TECA 1303 - Family, School and the Community

Collin College

Instructor’s Syllabus

Fall 2010

Course Number & Section:

TECA 1303.XS1 (Weekend Express- October 22, 2010 to November 7, 2010)

Course Title:

Family and the Community 

Course Description:

A study of the relationship among the child, family, community and schools, including parent education and involvement, family and community lifestyles, child abuse, and current family life issues. Lab required. 

Course Credit Hours:

Lecture Hours 3, Lab Hours 1 



College Repeat Policy:

A student may repeat this course only once after receiving a grade, including "W".

Course Delivery Method:

Lecture/Lab /Discussions/Presentations

Instructor’s Information:


Instructor’s Name:

Susy A Mathews

Office Number:

Child Development Lab School (SCC) or B-103 (Only by appointment)

Office Hours:

Monday-Tuesday 12:40-1:20pm by appointment; Will wait after each class to talk to students

Contact Information:

Phone:      972-881-5945     
FAX:        972-881-5700                          
E-mail:     smathews@collin.edu  
Lab Instructor :   Glenda Strange Tel. 972-881-5944

Class Meeting Times:

6:00 pm - 9:50 pm  F Oct 22, 2010 - Nov 07, 2010

1:00 pm - 6:50 pm S Oct 22, 2010 - Nov 07, 2010

1:00 pm - 6:50 pm U Oct 22, 2010 - Nov 07, 2010

Class Meeting Location:

I-111 Spring Creek Campus


Gestwicki, C. 2007. Home, School and Community, 6th Edition, Thomson: Delmar Learning.  
Lab Manual



Course Learning Outcomes and NAEYC Standards

1.  Examine literature on parenting styles and effective parenting techniques. (Standards 1, 2) 
a. Define different parenting styles.  
b. Describe family structures and interaction patterns and how they influence growth and development of children.  
c. Explain developmental stages of parenting and the effect on growth and development of children and parent 
d. Describe changes in parenting and family life during the 20th century.  
e. Describe the role of families in teaching and supporting learning.  
f. Identify characteristics of functional and dysfunctional families.

2.  Discuss issues relating to families and communities. Standard 2 
a. Analyze current issues as they relate to families and parenting.  
b. 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.  
c. Describe needs and challenges of families caring for children with special needs.  
d. Evaluate effects the community has on a child and his/her family.  
e. Identify community resources available to support children’s development, learning, well-being and special needs.  
f. Explain the importance of maintaining codes of ethical conduct when working with families and community professionals.  
g. Discuss legislation and public policies affecting children and families, including children with special needs.  
h. Advocate on behalf of early childhood issues relating to families and communities.

3.  Discuss literature relating to diverse cultures and lifestyles. (Standards 2, 4, 5) 
a. Recognize human variability.  
b. Review professional literature on anti-biased approaches in the classroom.  
c. Explain how a child’s home language other than standard English affects their English language development.  
d. Describe ways to enhance all children’s awareness and appreciation of languages and cultures.  
e. Develop activities to enhance understanding of diverse cultures and lifestyles.

4.  Summarize ways to communicate and interact with parents and families. (Standards 2, 4, 5) 
a. Describe how to establish and maintain strong, positive, collaborative relationships with families in early childhood/school age programs.  
b. Explain how teachers can work effectively with parents or primary caregivers to address children’s needs and promote their development.  
c. Explain the importance of respecting parents= choices and goals for their children.  
d. Describe how to involve parents in planning for their individual children.  
e. Describe policies which promote family-friendly practices.  
f. Communicate with families.  
g. 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. (Standards 1, 2, 3)
a. Examine statistics on abuse and neglect.  
b. List types of abuse and neglect and behaviors which might be indicators of such abuse/neglect.  
c. Explain state statutes regarding responsibilities in reporting suspected abuse and neglect.  
d. List steps in reporting suspected abuse and neglect.  
e. Identify strategies that deter abusive behaviors.  
f. Describe caregivers’ role in helping abused and neglected children.  

NAEYC Supportive Skills 
Standard 2,   Building family and community relationships  
Supportive Skill 2:  Mastering and applying foundational concepts from general education 
Supportive Skill 3:  Written and verbal communications skills 
Supportive Skill 4:  Making connections between prior knowledge/experience and new learning 
Supportive Skill 5:  Identifying and using professional resources 

All assignments are due on the date that is in the outline.  Failure to turn work in on the date will be graded as follows, one week late 50% of the assignment grade will be given, more than one week late it will be graded as a 0 
All assignments and papers must be double spaced, in 12 point font for regular text, and with one-inch margins (unless they are brochures or Powerpoints)

 Child Development/Early Childhood Education courses are competency based, therefore, any student failing to complete 16 hours of Service Learning will fail the course.

Policies and Procedures:

Attendance Policy: Attendance is required.  A large part of your grade is attendance and you are expected to be there every day.  You may have 3 absences without penalty, although if you miss an activity during that class in which a grade was given you will NOT receive a grade for that activity.  Makeup is ONLY available for those with a doctor’s note or if I approve the absence before the class AND you e-mailed me about it. Missing a lot of your class time can result in a failing grade even if your grades are high.  Over three (3) absences from class/lab may result in a failing grade for the course.

