Early Childhood:
Family-Centered Services
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Instructor Name: |
Dr. Marrea
Winnega |
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Facilitator: |
Aumony
Dahl, M.Ed. |
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Phone: |
509-891-7219 |
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Office Hours: |
8 a.m. to 5 p.m. PST Monday - Friday |
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Email: |
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Address: |
Virtual Education Software |
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23403 E Mission Avenue, Suite 220F |
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Liberty Lake, WA 99019 |
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Technical Support: |
Introduction
Welcome to Early Childhood: Family-Centered Services, a course that seeks to
promote the development of thoughtful,
knowledgeable, effective educators for a diverse society. The course provides conceptual frameworks
for working with families of children from a variety of backgrounds. Course
content places an emphasis on family-centered practices designed to help early
childhood professionals involve and support families in the care and education
of children.
This computer-based instruction course is a self-supporting
program that provides instruction, structured practice, and evaluation all on
your home or school computer. Technical support information can be found in the
Help section of your course.
Course Materials (Online)
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Title: |
Early Childhood: Family-Centered Services |
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Publisher: |
Virtual Education Software, inc. 2008,
Revised 2012, Revised 2015, Revised 2018, Revised 2021 |
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Instructor: |
Dr.
Marrea Winnega |
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Facilitator: |
Aumony
Dahl, M.Ed. |
Academic Integrity Statement
The structure and format of most distance-learning courses
presume a high level of personal and academic integrity in completion and
submission of coursework. Individuals enrolled in a distance-learning course
are expected to adhere to the following standards of academic conduct.
Academic Work
Academic work submitted by the individual (such as papers,
assignments, reports, tests) shall be the student’s own work or appropriately
attributed, in part or in whole, to its correct source. Submission of commercially
prepared (or group prepared) materials as if they are one’s own work is
unacceptable.
Aiding Honesty in Others
The individual will encourage honesty in others by
refraining from providing materials or information to another person with
knowledge that these materials or information will be used improperly.
Violations of these
academic standards will result in the assignment of a failing grade and
subsequent loss of credit for the course.
Level of Application
This course is designed as one of a five-part series on
early childhood education. Upon completion of the five-course series you will
have covered most competencies found in a Child Development Associates (CDA)
program, however, completion of all five courses does not earn participants a
CDA unless they are formally enrolled in a program that recognizes these
courses within that program. This course specifically covers competencies 1–9,
12, and 13 (it is recommended you check on individual state competencies),
which all relate to the establishment of well-run, purposeful programs for
young children that are responsive to individual needs and advance the
development of the whole child. This course also incorporates the applicable
Division for Early Childhood (DEC)
Recommended Practices in Early Intervention/Early Childhood Special Education,
in addition to the newest National
Association for the Education of Young Children (NAEYC) Accreditation Standards
(2018), and the Every Student Succeeds Act (ESSA), which was
signed into law on December 10, 2015. ESSA both sustains and expands the
nation’s investment in increasing access to high-quality early childhood
education for all children. This course is designed for anyone planning
programs for young children: childcare providers, early childhood educators,
and healthcare or social services providers, to name a few.
Expected Learning Outcomes
At the conclusion of this course students will:
- Have a working knowledge of the major frameworks
for understanding family systems, transitions, and diversity.
- Be competent in communicating about the role of
families in promoting optimal growth, development, and learning from
pre-birth to age five.
- Have the ability to seek out
appropriate local, regional and national resources when working with
families facing special challenges.
- Demonstrate understanding of appropriate
professional practices related to enhancing and assessing positive
staff-parent communication and involvement.
Course Description
Family-Centered Services is a continuum of
services that employ the family-centered practice approach to promote the
primary goals of child welfare: safety, permanency, and well-being. A
family-centered practice approach is a way of organizing and delivering
assistance and support to families based on interconnected beliefs and
attitudes that shape the program philosophy and behavior of personnel as they
organize and deliver services to children and families.
