Families in the Educational Process: Birth through Kindergarten
CI 4200
Appalachian State University
Reich College of Education
CI 4200 (3 semester hours). The purpose of this course is to provide information and skills in communicating with families as partners in educational planning for very young children. Students will apply skills with families of infants, toddlers, preschoolers and kindergarten children having typical and atypical educational needs.
Textbook:
Green, C. (2009). The Lydia Year: Learning from Pre-Kindergarten Children in Rural Appalachia
(This book will be on reserve at Belk library. If you choose to purchase it, your instructor has copies available.)
Instructors: Dr. Connie Green,
328-C Edwin Duncan Hall, 262-2195
Office hours: TR 10:00-12:00, 3:00-4:00 and by appointment
Kaaren Hayes,
Parent-to-Parent Family Support Network, 262-6089
Please silence cell phones and refrain from text messaging during class.
Course Goals from North Carolina Birth-Kindergarten Standards:
Standard 2: BK teacher candidates foster relationships with families that support children’s development and learning.
1. BK teacher candidates understand that families are the first and most important teachers and key decision makers for their children. BK teacher candidates understand diverse family structures and functioning styles, family systems and human ecological theories, family structures, functioning styles, and stages of family and adult development. B-K teacher candidates apply this knowledge while working with young children and their families.
2. Acknowledge families as the first and most important teachers and key decision makers for their children
3. Demonstrate awareness of diverse family structures and functioning styles
4. Apply evidence-based knowledge of family systems and human ecological theories and the stages of family and adult development
5. Demonstrate skills in partnering with families to promote the child’s development and learning by exchanging information, making collaborative decisions, and cooperatively implementing and evaluating program plans for the child
6. Demonstrate knowledge of issues relating to families who have children with disabilities
Standard 3: Birth-Kindergarten teacher candidates build community partnerships in support of children and families.
1. BK teacher candidates are aware of resources that are available to children and families and support them in accessing services and materials to meet family and educational goals. BK teacher candidates inform families of their rights, available resource, and strategies to negotiate service systems and transitions. They collaborate with families to make decisions and support families to become advocates, thus promoting children’s development in the context of the larger community.
2. Demonstrate knowledge of the philosophical, historical, and legal issues in the fields of child development, early childhood education, early childhood special education, and early intervention
3. Are aware of resources, range of services, and program and transition options available to children and families
4. Implement procedures for supporting families in decision making
5. Support families in becoming advocates for their children
6. Collaborate with related service professionals within a variety of settings (e.g., classroom, home, agencies, etc.)
7. Address each child and family’s unique strengths through authentic, developmentally appropriate, culturally and linguistically responsive, multidimensional assessment methods.
8. Support families as they integrate IEP/IFSP goals, instructional strategies, ongoing progress monitoring, program evaluation, program impact, and outcomes.
University Policies
I. Introduction
Appalachian State University's Academic Integrity Code is designed to create an atmosphere of trust and respect. The Academic Integrity Code outlines "user-friendly" procedures and mechanisms for resolving alleged violations of academic integrity. The Academic Integrity Code is the result of cooperation among Appalachian's faculty, students, and administrators, and promotes a campus dialogue about academic integrity.
II. The Academic Integrity Code
Students attending Appalachian State University agree to abide by the following Code:
a. Students will not lie, cheat, or steal to gain academic advantage.
b. Students will oppose every instance of academic dishonesty.
Students shall agree to abide by the Academic Integrity Code when submitting the admission application.
III. The Honor Pledge
The Honor Pledge is a cornerstone of the Appalachian State University Academic Integrity Code and serves as a reminder of the University's commitment to academic integrity. No Appalachian student shall unfairly further their own academic performance.
Students attending Appalachian State University pledge:
"I have not violated the Appalachian State University Academic Integrity Code."
Academic Integrity Code Violations
Violations of the Academic Integrity Code will be handled on a case-by-case basis. Faculty should address incidents as possible Academic Integrity Code violations only when, in their professional judgment, such violations were intentional on the part of the student. The following is a list of violations of the Academic Integrity Code. This list is not exhaustive; however, its terms are broad enough to encompass most potential Code violations.
· Lying. False academic information in any form, regardless of communication method (e.g. including email or other electronic communication).
• Cheating. The use of fraud or deceit to gain an advantage in academic endeavors, regardless of delivery methods (e.g. face-to-face, online, or via distance education). Examples of cheating include but are not limited to fraud, deception, impermissible communication of information, copying, falsifying data, unauthorized use or possession of study aids, memoranda, books, data, or other information, for the purpose of unfairly manipulating academic materials.
• Plagiarism. Presenting the words or ideas of another as one’s own work or ideas. All directly quoted material must be properly cited. Plagiarism includes but is not limited to borrowing, downloading, cutting and pasting, and paraphrasing without acknowledgement, including from online sources, or allowing a person’s academic work to be submitted as another’s work.
• Unauthorized Assistance. Giving or receiving assistance not specifically permitted by an instructor. (Examples: see under cheating)
• Stealing of Academic Materials. The act of taking academic materials, without an instructor’s or student’s consent, for the purpose of gaining an advantage over other students. This includes but is not limited to stealing or attempted stealing of notes, papers, books, library materials, tests, answer keys, computer programs, or any electronic devices.
• Multiple submission without an Instructor’s Consent. Submitting the same work more than once without permission from all faculty involved.
• Assisting Code Violations. Helping another student violate the Code. Examples of assisting code violations include but are not limited to allowing another student to copy work, provide answers to questions appearing on assignments, quizzes, or exams, unauthorized collaboration, and taking an exam for another student.
Accommodations for Students with Disabilities
Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. If you have a disability and may need reasonable accommodations in order to have equal access to the University’s courses, programs and activities, please contact the Office of Disability Services (828.262.3056 or www.ods.appstate.edu). Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.
