TR 2:00-3:15 Office hours: W 1:30-2:30
Teaching Assistant: Shan Kemp Shan9397@aol.com
Office hours: M 1:30-3:30 Tel. 245-2544 (no calls after 10:00pm)
Principles, techniques, and resources relevant to working with parents as individuals, couples, and families. Survey of related literature on parent effectiveness and parent education is included with relevant field experiences. Lecture and laboratory.
Berger, E.H. (2000). Parents as partners in education: Families and schools working together. Upper Saddle River, NJ: Merrill.
Family Resource Coalition of America (2000). America's Family Support Magazine, vol. 18.
Foster, J. D. (1999). Redesigning public education: The Kentucky Experience. Lexington, KY: Diversified Services.
Swierk, M., & Moore, K. (2000). Nurturing brain development. New York, NY: Glencoe McGraw-Hill.
· To understand the societal and cultural forces which affect the psychosocial development of children and parents.
· To develop an awareness of diversity in family structure, lifestyle, needs, and strengths of parents in contemporary society.
· To increase ones understanding of the parenting process over the life span.
· To increase ones appreciation for the need to work with parents in culturally appropriate ways.
· To develop a personal philosophy for collaborative work with parents.
· To become knowledgeable about parent education programs and resources available in the community.
· To examine the role of teachers, parents, and community leaders in implementing the Kentucky Education Reform Act.
The course format will be lecture-discussion. Class discussion and exercises are important components of the learning process.
Reasonable accommodations: If you have a special need that may require an accommodation or assistance, please inform the instructor of that fact as soon as possible and no later than the end of the second class meeting.
1. Class attendance and participation. Attendance is an essential ingredient of class participation. Each student is expected to attend all class sessions and to participate in class discussions and exercises.
Students are entitled to an excused absence for the purpose of observing major religious holidays. However, the instructor must be notified in writing by the second class meeting.
2. Reading assignments are to be completed prior to each class session. This is essential. Class lectures, discussions, and exercises assume that the student has control of the reading material.
3. Exams: There will be two exams (covering the reading assignments, class exercises, class discussions, lecture material, and handouts). Exams must be written in blue or black ink in blue examination books. Make-up exams will only be given in the case of documented excused absences. Make-up exams may differ in format from exams given during regularly scheduled exam times.
4. Book review and Presentation: Each student will read and write a written review/evaluation of a parenting book (to be approved by the instructor). A summary of the review will be presented in class.
5. Philosophy Paper. Each student will write a 3-5 page (typed and double spaced) paper describing his/her philosophy of working with parents. The paper is to be written in APA format and to draw upon assigned readings, class discussions, etc.
6. Creation of a Newsletter for Parents. Details to be discussed in class.
7. Internet Exercise. To be explained in class.
8. Agency Visits (2). To be explained in class.
9. Graduate Student Project: To be "contracted" with the instructor by the third class meeting.
All assignments will be thoroughly discussed and explained during class sessions. Handouts detailing components of assignments, formats for assignments, grading criteria, etc. will be available in class when the assignments are discussed or on the course web site. Students are responsible to get missed hand-outs from their classmates.
All assignments are to be typed. Handwritten/handprinted assignments will not be read by the instructor.
The conceptual framework utilized in this course will follow the Reflective Decision Maker Model which encourages reflective thinking, open mindedness, and the ability to challenge personal beliefs by continually seeking new information.
In addition, this course will utilize concepts of the Human Ecological Systems Perspective and Systems Theory, which emphasize the reciprocal influence of systems (i.e., individual, family, community, and the larger cultural world). Further emphasis will be placed on concepts of Developmental Theory and Constructivist Theory. The importance of active learning and personal meaning in the learning and development process will be stressed.
The Interdisciplinary Early Childhood Education (IECE) certification is designed around nine Teacher Standards that were developed as a result of the Kentucky Education Reform Act. The standards describe a specific emphasis on the three (3) standards listed below:
Standard IV The early childhood educator shall assess children's cognitive, emotional, social, communicative, adaptive, and physical development; organize assessment information; and communicate the results appropriate to the purpose of the assessment
Standard VI The early childhood educator shall collaborate and consult with the following to design, implement, and support learning programs for children: Staff in a team effort; volunteers; families and primary caregivers; other educational, child care, health and social services providers in an interagency and interdisciplinary team; and, local, state, and federal agencies.
Standard VIII The early childhood educator supports and promotes the self-sufficiency of families as they care for and provide safe, healthy, stimulating, and nurturing environments for young children.
The final grade for the course will reflect attendance and class participation as well as the scores earned on the various assignments. Points will be assigned in the following manner:
Exam 1 ....100 points
Exam 2 100
Class attendance, participation, exercises . 50
Book review and presentation ...50
Philosophy paper ...50
Internet exercise 25
Agency visits .50
Graduate student project ..100
Total (Undergraduate) ..500
Total (Graduate) .. 600
Grades on late papers will be reduced 1/2 grade (5%) for each day late except in the case of documented excused absences as defined in the student handbook
Students are required to complete all assignments and presentations in order to earn a grade of C or better for the course. Upon completion of all assignments, grades will be determined in the following manner:
Undergraduate Grade Scale Graduate Student Grade Scale
450 - 500 = A 540 - 600 = A
400 - 449 = B 480 - 539 = B
350 - 399 = C 420 - 479 = C
300 - 349 = D 0 - 419 = E
0-299 = E
All members of the academic community are expected to produce their own scholastic work. When using outside sources, students are to give credit for ideas and information taken from others. The minimum penalty for cheating and plagiarism is an E in the course.
DATE TOPIC READING
Jan 11 Introduction to Course Syllabus
Who is Parenting?
Jan 16-18 Parenting: A Systems Perspective B-1
Jan 23 Parenting: A Life Span Perspective Nurturing ,
Fam. Support, p. 9-11
Jan 25 Lab #1: Library/Bookstore Assignment B-2
Jan 30-Feb 1 Parenting: A Multicultural Perspective B-3, Fam. Support
p. 20-21 & 31-33
Feb 6-8 Family/School/Community Partnerships B-4, Fam. Support
Feb 13 Lab #2: Agency Visit B-5
Feb 15 Midterm Exam
Feb 20-22 Techniques for Developing Partnerships B-6
Feb 27 Book Reviews Due
Mar 1 Lab #3: Agency Visit
Mar 6-8 Parent Involvement: School-Based B-7
Mar 13-15 Academic Holiday
Mar 20 Supporting Families in Home-Based B-8, Fam. Support
Mar 22 Supporting Families in Center Fam. Support Mag.
Philosophy Papers Due
Mar 27 Lab #4: Newsletter Preparation
Mar 29 Family Strengths, Challenges, & TBA
Apr 3 Parent Education: The Mass Media TBA
Apr 5 The Kentucky Experience: Part I Redesign. Pub. Edu.
p. 1-22, 68-91, &
Apr 10 The Kentucky Experience: Part II Redesign. Pub. Edu.
Reports of Agency Visits Due p. 132-156 & 235-256
Apr 12 Lab #5: Newsletter Preparation
Apr 17 Working with Parents of Children B-9
Apr 19 The Abused Child B-10
Presentation of Newsletters
Apr 24 Lab #6: Internet Assignment
Apr 26 Advocacy for Parents and Their B-11 & Appendix
Internet Assignments Due
FINAL EXAM: Wednesday, May 2, 10:30 a.m.