3/5/2018 Course details list

Course Outline
Course Title: Partnering with Families in an Early Childhood Setting
Course Number: EDUC91 Approval Date: 2017/8/30
Course Hours: 15 hours Academic Year: 2017
Academic School: School of Justice and Community Development

Faculty: Tanya Pye - Tanya.Pye@flemingcollege.ca

Program Co-ordinator or Cheryl Herder - cheryl.herder@flemingcollege.ca
Equivalent:

Dean (or Chair): Martha Jansenberger - Martha.Jansenberger@flemingcollege.ca

Course Description

This third semester course is designed to give the student an understanding of the diverse landscape
of Canadian families and culture. Valuing family knowledge is vital in fully understanding the whole
child. Students will gain a deep understanding of how important seeing families as partners is through
reciprocal and respectful relationship building. Building partnerships with families through effective
communication and collaboration including social media, and technology will support a family centered
approach to care.

Prerequisites: EDUC 4 - Inquiry and Play, EDUC 22 - Guiding Young Children, EDUC 85 - Ob. Comp.
in Young Children, EDUC 87 - Children's Health Environment, FLPL 121 - Strategies Practicum
Success, FLPL 123 - Early Learning Practicum I

Corequisites: EDUC 90 - Interactive Learning w Child

Learning Outcomes

Upon successful completion of this course, students will be able to:

1. Explain the characteristics of all families living within a diverse Canadian culture and identify
the challenges they face in the 21st century.
2. Cultivate positive, authentic and responsive relationships with families and community partners
through various means of communication including engagement, social media and technology.
3. Examine pre-existing values and beliefs relating to the diverse nature of families in Canadian
culture.
4. Initiate pedagogical practices that respect and sustain family's needs and provide opportunities
that demonstrate cultural competency within the learning environment.

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5. Value parent/educator relationships and the importance of collaboration in understanding

children's unique perspectives, and the developmental connections to children's learning as
part of the pedagogical documentation process.

Assessment Summary
Assessment Task Percentage

Assignments 80%

Presentations 20%

Student Success: Policies and Procedures

Mutually, faculty and learners will support and adhere to college Academic Regulations, and Student
Rights and Responsibilities. The following policies and guidelines have been developed to support the
learning process.

Please click on the link for information about:

Student Rights and Responsibilities

(flemingcollege.ca/PDF/Student-Rights-And-Responsibilities.pdf)
Grading and Academic Standing
(https://department.flemingcollege.ca/hr/attachment/7752/download)
Academic Integrity
(http://department.flemingcollege.ca/hr/attachment/7750/download)
Guidelines for Professional Practice: Students and Faculty
(flemingcollege.ca/PDF/guidelines-for-professional-practice-students-faculty.pdf)

Alternate accessible formats of learning resources and materials will be provided, on request.

Program Standards

The Ministry of Advanced Education and Skills Development oversees the development and the
review of standards for programs of instruction. Each college is required to ensure that its programs
and program delivery are consistent with these standards, and must assist students to achieve these
essential outcomes.

This course contributes to Program Standards as defined by the Ministry of Advanced Education and
Skills Development (MAESD). Program standards apply to all similar programs of instruction offered
by colleges across the province. Each program standard for a postsecondary program includes the
following elements:

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Vocational standards (the vocationally specific learning outcomes which apply to the program
of instruction in question);
Essential employability skills (the essential employability skills learning outcomes which apply
to all programs of instruction); and
General education requirement (the requirement for general education in postsecondary
programs of instruction that contribute to the development of citizens who are conscious of the
diversity, complexity and richness of the human experience; and, the society in which they live
and work).

Collectively, these elements outline the essential skills and knowledge that a student must reliably
demonstrate in order to graduate from the program. For further information on the standards for your
program, follow the MAESD link (www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/)

Detail Plan
Term: 2017 Fall

Faculty: Tanya Pye - Tanya.Pye@flemingcollege.ca

Program Co-ordinator or
Equivalent: Cheryl Herder - cheryl.herder@flemingcollege.ca

Dean (or Chair): Martha Jansenberger - Martha.Jansenberger@flemingcollege.ca

Learning Plan
Wks/Hrs Learning
Units Topics, Resources, Learning, Activities Outcomes Assessment

