CHS236 Full Course Latest 2019 January Question # 00598961 Subject: Education Due on: 03/07/2019 Posted On: 03/07/2019 05:23 AM Tutorials: 1 Rating: 4.8/5

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Unit 1
Discussion

DQ1 Introductions

It’s time to introduce ourselves to each other! Feel free to
share any name/nickname that you would like us to use when addressing you in
the discussion forums. Please provide the following information:

Where you live;

Your experiences with young children from birth through 8
years;

Your current and future goals;

Why you chose this course and what you hope to learn; and

Your opinions/beliefs about families as their children’s
first and most important teachers and advocates.

DQ2 Ethical Responsibilities to Families

In 1999, NAEYC created the first “Code of Ethical
Conduct” for early childhood professionals. Our first group discussion requires us to
examine NAEYC’s position and share our own experiences.

1. Read the brief article:
Freeman, N. (2013). Spotlight on ethics: Early childhood educators’
responsibilities to families. ABC Child Care. South Carolina Quality
Improvement System.

2. View three videos to build a deeper understanding of the
NAEYC Code of Ethical Conduct: Parts 2,
3 and 6.

3. In your work or personal life, write about an experience
that presented an ethical dilemma and/or required ethical responsibility. How did you handle it? How might the Code of
Ethical Conduct have helped?

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Unit 2
Discussion

DQ1 States Implementing Protective Factors

Determine if your state is a member of the
“Strengthening Families National Network”. If not in the network,
select a state of your choice.

Read the “State Initiative Profile.”

Analyze what your home or a selected state is doing to
promote protective factors for families and children.

Now, imagine you have been asked to give an introductory
presentation on the Protective Factors Framework to a community organization
interested in working with your child care center/school to help support
children and families.

Explain how the SF approach helps the state in building
family and community partnerships that impact young children’s positive
development.

Describe specific practices that connect home, school and
community.

Identify one way that you would you apply this information
in your work with children and families.

In your responses to classmates’ posts, discuss observed
similarities and differences across states.

DQ2 Ethical Responsibilities to Colleagues/Community

1. Read Sections 3 and 4 in the NAEYC Code of Ethical
Conduct.

2. View the three videos.

3. Now please respond as follows:

Articulate your understanding of professional
responsibilities to either colleagues or community and society. Be sure to reference at least one ideal or
principle. Cite all resources used.

Describe specific connections to your own life/experiences.

Provide substantive responses to classmates’ reactions that
also include the ideals and principles.

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Unit 3
Discussion

Help Me Grow

Discuss with your learning peers your understanding of the
Help Me Grow policy brief. Be sure to cover these things:

How was the Protective Factors Framework applied to
demonstrate the efficacy of the Help Me Grow system in promoting children’s
optimal development?

How were families strengthened?

If you live in a Help Me Grow state, feel free to add what
you have learned about your state’s plans and implementation strategies.

Provide substantive responses to classmates’ reactions.

NOTE: For this discussion it is important that you have
gained a thorough understanding of the Help Me Grow system’s core components.
This information is obtained by viewing the two videos, and reading the policy
brief and affiliates’ profiles.

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Unit 4
Discussion

Cultural Competence

Knowledge about family diversity, strengths, and structures
is critical for teachers and human service providers serving families with
young children. Hopefully this course
has helped you to gain new insights for understanding and supporting families.

Now, please read “In Hartford, A Call For ‘Cultural
Competence’ In Schools” (Hartford Courant), and “Addressing Differences: How
Can You Deal with Issues of Race, Class, and Culture?” ( Beyond the Bake
Sale, Chapter 6), reflect on specific ways to ensure culturally competent
practices with children and families.
Please react to the following questions:

What are educators and service providers’ ethical
responsibilities? (Recall the NAEYC Code
of Ethical Conduct.)

How might you use the checklist “How Well is Your School
Bridging Racial, Class, and Cultural Differences?” (Beyond the Bake Sale,
pages 146-149)

What additions might you make to the checklist to further
ensure culturally competent practices?

Provide substantive comments to at least three classmates.

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Unit 5
Discussion

Children’s Defense Fund: Status of Your State?

Please visit and explore the Children’s Defense Fund
website:
http://www.childrensdefense.org/

Now visit the “State of America’s Children 2017
Report”:
https://www.childrensdefense.org/reports/2017/the-state-of-americas-children-2017-report/

Read about the status of children in your home state (or a
state you reviewed in a prior unit from either the Strengthening Families or
Help Me Grow networks).

Identify the state’s strengths and its greatest challenges.

Share any startling statistics.

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Unit 6
Discussion

Caring Communities

Read the article “Laws of Physics Can’t Trump the Bonds of
Love” and view the video on “Wright’s Law.”

View the Parent Leadership Training Institute 8-minute video.

Identify at least one message from each video that portrays
caring communities.

Share specific thoughts on how you can advocate for a more
caring community where you work and/or live.

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Unit 7
Discussion

DQ1 Every Kid Needs A Champion

Please view the video of Dr. Rita Pierson’s
presentation: “Every kid needs a
champion.”

Answer the following questions:

What is the significance of “human connections”?

Why must teachers implement authentic family and community
engagement?

What messages are you taking away from this video?

DQ2 Community Strengths, Needs and Resources

In this course, you have accomplished a tremendous amount
including your work as:

researchers of state conditions and initiatives of
Strengthening Families, Help Me Grow, and the Children’s Defense Fund; and

data collectors and assessors of family engagement at local
child care centers, family child care homes and schools.

