. If you are creating the document on a public computer,
your flash drive will be the ONLY way you can preserve a copy of your work, unless you
email it to yourself. Documents on public computers are erased at each reboot!
Login to BlackBoard and click on this course in your course list
Click the “Assignments” menu option on the left side of the page.
Find the assignment you want to complete and click on “View/Complete Assignment”
(just below the assignment title).
You will be directed to the Turn It In page for the assignment
1. “Single File Upload”—You will be attaching a single file unless otherwise
instructed. You don’t need to change this setting.
2. “Author/First Name, Last Name”—Your name should automatically appear
here. If it doesn’t, then type it in and let me know (just in case there is some
problem).
3. “Submission Title”—You should give the assignment the same title that it has
in the syllabus, for the sake of consistency.
4. “Requirements for Single File Upload”—Please read. This tells you what file
types and sizes are permitted, as well as what to do if your file exceeds the size
limit. This should not happen in most cases. Files must be at least 20 words
long, which should also not be a problem.
5. “Browse”—Click this button to search for the document you wish to submit. If
the document is on the computer you are working on, check the “Documents” or
“My Documents” menu item and look for the document. If the document is on
your flash drive, then insert the drive and access the document. When you find
the work, double click on it and it will appear in the box to the left of the “Browse”
button in Turn It In.
6. “Upload”—Once the document title appears in the box, click “upload”. You will
be directed to the submit page.
7. “Submit”—NOTE: MAKE SURE YOUR FILE IS COMPLETE BEFORE YOU
SUBMIT. You can only submit one file per assignment. Once you click
“Submit” you will not be able to go back and add another file. This page will
allow you to view the document before you submit. Check to make sure you
have attached the correct document and that it is complete BEFORE you click
the “Submit” button. If you have mistakenly uploaded the wrong document,
simply click the link marked “return to upload page” and follow the instructions. If
you review the document and it is what you want to send, click “Submit”. Once
you do, you will be directed to the successfully submitted page. Click “OK”.
8. Make sure to check your CCC student email for a submission receipt. This
is the ONLY way you will have to prove you submitted the work on time.
The receipt lists the time and date of the submission, among other info.
9. IMPORTANT! You can view comments on your work by clicking on the
“View/Complete” link that you used to submit, then following the prompts
OR by clicking on the grade for the assignment in “My Grades”. You MUST
review comments for each assignment.
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Group Presentatoin Rubric
Trait
Criteria
1 Point
2 Points
Points
3 Points
4 Points
Content--Did the
presentation contain
valuable and relevant
material that was related
to the text?
The presentation contained
little or no valuable or
relevant material. Text was
not referenced.
The presentation had some
valuable and relevant
material. Text was
referenced a few times.
The presentation had a good
amount of relevant and
valubale material. The text
was referenced several
times.
The presentation had an exc
eptional amount of valuable
and relevant material. The
text was referenced often.
Collaboration--Did
everyone contribute to
the presentation? Did all
seem well-acquainted
with the material?
The presenters never worked
from each others' ideas. It
seemed as though only a few
people worked on the
presentation.
The presenters sometimes
worked from each others'
ideas. It seemed as though
some people worked more on
the presentation than others.
The presenters worked from
each others' ideas most of
the time. It seemed as
though everyone did some
work, but a few people
carried the presentation.
The presenters always
worked from each others'
ideas. It seemed as though
everyone worked equally on
preparation and
presentation.
Organization--Was the
presentation well
organized and easy to
follow?
The presentation lacked
organization and showed
little evidence of
preparation.
The presentation showed
minimal signs of
organization and
preparation.
The presentation contained
some organizing ideas, but
could have been much
stronger with better
preparation.
The presentation was well
organized and easy to follow.
Presentation--Did the
presenters speak clearly,
engage the audience, and
show evidence that they
had rehearsed the
material?
The presenters were not
confident and/or
demonstrated little evidence
of planning prior to
presentation.
The presenters were not
consistent with the level of
confidence and/or
preparedness but there were
some strong moments.
The presenters were
generally confident and
prepared, but presentation
was not as engaging as it
could have been.
The presenters were very
confident and did a good job
of engaging the class.
Preparation was evident.
Conclusion--Did the
presenters stay within
the time limit? Were they
prepared during Q&A
period?
The presenters were far
below or above the time
limit. They were not
prepared for questions, and
did not share any follow-up
resources.
The presenters were within
the time limit, but were not
prepared for questions, and
did not share follow up
resources.
The presenters were within
the time limit. They were
prepared for questions OR
had follow-up resources.
The presenters were within
the time limit, prepared for
questions, and provided
follow-up resources.
Total
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Group Participation Rubric--Refl ect on ea ch tea mma tes ' pa rti ci pa ti on, a nd ra te us i ng the rubri c bel ow. Add ea ch
tea mma tes ' na me a t the bottom, a l ong wi th the number of poi nts you ha ve a wa rded her or hi m. Thes e poi nts wi l l be
a vera ged a nd fi gured i nto ea ch tea mma te's fi na l gra de.
Trait
Criteria
Teammate Pts.
Never-1 Sometimes-2 Usually-3 Always-4 1 2 3 4 5
Helping--The teammate offered assistance
to others.
Listening-The teammate worked from
others' ideas.
Participating-The teammate contributed to
the project.
Persuading-The teammate exchanged,
defended, or rethough ideas.
Questioning-The teammate interacted,
discussed, or posed questions to other
teammates.
Respecting-The teammate encouraged and
supported the ideas and efforts of others.
Sharing-The teammate offered ideas and/or
reported his or her findings to others.
Totals
Teammate 1 Name____________________Points_____
Notes:
Teammate 2 Name____________________ Points_____
Notes:
Teammate 3 Name____________________ Points_____
Notes:
Teammate 4 Name____________________ Points_____
Notes:
Teammate 5 Name____________________ Points_____
Notes:
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Parent Education Interest Survey
To help us better address the needs of your child and family, we would like to know your interest in
learning more about the following topics.
YOUR ideas are important, too! If you have ideas or topics not listed here, please include them in the
spaces provided.
All survey responses are completely anonymous 
Topic
High Interest
Some
Interest
No Interest
Positive discipline techniques
Sibling rivalry
Nutrition and children
Financial planning
Choosing good books and toys
Being on only parent
Television and electronic media exposure
Circle the day that best fits your schedule
M
T
W
Th
F
Circle the time of day that is best
Lunch hour
Right after work
Evening (7-7:30 start)
What else would you like us to know?
Please include any specific details about the strengths, challenges, interests and abilities of your family in the space
below. Continue on the back if needed. All responses are completely anonymous. 
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Community Resource Report Chart (must be included in the Report)
Community
Resource #1
Community
Resource #2
Community
Resource #3
Community
Resource #4
Community
Resource #5
Location
Hours of operation
Days and times
Population served by
resource
Services offered by
resource
Strengths/Benefits
related to resource
Challenges/Concerns
related to resource
How did you find out
about this resource
Notes
Summer2017
Jones
16