"What is a family?" Reflecting on the importance of building

strong, reciprocal and respectful relationships between parents
and educators. Seeing families as critical partners in the
week 1 1,5
shared role of care taking and education. *Focus on
Indigenous
Perspectives* Review course outline and assessments
"What is family?" The changing landscape of Canadian families Electronic
week 2 *Focus on Indigenous Perspectives* 1, Forum

Understanding Families: Applying Family Systems Theory to Electronic

week 3 Early Childhood Practice *Focus on Indigenous Perspectives* 1, Forum

Developing a Sense of Belonging Educators role in building a

culture of respect and collaboration with families in order to
enhance a child¿s positive and competent image of Electronic
week 4 2,3,4
themselves *Focus on Indigenous Perspectives* Forum

Guest Speaker: Indigenous Families *Focus on Indigenous Electronic

week 5 Perspectives* 1,2,3,4 Forum

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Wks/Hrs Learning
Units Topics, Resources, Learning, Activities Outcomes Assessment

Understanding Families through Culture *Focus on Indigenous Electronic

week 6 Perspectives* 1,2,3,4 Forum

Electronic
Building Meaningful Relationships with Families *Focus on Forum Group
week 7 2,3,4
Indigenous Perspectives* Blog

week 8 Independent Study Week

Partnerships with families Connections- ELECT, HDLH, Toddler

week 9 Program 4,5 Concept Map

Pedagogical
Partnerships with Families Connections- ELECT, HDLH, Documentation
week 10 2,4,5
Toddler Program Presentation

Pedagogical
Partnerships with Families Connections- ELECT, HDLH, Documentation
week 11 2,4,5
Toddler Program Presentation

Electronic
week 12 Resources to support Family Engagement 1,2,4 Forum

Family Challenges: Poverty Changes in the Family - lone

parenting, divorce, death, blended family dynamics, impact of Electronic
week 13 mental illness on children & families *Focus on Indigenous 1,3,4
Forum
Perspectives*

Family Challenges: Poverty Changes in the Family - lone

parenting, divorce, death, blended family dynamics, impact of Electronic
week 14 mental illness on children & families *Focus on Indigenous 1,3,4
Forum
Perspective*

Reflection
week 15 Guest Speaker Refugee Families in Canada Paper

Assessment Requirements
Course

Assessment Task Date/Weeks Learning Percentage

Outcome

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Electronic Forum Individually students will write a short

argumentative forum post with three questions based on Weeks
their readings and learning for that week. *Indigenous 1,2,3,4,5 20%
2,3,4,5,6,7,12,13,14
Perspectives reinforced*

Course

Assessment Task Date/Weeks Learning Percentage

Outcome

Blog In a group students will review resources and

create a blog based on a topic covered in class Week 7 2,3,4 20%
*Indigenous Perspectives reinforced*

Concept Map Individually students will prepare a

concept map based on a topic found within the
Partnering with Families course. Week 9 4,5 20%

Pedagogical Documentation Presentation Groups will

present the work they have done within the Interactive
Learning with Toddlers and Families course. Weeks 10,11 2,4,5 20%

Reflection Paper Individual questions and insight on

blog entries. Week 15 1,2,3,4,5 20%

Exemption Contact

Coordinator Cheryl Herder email:

cheryl.herder@flemingcollege.ca

Prior Learning and Assessment and Recognition (PLAR)

PLAR uses tools to help learners reflect on, identify, articulate, and demonstrate past learning which
has been acquired through study, work and other life experiences and which is not recognized through
formal transfer of credit mechanisms. PLAR options include authentic assessment activities designed
by faculty that may include challenge exams, portfolio presentations, interviews, and written
assignments. Learners may also be encouraged and supported to design an individual documentation
package that would meet the learning requirements of the course. Any student who wishes to have
any prior learning acquired through life and work experience assessed, so as to translate it into a
college credit, may initiate the process by applying through the Registrar's office. For more information
please click on the following link: http://flemingcollege.ca/admissions/prior-learning-assessment-
andrecognition

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Course Specific Policies and Procedures

It is the responsibility of the student to retain this course outline for future reference. Course outlines
may be required to support applications for advanced standing and credit transfer to other educational
institutions, portfolio development, PLAR and accreditation with professional associations.

