This course focuses on the diverse needs of the child within the context of family, school and community. The course will examine the interplay of diverse cultures, lifestyles, abilities, language and communication with the role of the early childhood environment and other community institutions. Students will gain an understanding of their professional role in supporting evidence-based practices that strengthen respectful, collaborative family/child partnerships through effective use of community and family resources.
Course Objectives (A)
1. Identify the unique characteristics of each family and the impact of culture, social background, language, abilities, communication styles, and values on the development and learning of each child.
2. Discuss the benefits, limitations, and biases of the diverse communication formats one must acknowledge in order to establish cooperative relationships that respect the diversity and uniqueness of all families.
3. Describe the importance of recognizing one’s own cultural and linguistic heritage while incorporating the family goals and desires for their own children in the educational process.
4. Identify, review, and compile community resources, including resources related to the responsible use of digital tools, to support the diverse structures and needs of families.
5. Describe and demonstrate skills that are necessary for professionals within early childhood education to work together as a team, to collaborate, and to advocate in ways that are responsive to the diversity and complexity of each family’s system
6. Analyze and develop strategies for implementing effective program policies (local, state and national) that safeguard families who are culturally and linguistically diverse and provide quality care and education for each child.
The following competencies reflect a compilation of Gateways ECE benchmarks (which include NAEYC and IPTS standards) represented within the course objectives provided above. These Illinois ECE competencies were developed to support quality, assessment, and continuity in early childhood teacher preparation programs. Institutions submitting the Child, Family and Community course to the IAI Early Childhood Panel have the option of submitting course objective or competencies.
FCR1: Outlines the role and influence of families and communities on children’s development, learning, and the early childhood setting. (2-4F5, 2-4F15, 2-4F25, 2-4F33, 2-4F34)
FCR2: Identifies culturally and linguistically responsive communication and collaboration strategies designed to engage families in their children’s care and education. (2-4E15, 2-4F4, 2-4F8, 2-4F11, 2-4F14, 2-4F16)
FCR3: Identifies and models respect for families by using strengths-based, culturally responsive practices. (2-4F7, 2-4F36, 5F36)
FCR4: Describes culturally and linguistically responsive communication and collaboration, which encourages family engagement in assessment, curriculum planning, goal setting, and appropriate expectations for child development and learning. (2-4C22, 2-4D26, 2-4E11, 2-4E12, 2-4F12, 2-4F13, 2-4F23, 5D28)
FCR5: Selects and implements procedures designed to gather information about children and families, including information about family concerns and priorities, and collaboratively integrates this information into child and family goals. (2-4C20, 5F5, 5F16)
COURSE ACTIVATED WITH NEW DESCRIPTION 06/07/2016 - AVAILABLE FOR FALL '16 SUBMISSION
Copyright © 1996 - 2018 iTransfer.
If you have questions about transferring in Illinois, we may be able to help. Reach
us at firstname.lastname@example.org, Phone:
Illinois Board of Higher Education,
Illinois Community College Board
Illinois State Board of Education
Sunday, January 21, 2018
Site disclaimer statement