Students are expected to attend class regularly, to notify the professor if they will be absent, and to make arrangements to complete any work missed. It is your responsibility to keep up with information discussed in class when absent.  (Do not call me for the missing information—make a friend in class and cover for each other).  Students are encouraged to discuss extenuating circumstances with the professor.  

An excused absence will not deduct points from your attendance grade.  These are defined as illness, family death, CCCCD school-sponsored activity, or approved religious holiday-however, appropriate documentation (A physician’s return to school/work form, mortuary statement, field trip roster) must be provided within two class periods of your return date to class!  Note: a verbal explanation is appreciated but will not suffice as documentation.  Furthermore, a note from your parent, spouse, partner, significant other, or roommate does not constitute proper documentation.  Additionally, routine dental/doctor visits, elective medical procedures, family vacations, and court appearances resulting from your own negligence are not excused. 

DO NOT DROP THIS COURSE UNLESS….you have talked to me.  There are often circumstances in student’s lives that cause them to get behind or miss school and they will sometimes drop when they didn’t really need to.  Please talk to me first and we will see if there are ways to work out things!

Netiquette, Respect and Professional Conduct:  You are in courses that prepare you to be a teacher and a role model for children.  You are therefore expected to conduct yourself professionally.  Respect is the cornerstone of working with children.  You are expected to act and dress in a professional manner when doing your child-observations.  You are also expected to be polite in classroom discussions with other students and with the professor.

Do Not Go There Clause: Because we are a "captive audience," meaning that we are not here purely by choice, but rather required to be here for a specific reason, some subjects are inappropriate for class presentation.  Topics which are inappropriate for this class are gun control, abortion, legalization of drugs, lowering the legal drinking age, the death penalty, religious conversions and any personal experiences regarding the above mentioned topics. 

Respect and Professional Conduct: You are in courses that prepare you to be a teacher and a role model for children. You are therefore expected to conduct yourself professionally. Respect is the cornerstone of working with children. You are expected to act and dress in a professional manner when doing your service learning. You are also expected to be polite in e-mail and discussions with your professor and other students.  

Participation: Attendance and participation are both major parts of your grade in this course.  Class participation is expected and is defined as being actively involved in the class.  Students will be expected to ask and answer questions in class and to be involved in the learning process during class as well as in small groups and other class activities chosen by the professor when applicable.  Please remember that only one person should be talking at a time.  In this course we would like to hear everyone’s ideas.  Everyone is paying tuition in order to learn.  It is part of the professor’s role to protect everyone’s right to avoid unnecessary distractions.   

Course Withdrawal Policy: Students are responsible for officially withdrawing themselves from the course; failure to do so will result in a performance grade of "F". As stated in the CCCCD catalog, "a course in which a grade (including W) has been received can be repeated only one time to replace the grade". Last Day to Withdraw with a grade of "W" is _______________________.  

Repeat Policy: As stated in the CCCCD catalog, "a course in which a grade (including W) has been received can be repeated only one time to replace the grade". You must drop by the census date, September ___________________ in order for it not to count as one of your opportunities to take the course.  

Possible Changes to Syllabus or Course: This syllabus is intended to be a set of guidelines for this course. Collin College and I reserve the right to make modifications in content, schedule, and requirements as necessary to promote the most effective learning possible within the prevailing conditions affecting the course. Changes will be announced if they are to be made. Changes will only be made in an effort to improve the course and allow students to be more successful.  

ADA Statement: It is the policy of Collin County Community College to provide reasonable accommodations for qualified individuals who are students with disabilities. This College will adhere to all applicable federal, state and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal educational opportunity. It is the student’s responsibility to contact the ACCESS office, SCC-G200 or 972.881.5898 (V/TTD: 972.881.5950) in a timely manner to arrange for appropriate accommodations.  

Academic Ethics: The College District may initiate disciplinary proceedings against a student accused of scholastic dishonesty. Scholastic dishonesty includes, but is not limited to, statements, acts, or omissions related to applications for enrollment or the award of a degree, and/or the submission as one’s own work material that is not one’s own. Scholastic dishonesty may involve, but is not limited to, one or more of the following acts: cheating, plagiarism, collusion, use of annotated texts or teacher’s editions, and/or falsifying academic records.  

Plagiarism is the use of an author’s words or ideas as if they were one’s own without giving credit to the source, including, but not limited to, failure to acknowledge a direct quotation.  

Cheating is the willful giving or receiving of information in an unauthorized manner during an examination, illicitly obtaining examination questions in advance, copying computer or Internet files, using someone else’s work for the assignments as if it were one’s own, or any other dishonest means of attempting to fulfill the requirements of a course.  

Collusion is intentionally aiding or attempting to aid another in an act of scholastic dishonesty, including but not limited to, providing a paper or project to another student; providing an inappropriate level of assistance; communicating answers to a classmate during an examination; removing tests or answer sheets from a test site, and allowing a classmate to copy answers.