Family-centered service is an approach to service delivery
that grew out of family preservation attempts in the mid-seventies to prevent
out-of-home placements of minors. Since then, family-centered services has expanded from a particular type of service to an overall
philosophy for the delivery of services to families. FCS currently includes a
wide range of programs from family
support prevention services to family
preservation, for families who are dealing with extremely difficult
situations. Family support is largely a preventative service that focuses on
promoting healthy family relationships and child development. A family support
model may include programs such as peer support groups, Head Start, parent
training, and home visitation. Family preservation, on the other hand, is more
concerned with preventing family breakdown when serious problems arise by
providing more intensive services that help families resolve specific issues.
While there are several similar, yet differing, definitions
of family-centered services that exist in fields such as social services, child
welfare, mental health, and early childhood special education, there is
consensus on the principles and values that characterize family-centered
services. Descriptors such as “strengths-based, consumer driven, family
systems, partnerships, empowerment, enhancement, interdependence, proactive,
and collaborative relationships” are all found in many of these definitions
(Pletcher & McBride, 2003).
For the purpose of this class, we will use the terms Family-Centered Services and Family-Centered Practice
interchangeably, to refer to a way of working with families across service
systems to enhance their capacity to care for and protect their children, and strengthen their ability to manage their own
lives. Family-centered services focus on the needs and welfare of children
within the context of their families and communities. These services are
accessible and individualized, and are available to
families that may not initially seek services.
Family-centered service providers reach out to families,
conveying the message that all families can benefit from support, and that
families can learn from one another.
Family-centered practice recognizes the strengths of family
relationships and builds on these strengths to achieve optimal outcomes. Family is defined broadly to include
birth, blended, kinship, and foster and adoptive families. Family-centered
practice includes a range of strategies, including advocating for improved
conditions for families, supporting them, stabilizing those in crisis,
reunifying those who are separated, building new families, and connecting
families to the resources that will sustain them in the future.
Student Expectations
As a student you will be expected to:
·
Complete all four
information sections showing a competent understanding of the material
presented in each section.
·
Complete all four
section examinations, showing a competent understanding of the material
presented. You must obtain
an overall score of 70% or higher,
with no individual exam score below
50%, and successfully complete ALL writing assignments to pass this course.
*Please
note: Minimum exam score requirements may vary by college or university;
therefore, you should refer to your course addendum to determine what your
minimum exam score requirements are.
·
Complete a review of any section on which your examination
score was below 50%.
·
Retake any examination,
after completing an information review, to increase that examination score to a
minimum of 50%, making sure to also be achieving an overall exam score of a
minimum 70% (maximum of three attempts). *Please note: Minimum
exam score requirements may vary by college or university; therefore, you
should refer to your course addendum to determine what your minimum exam score
requirements are.
·
Complete all course journal article and essay writing
assignments with the minimum word count shown for each writing assignment.
·
Complete a course evaluation form at the end of the course.
Course Overview
Chapter 1: Introduction to
Family-Centered Services
Chapter One defines what is meant by Family-Centered
Services (FCS) and examines the important role it plays in Early Childhood
Education (ECE). We consider the philosophy, core values, and essential
elements of best practice in FCS. In addition, we identify several key
principles that guide the delivery of Family-Centered Services and provide
practical examples of how to implement each principle for those providing
services to families.
Chapter 2: Understanding Families
Chapter Two takes a more in-depth look at how we can work
together to connect the ECE profession’s standards of quality to the urgent
needs of families. This chapter discusses the complexity of family dynamics by
examining several factors that contribute to family diversity, such as ethnicity,
race, culture, economic differences, gender role identity, religiosity, and
geographic region. We discuss the practical implications of such factors and
look at family strengths, functions, and structures.
Chapter 3: Working Together: A Shared
Responsibility
Chapter Three takes a closer look at several stress factors,
such as family violence, substance abuse, homelessness, disability, serious
illness, and immigration, that many families in crisis may face. We discuss the
impact of such stressors on both family and child, and
identify various ways in which early childhood educators can support and
encourage them in their time of need.
