This course will focus on theories for partnering families and communities with schools, and how to put them into practice for children from birth to age eight. (3 credits)
- ENG 101: English Composition 1
- ENG 102: English Composition 2
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Define three major theories for partnering families and communities with schools.
- Identify an early childhood collaboaration.
- Identify family and community characteristics.
- Describe the role of the family in Early Childhood Education.
- Discuss the stresses that affect families and how Early Childhood Educators can help families cope with the stress.
- Describe family structure and function in today’s society.
- Define and discuss empowerment.
- Discuss ways to involve families and communities in their child development and learning.
- Link children’s language and culture to early childhood program.
- Collaborate and consult with other professionals within the school and community, families, adults, and agencies to support children’s development, learning and well - being.
General Education Outcomes (GEOs)
Course Activities and Grading
(Available through https://bookstore.mbsdirect.net/vbm/vb_home.php?FVCUSNO=35478)
- Couchenour, Donna and Kent Chrisman. Families, Schools, and Communities: Together for Young Children. 5th ed. Wadsworth, 2014. ISBN-10: 1-133-93894-9 or ISBN-13: 978-1-133-93894-1
- Hornby. Parental Involvement in Childhood Education. Springer, 2011. ISBN-10: 1-4419-8378-3 or ISBN-13: 978-1-4419-8378-7
Note: This is a print on demand book. Order as soon as possible to ensure the book arrives by the start of the course.
|Week||SLOs||Readings and Exercises||Assignments|
1, 4, 8
|Topic: A Theory-Based Approach to Family Involvement in Early Childhood Education and Understanding Family Diversity|
|Topic: Developmental Issues in Families with Young Children|
|Topic: Family Strengths, Family Functions and Family Structure|
|Topic: Early Childhood Educators in the Community|
|Topic: Family Stress|
7, 8, 9
|Topic: Parent Education and Family Life Education|
|Topic: A Family-Based Philosophy in Early Childhood Education|
COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.