TECA/CDEC 1303
Families, School and Community

Western Texas College

  1. Basic Course Information:
    1. ECM Course Description: Study of the child, family, community, and schools.  Includes parent education and involvement, family and community lifestyles, child abuse, and current family issues.  Course content is aligned with State Board of Educator Certification Pedagogy and Professional Responsibilities standards.  Requires students to participate in a minimum of 16 hours field experience with children from infancy through age 12 in a variety of settings with varies and diverse populations.
  2. Student Learning Outcomes
    1. Learning Outcomes:  Analyze parenting styles and techniques; identify interrelated issues between families, and communities; examine characteristics of diverse cultures and lifestyles; proactive ways to communicate and interact with parents and families; identify signs of abuse and neglect; and choose strategies and resources for supporting children and families in abusive and neglectful situations.
    2. Texas Higher Education Coordinating Board Core Curriculum: Intellectual Competencies and Exemplary Objectives
      Intellectual Competencies: A series of basic intellectual competencies considered essential to the learning process in any discipline.
      1. Reading   x
      2. Speaking   x
      3. Critical Thinking___
      4. Writing   x
      5. Listening___
      Computer Literacy__
  3. Course Objectives
    1. Examine literature on parenting styles and effective parenting techniques. (1,2,7,8,10)
      1. Define different parenting styles.
      2. Describe family structures and interaction patterns and how they influence growth and development of children.
      3. Explain developmental stages of parenting and the effect on growth and development of children and parents.
      4. Describe changes in parenting and family life during the 20th century.
      5. Describe the role of families in teaching and supporting learning.
      6. Identify characteristics of functional and dysfunctional families.
    2. Discuss issues relating to families and communities. (1,2,4,5,6,7,8,9,10)
      1. Analyze current issues as they relate to families and parenting.
      2. Explain the importance of being sensitive to differences in family structures as well as social and cultural backgrounds as they relate to child rearing practices.
      3. Describe needs and challenges of families caring for children with special needs.
      4. Evaluate effects the community has on a child and his/her family.
      5. Identify community resources available to support children’s development, learning, well-being and special needs.
      6. Explain the importance of maintaining codes of ethical conduct when working with families and community professionals.
      7. Discuss legislation and public policies affecting children and families, including children with special needs.
      8. Advocate on behalf of early childhood issues relating to families and communities.
    3. Discuss literature relating to diverse cultures and lifestyles. (1,2,5,6,7,8,9,10)
      1. Recognize human variability
      2. Review professional literature on anti-biased approaches in the classroom.
      3. Explain how a child’s home language other than Standard English affects their English language development.
      4. Describe ways to enhance all children’s awareness and appreciation of languages and cultures.
      5. Develop activities to enhance understanding of diverse cultures and lifestyles.
    4. Summarize ways to communicate and interact with parents and families. (1,2,4,5,6,7,8,10)
      1. Describe how to establish and maintain strong, positive, collaborative relationships with families in early childhood/school age programs.
      2. Explain how teachers can work effectively with parents or primary caregivers to address children’s needs and promote their development.
      3. Explain the importance of respecting parents’ choices and goals for their children.
      4. Describe how to involve parents in planning for their individual children.
      5. Describe policies which promote “family-friendly practices”
      6. Communicate with families.
      7. Demonstrate an ability to work effectively as a member of a professional team.
    5. Recognize signs of abuse and neglect and describe ways to work effectively with abused and neglected children. (1,2,4,7,8)
      1. Examine statistics on abuse and neglect.
      2. List types of abuse and neglect and behaviors that might be indicators of such abuse/neglect.
      3. Explain state statutes regarding responsibilities in reporting suspected abuse and neglect.
      4. Identify strategies that deter abusive behaviors.
      5. Describe caregivers’ role in helping abused and neglected children.
      6. SCANS (R, IS, I, S, T, TS, BS, PQ)
  4. ndividual Development and Educational Assessment (IDEA)
    1. As the primary criteria to evaluate the course, the IDEA class evaluation survey is administered at the end of the semester.  The survey asks students to rate the amount of the educational progress they made based on a set of twelve learning objectives.  Your instructor has chosen 3-5 specific learning objectives from this set that he or she considers “Essential” or “Important” learning objectives for this course:
      1. Gaining factual knowledge (terminology, classifications, methods, trends)
      2. Learning fundamental principles, generalizations, or theories
      3. Learning to apply course material (to improve thinking, problem solving, and decisions)
  5.  Information on Books and Other Course Materials
    1. estwicki, C. (2013).  Home, School, and Community Relations, 8th Edition. Belmont, CA: Wadsworth Cengage Learning.
    2. Additional Readings: None
  6. nstructional Methods: The class sessions will include lecture, discussions, problem solving, small group projects, videotapes, and student presentation.
  7. Evaluation:

    Weekly Assignments/ Discussion

    50%

    Attendance

    20%

    Field Experience

    20%

    Final Exam 10%

  8. Course/Lab Requirements: This class will have textbook assignments, class discussions as well as independent lab assignments.
  9. Other Requirements: Each student will be expected to keep up with assignments.  It is very easy to get behind in an online class
  10. Late & Make-up Assignments Policy:  Make-up exams will be given if prior permission is obtained from the instructor and if there is a justifiable reason. No make-up on in-class assignments.  Late assignments will automatically be deducted 5 points for each day it is late.
  11. Attendance Policy:  Students shall adhere to the college policy on attendance.  Absent from six hours of instruction, your name will be submitted to the counseling office; with nine hours of absences, you will be encouraged to drop the course. Three tardies constitute as an absence.
  12. Academic Integrity:  Students shall adhere to the college policy on student conduct and academic dishonesty. A cop will be provided upon request.
  13. Course Organization
    1. Assignments
      1. Each assignment should show evidence for the students’ knowledge from personal experience and reading assignments
      2. Each assignment will vary in length and format. Some lab experiences assignments will require using the “Activity Plan Worksheet”
      3. Each assignment will need to be submitted with assignment number.
      4. The reading assignments are necessary and are developed to enhance your knowledge in the course subjects. These are the bases of the assignment

                              
“ The above schedule, policies, procedures, and assignments in this course are subject to change in the event of extenuating circumstances.”

 

 

Last Modified: November 20, 2014