Chapter 4: Building Communities of Care
Chapter Four focuses on the need for Early Childhood
Educators and care providers to provide parents with child-rearing information
and support. In order to do this, we examine the
critical processes for child development, discuss how to develop and implement
needs assessments for families with young children, and describe the dimensions
of high-quality parent education programs. This chapter also identifies
critical components of parenting and discusses methods of parent education.
Examinations
At the end of each course chapter, you will be expected to
complete an examination designed to assess your knowledge. You may take these
exams a total of three times. Your last score will save, not the highest score.
After your third attempt, each examination will lock and not allow further
access. The average from your exam scores will be printed on your certificate.
However, this is not your final grade since your required writing assignments
have not been reviewed. Exceptionally written or poorly written required
writing assignments, or violation of the academic integrity policy in the course
syllabus, will affect your grade. As this is a self-paced computerized
instruction program, you may review course information as often as necessary.
You will not be able to exit any examinations until you have answered all
questions. If you try to exit the exam before you complete all questions, your
information will be lost. You are expected to complete the entire exam in one
sitting.
Writing Assignments
All assignments are
reviewed and may impact your final grade. Exceptionally or poorly written
assignments, or violation of the Academic Integrity Policy (see course syllabus
for policy), will affect your grade. Fifty percent of your grade is determined
by your writing assignments, and your overall exam score determines the other
fifty percent. Refer to the Essay Grading
Guidelines which were sent as an attachment with your original course link.
You should also refer to the Course
Syllabus Addendum which was sent as an attachment with your original course
link, to determine if you have any writing assignments in addition to the
Critical Thinking Questions (CTQ) and Journal Article Summations (JAS). If you
do, the Essay Grading Guidelines will
also apply.
Your writing assignments must meet the minimum word count
and are not to include the question or your final citations as part of your
word count. In other words, the question and citations are not to be used as a
means to meet the minimum word count.
Critical
Thinking Questions
There are four CTQs that you are
required to complete. You will need to write a minimum of 500 words (maximum
1,000) per essay. You should explain how the information that you gained from
the course will be applied and clearly convey a strong understanding of the
course content as it relates to each CTQ. To view the questions, click on
REQUIRED ESSAY and choose the CTQ that you are ready to complete; this will
bring up a screen where you may enter your essay. Prior to course submission,
you may go back at any point to edit your essay, but you must be certain to
click SAVE once you are done with your edits.
You must click SAVE before you write another essay
or move on to another part of the course.
Journal
Article Summations
You are required to write, in your own
words, a summary on a total of three peer-reviewed or scholarly journal
articles (one article per JAS), written by an author with a Ph.D., Ed.D. or
similar, on the topic outlined within each JAS section in the “Required Essays”
portion of the course (blogs, abstracts, news articles or similar are not
acceptable). Your article choice must relate specifically to the discussion
topic listed in each individual JAS. You will choose a total of three relevant
articles (one article per JAS) and write a thorough summary of the information
presented in each article (you must write a minimum of 200 words with a 400
word maximum per JAS). Be sure to provide the URL or the journal name, volume,
date, and any other critical information to allow the facilitator to access and
review each article.
To write your summary, click on
REQUIRED ESSAYS and choose the JAS that you would like to complete. A writing
program will automatically launch where you can write your summary. When you
are ready to stop, click SAVE. Prior
to course submission you may go back at any point to edit your summaries but
you must be certain to click SAVE once you are done with your edits. For more
information on the features of this assignment, please consult the HELP menu.
You must click SAVE
before you write another summary or move on to another part of the course.