1. TESTS:
All tests (and assignments) will be marked and mark earned will be returned to the student within two
weeks of writing. Multiple choice questions will not be returned to the student. All or some parts of the
test will be taken up in class. The mark achieved will be recorded in GradeBook in Desire2Learn. If
the student has any questions or concerns about the grading of any evaluation method, the student
must make an appointment with the professor within one week of the evaluation method being
returned, and bring with them appropriate references from textbooks or notes. (Returned is defined as
when the evaluation method is returned to the class.)
Make-up arrangements for tests are normally not allowed. However, in the event of documented
illness, emergency, or death of an immediate family member, which prohibits the student from writing
the test, makeup provisions may be provided. Allowance for make-up arrangements will only be
provided if the student communicates to the faculty member prior to the time of the scheduled writing.
A message may be left on voice mail or e-mail. Failure to do so may result in a mark of zero being
given or a maximum mark of 50%. Rescheduled tests must normally be written within a maximum of
three school days from the original scheduled date. The rescheduled test may not be the same as the
one written by the rest of the class and may have a different format (e.g. oral or short answer). If the
student writes more than 3 calendar days after the other students have written, the maximum mark
that may be obtained is 50%. No rescheduled tests will be allowed after tests have been returned to
any students.
When long term illness or other circumstances make it impossible for the student to write the test
within the time frame, the situation will be dealt with on an individual basis. If there are repetitive
absences in writing tests on the scheduled date, the co-ordinator will be notified.
2. LATE POLICIES
DUE DATES: All assessments (assignments, quizzes, tests, presentations, labs, reports, etc.) are due
on their stated due date and time unless the student has made specific arrangements with the
professor PRIOR to the due date. Make-up arrangements for missed assessments are normally not
allowed. However, in the event of documented illness or personal circumstances, which prohibit the
student from completing the assessment, make-up provisions may be provided. Make-up
arrangements will ONLY be provided if the student communicates their circumstances to the faculty
member IN ADVANCE of the scheduled completion time or with valid documentation in the case of an
emergency.
Late assignments will be penalized 10% a day for the first 3 days.

STUDENT LATENESS: Students who are late for class/lecture/lab are a disruption to their classmates
and have a negative impact on the learning environment. Your instructor will share his/her late policies
early in the semester. For reasons relating to classroom management and/or laboratory safety, late

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students may be refused entry. Lateness in general is unacceptable and will be dealt with on an
individual basis.

3. ATTENDANCE
For adult learners in post secondary education, we cannot stipulate that attendance is mandatory
(except for testing purposes). However, research has shown that attendance contributes significantly
to success in the classroom, lab or field. Some courses focus almost exclusively on demonstrated
and skill component practice. Attendance in these classes is therefore highly recommended. If
classes/labs are missed, the learner will be in jeopardy of failing the course, semester and/or program.
Students are solely responsible for catching up on course work when absent. This includes collecting
course materials (handouts, assignments, etc.) and catching up on missed classroom work. Individual
instructors will provide more specific expectations for attendance early in the semester.

4. FINAL GRADES
Final grades in this course are assigned based on the level of academic achievement which
corresponds to all of the assessment components as cited in this course outline. Faculty members will
not offer additional assessments or credit recovery to individual students beyond those cited in this
course outline.

5. OTHER
In an effort to promote optimal engagement, no electronic communication devices (cell phones,
personal data assistants, etc.) are permitted in class, with the exception of those approved by
Learning Support Services or the professor. The use of ear buds connected to a source of music is
similarly prohibited during class. Lap tops may be utilized for the purposes of note taking only and
should not be disruptive. Food or drink is not allowed in labs.
The teaching staff reserves the right to modify the course sequence to better meet the needs of the
student group and to facilitate student learning.

Students have a responsibility to support academic honesty and integrity. Breaches of academic
integrity will normally result in a grade of zero for the assessment component involved. All breaches of
academic integrity will be reported to the Registrar, Dean and Program Coordinator.
Students and faculty are expected interact in a professional and positive manner. This includes: 1) be
respectful, 2) set high expectations and standards, 3) demonstrate professionalism, 4) be engaged, 5)
stay connected, 6) communicate effectively, and 7) be consistent.
Students are encouraged to keep the course outline and marked materials until a final course grade is
received at the end of the semester, or for the purposes of portfolio building.
Correct spelling and grammar are critical skills. Marks will be deducted for mechanical errors on all
assignments.

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