ECED-2340: Family Dyamics and Community Involvement ( Online | Spring 2018 )

Download this syllabus as a PDF Document.

Instructor Information
Instructor Name

Dr. LaDonna R. Young

Instructor Rank


Instructor Email
Instructor Website

Instructor Office

Unuon Office A209

Macon Office MAB269

Office Hours

Virtual Office Hours: Friday 12:00 noon -2:00 p.m. 

Instructor Phone


Course Information
Course Description

The role of the family and community in the physical, cognitive, social and emotional growth of the child in a diverse society is explored. This course includes benefits of and strategies for developing positive, reciprocal relationships with families in an early childhood setting from birth to age eight.

Student Learning Objectives

The student will: Discuss major theories in child development. Discuss the role family, school, community, and the media plays in the development of the child. Discuss family diversity and multiculturalism. Discuss the curriculum of the family, school, and community and understand his/her role and responsibility in bridging the gap. Discuss traditional and innovative strategies for working with the community and families. Discuss models for parent-school-community relationships. Discuss effective social settings for learning. Develop personal teaching, communication, and professional standards and philosophies. Submit written reflections and reviews of class discussions and selected readings. Critique research and observe children and parents in different settings.



1.      The student will discuss major theories in child development. (NAEYC Standard 1a. 1b)

2.      The student will discuss the role family, school, community, and the media plays in the development of the child. (NAEYC Standard 2a, 2b, 2c)

3.      The student will discuss family diversity and multiculturalism. (NAEYC Standard 1a, 1b)

4.      The student will discuss the curriculum of the family, school, and community and understand his/her role responsibility in brining the gap. (NAEYC Standard 5a, 5b, 5c )

5.      The student will discuss traditional and innovative strategies for working with the community and families. (NAEYC Standard 4a, 4b)

6.      The student will discuss models for parent-school-community relationships. (NAEYC Standard 2b )

7.      The student will discuss effective social settings for learning. (NAEYC Standard 1c)

8.      The students will develop personal teaching, communication, and professional standards and philosophies. (NAEYC Standard 6a, 6b)

9.      The student will submit written reflections and reviews of class discussions and selected readings. (NAEYC Standard 6d)

10. The student will critique research and observations of children and parents in different settings. (NAEYC Standard 3a, 3b, 3c, 3d)

This course will introduce students to the National Association for the Education of Young Children (NAEYC) 6 Standards and 22 Key Elements of the 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 developmental knowledge to create healthy, respectful, supportive, and challenging learning environments  

STANDARD 2: BUILDING FAMILY AND COMMUNITY RELATIONSHIPS 2a: Knowing about and understanding diverse 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 and approaches 3c: Understanding and practicing responsible assessment to promote positive outcomes for each child 3d: Knowing about assessment partnerships with families and with other professionals  

STANDARD 4: USING DEVELOPMENTALLY EFFECTIVE APPROACHES TO CONNECT WITH CHILDREN AND FAMILIES 4a: Understanding positive relationships and supportive interactions as the foundation of their work with children 4b: Knowing and understanding effective strategies and tools for early education 4c: Using a broad repertoire of developmentally appropriate teaching/learning practices 4d: Reflecting on their own practice to promote positive outcomes for each child.  

STANDARD 5: USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM 5a: Understanding content knowledge and resources in academic disciplines 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines 5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child.  

STANDARD 6: BECOMING A PROFESSIONAL 6a: Identifying and involving oneself with the early childhood field 6b: Knowing about and upholding ethical standards and other professional guidelines 6c: Engaging in continuous, collaborative learning to inform practice 6d: Integrating knowledgeable, reflective, and critical perspectives on early education 6e: Engaging in informed advocacy for children and the profession     SUPPORTIVE SKILLS (SS):  

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  

SUPORTIVE SKILL 4:                      Making connections between prior knowledge/experience and new learning   SUPPORTIVE SKILL 5:                    Identifying and using professional resources    





Instructional / Learning Methods

A variety of instructional methods will be used to deliver course content, including but not limited to: class notes, readings, video presentations, discussions and debates, demonstrations, observations, and individual/group projects

Textbooks, Supplementary Materials, Hardware, and Software Requirements
Required Text

Gestwicki, C., (2009) Home, School, and Community Relations. Thomas Delmar Learning. 9th ed.

