ECE 228 - The Young Child: Family, Culture, and Community
3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods
Examination of the influences of family, culture and community on the development and learning of young children. Includes development of personal framework for understanding cultures; cultural differences in attitudes about play; age and cultural appropriateness of classroom materials; cross-cultural communication techniques; techniques for utilizing family strengths; strategies for involving families in the school and classroom; strategies for developing flexible response practices; and community project development.
Prerequisite(s): ECE 117 , completed with a grade of c or better.
Information: A one-hour practicum that focuses on early learning grades is part of the learning in this course. This course replaced ECE 128. Either ECE 128 or ECE 228 will meet the graduation requirement. In order to be successful in all ECE classes, students must have college-level reading and writing skills.
Course Learning Outcomes
- Create a personal framework for understanding cultural differences in childrearing practices (NAEYC 2a, 2b, 5b, 5d).
- Identify cultural differences in attitudes about play (NAEYC 1a, 1b, 1c, 2a, 2b, 2c, 4a, 4b, 4c, 4d).
- Identify age and culturally appropriate classroom materials and activities for use in the ECE classroom (NAEYC 1a, 1b, 1c, 2a, 2b, 2c, 4a, 4b, 4c, 4d).
- Create an anti-bias learning community including curriculum, the visual and material environment, and relationships with families (NAEYC 1a, 1b, 1c, 2a, 2b, 2c, 4a, 4b, 4c, 4d).
- Identify a variety of techniques for resolving cross-cultural communication conflicts resulting from cultural attitudes about personal space, smiling, eye contact, touch, and silence. (NAEYC 2a, 2b, 2c, 5b, 5d).
I. Cultural Differences in Play
A. Adult and cultural attitudes about play
B. Baby play
C. Preschool play
D. School age play
II. Cultural Differences in Childrearing Practices
A. Identity development
B. Language development
C. Gender identity
D. Economic class influences
E. Differing abilities
F. Guidance and discipline
III. Culturally Appropriate Classroom Materials
A. Selecting materials
B. Making materials
C. Repurposing stereotyped materials
D. Anti-bias books
E. Anti-bias themes
F. Curricular planning approaches
IV. Creating an Anti-bias Learning Community
A. Interactions with children
B. Interactions with families
C. Interactions with community
D. Teachers’ developmental journey
V. Cross-cultural Communication Techniques and Conflicts
A. Interpreting behavior
B. Influences of negotiation, compromise, teachers’ attitudes
C. Personal space, touch, and silence
D. Eye contact, facial expressions, time concepts
E. Ongoing management of unresolved conflict
Full Academic Year 2018/19
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