Cfs 140 Child Family & Community

CFS 140 – CHILD FAMILY & COMMUNITY

Reg. #51250 Spring 2016 MW 11am – 12:15pm

Instructor Information

Dianna Chiabotti, Professor

Child & Family Studies and Education Program Coordinator

Day Phone: (707) 256-7764

Email:

Office: 1031Q

Office Hours: TBA

Website: Access via the college webpage

Catalog Statement

This course is a multicultural examination of the effects of family and community on a child's development. Topics include the interactions among children, family, school, peers, media, and community, with an emphasis on ethnic diversity, social class, gender roles, and their impact on family behavior, values, morals, and attitudes. (3 units, no prerequisites, college writing skills recommended)

Course Student Learning Outcomes (SLOs)

The assignments and tests will focus on guiding you to achieve the Student Learning Outcomes (SLOs) for this course.

1. Analyze theories of socialization that address the interrelationship of child, family and community.
(Student’s achievement of SLO is assessed with Socialization Analysis assignment and Content Application Project)
2. Critically assess how educational, political, and socioeconomic factors directly impact the lives of children and families.
(Student’s achievement of SLO is assessed through Reading Responses and Content Application Project.)
3. Synthesize and analyze research regarding social issues, changes and transitions that affect children, families, schools and communities.
(Student’s achievement of SLO is assessed through Reading Responses.)
4. Critique strategies that support and empower families through respectful, reciprocal relationships, and involve all families in their children’s development and learning.

(Student’s achievement of SLO is assessed through In- Class Activity.)
5. Critically assess community support services and agencies that are available to community and families.
(Student’s achievement of SLO is assessed through In-Class Activity).
6. Analyze one’s own values, goals and sense of self as it relates to family history and life experiences, and assess how this impacts relationships with children and families.

(Student’s achievement of SLO is assessed through Personal Response Essay.)

Course Objectives

1.  Demonstrate a multicultural understanding of the socialization process of a young child in a developmental context.

2.  Discuss theories about the role of family, school and community in the process of socialization.

3.  Examine the role of the family in the socialization process.

4.  Compare and contrast diverse family structure, parenting styles, culture, tradition, and values and their impact upon children and youth.

5.  Examine the impact of change and transitions upon children and family dynamics.

6.  Examine the role of childcare and schooling in the process of socialization.

7.  Explain and interpret the impact of socioeconomic factors on children and families, particularly in the areas of work, childcare, single parent families, health and poverty.

8.  Evaluate the contributions and effects of differing cultures in the child's community.

9.  Define appropriate guidance techniques and how to utilize them both at home and in an early care and education environment.

10.  Compare and contrast the roles of women and men in the socialization of children within a variety of cultural settings.

11.  Articulate the role of the family in the gender socialization process, and examine the impact of a variety of parenting styles on the gender socialization process.

12.  Compare and contrast the impact of cultural variations on Latino, African-American and Asian children in a childcare setting and the community in which they live.

13.  Describe the effects of social inequality on the child's self-concept and overall possibilities.

Textbooks and Other Required Items

The Irreducible Needs of Children, Brazelton & Greenspan

Big Black Penis: Misadventures of Race and Masculinity, Taylor, Shawn OR

Crushing Soft Rubies, Stickmon, Janet

Numerous Articles available online also required

★Stapler ★Access to a computer and printer ★3-Ring Binder

★Paper for note taking and writing instruments ★Other tools needed to complete assignments

Absence Policy

Students are responsible for any information discussed, handsets distributed, and instructor comments during every class session. If you are absent, it is your responsibility to obtain that information missed either from another student or the instructor. Coming to class 15 or more minutes late or leaving 15 or more minutes early will count as an absence. If you are absent 3 times, you may be dropped regardless of the reason. If your 3rd absence occurs after the final drop date for the semester, your participation grade will be zero, “0”.