For this discussion forum, share with classmates your one
advocacy issue pertaining to children, families, and/or your community. As done in prior forums, please support each
other with constructive feedback.

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Unit 8
Discussion

DQ1 Advocacy &
Action Plan Sharing

Please read Dennis Vicar’s article “We the Parents” and
think about how it connects to the Strengthening Families Approach. Is there information in the proposed
“Parent’s Bill of Rights” that can be incorporated into your advocacy and
action plan?

Use this forum as an opportunity for collaborative sharing
and support with your advocacy and action plan. Please share at least one idea
for bringing the Strengthening Families Protective Factors to life in your
community. Provide constructive
responses to peers.

DQ2 Course Reflection

For the final discussion forum, you are asked to reflect on
all that you have learned in this course and answer at least one of the
following questions:

What would you identify as the essential components of a
family- and community-based philosophy in education and authentic partnerships?

As we close this course, what resonates with you? (It might be a key concept, one sociological
theory, a program model, state statistics, or perhaps a checklist from Beyond
the Bake Sale.)

How are you planning to apply your gained knowledge and
strategies?

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Unit 2 Self-Reflection:
Home-School-Community Connections

Write a 2 to 3 page self-reflection paper describing your
home-school-community connections experienced during early childhood and/or
elementary school years. Review the
Beyond the Bake Sale checklist: “4 Versions of Family-School Partnerships”
which helps to assess partnership practices.
In your paper, incorporate key concepts and professional terminology
from your course readings and experiences.

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Unit 3 Case
Study

This assignment requires analysis of a case study of a
family. Write a 2 to 3 page paper not
including the cover and references pages.

When reading the case study, reflect on what you have
learned about the NAEYC Code of Ethical Conduct, professional standards for
Building Family and Community Relationships, sociological theories, the
Protective Factors Framework, and Help Me Grow.

Identify and present in explicit details the issues concerning
the family.

Design a plan of support for the family utilizing NAEYC’s
ideals, guiding principles, professional standards, theories, the protective
factors, and/or Help Me Grow core components.

Demonstrate comprehension of key concepts and terminology in
the articulation of your plan. For
example: Use key terms such as ideals,
principles, ethical responsibility.
State the full names of protective factors.

Use APA (American Psychological Association) 6th edition to
cite and reference all work. This
includes in-text citations and bibliographic references.

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Unit 4 Theorist
and Theory Application

This assignment requires you to apply Bronfenbrenner’s
Bioecological Theory to the NAEYC Early Childhood Program Standards for
Families and Community Relationships.?Write a 2-3 page paper not including the
cover and references pages. Use APA (American Psychological Association) 6th
edition to cite and reference all work.?This includes in-text citations and
bibliographic references.

Required Components and Guidance:

1. Review
Bronfenbrenner’s Bioecological Theory (refer to course resources including
Chapter readings, website article, and supplemental video). Write a detailed
description of each of the five bioecological systems.

2. Review two NAEYC
Early Childhood Program Accreditation Standards, Categories and Criteria. Prepare a succinct yet explicit overview of
your understanding of each of the six categories and accreditation criteria.
Below you will find the titles of the standards and categories. The descriptions of the standards, categories
and criteria are provided in the Couchenour & Chrisman textbook (see pages
below) and the document: NAEYC Program Accreditation All Criteria Document.pdf.

Standard 7. Families
— Three Categories (Pages 20-21,
Figure 1-7)

7.A. Knowing and
Understanding the Program’s Families

7.B. Sharing
Information between Staff and Families

7.C. Nurturing
Families as Advocates for Their Children

Standard 8. Community Relationships —
Three Categories (Pages 21-22,
Figure 1-8)

8.A. Linking with the
Community

8.B. Accessing
Community Resources

8.C. Acting as a
Citizen in the Neighborhood and the Early Childhood Community

3. Utilize the five
bioecological systems to critique: one category and criteria for the Families
standard, and one category and criteria for the Community Relationships
standard.

4. Lastly, think
about the meaning of this theory for yourself.
As a teacher, family service provider and/or a parent, describe one to
two ways Bronfenbrenner’s theory has changed your perspective and/or practice.

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Unit 6 Program
Visitation

Application Assignment (80 Points) Early Childhood Program
Visitation: Family Engagement Evidence – due Unit 6

Part A. Environmental Observation: Conduct a program
observation in a local child care center, family child care home or early
elementary school (grades 1 through 3). Use the “assigned observational
checklist” to determine evidence of family representation, family engagement
and a caring community.

Part B. Documentation Review: Use the “assigned family
engagement instrument” to review and record the program’s family-engagement
practices: (Documents may include: family handbook, intake and family-teacher
conference forms, curriculum and assessment plans, and communication practices
and tools.)

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Unit 8 Final
Project Action Plan

The final project requires you to create an Action Plan for
your center, school and/or community.
This action plan is a culmination of the fundamental concepts,
contextualist theories, NAEYC Code of Ethical Conduct, NAEYC Families and
Community Relationships Standards, model programs, and strategies learned
throughout the course. Using the knowledge and resources you have gained, you
will apply the Strengthening Families Protective Factors Framework to:

support and partner with families as their children’s first
teachers and advocates; and

promote authentic Home-School-Community Partnerships.