Facilitator Description
Early Childhood: Family-Centered Services has been developed by Aumony Dahl MEd, the instructor of record. Aumony received her Master’s degree in Exceptional Children
from Western Washington University. She is certified to teach in K–12 Special
Education with an additional endorsement in Early Childhood Special Education. Aumony began her career working as an elementary special
education teacher for several years. She is currently an instructor in the
Special Education Department at Western Washington University, teaching a
variety of classes on topics related to early childhood special education,
students with complex special needs, assessment and evaluation, and program
planning. Aumony is also a supervisor for practicum
students who are training to become teachers. In addition to this course, Aumony has authored other courses in this Early Childhood
series called Early Childhood: Program Planning and Early Childhood: Infant & Toddler Mental
Health.
Instructor Description
Dr. Marrea Winnega,
is a Licensed Clinical Psychologist with 20 years of experience in the field of
Autism Spectrum Disorders. Currently, she is an Assistant Professor of Clinical
Psychology in the University of Illinois at Chicago Department of Psychiatry.
She consults for schools and agencies serving individuals with Autism Spectrum
Disorders, including Asperger’s Disorder. She has also conducted numerous
workshops, in-services, and trainings throughout the United States. Please contact Professor Dahl if you have course content or
examination questions.
Contacting the Facilitator
You may contact the facilitator by emailing Professor Dahl
at aumony_dahl@virtualeduc.com or calling her at
509-891-7219, Monday through Friday, 8:00 a.m. – 5:00 p.m. PST. Phone messages
will be answered within 24 hours. Phone conferences will be limited to ten
minutes per student, per day, given that this is a self-paced instructional
program. Please do not contact the instructor about technical problems, course
glitches or other issues that involve the operation of the course. Please contact Professor Dahl if you have course content or
examination questions.
Technical Questions
If you have questions or problems related to the operation
of this course, please try everything twice. If the problem persists
please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help
section of your course.
If you need personal assistance
then email support@virtualeduc.com or call (509) 891-7219.
When contacting technical support, please know your course version number (it
is located at the bottom left side of the Welcome Screen) and your operating system, and be seated in front of the computer at
the time of your call.
Minimum Computer Requirements
Please refer to VESi’s website: www.virtualeduc.com or contact VESi
if you have further questions about the compatibility of your operating system.
Refer to the addendum
regarding Grading Criteria, Course Completion Information, Items to be
Submitted and how to submit your completed information. The addendum will also
note any additional course assignments that you may be required to complete
that are not listed in this syllabus.
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Websites
American
Academy of Pediatrics: http://www.aap.org
American Institute for Research: https://www.air.org/
Bridgeport School District McKinney-Vento/Homeless: https://www.bridgeport.wednet.edu/page/mckinney-vento-homeless
Centers for Disease Control and
Prevention website: www.cdc.gov
Center for Parent Information and
Resources: http://www.parentcenterhub.org/
Center
on the Developing Child at Harvard University: https://developingchild.harvard.edu/
Child
Welfare Information Gateway: https://www.childwelfare.gov/
Council
for Exceptional Children: http://www.cec.sped.org
Early Learning Challenge Technical Assistance (ELCTA)
Program: https://www.acf.hhs.gov/ecd/early-learning/race-top
Every Student Succeeds Act (ESSA): https://www.ed.gov/essa?src=ft
Global Family Research Project: https://globalfrp.org/
High/Scope
Educational Research Foundation: http://www.highscope.org
National
Association for the Education of Young Children: http://naeyc.org
National
Association of Counsel for Children: http://www.naccchildlaw.org/
National Center on Early
Childhood Quality Assurance: https://qrisguide.acf.hhs.gov/
National Child Traumatic
Stress Network: http://www.nctsn.org/
Quality Rating and Improvement System
(QRIS): https://ecquality.acf.hhs.gov/
U.S. Department
of Education-Early Learning:
https://www2.ed.gov/about/inits/ed/earlylearning/index.html
Vort Corporation: http://www.vort.com
Zero
to Three Organization: http://www.zerotothree.org
Course content is
updated every three years. Due to this update timeline, some URL links may no
longer be active or may have changed. Please type the title of the organization
into the command line of any Internet browser search window and you will be
able to find whether the URL link is still active or any new link to the
corresponding organization’s web home page.
10/21/21 JN