Jun 04, 2023
ECED 310 - Building Networks with Families and Community Credits: 3
A comprehensive overview of community agencies and professionals who work with and support early learning programs and families. Students will learn and practice communication skills and strategies that enable them to connect with and encourage parents and other family members to be involved in their child’s growth and education. Special emphasis will be placed on intercultural communication.
Enrollment Requirement: Admission into BAS in Early Childhood Education or instructor consent.
Students who successfully complete this class will be able to:
- Identify ways in which collaboration is used in infant/child mental health work.
- Investigate the impact of public policy on early childhood mental health systems.
- Describe the variety of public programs and policies designed to support a range of early childhood mental health issues.
- Identify and discuss the challenges, methods, and strategies of communicating with parents and family members.
- Apply various principles and strategies, including verbal and nonverbal techniques for communicating with students, parents, and educational professionals in varied teaching and learning situations.
- Discuss the benefits, limitations, and biases of the diverse communication formats one must utilize in order to establish cooperative relationships that respect the diversity and uniqueness of all families.
- 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.
- Develop strategies for implementing effective program policies that safeguard families who are culturally and linguistically diverse.
- Apply relationship-based principles and strategies that support young children and families.
- Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
- Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
- Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
- Screen, assess, and identify children with mental health challenges.
- Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
- Establish and maintain connections with appropriate support services and community resources.
- Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
- Advocate for families and young children through service, education, and leadership.
- Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
- Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
- Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.
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