Policy on religious observances
Students must be allowed a minimum of two excused absences each academic year for religious observances. Students are responsible for requesting excused absences for religious observances required by the faith of a student. Instructors are responsible for complying with this requirement. In classes in which attendance is taken and/or penalties are applied for student absences, instructors must document their compliance with the religious observance policy by tracking student excused absences for religious observances.
2. For purposes of this policy, the term “religious observances” shall include religious holidays or holy days or similar observances required by a student’s religion and that require absence from class.
3. Students must be afforded the opportunity to make up tests or other work missed due to an excused absence for a religious observance.
4. Except in extraordinary circumstances, student requests for excused absences for religious observances must be submitted to instructors in writing no later than three weeks after the first class day of the term.
Inclement Weather Policy
Appalachian State University reserves the right to cancel classes during inclement weather. In determining whether to cancel classes because of inclement weather, the Chancellor consults with the Provost, Vice Chancellor for Business Affairs, Vice Chancellor for Student Development and other university personnel as necessary.
Appalachian students, faculty and staff can learn of changes to the university’s operational schedule through a variety of sources. AppalNet and the university’s Web page (www.appstate.edu) will be the primary sources for information should the university’s operating schedule change. In addition, a recorded message announcing a change in normal operation will be available at (828) 262-SNOW. Other sources of information may include, but are not limited to, WATA-1450 AM, WASU-90.5 FM, WECR-102.3 FM, WKBC-97.3 FM and others. Information may be listed on television crawl screen messages on WBTV, WSOC and WJHL, for example, at the station’s discretion.
Students are responsible for academic work they miss due to absences caused by inclement weather.
Course Policies
Attendance: Regular attendance is expected. Students may be absent two times without penalty, regardless of the reason. Each absence over two will result in up to 30 point loss to your grade. Please contact Dr. Green to inform her if you are going to be absent (this does not excuse the absence). If you are working in a group, please let another group member know if you need to be absent for any reason. Students are responsible for work missed due to absence for any reason. You have one week to contact the instructor about make-up work.
Participation: We are very serious about how well you contribute to the class both individually and during group work. Your participation may include completion of readings and other daily assignments, project work, cooperative group work, a field trip, contributing to discussions, asking questions, and sharing experiences. Your ideas and opinions are welcome in this class. Students are expected to use class time effectively and responsibly and demonstrate respect for fellow students, guest speakers, and professors. The “daily grade and quiz” portion of your grade is based on short quizzes, written responses to readings, and being prepared for class. A portion of the points for participation will be determined by the instructor based on professional behavior, which is expected of all students.
Professional behavior includes, but is not limited to:
* Being alert and involved in the class
* Demonstrating a positive attitude
* Respecting the confidentiality of classmates, families, and children
* Participating in classroom discussions
* Being prepared for class
* Actively listening to classmates, instructor, and speakers
* Using appropriate channels to express concerns
* Refraining from side conversations
Participation counts 30 points of your total grade.
Learning Assistance Program: If you need special classroom accommodations or assistance with studying or test taking, please contact the Learning Assistance Program on campus. I will be happy to work with you on any accommodations they recommend.
Late papers: Assignments will be turned in at the beginning of the period on the day they are due or will be uploaded to ASULearn by the date and time given. Points will be taken off for the equivalent of one letter grade each day an assignment is late. Computer problems will not be accepted as an excuse for late papers. If you are ill on the day an assignment is due, send the assignment as an e-mail attachment or post it to ASULearn.
Rubrics for evaluation: A grading criteria sheet and rubrics for each assignment are included in the syllabus. They will also be posted on ASULearn on the day an assignment is due.
Assignments
Family Photograph Activity
The purpose of this activity is to encourage you to consider your own family as a starting point for thinking about the many different families. The following steps will guide you in preparing for this experience.
· Select one family photograph that is significant to you. It does not have to include all members of your family; it only has to speak to you in some way about the members of your family that are depicted.
· Think and write about the following questions before you come to class the first day:
o How do you feel when you look at this photograph?
o How have your feelings about the photograph (persons/scene depicted) changed over time?
o What memories come to mind when you look at this picture?
o What is the context of the photo? When and where was it taken? By whom and for what occasion? Where is the photo kept?
Be prepared to share your photo and your thoughts about it on the first afternoon of class, January 11th.
Literature Circles
Read reviews of the following books and decide on your preferences (first, second, and third choices). You will read the same novel as several of your classmates and discuss it on February 8th and 15th. Prepare questions and a list of topics for discussion before coming to class on those afternoons. In addition, each student will share information related to the topic(s) addressed in the book. You will also plan ways to present the book and the themes about family and disability or poverty to your classmates on February 23rd.
Books for literature circles:
· Rules by Cynthia Lord
· Little Audrey by Ruth White
· Becoming Naomi Leon by Pam Munoz Ryan
· My 13th Winter by Samantha Abeel
· Firegirl by Tony Abbott
Each student will turn in an individual response to the book and notes related to your literature circle task. Responses will include:
· Title, author, publisher and date of publication
· Two-paragraph summary of the book
· Two paragraphs describing the family situation/dynamics described in the book
· Two-paragraph personal response to the book
· One paragraph reflecting on what this book means to your work with families and children
· One paragraph describing your role in preparing for the presentation
50 points. Due date: February 22nd.
Listening to families
The purpose of this assignment is to help students gain a comprehensive view of the needs and strengths of one family as a basis for hypothetically planning relevant support. Each student will identify a family that has a child in the birth-kindergarten age range. Please do not choose a family you know well. Think about asking a friend of a friend or someone your family knows. Plan to spend approximately 4 hours with the family, on at least 2 occasions, throughout the semester.