Hardware Requirements

If this course requires the use of a computer, these are general recommendations for accessing any of the services that Southwest offers on the Web (e.g. My.Southwest, etc.).

  • minimum Pentium IV or higher processor (recommended)
  • SVGA monitor, minimum resolution 800x600 (1024x768 strongly recommended)
  • CD-ROM or DVD drive
  • floppy drive, zip drive, or CD-RW drive
  • Mouse or compatible pointing device
  • at least 512 MB of RAM (recommended)
  • (optional) printer
Software Requirements

The software listed below is recommended for any student accessing Southwest services through the internet. Your course may have specific software requirements.

  • Windows 7, Vista, XP
  • Mac OS X (up to 10.6) (OS 10.6 recommended)
  • Linux with a Supported Browser
  • Microsoft Edge+
  • IE 10 & 11: some issues+
  • Firefox (latest)+
  • Firefox ESR+
  • Chrome (latest)+
  • Current Anti-Virus protection
  • Reliable Internet connection (broadband recommended but not required)

Many instructors may require assignments to be submitted using Microsoft Excel or Microsoft Word. To learn how to obtain discounted software from Microsoft, visit

Assessment and Grading
Method of Evaluation

Course evaluation will be based upon the degree to which goals and objectives are met, quality of participation, including planning, management skills, cooperation, dependability, attitude, activities conducted, quizzes and written assignments. If more than one requirement is not met, a passing grade will be in jeopardy. Evaluation of Final grade: Write it Down Journal 10% Portfolio 15% Participation 32% Test 1 10% Mid Term 15% Final Exam 18% Total 100% Assignments, quizzes or other graded items must be completed and submitted by 11:59 p.m. on or before the due dates late assignments are not accepted.

Grading Scale

100-90 89-80 79-70 69-65 64 and below

Testing Procedure / Policy

Quizzes are taken online in accordance with the course calendar. There are NO make-ups.

Major Assignments

Write it Down Journal Criteria  

  • Address a current topic from class and/or the reading assignments
  • Reflect on topic and relates personal opinion and experiences.
  • Provides specific potential classroom or school implications.
  • Uses citations to refer to assigned readings to support opinions and ideas.
  • Submits no more that 500 words.
  • Portfolio and presentation- Over the course of the semester you are required to begin collecting materials for your portfolio. For the purpose of this course, the collected materials will be shared online. The following categories must be included and properly labeled.
  1. Mission statement- you will develop a personal mission statement as it relates to your center, family, home, or classroom at school. Your statement should highlight your personal philosophy and your overall goal. You mission statement should include your personal and professional philosophies condensed into on statement.
  2. Personal and professional philosophy- this should be one typed page (double spaced, 12 fonts) and include your beliefs, goals and standards, with a brief explanation.
  3. Community involvement plan-how will you get the community involved with you in your work? List key players and why you chose them.
  4. Community resources- after selecting your ideal teaching environment, you are to go into that community and collect various materials that can be used as a resource in your work. You must include three in this section of your portfolio Note: think of this as a neighborhood scavenger hunt for resources.
  5. Center/school/class, policies and procedures- list your policies and procedures, detailing how with you communicate them to parents, children and staff? How will you reinforce appropriate behavior?
  6. Parent contract- develops a parent contract. Your contract should explain what is expected for parents and students, and include a list of consequences and actions taken for violations of the contract. Note: while this can include policies and procedures, it is a contract signed by you and the parent.
  7. Survey- develops a survey sheet. Consider what important information do you need to gather from parents?
  8. Classroom/center setup and seating chart- draw a structural diagram of your ideal classroom or center setup.
  9. Parent newsletter/calendar- develop a parent newsletter and calendar that you can distribute to parents whose children attend your school or center.
  10. Reflection- attends a parent meeting or workshop of your choice, and completes the field experience observation form. Class discussion/debates- You are expected to be an active online learner, having read the necessary materials, and ready to actively participate. Test- Each test will relate to the chapters, presentations, lectures and articles we are studying at the time. You are encouraged to retain the information over the course of the semester to assist in mastery of new concepts.
  11. Final Exam - Case Studies 
Guidelines for Communications
Email Guidelines