Academic Honesty (Paraphrased from NVC Catalog)

Napa Valley College values integrity, honor, and respect in all endeavors, both personally and professionally. … it is important that each student remain accountable for his/her own work, whether it be individual work or group assignments or tests.…failure to abide by this standard of conduct is considered to be academic dishonesty.

TYPES OF ACADEMIC DISHONESTY

·  Copying from others on a quiz, examination, or assignment (“cheating”);

·  Allowing another student to copy one’s work on a quiz, exam, or assignment;

·  Having others take any exam instead of taking the exam oneself;

·  Buying or using a term paper or research paper from an internet source ….

·  Excessive revising or editing by another that substantially alters the student’s final work;

·  Giving other students information that allows the student an undeserved advantage on an exam…

·  Taking and using the words, work, or ideas of others and presenting any of these as one’s own work is plagiarism. This applies to all work generated by another, whether it be oral, written, or artistic work. Plagiarism may either be deliberate or unintentional, but it must be avoided at all costs.

In addition students are expected to follow the college Standards of Student Conduct

http://napavalley.edu/studentservices/SRR/Documents/Standards%20of%20Student%20Conduct%20Rev%2010-14-13%20(Final).pdf

Other Course Particulars

¨  It is imperative that you complete all assigned readings noted in the course outline PRIOR to the start of each week. Additional articles or readings may be added during the semester.

¨  Participation during class discussions will be evaluated in this course. You are expected to contribute to, and participate in, discussions and projects. In order to participate in discussions, you should have completed readings prior to coming to class and bring readings to class. You are also expected to stay for the duration of class.

¨  All submitted work must have the following information: your first and last names, CFS 140, the assignment title, and the assignment due date. Work that is missing this information will receive a grade of “F”.

¨  Assignments are designed to increase your learning of the subject matter and determine if you have met the course SLO’s. Please be sure to make each assignment meaningful to you such that you gain from the experience.

¨  Any work submitted after 11:15am will not be accepted unless prior arrangements have been made with the instructor.

¨  In the event of a documented family bereavement or a documented medical emergency, a make-up test may be allowed. It is the student’s responsibility to contact the instructor PRIOR to the exam.

¨  All work more than 1 page must be stapled prior to submission. There will not be a stapler in class. You should own a stapler and come to class with your work stapled.

¨  All assigned work must be typed, double spaced, with attention paid to collegiate writing unless the instructor specifies differently for a given assignment.

¨  Any student who feels s/he may need an accommodation based on the impact of a learning disability should contact Learning Services in the Library and Learning Resource Center (LLRC), room 1766, phone (707) 256-7442. A Learning Disability Specialist will review your needs and determine appropriate accommodations. If you need accommodations for physical or other types of disabilities, schedule an appointment with DSPS Counselor, Sheryl Fernandez, in the Counseling Department located in the 1300 building, phone (707) 256-7220 for appointment. All information and documentation is confidential. Please feel encouraged to make an appointment with me privately to discuss your specific learning needs in my class.

¨  Cell phones, iPods, iphones, text messaging devices, and other such items are not allowed in class. Headphones will not be allowed in class. Remove all headsets when you are in class. Students that use any such items in class will be asked to leave and will be marked absent for that day. If group work or an exam is occurring the student will receive an ‘F’ for that assignment/exam.

¨  I am available to help you be successful in this course. Please contact me if you have questions, concerns, or are having difficulty.

10

Spring 2016

Schedule and Assignments

You should complete readings of chapters PRIOR to class! Dates subject to change. An Assignment Sheet for each assignment will be distributed in class.

Additional readings and changes will occur during the semester!

Preparation for class and class topics / PTS / Due
(All due Monday unless otherwise stated)
1/20 / Welcomes and Introductions
Academic Honesty
Syllabus Review
1/25 & 1/27 / Ecological Systems Approach – Urie Bronfenbrenner
READ PRIOR TO CLASS:
https://www.mentalhelp.net/articles/urie-bronfenbrenner-and-child-development/
http://www.psychologynoteshq.com/bronfenbrenner-ecological-theory/
http://www.psy.cmu.edu/~siegler/35bronfebrenner94.pdf / 20
20 / Campus/ Syllabus Scavenger Hunt
Reading Response
2/1 & 2/3 / Socialization – What is it?
READ PRIOR TO CLASS MONDAY:
http://anthro.palomar.edu/social/soc_1.htm
https://www.boundless.com/sociology/textbooks/boundless-sociology-textbook/socialization-4/theories-of-socialization-44/theories-of-socialization-273-10450/
https://new.edu/nodes/across-the-lifespan-culture-and-socialization-as-shapers-of-identity
https://new.edu/resources/the-importance-of-socialization
READ PRIOR TO CLASS WEDNESDAY:
https://new.edu/resources/socialization-practices-and-improving-society
https://new.edu/resources/explaining-socialization
https://new.edu/resources/the-elements-of-culture
https://new.edu/resources/agents-of-socialization / 20 / Reading Response
2/8 & 2/10 / READ and EXPLORE PRIOR TO CLASS:
http://www.pbs.org/race/000_General/000_00-Home.htm / 100
100 / Socialization Analysis
Race Project
Due Wed – 2/10
2/17 / Culture
READ and EXPLORE PRIOR TO CLASS:
http://anthro.palomar.edu/culture/culture_1.htm
http://www.virginia.edu/psychology/downloads/DMP%20Papers/Anton-2009.pdf
(Lengthy, let’s discuss) / 20 / Reading Response
2/22 & 2/24 / Culture
TBD / 50 / Cultural groups – Brief History
2/29 & 3/2 / Attachment
READ and EXPLORE PRIOR TO CLASS:
http://teacher.scholastic.com/professional/bruceperry/attachment.htm
The Irreducible Needs of Children – Introduction and Chapter 1 / 20 / Reading Response
3/7 & 3/9 / Attachment
READ and EXPLORE PRIOR TO CLASS:
https://childtrauma.org/wp-content/uploads/2013/11/Bonding_13.pdf
http://www.naeyc.org/files/yc/file/201107/Self-Regulation_Florez_OnlineJuly2011.pdf
http://teacher.scholastic.com/professional/bruceperry/self_regulation.htm / 20
50 / Reading Response
Attachment Journal (due Wed.)
3/14 & 3/16 / Socialization - Family
READ and EXPLORE PRIOR TO CLASS:
The Irreducible Needs of Children – Chapter 2
https://globalsociology.pbworks.com/w/page/14711154/Agents%20of%20Socialization (Section on FAMILY)
http://www.theatlantic.com/magazine/archive/2011/07/how-to-land-your-kid-in-therapy/8555/ / 20
50 / Reading Response
Self Regulation Journal
SPRING BREAK!!
3/28 & 3/30 / Socialization – Family – Discipline
READ and EXPLORE PRIOR TO CLASS:
The Irreducible Needs of Children – Chapter 5
Crushing Soft Rubies OR Big Black Penis: Misadventures of Race & Masculinity (first half of book) / 20
50 / Reading Response
Cultural Groups – Family Socialization
4/4 & 4/6 / Socialization - Peers
READ and EXPLORE PRIOR TO CLASS:
http://teacher.scholastic.com/professional/bruceperry/different_same.htm / 20
50 / Reading Response
Cultural Groups – Role of Peers
4/11 & 4/13 / Socialization - Gender
READ and EXPLORE PRIOR TO CLASS:
http://www.unicef.org/earlychildhood/index_40749.html / 20
50 / Reading Response
Cultural Groups - Gender Roles
4/18 & 4/20 / Socialization -Play
READ and EXPLORE PRIOR TO CLASS:
http://www.scholastic.com/teachers/article/affiliation-third-core-strength
http://www.theatlantic.com/magazine/archive/1987/03/the-importance-of-play/5129/
http://www.theatlantic.com/health/archive/2011/10/all-work-and-no-play-why-your-kids-are-more-anxious-depressed/246422/
http://www.theatlantic.com/health/archive/2012/01/recreational-play-can-be-far-more-important-than-academics/251150/ / 20 / Reading Response
4/25 & 4/27 / Socialization – Schools / Education
READ and EXPLORE PRIOR TO CLASS:
The Irreducible Needs of Children – Chapter 3 & 4
http://www.nytimes.com/2011/06/01/opinion/01ravitch.html?_r=1
http://prospect.org/article/high-quality-preschool-antipoverty
http://www.kidsource.com/kidsource/content2/Involving_parents.html / 20
100 / Reading Response
Gender Socialization
5/2 & 5/4 / Socialization – Schools / Education
READ and EXPLORE PRIOR TO CLASS:
http://www.apa.org/pi/ses/resources/publications/factsheet-education.aspx / 20
50 / Reading Response
Cultural Groups - Education
5/9 & 5/11 / Socialization – Community
READ and EXPLORE PRIOR TO CLASS:
The Irreducible Needs of Children – Chapter 6
http://www.theatlantic.com/magazine/archive/1994/05/the-code-of-the-streets/6601/1/
http://www.cssp.org/reform/strengtheningfamilies (explore website) / 20
50 / Reading Response
Cultural Groups – Role of Community and Community Services
5/16 & 5/18 / Socialization – Politics
READ and EXPLORE PRIOR TO CLASS:
The Irreducible Needs of Children – Chapter 7
http://www.childrensdefense.org/child-research-data-publications/each-day-in-america.html
http://www.cssp.org/publications/public-policy/policy-matters-encouraging-strong-family-relationships.-setting-and-measuring-benchmarks-for-state-policies.pdf (Lengthy - let’s discuss)
http://www.apa.org/pi/lgbt/resources/parenting-full.pdf / 20
200 / Reading Response
Content Application Project (Due Wednesday)
5/25
Wednesday / FINAL -- 10:15am – 12:15pm / 50
100 / Final
Personal Reflection Paper

10

Spring 2016

Grading

It is important that you strive to produce and complete quality work. If you have any questions or problems, please call me, email me, or come to my office. The will be no opportunities for “Instead of”, sometimes called “extra” credit.

Your final grade will be based on a point system with the following assignments required*:

ASSIGNMENTS / Pts Poss. / CATEGORY APPROX. PERCENT (%) OF OVERALL COURSE GRADE / Earned Pts.
Reading Response / 20 / 19%
Reading Response / 20
Reading Response / 20
Reading Response / 20
Reading Response / 20
Reading Response / 20
Reading Response / 20
Reading Response / 20
Reading Response / 20
Reading Response / 20
Reading Response / 20
Reading Response / 20
Reading Response / 20
Scavenger Hunt / 20 / 2%
Socialization Analysis / 100 / 6.5%
Race Project / 100 / 6.5%
Gender Socialization / 100 / 6.5%
Attachment Journal / 50 / 3%
Self-Regulation Journal / 50 / 3%
Content Application Paper / 200 / 13%
Cultural Group – Brief History / 50 / 3%
Cultural Group – Family Socialization / 50 / 3%
Cultural Group – Role of Peers / 50 / 3%
Cultural Group – Gender Roles / 50 / 3%
Cultural Group – Education / 50 / 3%
Cultural Group – Role of Community / 50 / 3%
Personal Reflection Paper / 100 / 6.5%
Final / 50 / 3%
Class Binder (must bring to class) / 100 / 6.5%
Participation / 100 / 6.5%
TOTAL / 1530 / 100%

GRADE SCALE Point values

A 90% - 100% 1377 - 1530

B 80% - 89% 1224 - 1376

C 70% - 79% 1071 - 1223

D 60% - 69% 918 - 1070

F 0 – 59% 0 – 917

*Video and audio recordings of classes are prohibited. Please see the instructor if you have questions.

*The instructor reserves the right to add or delete assignments or make changes to this syllabus.

10

Spring 2016