Mandatory Library Tutorial: All students in Child Development and Education

courses are required every semester to complete a tutorial on using library databases to access professional articles.  The tutorial can be found at http://iws2.ccccd.edu/jleonard/childdev.html . You will need to complete the tutorial and the quiz at the end and make copies of the last page to turn in to your professors.  You only need to take it once each semester and then turn in copies of the last page to every professor in Child Development as they request.

Specific Course Requirements:

1.  Late Work:  All assignments, activities, and projects are due in class, on the dates indicated on the syllabus calendar.   Late work will receive a 25%-50% deduction in points if turned in within one week of due date; if turned in later than one week, without a doctor’s excuse,  past the due date, the student will receive a grade can earn no more than 20% of the grade.  Please note:  Quizzes, tests, presentations, exams, and other assessments may not be made up, and cannot be rescheduled. 

2.  Written Work.  All written work must be typed, double-spaced, 12 pt. font, 1 inch margins, on one side of the page only, stapled, with rubric, if applicable, attached to the front of the work.  Please do not use folders of any kind. All written work unless otherwise specified should be turned in to the assignment box in BlackBoard.

3. Class "Buddies"  It is recommended that students exchange phone numbers and e-mail addresses with one or two other students.  In the case of an emergency, inability to attend class, personal conflicts, etc., students should contact their "buddy" to determine what was missed in class (handouts, discussion notes, etc.).  Buddies should also contact the one missing class to find out if there is a problem.

4. Cell Phone/Notebook Computer Policy  Students must turn off all cell phones or place them in "silent" mode during class.  Students may not answer a call in class, may not place a call during class, may not use text messaging in class, may not use "games" mode in class, and may not leave class to answer or to place a call. If your phone goes off and you have forgotten to turn it off, do so immediately!  Do not answer your phone during class unless there is an emergency situation that I approve BEFORE class..  If it happens more than once, I reserve the right to require you to leave class and you cannot return unless you bring a note from the Dean of Students stating that you visited them and told them about the cell phone issue.

Notebook computers are allowed in class for taking notes ONLY!  If you are seen surfing the internet, checking e-mails, Instant Messaging or playing games the policy above will be applied and you may be required to talk to the Dean of Students and/or lose points. 

Key Assessment for Capstone Project: Child Advocacy Project 
This assignment should be completed and kept as part of your portfolio which is required as part of the capstone project for AAS degree.  It can be kept in a portfolio notebook, file or e-portfolio.  You should follow the rubric which you will find in the "Assignments" section under Advocacy Project in order to receive full points! 

Tentative Course Calendar Fall 2010 (Express Class)
Course Outline:  This can be changed at instructor’s discretion by announcement in class. All assignments due on it is listed date, unless otherwise stated.

Week of:                Chapters

10/22/10   Orientations/Paperwork Chapter 1, 2

10/23/10   Chapter 3, 4

10/24/10   Chapters 5, 6

10/29/10   Chapters 7,8, 9

10/30/10   Group Project Discussions/Completion/Mid-term exam

10/31/10  Chapter 10,11, 12, Parent-teacher conferences

11/5/10    Chapter 13, 14, Parent teacher communication/home visits

11/6/10    Chapters 15, 16

11/7/10    Chapter 17, 18 Final Exam

NAEYC Accreditation Standards

Standard 1: Promoting Child Development and Learning
1a: Knowing and understanding young children’s characteristics and needs
1b: Knowing and understanding the multiple influences on development and learning
1c: Using knowledge of development to create healthy, respectful, supportive, and challenging learning environments 

Standard 2:  Building Family and Community Relationships
2a: Knowing about and understanding family and community characteristics
2b: Supporting and empowering families and communities through respectful, reciprocal relationships
2c: Involving families and communities in their children’s development and learning 

Standard 3:  Observing, Documenting, and Assessing to Support Young Children and Families
3a: Understanding the goals, benefits, and uses of assessment
3b: Knowing about and using observation, documentation, and other appropriate assessment tools
3c: Understanding and practicing responsible assessment
3d: Knowing about assessment partnerships with families & other professionals 

Standard 4:  Teaching and Learning
4a: Knowing, understanding, and using positive relationships and supportive interactions
4b: Knowing, understanding, and using effective approaches, strategies, and tools for early education
4c:  Knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines
4d: Using own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes 

Standard 5:  Becoming a Professional
5a: Identifying and involving oneself with the early childhood field
5b: Knowing about and upholding ethical standards and other professional guidelines
5c: Engaging in continuous, collaborative learning to inform practice
5d: Integrating knowledgeable, critical & reflective perspectives on early education
5e: Engaging in informed advocacy for children and the profession 

Supportive Skills
Supportive Skill 1:  Self –assessment and self-advocacy
Supportive Skill 2:  Mastering and applying foundational concepts from general education
Supportive Skill 3:  Written and verbal skills
Supportive Skill 4:  Making connections between prior knowledge/ experience and new learning
Supportive Skill 5:  Identifying and using professional resources


Chapter 1   
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8

Chapter 9
Chapter 10
Chapter 11
Chapter 12
Chapter 13
Chapter 14
Chapter 15
Chapter 16

Chapter 17
Chapter 18