Each student has been provided a Southwest e-mail account. Please do not email your classmates unless the topic relates specifically to this course. E-mails that contain advertisements, solicitations, personal interests, etc. are strictly forbidden. Below are a few guidelines that you should keep in mind when sending email:

  • Always include a subject line.
  • Typing in all CAPS is considered SHOUTING in Cyberspace. So please use upper and lower case characters when sending e-mails.
  • Remember, without facial expressions some comments may be taken the wrong way. Be careful in wording your e-mails and use good Netiquette
  • Use standard fonts.
  • Do not send large attachments without permission.
  • Respect the privacy of other class members.

Online instructors will respond to all e-mails within 48 hours.

Discussion Guidelines

Below are a few guidelines that should be adhered to when using the Discussion forum. Messages that contain advertisements, solicitations, personal interests, etc. are strictly forbidden.

  • Review the discussion threads thoroughly before entering the discussion.
  • Please try to maintain threads by using the "Reply" button rather starting a new topic.
  • Do not make insulting or inflammatory statements to other members of the class. Be respectful of others' ideas.
  • Be patient and read the comments of other group members thoroughly before entering your remarks.
  • Be positive and constructive in group discussions.
  • Respond in a thoughtful and timely manner.
Technical Support
Technical Support

My.Southwest: Submit a Student Technical Support Request. Please provide a full detailed explanation of the problem.

PAWS: For course related questions, contact your instructor. For technical issues with the PAWS website, contact the College Helpdesk at (901) 333-4357.

Student Services
Embedded Librarian Service This service may be found inside PAWS courses.
Two Southwest Librarians are assigned to work with you and your instructor throughout the course for the entire semester. The Librarians will suggest library resources and answer questions sent to "Ask A Librarian".

To contact a Librarian, go to the Classlist and select the "Ask A Librarian" tab.
Student Services Links

Academic Support

The Academic Support Center (ASC) provides free services and resources to help Southwest students successfully reach their academic and career goals. These services include tutoring by peer and master tutors, computer labs, success workshops, academic coaching, early alerts from your instructors and areas for individual or group study at numerous locations. The ASC also provides Supplemental Instruction in some of our general education classes and the Center is also responsible for Academic Progress Reporting so that you will be award of your academic standing during the 5th-6th week of the semester. Online tutoring services are offered through Smarthinking 24 hours a day, 7 days a week. Simply login to your PAWS to access this online tutoring resource.

Drop/Withdrawal Dates

See the official college catalog for the current withdrawal policies. Important semester drop and withdrawal dates can be found on the college Web site at

Academic Misconduct

Plagiarism, cheating, and other forms of academic dishonesty are prohibited. A student guilty of academic misconduct, either directly or indirectly, through participation or assistance, is immediately responsible to the instructor of the class. The instructor has the authority to assign an “F” grade or a zero for the exercise or examination, or to assign an “F” for the course. College sanctions for academic misconduct may include suspension or dismissal from the College. Please see the section in the current Catalog on Academic Misconduct.

Classroom Behavior: Any student engaged in disruptive conduct or conduct violating the general rules or regulations of the College may be ordered to temporarily leave the classroom. Extended or permanent exclusion from the classroom can be achieved only through appropriate procedures of the College.

Open Labs

Macon Cove

  • Academic Support Center: Available during working hours
  • Bert Bornblum Library: Available during library hours
  • Farris 2131: M-R 8-5:30, F 804:30

Union Avenue

  • Academic Support Center - F Building, Room 319, available during working hours
  • Parrish Library - Available during library hours
  • M105: 8-6:30


  • Computer Lab- Room 101 (Please note - this room is available when classes are not scheduled. Schedule fluctuates each semester.)
  • Library - Available during Library hours only.

Maxine Smith

  • Open Lab- Room 101.
  • Library - Available during Library hours only.


  • Open Lab Building 6, Room 127
  • Library - Available during Library hours only.
Syllabus Updates The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes.