Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018

California Department of Education

Early Education and Support Division WestEd Center for Child and Family Studies

Instructional Guide Best Practices for Planning Curriculum for Young Children: FamilyDRAFT Partnerships and Culture Supporting faculty in the California Community College and California State University systems with CDE early childhood publications and initiatives DRAFT February 1, 2018

Acknowledgments

The creation of this instructional guide would not have been possible without the expertise and contributions of the many talented people who were involved. We extend our sincere gratitude to this group of dedicated professionals. They included the (1) Faculty Initiative Project Core Consultants, (2) The Faculty Initiative Project Advisory Group, (3) Staff from the California Department of Education/Early Education and Support Division (formerly Child Development Division), and (4) Project staff from WestEd’s Center for Child and Family Studies.

Peter Mangione, Co-Director of the Center for Child and Family Studies, provided invaluable academic and practical perspectives affecting all aspects of this instructional guide.

The Faculty Initiative Project, with Caroline Pietrangelo Owens as Project Director, works with a group of core consultants.

Advisors and consultants include faculty from California Community Colleges, California State University, and University of California systems and key specialists in the field of early childhood education.

Core Consultants Lead consultant and lead writer of this Instructional Guide: Helen Heal, Consultant

Consultant, co-writer and editor of this Instructional Guide: Judy Higuchi, Consultant

Consultant and editorial contributor to the Guide, including PowerPoint Presentations: Erin Gordon Grady, Consultant

Major contributor, including identifying the CAP Student Learning Outcomes: Terri Hutton, Butte College

Additional Consultants and Reviewers: Anthony Ayala, Solano Community College Sydney Fisher Larson, College of the Redwoods Senta Greene, College of the Canyons and Full Circle Consulting Systems, Inc. Carrie Rothstein-Fisch, California State University, Northridge

Faculty Initiative Project Advisory Group Members Joseph Aguerrebere, California State University Chancellor’s Office Zhe Chen, University of California, Davis Jan DeLapp, American River College Peggy Dodge, College of Marin Nancy Herota, California Preschool Instructional Network (CPIN) Nancy Hurlbut, Cal Poly Pomona Terri Hutton, Butte College

Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018

Faculty Initiative Project Advisory Group Members (continued) Mary Jo Jordan, Porterville Community College Kelly O. Lake, Santa Barbara City College Mary Jane Maguire-Fong, American River College June Millovich, Saddleback College Margie Perez-Sesser, Cuesta College Kaitzer Puglia, Pasadena City College Shulamit Ritblatt, California State University, San Diego James Rodriguez, California State University, Fullerton Moises Roman, University of California, Los Angeles Lupita M. Tannatt, Santa Monica Community College Nadiyah Taylor, Las Positas College Alison Wishard Guerra, University of California, San Diego

California Department of Education Thanks are also extended to the following members of the Early Education and Support Division (formerly CDD): Debra McMannis, Director, Early Education and Support Division Sarah Neville-Morgan, Director, Early Education and Support Division as of June 2017 Cecelia Fisher-Dahms, Administrator, Quality Improvement Office Luis Rios, Consultant, Early Education and Support Division Laura Bridges, Consultant, Early Education and Support Division

WestEd, Center for Child and Family Studies Staff Peter Mangione, Co-Director, Center for Child and Family Studies Caroline Pietrangelo Owens, Director, Faculty Initiative Project Christine Moscou, Project Assistant, Faculty Initiative Project

Christine Moscou, Faculty Initiative Project Assistant, was a major contributor to the entire process of the creation, development, formatting, and editing of the instructional guide. Special acknowledgment goes to Christine for her exceptional skills, dedication, and comprehensive contributions.

Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018

Table of Contents Instructional Guide for Family Partnerships and Culture

Introduction to the Instructional Guide

• Introduction ...... 1

Organizational Table

• Organizational Table for the Instructional Guide for Family Partnerships and Culture ...... 9

A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

A Closer Look at the Foreword and Introduction to Family Partnerships and Culture Students become familiar with the rationale, purpose, organizational structure, and content of the Family Partnerships and Culture publication by examining the foreword and introduction. • Preview of A Closer Look at the Foreword and Introduction to Family Partnerships and Culture ...... 10 • A Closer Look at the Foreword and Introduction to Family Partnerships and Culture ...... 12 • Handout 1 ...... 16

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Unit 1 Part I: Guiding Principles for Developing Cultural Competence

Getting Ready for Unit 1 and Connecting to Experience Students become familiar with the concept of guiding principles by developing a set of principles for an aspect of their lives. • Preview of Getting Ready for Unit 1 and Connecting to Experience ...... 17 • Getting Ready for Unit 1 and Connecting to Experience ...... 19

Key Topic 1: Exploring the Guiding Principles Students become familiar with the three components and five guiding principles for developing cultural competence. • Preview of Key Topic 1 ...... 26 • Key Topic 1 ...... 28 • Handout 1 ...... 44 • Handout 2 ...... 46 • Handout 3 ...... 49 • Handout 4 ...... 52 • Handout 5 ...... 53

Key Topic 2: Applying the Guiding Principles Students explore how the guiding principles and different strategies can address issues that come up in activities common to early care and education programs by working with the two vignettes in Part I of Family Partnerships and Culture. Students also have an opportunity to consider cultural considerations for other activities done in early childhood programs. • Preview of Key Topic 2 ...... 57 • Key Topic 2 ...... 59

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Key Topic 3: National Association for the Education of Young Children (NAEYC) Pathways to Cultural Competence Project Students have an opportunity to learn about the National Association for the Education of Young Children Pathways to Cultural Competence Project and how its eight key concepts align with the five guiding principles described in Family Partnerships and Culture. • Preview of Key Topic 3 ...... 65 • Key Topic 3 ...... 67 • Handout 1 ...... 74 • Handout 2 ...... 76 • Handout 3 ...... 86 • Handout 4 ...... 99

Unit 2 Part II: Understanding Culture

Getting Ready for Unit 2 and Connecting to Experience Students reflect on their own understanding of culture by first defining it and then considering experiences they’ve had when discussing culture in different contexts. • Preview of Getting Ready for Unit 2 and Connecting to Experience ...... 109 • Getting Ready for Unit 2 and Connecting to Experience ...... 111

Key Topic 1: About Culture Students increase their understanding of the concept of culture by reading, discussing, and writing about the first three sections of Part II of Family Partnerships and Culture. They explore the definition of culture as well as its aspects, examples, importance in early childhood, distinctions from ethnicity, and implications in early childhood settings. • Preview of Key Topic 1 ...... 116 • Key Topic 1 ...... 118 • Handout 1 ...... 125

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Key Topic 2: Exploring Dimensions of Culture: Family Perspectives Students increase their understanding of their own culture and those of children and families in early childhood programs by reflecting on and responding to questions in 13 dimensions of families and culture. They then consider how their understanding can help a program be more responsive to families’ diverse cultures. • Preview of Key Topic 2 ...... 126 • Key Topic 2 ...... 128 • Handout 1 ...... 134

Key Topic 3: Some Important Features of Cultures Students develop electronic or poster presentations on three major topics that, when not understood and addressed, could pose challenges for early childhood programs in effectively working with children and families from diverse cultures. • Preview of Key Topic 3 ...... 137 • Key Topic 3 ...... 139 • Handout 1 ...... 146

Unit 3 Part III: Understanding Contemporary Families and Households

Getting Ready for Unit 3 and Connecting to Experience Students examine the diverse composition of families by drawing a picture of who comprised their families when they were young or by identifying how families have been portrayed in television shows over the years. • Preview of Getting Ready for Unit 3 and Connecting to Experience ...... 148 • Getting Ready for Unit 3 and Connecting to Experience ...... 150

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Key Topic 1: Dimensions of Family Life Students examine the diversity of family composition and culturally based family strengths and how they might gather this information from families. • Preview of Key Topic 1 ...... 156 • Key Topic 1 ...... 158 • Handout 1 ...... 167 • Handout 2 ...... 168

Key Topic 2: Family Strains Students examine different strains or stressors and their impacts on families and young children’s development. They also explore (1) ways to approach families about these strains and (2) possible supports and resources for families. • Preview of Key Topic 2 ...... 169 • Key Topic 2 ...... 171 • Handout 1 ...... 180 • Handout 2 ...... 182

Unit 4 Part IV: Culture, Family Life, and Early Childhood Curricula

Getting Ready for Unit 4 and Connecting to Experience Students reflect on the importance of modifying early childhood curricula to be culturally responsive by listening to a story in a language unfamiliar to them or considering photographs of different ways families engage in activities related to children’s early development. • Preview of Getting Ready for Unit 4 and Connecting to Experience ...... 183 • Getting Ready for Unit 4 and Connecting to Experience ...... 185

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Key Topic 1: Strategies for Cultural Responsiveness Students become familiar with the definitions and rationale for eight curricular dimensions that should be considered in making educational practice more culturally responsive. • Preview of Key Topic 1 ...... 190 • Key Topic 1 ...... 192 • Handout 1 ...... 196 • Handout 2 ...... 197

Key Topic 2: Cultural Responsiveness Across the California Infant/Toddler and Preschool Curriculum Frameworks Students identify places in the developmental domains of the infant/toddler and preschool curriculum frameworks where families’ cultural values and experiences may be reflected. Students also explore what strategies might be used in each domain as they plan and implement curricula that are culturally responsive. Vignettes from the California Infant/Toddler Curriculum Framework and the three volumes of the California Preschool Curriculum Framework are used in addition to the Family Partnerships and Culture publication. • Preview of Key Topic 2 ...... 199 • Key Topic 2 ...... 201 • Handout 1 ...... 209 • Handout 2 ...... 214

Instructional Methodologies Index

• Instructional Methodologies Index Cover Page ...... 217

• Instructional Methodologies Descriptions ...... 218

• Instructional Methodologies Index for the Instructional Guide for Family Partnerships and Culture ...... 221

Student Learning Outcomes Indexes

• Student Learning Outcomes Index Cover Page for the Instructional Guide for Family Partnerships and Culture ...... 226

A Closer Look at the Foreword and Introduction to Family Partnerships and Culture ...... 227

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Unit 1 – Part I: Guiding Principles for Developing Cultural Competence ...... 237

Unit 2 – Part II: Understanding Culture ...... 251

Unit 3 – Part III: Understanding Contemporary Families and Households ...... 263

Unit 4 – Part IV: Culture, Family Life, and Early Childhood Curricula ...... 274

Appendixes

• Appendix A – CAP Student Learning Outcomes (SLOs) – Organized by Instructional Guide Units and Key Topics ...... 284

• Appendix B – California’s Early Learning and Development System Graphic and Related Links and Resources ...... 360

PowerPoint Presentations

• PowerPoint presentations are available for each unit by key topic.

Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018

Introduction

Responding to early childhood priorities in California, the Early Education and Support Division of the California Department of Education (CDE) has developed initiatives and published materials to support practitioners, young children, and families involved in early childhood education (ECE) programs. The CDE/ECE Faculty Initiative Project has been entrusted with supporting faculty members in institutions of higher education across the state as they infuse these initiatives into their course work.

The purpose of the CDE/ECE Faculty Initiative Project is to align and integrate content and competencies from key CDE/ECE materials with core ECE curriculum of the California Community College and California State University systems. Faculty will have information and resources to integrate content from CDE initiatives and publications into unit-bearing course work required for the attainment of college certificates, permits granted by the California Commission on Teacher Credentialing, and graduation from colleges and universities.

About the Instructional Guides: Key Topics, Active Learning Experiences, and Resources for Faculty of Higher Education

To support faculty in preparing California’s early care and education workforce to implement recent Early Education and Support Division initiatives and publications, the CDE/ECE Faculty Initiative Project has been developing instructional guides to accompany these initiatives and publications. The guides are intended to connect professional development in systems of higher education with the content of the Early Education and Support Division initiatives and the following publications:

• Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning—A Resource Guide (Second Edition)

• California Preschool Learning Foundations, Volume 1, Volume 2, and Volume 3

• California Preschool Curriculum Framework, Volume 1, Volume 2, and Volume 3

• Parts One, Two, and Three of the California Preschool Program Guidelines

• Family Partnerships and Culture

Instructional guides have been developed for all of these publications. The Family Partnerships and Culture publication is addressed in this guide. The instructional guides for publications released prior to the California Preschool Program Guidelines are posted on the CDE/ECE Faculty Initiative Project Web site at https://facultyinitiative.wested.org/ (accessed February 1, 2018).

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The instructional guides have been designed to:

• support the greatest possible utility across the complexity of California’s systems of higher education;

• maintain fidelity to the content of the Early Education and Support Division’s initiatives;

• adhere to commonly accepted principles of adult learning;

• provide maximum flexibility for faculty;

• support faculty as decision makers;

• allow faculty to select curricular content that suits their particular students, courses, and program needs.

The instructional guides are intended to help faculty acquaint college students who are preparing for work in preschool settings with Early Education and Support Division publications. In the instructional guides, the word students refers to college students— not children in preschool settings.

Purpose of the Instructional Guide for the Family Partnerships and Culture

This instructional guide aims to support faculty as they deepen their students’ familiarity with the Family Partnerships and Culture publication. It is also intended to prepare students to integrate the content and guidelines included in this publication into their professional lives.

Organization of this Guide: Flexible Use for Faculty in Individual Courses and Across Programs

Like many of the previous instructional guides, this publication is organized into instructional units, and each unit consists of a “Getting Ready for the Unit” and key topics. This design enables faculty to use the instructional guide for different courses in a variety of ways. The intent is to support faculty as decision makers as they piece together what will work in an individual course or across a program.

The organizational table for this guide indicates that faculty can explore individual units or key topics, or they may combine or select pieces of the units that might be most appropriate for their particular students. Some repetition of instructional design across key topics is also intended to deepen habits of exploration and reflection that students then carry into their work.

This guide includes a section titled “A Closer Look at the Foreword and Introduction to Family Partnerships and Culture.” Following this introductory piece, each unit of the Instructional Guide for Family Partnerships and Culture 2 DRAFT February 1, 2018 instructional guide parallels one of the parts of the publication. Unit 1 covers Part I of the publication, Guiding Principles for Developing Cultural Competency. Unit 2 covers Part II of the publication, Understanding Culture. Unit 3 covers Part III of the publication, Understanding Contemporary Families and Households. Unit 4 covers Part IV of the publication, Culture, Family Life, and the Early Childhood Curricula.

Wherever possible, this instructional guide includes relevant page numbers and possible connections to previous CDE publications—including the California Preschool Learning Foundations, the California Preschool Curriculum Framework, and Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning—A Resource Guide (Second Edition)—and their accompanying instructional guides. Key topics, active learning experiences, approaches, and strategies are described broadly enough so that faculty can choose, adapt, tailor, and shape these to their unique teaching styles, students, and program needs. This flexibility is offered in the hope of providing maximum utility for the initiatives and publications that the Early Education and Support Division is preparing for California’s child care community.

Note: When Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning—A Resource Guide (Second Edition) and the first volumes of the California Preschool Learning Foundations and the California Preschool Curriculum Framework were published, the terms preschool English learners and English-language development were used. To be consistent with the current policy of the CDE’s Early Education and Support Division, this instructional guide uses the term young dual language learners instead of preschool English learners or young English language learners. However, the domain in the foundations and curriculum framework is still referred to as English-Language Development.

Structure of Key Topics in Each Unit: Preview Pages and Core Instructional Components

Each unit in this instructional guide begins with “Getting Ready for the Unit and Connecting to Experience.” This includes background information for faculty as well as resources and references to other key topics or learning experiences in previous instructional guides that might be helpful to students. Following this information, there is a learning experience that will support students in connecting the topic of the unit to their own lives and experiences. This learning experience further establishes motivation by embedding the topic within a situation or question with which the learner might be familiar, and it suggests ways to extend learning by providing challenges or issues to consider. The “Motivator and Connection to Experience” may include the following elements:

• Critical question • Challenging situation—a short vignette that might be text, video, or audio • Challenging quote or text

The “Motivator and Connection to Experience” is often accompanied by a set of guiding questions for reflection. These are not assessment questions but are intended to

Instructional Guide for Family Partnerships and Culture 3 DRAFT February 1, 2018 engage learners in remembering and reflecting on—not evaluating—their own experiences, feelings, personal actions, or the actions of others.

Each key topic begins with Preview Pages that include the Focus Statement, Curriculum Alignment Project (CAP) Courses, Instructional Methodologies, and California Early Childhood Educator Competency Areas to Consider.

Following the Preview Pages, the key topic opens with a section titled “Before You Start.” This section provides an overview of the learning experience to help faculty decide if the key topic fits into their purpose and goals for a class session. Background information and a few tips for faculty preparation or reflection are also included.

Following this section, the materials in each unit and key topic adhere to a framework of core instructional components and are organized into three components:

1. Information Delivery For each key topic, this component is designed to introduce specific content to students in the class setting. The delivery of information may be brief or long and may be composed of a single topic or several related topics, such as key concepts within a given chapter. “Information Delivery” may include lecture content, reading assignments, and/or location of key information in the Family Partnerships and Culture, as well as the preschool learning foundations, the curriculum framework, or the program guidelines.

2. Active Learning Some learning experiences in previous instructional guides were designated for use in class or out of class. In this instructional guide, these experiences are part of the “Active Learning” instructional components. Many of these can be fashioned into work that is done in class or out of class based on faculty determination of what will work best for a particular situation. The intent of the suggested active learning is to engage students in the key topic through learning experiences that will be active, thoughtful, challenging, and relevant to the content. This work might include, but is not limited to, the following instructional approaches:

• Class discussions • Small-group work • Demonstrations • Observations • Interviews or panels • Internet resources • Research on a particular topic

3. Reflection This section provides opportunities for students to reflect on the experience of working with the key topic. Across many, but not all, of the key topics in this instructional guide is a set of questions with a repeated structure. This is intentional and is designed to impart to students a useful set of questions to carry with them for reflection in their current or future work. Instructional Guide for Family Partnerships and Culture 4 DRAFT February 1, 2018

4. Deeper Understanding This segment provides suggestions for independent research and/or ways to take students deeper into some important issues or concepts related to the key topic.

PowerPoint Presentations Throughout this guide, the icon at left indicates that there are PowerPoint slides corresponding to a particular part of the “Active Learning” component of a key topic. Slide 1

Organization of Active Learning Components: Flexible Segments

The “Active Learning” components in this guide describe learning segments that can be conducted within the time frame of a single class or over several class sessions by individuals, pairs, small groups, or the whole class. Each “Active Learning” component is organized in a sequence by which the work can unfold for students as they move progressively deeper into the topic. These learning segments are intended to be active, thoughtful, challenging, and relevant to the content. “Active Learning” is divided into the following segments:

• Getting it started • Keeping it going • Taking it further • Putting it together • Another approach

Not every key topic contains all of these segments of “Active Learning.” When relevant, they are included to enhance learning or instructional possibilities.

Features of this Instructional Guide

Student Learning Outcomes

To support faculty in making decisions about how and where they can best use Family Partnerships and Culture in their course work or across their program, the 2015 version of the student learning outcomes developed by the Curriculum Alignment Project (CAP) for the eight core lower-division early childhood courses—as well as for the applicable CAP expansion courses—have been mapped onto each key topic in this instructional guide. Additional information about the Curriculum Alignment Project and the student learning outcomes is available at https://www.childdevelopment.org/cs/cdtc/print/htdocs/services_cap.htm (accessed February 1, 2018). At the beginning of each key topic, the Preview Pages provide a list of courses that have been mapped onto the topic.

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These student learning outcomes are organized by the Curriculum Alignment Project’s core lower-division early California State University and childhood courses and expansion University of California courses. This is not an exhaustive list, The Curriculum Alignment Project (CAP) and faculty might find additional ways course and student learning outcome to use the key topics to address mapping provided in this instructional guide student learning beyond what has was completed with the understanding that been indexed. Working through these some institutions will choose not to use key topics does not guarantee the these particular student learning outcomes achievement of any student learning or objectives. This is especially true for outcome or objective; it is understood faculty at California State University and that students achieve student University of California campuses. The outcomes through repeated student learning outcomes in this guide may engagement with information and be used selectively or with adaptations for experiences that build competence. courses at California State University and University of California campuses, and they

indicate what can be accomplished by To assist faculty in using these student students through use of the key topics in this learning outcomes as supports for guide. decision making, the key topics in this guide have been indexed first by units and then by the Curriculum Alignment Project’s courses and student learning outcomes; the intention was for faculty to select what is most relevant to their particular needs. In this guide, student learning outcomes are matched to specific key topics that will support attainment of those outcomes. However, some student learning outcomes cannot be mapped onto the content of this guide.

The Student Learning Outcomes Index of this guide presents an overview of the mapping for each unit. Appendix A of this guide presents more detailed information about the student learning outcomes, objectives, and examples of course content and topics.

Instructional Methodologies

Each key topic includes a variety of instructional methodologies. This is intended to provide varied learning experiences for students as they become familiar with the Family Partnerships and Culture publication. It also provides another variable for faculty to use in deciding which key topics will best suit the needs of their students and programs. In this instructional guide, methodologies are identified for each key topic and are listed on the key topic Preview Pages.

Although these methodologies were designed for a face-to-face course, they can be implemented online in a synchronous or asynchronous learning environment.

These instructional methodologies are also indexed so that faculty have an overview of which methodologies are used across all units and key topics. The index also includes a description of each methodology used in this guide.

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California Early Childhood Educator Competency Areas

In this instructional guide, the competency areas of the California Early Childhood Educator Competencies are listed on the key topic Preview Pages; the list is titled “California Early Childhood Educator Competency Areas to Consider.” These are preliminary connections and are not meant to be exhaustive. Faculty will find more connections in their courses to competency areas and competency contexts as they become more familiar with them. Competency areas are listed in this instructional guide as an initial exploration of how particular areas might be addressed through these key topics; however, there is no index for the competency areas in this guide due to the preliminary nature of the mapping.

Appendixes

To support the preparation of the early care and education workforce in California, this instructional guide includes two appendixes with relevant content:

• Appendix A: Student Learning Outcomes, CAP Courses, Objectives, Course Content, and Topics Mapped with the Instructional Guide

• Appendix B: California’s Early Learning and Development System Graphic and Related Links and Resources

Organization of the Family Partnerships and Culture Publication

The Family Partnerships and Culture publication is organized into four parts and each of these parts is addressed in this instructional guide.

The Family Partnerships and Culture publication contains an extensive foreword and introductory chapter with contextual information, demographics, and an explanation of the organization of the publication.

Part I, Guiding Principles for Developing Cultural Competence, focuses on Cognitive Cultural Competence, Affective Cultural Competence, Cultural Responsiveness, and the NAEYC Cultural Competence Project.

Part II, Understanding Culture, consists of the Definition of Culture, Why an Understanding of Culture is Important, Distinguishing Between Ethnicity and Culture, Learning About Cultures, Exploring Dimensions of Culture, Collectivist Versus Individualist Cultures, Myths About Cultures, and Support Development of the Home Language.

Part III, Understanding Contemporary Families and Households, focuses on Family Composition, Culturally Based Family Strengths, Family Strains, and Impact of Family Stress.

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Part IV, Culture, Family Life, and the Early Childhood Curricula, consists of Implications of Cultural and Family Experiences for Teaching and Learning, Curriculum Frameworks, and the Conclusion.

The Family Partnership and Culture publication includes an Appendix with Questions to Expand Understanding of Families. A Glossary of terms that are bolded throughout the publication is also included as well as Additional Resources and References.

Additional instructional guide resources and links are available through the CDE/ECE Faculty Initiative Project Web site at https://facultyinitiative.wested.org/ (accessed February 1, 2018).

Instructional Guide for Family Partnerships and Culture 8 DRAFT Organizational Table Instructional Guide for the Family Partnership and Culture

Introduction Unit 1 – Part I Unit 2 – Part II Unit 3 – Part III Unit 4 – Part IV to the Guiding Principles for Understanding Culture Understanding Culture, Family Life, Instructional Developing Cultural Contemporary Families and Early Guide Competence and Households Childhood Curricula

Introduction Getting Ready for Unit 1 and Getting Ready for Unit 2 and Getting Ready for Unit 3 Getting Ready for About the Instructional Connecting to Experience Connecting to Experience and Connecting to Unit 4 and Guides Experience Connecting to Experience Purpose of the Instructional Key Topic 1: Exploring the Key Topic 1: Key Topic 1: Key Topic 1: Guiding Principles About Culture Dimensions of Family Strategies for Guide for the Family Subtopic 1: Guiding Principles Life Cultural Definition of Culture Partnerships That Support Cognitive Responsiveness Subtopic 1: Variations of and Culture Cultural Competence Why an Understanding of Family Composition Strategies for Cultural Culture Is Important Subtopic 2: Guiding Principle Organization of Culture and Partnerships Family Responsiveness in That Supports Affective Distinguishing Between Subtopic 2: Culturally the Instructional Based Family Strengths Teaching and Guide Cultural Competence Ethnicity and Culture Learning Subtopic 3: Guiding Principle Structure of the

That Supports Cultural Key Topics in Responsiveness Each Unit: Core Key Topic 2: Applying the Key Topic 2: Key Topic 2: Key Topic 2: Instructional Guiding Principles Exploring Dimensions of Family Strains Cultural

Components Subtopic 1: Vignette – Culture: Family Subtopic 1: Family Responsiveness Perspectives Across the Organization of Communicating and Strains—Sources and California Active Learning Collaborating with Parents Dimensions of Families and Impacts Components Culture Infant/Toddler and Subtopic 2: Vignette – Cultural Subtopic 2: Family Preschool Student Learning Issues to Consider in Learning Strains—Supports and Curriculum Learning About Families and Cultures Resources Frameworks Outcomes Exploring Domains

Instructional Methodologies Key Topic 3: National Key Topic 3: Association for the Some Important Features of ECE Education of Young Cultures Competency Children (NAEYC) Pathways Collectivist Versus Areas to Cultural Competence Individualist Cultures ord and Introduction to to Introduction and ord Forew the at Look Closer A Appendixes Project Myths About Cultures Publication Support Development of the Organization 9 9 Home Language

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CDE/ECE Faculty Initiative Project

Instructional Guide for Family Partnerships and Culture

A Closer Look and the Foreword and Introduction to Family Partnerships and Culture

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Preview of A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

A Closer Look at the Foreword

and Introduction to and Culture A Closer Look atthe Introduction Foreword toand Family Partnerships and Culture

Focus Statement

Students become familiar with the rationale, purpose, organizational structure, and content of the Family Partnerships and Culture publication by examining the foreword and introduction.

Curriculum Alignment Project (CAP) Student Learning Outcomes

The Curriculum Alignment Project (CAP) developed a program of study to help prepare teachers in early care and education. The eight lower-division CAP courses, CAP

expansion courses, and student learning outcomes are mapped onto each instructional Family Partnerships guide learning experience. See Appendix A for the specific student learning outcomes, objectives, and examples of course content and topics for the courses listed below.

• Child Growth and Development • Child, Family and Community • Introduction to Curriculum • Principles and Practices of Teaching Young Children • Observation and Assessment • Teaching in a Diverse Society • Practicum-Field Experience • Infant and Toddler Development • Care and Education for Infants and Toddlers • Curriculum and Strategies for Children with Special Needs

Instructional Methodologies

Although these methodologies were designed for a face-to-face course, they can be done online in a synchronous or asynchronous learning environment.

• Class discussion

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Preview of A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

• Creation of a visual representation • Pairs or small groups • Reflective discussion

California Early Childhood Educator Competency Areas to Consider

The competency areas listed below are taken from the California Early Childhood Educator Competencies publication (CDE 2011), which was developed collaboratively by the CDE’s Early Education and Support Division and First 5 California. These competency areas are presented as a preliminary exploration of how particular competency areas might be addressed through the learning experiences in this guide.

• Child Development and Learning • Culture, Diversity, and Equity • Relationships, Interactions, and Guidance • Family and Community Engagement • Dual-Language Development • Observation, Screening, Assessment, and Documentation • Special Needs and Inclusion • Learning Environments and Curriculum • Leadership in Early Childhood Education • Professionalism • Administration and Supervision

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A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

A Closer Look at the Foreword

and Introduction to and Culture A Closer Look atthe Introduction Foreword toand Family Partnerships and Culture

Before You Start

It will be important to remember, and to remind students, that the Family Partnerships and Culture publication is a part of the California Early Learning and Development System. For students who are not familiar with this system, it is described in detail in Chapter 2 of the California Preschool Curriculum Framework, Volume 1.

The Faculty Initiative Project developed an instructional unit to accompany that chapter. This unit is Unit 2 of the Instructional Guide for the California Preschool Curriculum

Framework, Volume 1, and can be downloaded at Family Partnerships https://facultyinitiative.wested.org/instructional-guides/pcfv1/ (accessed February 1, 2018). It might be helpful to review that unit to see if students would benefit from the key topic’s learning experiences before exploring Family Partnerships and Culture.

The active learning described below will support students in learning the content of the foreword (pp. x–xii) and introduction (pp. 1–4) to Family Partnerships and Culture. The foreword and introduction lay the foundation for exploration of all parts of the Family Partnerships and Culture publication. The foreword provides rationale for approaching a study of family and culture, both in terms of child development and of California's demographics, and emphasizes that collaboration with families is a first step toward supporting children to be successful in school. Handout 1 is provided that summarizes some of the information in the foreword and serves as the basis for some of the active learning.

The introduction speaks to the publication itself. The aims of the publication are described, and the dual goals of awareness of the cultures of others and awareness of oneself as a cultural being are emphasized. The benefits and challenges of this openness to diversity and of this self-reflection are also addressed. Further work on this dual approach is available to students in other parts of the publication, and faculty might need to let students know that they will explore these in more detail as they proceed through the publication.

Because the foreword and introduction are full of information and discussion, it will be helpful if students have read these sections before coming to class. The publication can be downloaded from the California Department of Education Web site at

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A Closer Look at the Foreword and Introduction to Family Partnerships and Culture http://www.cde.ca.gov/sp/cd/re/documents/familypartnerships.pdf (accessed February 1, 2018). An electronic version of the handout also will be available when this instructional guide is online at https://facultyinitiative.wested.org/ (accessed February 1, 2018).

Information Introduce the foreword and introduction and ask students to turn to Delivery those pages in the publication.

Let students know that they will be working first with the foreword and then the introduction. Though these two sections are related, the foreword addresses rationale for learning about families and culture, Slide 2 and the introduction speaks to some features of the publication.

Active Getting it started Learning Point out that the foreword begins by providing some reasons why collaborating with families is important in early learning and development.

Organize students into pairs or groups of three and ask students this question: How does knowledge of a family's cultural or ethnic life at home support effective teaching and learning? Slide 3 Ask students to look for some key ideas relating to this question on page x and the first few sentences of page xi of the foreword. When they have completed their search, ask students to share what they found.

Keeping it going Students next review Handout 1, which displays some information from the publication about the cultural diversity of children and staff in California. The data relating to children are from the U.S. census of 2010 and reflect children under the age of five years. The data Slide 4 relating to staff are for staff in early learning and development programs throughout the state.

Ask students, who are still working in their pairs or groups of three, to review the handout and consider what opportunities and challenges they see in these data for both children and staff. Remind them to include the information relating to language in their considerations. Slide 5 They can write their responses on the handout if that is helpful.

When they have had time to complete their discussions, ask the students to share their responses. Then ask them to discuss how collaborating with families can support the opportunities and help meet the challenges that were identified.

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A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

Taking it further Direct students’ attention to the introduction. Review with them the goals of the publication on page 1, which are to

• value families and their contribution to children's learning;

• approach cultural diversity with an open mind; Slide 6 • apply knowledge gained about families, including their values and beliefs, to teaching and learning.

Point out to students that this is an interactive process. Two things are required of staff in this process: “an awareness of the diversity of the people around them and an understanding of self as a cultural being” (Family Partnerships and Culture, p. 1). Slide 7 Ask students to take a few moments to try to represent this process with a simple line drawing. If they need some prompts to begin, suggest that the drawing could be a stepladder that requires both sets of legs for the ladder to stand, intersecting circles, or stick figures interacting.

Next, ask them to read the section Attention to Cultural Diversity and find two or three key ideas that stand out for them.

Slide 8 Ask students to review their key ideas and consider these questions:

• Where do your key ideas represent opportunities?

• Where do they represent challenges?

• Are there some that represent opportunities and challenges at the same time?

Ask volunteers to share what they have written.

If this has not been mentioned by students, call their attention to the last sentence of the top paragraph on page 3 that begins “When early childhood educators . . . ”

Ask students where they think the challenges are in this statement. Where are the opportunities?

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A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

Repeat this process of identifying key ideas, opportunities, and challenges for the section entitled Cultural Self-Reflection, which begins on page 2.

Slide 9 Remind students that this is an introduction and that, as they work deeper into the publication, there will be many opportunities to encounter these ideas in greater detail and with ongoing reflection.

Putting it together Page 4 of the introduction describes the contents of each part of the publication. Ask students to turn to the table of contents for the publication, which begins on page iii. Ask students to read through the table of contents and find something in each part that is intriguing to them.

Ask them to share their choices, if they wish. If there is a range of choices, discuss what this might mean about the range of experiences that might be present in the group and what opportunities and challenges this might suggest.

Reflection Remind students that this has been a way of gaining an overview of the publication and an introduction to its approaches and content.

Ask students to reflect briefly on these questions:

• What was intriguing? Slide 10 • What was troubling?

• What will be familiar?

• What new skills do you think you might gain from this publication?

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A Closer Look at the Foreword and Introduction to Family Partnerships and Culture, Handout 1

This table summarizes data presented on page xi of Family Partnerships and Culture.

Percentage of children under Percentage of staff in early Handout 1 and Culture A Closer Look atthe Introduction Foreword toand five years of age in California education and care for various cultural and/or programs in California for

ethnic groups (2010) various cultural and ethnic groups

Latino 50 27

White, non-Latino 30 53

Asian-Pacific Islanders 10 5

African Americans 6 7 Family Partnerships

Other (a wide range of ethnic groups) 4 --

The following languages are reported spoken by program staff: English, Spanish, Mandarin, Cantonese, Vietnamese, Korean, Arabic, Russian, and many others.

The sources for this table are cited in the foreword to Family Partnerships and Culture. Full citations are in the reference section on pages 112 and 113:

U.S. Census Bureau, 2010. 2010 Census Summary File 1: Table PCT12 by Race/Ethnicity. California and Counties. Sacramento: California State Data Center.

Whitebook, M., F. Kipnis, and D. Bellm. 2008. Diversity and Stratification in California’s Early Care and Education Workforce. Berkeley, CA: Center for the Study of Child Care Employment Institute for Research on Labor and Employment, University of California, Berkeley.

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A Closer Look at the Foreword and Introduction to Family Partnerships and Culture 1

Family Partnerships and Culture

• Rationale for learning about families and culture • Why collaborating with families is important in early learning and development

• Features of the publication

A Closer Look at the Foreword and Introduction to Family Partnerships and Culture 2

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Family Partnerships and Culture

How does knowledge of a family’s culture or ethnic life at home support effective teaching and learning?

A Closer Look at the Foreword and Introduction to Family Partnerships and Culture 3

Family Partnerships and Culture

% of children under 5 % of staff in early in California for education and care various cultural and/or programs in California for ethnic groups (2010) various cultural and ethnic groups Latino 50 27

White, non- 30 53 Latino Asian-Pacific 10 5 Islanders African 6 7 Americans Other (various 4 -- ethnic groups) This table summarizes data presented on page xi of Family Partnerships and Culture. Sources are cited in the publication.

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Family Partnerships and Culture

What opportunities and challenges do you see in these data for both children and staff?

A Closer Look at the Foreword and Introduction to Family Partnerships and Culture 5

Family Partnerships and Culture

Goals of the publication for caregivers: • Value families and their contribution to children’s learning. • Approach cultural diversity with an open mind. • Apply knowledge gained about families, including their values and beliefs, to teaching and learning.

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Family Partnerships and Culture

Staff should possess “an awareness of the diversity of the people around them and an understanding of self as a cultural being”. Family Partnerships and Culture, p. 1

Represent this interactive process with a simple line drawing.

A Closer Look at the Foreword and Introduction to Family Partnerships and Culture 7

Family Partnerships and Culture Attention to Cultural Diversity Identify 2 to 3 key ideas and consider: • Where do your key ideas represent opportunities? • Where do they represent challenges? • Are there some that represent opportunities and challenges at the same time?

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Family Partnerships and Culture

Cultural Self-Reflection Identify 2 to 3 key ideas and consider: • Where do your key ideas represent opportunities? • Where do they represent challenges? • Are there some that represent opportunities and challenges at the same time?

A Closer Look at the Foreword and Introduction to Family Partnerships and Culture 9

Family Partnerships and Culture

Reflection • What was intriguing? • What was troubling? • What will be familiar? • What new skills do you think you might gain from this publication?

A Closer Look at the Foreword and Introduction to Family Partnerships and Culture 10

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CDE/ECE Faculty Initiative Project

Instructional Guide for Family Partnerships and Culture

Unit 1 Part I: Guiding Principles for Developing Cultural Competence

Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Preview of Unit 1, Getting Ready

Unit 1

Part I: Guiding Principles for Developing forGetting Ready Unit 1

Cultural Competence –

Getting Ready for Unit 1 and Connecting to Experience I Part

: Guiding Principles for Developing Cultural Competence for Developing Principles Cultural Guiding

Unit 1 Focus Statement

and Connecting Students become familiar with the concept of guiding principles by developing a set of principles for an aspect of their lives.

Curriculum Alignment Project (CAP) Student Learning Outcomes

Experience to The Curriculum Alignment Project (CAP) developed a program of study to help prepare teachers in early care and education. The eight lower-division CAP courses, CAP expansion courses, and student learning outcomes are mapped onto each instructional guide learning experience. See Appendix A for the specific student learning outcomes, objectives, and examples of course content and topics for the courses listed below.

• Child, Family and Community • Principles and Practices of Teaching Young Children • Teaching in a Diverse Society • Practicum-Field Experience • Infant and Toddler Development • Care and Education for Infants and Toddlers

Instructional Methodologies

Although these methodologies were designed for a face-to-face course, they can be done online in a synchronous or asynchronous learning environment.

• Brainstorming • Class discussion • Class presentation • Creation of a visual representation • Gallery walk

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• Lecture • Pairs or small groups • Personal reflection • Reflective discussion

California Early Childhood Educator Competency Areas to Consider

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Unit 1

Part I: Guiding Principles for Developing for Getting to Connecting and Experience Unit Ready 1 Unit 1 Cultural Competence – – Getting Ready for Unit 1 and Connecting to Experience I:Part Guiding Principlesfor Developing CompetenceCultural

Getting Ready for the Unit

Part I of the publication Family Partnerships and Culture, “Guiding Principles for Developing Cultural Competence,” presents a discussion of cultural competence that includes a definition and descriptions of three components of cultural competence: knowledge, attitudes, and behavior. Five principles, which are embedded in these three components, are introduced to guide the development and implementation of strategies to support teachers in becoming culturally competent. Examples for many of the guiding principles are also included.

The intended primary audience of Family Partnerships and Culture is teachers and other early childhood program staff although the publication’s content is also applicable to other early childhood professionals, families, and agencies that work with and support families. The guiding principles are designed to support individuals in “moving from theory to practice, from self-reflection to learning about cultural diversity, and then to apply what is learned to teaching and learning” (Family Partnerships and Culture, p. 4).

Part I begins with an introductory paragraph about cultural competence and then continues in four major sections. Each of the first three sections focuses on one of the three components, and the fourth section is about the National Association for the Education of Young Children (NAEYC) Pathways to Cultural Competence Project.

The first section, titled Cognitive Cultural Competence, addresses the knowledge component and has the following key content:

• Guiding principle: Reflect on one’s own cultural background. § Strategies for Self-Reflection

• Guiding principle: Learn about the children in the program and their families. § Strategies for Learning About Children and Families

• Guiding principle: Examine the belief that one culture is better than another. § Strategies for Challenging Assumptions

The second section, Affective Cultural Competence, focuses on the attitude component through the following principle:

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• Guiding principle: Adopt a posture of cultural respect.

The third section, Cultural Responsiveness, includes the following information about the behavior element of cultural competence:

• Guiding principle: Be a learner before trying to be a teacher. § Strategies for Communicating

• Vignette: Communicating and Collaborating with Parents § Discussion of the vignette and strategies

• Vignette: Cultural Learning § Discussion of the vignette and strategies

The fourth section presents an overview of the NAEYC Pathways to Cultural Competence Project and its eight key ideas or concepts.

Unit 1 of this instructional guide is designed to support students in learning about the three components of cultural competence, the five guiding principles, and ways to apply the principles through suggested strategies. There are four learning experiences in this unit. The first learning experience, “Getting Ready for Unit 1 and Connecting to Experience,” provides an opportunity for students to consider how guiding principles may be part of their lives.

The second learning experience, Key Topic 1, has three subtopics that introduce students to the three components of cultural competence and the five guiding principles as described in Family Partnerships and Culture. In Key Topic 2, the third learning experience, students review two vignettes from Part I as a way to practice applying the guiding principles and strategies.

The unit’s final learning experience, Key Topic 3, provides students with an overview of the NAEYC Pathways to Cultural Competence Project and an opportunity to explore how its eight key concepts relate to the five guiding principles presented in Family Partnerships and Culture.

Motivator and Connection to Experience

Before You Start

This learning experience is designed to familiarize students with the concept of a guiding principle and how guiding principles may be part of their lives. Students first discuss what a guiding principle is and share examples of guiding principles they’ve experienced. Faculty may also wish to have some examples ready, such as adult learning principles that guide how they conduct their classes.

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Two approaches are suggested for students to further explore how guiding principles influence their lives. In the first approach, students develop a set of principles that guide some aspect of their lives such as being a student or classroom teacher. Students brainstorm a list of principles and then create a visual representation of the final principles they decide to use. For this approach, it will be helpful to provide large sheets of paper; an assortment of crayons, colored pencils, or colored markers; and tape to post the students’ principles on the wall.

In the second option, students develop a set of guiding principles for their class. Students first individually think of principles and then share them with their classmates; the whole class decides on which ones it wants to keep. Some method of recording all the principles will be needed, such as a whiteboard or chart paper posted on the wall. Students vote on which principles to keep by either placing checkmarks or small sticky dots by each principle. If this approach is used and a whiteboard is not available, large sheets of paper and colored markers are needed.

The learning experience concludes with a class discussion of why guiding principles are important and how they can be used in students’ work as early childhood educators.

Students can engage in this learning experience without reading Part I of Family Partnerships and Culture. However, it is suggested that faculty deliver a brief overview of the purpose and key content of Part I—especially the five guiding principles. If faculty prefer to have students familiarize themselves with the publication, it can be downloaded from the California Department of Education Web site at http://www.cde.ca.gov/sp/cd/re/documents/familypartnerships.pdf (accessed February 1, 2018).

Information Students do not need to read Part I of the Family Partnerships and Delivery Culture publication before doing this learning experience. However, it is suggested that faculty provide a brief overview of the publication and the five guiding principles.

The purpose of Part I is summarized on page 4 of the publication, and the five guiding principles are provided here for reference:

1. Reflect on one’s own cultural background. Slides 2-4

2. Learn about the children in the program and their families.

3. Examine the belief that one culture is better than another.

4. Adopt a posture of cultural respect.

5. Be a learner before trying to be a teacher.

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Active Getting it started Learning Introduce this learning experience by briefly describing the publication Family Partnerships and Culture and explaining that it presents five guiding principles. These principles are intended to guide early childhood program staff in becoming more culturally competent. Slide 5 Continue with a discussion about what a principle or guiding principle is by asking students to define it. Faculty may choose to either (1) initially discuss the definition with the whole class or (2) ask students to first individually write a definition and then facilitate a class discussion about their ideas. Faculty may also decide if students can consult a dictionary or other resource in coming up with their definitions.

Keeping it going Next ask students to share examples of principles or guiding principles that they have encountered. Faculty may provide examples to begin the conversation, such as some adult learning principles they use when planning and teaching their courses.

Taking it further Ask students to think about one aspect of their lives such as being a student, early childhood classroom teacher, employee, manager/supervisor, parent, partner in a relationship, volunteer, friend, athlete, coach, artist, musician, or other role in which they Slide 6 spend a lot of time. They then write a list of guiding principles that they have or think would be useful in helping them carry out their chosen role. Suggest that students come up with as many ideas as they can even though some may seem to overlap.

Students next review their completed lists and combine and refine the items to come up with a set of principles they feel is reasonable and relevant to their role. Finally, they create some kind of visual representation of their principles that will help them to remember and follow them. Encourage students to do whatever design they choose (e.g., pictures depicting each principle, combination of words and pictures, vertical list with a decorative border, words in different groupings, etc.).

Putting it together Depending on the class size and how much class time is allotted for this learning experience, students can partner with one or two others to share their principles or the students can take turns presenting their principles to the whole class. If there is adequate wall space,

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students could also post their creations, and all students could spend a few minutes walking around to look at their classmates’ principles.

Conclude this learning experience with a reflective discussion. The following questions may be used:

• What images or words still resonate with you from the sets of guiding principles you saw?

Slides 7-8 • Which principles were similar to ones you have? Which one was really unique or different from yours and something you hadn’t considered?

• Why do you think purposefully developing or listing a set of guiding principles is important?

• How will guiding principles inform your role as an early childhood teacher?

Another approach Instead of students individually developing a set of guiding principles for themselves, the students will come up with some principles that they agree on for the class. Some of these may be similar to principles students might consider for their role as a college student.

Explain that the class will be developing a list of principles to guide their work together for the semester. There are probably already some rules common to each course in your particular college or Slide 9 department that have been shared with students (e.g., class attendance requirements, submission of class assignments, grading rubrics). The principles being developed should focus on this particular class and support individual and group interactions, communication, and learning.

Ask students to individually come up with a list of guiding principles and write them as quickly as they can. They next prioritize the items on their list. Two methods can be used for students to share their lists.

Option 1. Students take turns sharing the items on their lists—each student shares one principle in a turn. If a principle has already been shared, the students choose new ones from their lists. Continue until all the students have shared all their principles without repeating any. Record the principles as they are being shared.

Option 2. If there is a large number of students, students can form groups of three or four to initially share their lists. Each group then

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agrees on which principles to include in their final list by combining, deleting, and prioritizing the items. Then the groups take turns sharing the principles from their list in the manner done by individual students, and the principles are recorded.

After the list is completed, one or more students can read aloud each principle and ask if anyone would like the principle clarified. At this time, some principles may be rewritten or combined as needed.

Depending on the number of principles on the list, faculty and/or the students can decide how many are appropriate for the class. If the list is long, students can vote for the principles they believe will be most helpful in guiding the work of the class. Faculty can determine how many votes each student gets. For example, if the class decides that five guiding principles is appropriate, each student could have five votes. Or faculty could just choose a certain number that would make the voting and tallying manageable depending on the class size. Students can vote by placing a check or a colored sticky dot by a principle.

After the votes are counted and the class guiding principles have been selected, record these principles in a way that all students can access them. For example, one or two students may create a poster of the principles that is posted during each class. Or a hard copy or electronic version of the principles can be distributed to each student.

Conclude this learning experience with the following questions:

• Which guiding principle stands out for you from our list?

• What is a principle that is similar to one on your initial list? Was there one that was a surprise? Why? Slides 10-11 • Why do you think purposefully developing or listing a set of guiding principles is important?

• How will guiding principles inform your role as an early childhood teacher?

Reflection In addition to the reflective discussions already suggested in the “Putting it together” and “Another approach” segments, the following questions may be used to reflect on this learning experience. Faculty may choose to hold a class discussion or ask students to write individual responses, such as in a journal. Another option is to first ask students to individually think about the questions and then ask for volunteers to share their thoughts.

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• What is one key idea or experience that you will take from this class session?

• What was a high point for you? Was there something that was a Slides 12-13 struggle?

• Is there anything you can apply from this class to your other courses?

• What will you do to implement the guiding principles developed in this class?

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Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Getting Ready for Unit 1 1

Part 1: Guiding Principles for Developing Cultural Competence

The Guiding Principles support early childhood program staff in moving from theory to practice, self-reflection, learning about cultural diversity, and applying what is learned to teaching and learning.

Family Partnerships and Culture, page 4

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Getting Ready for Unit 1 2

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Part 1: Guiding Principles for Developing Cultural Competence

Cultural Competence “An ability to negotiate effectively across and to relate authentically to diverse cultural groups through knowledge and understanding of differences.” Family Partnerships and Culture, page 6

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Getting Ready for Unit 1 3

Part 1: Guiding Principles for Developing Cultural Competence

Cultural Competence includes the components of: • Knowledge • Attitudes • Behavior

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Getting Ready for Unit 1 4

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Part 1: Guiding Principles for Developing Cultural Competence

1. Reflect on one’s own cultural background. 2. Learn about the children in the program and their families. 3. Examine the belief that one culture is better than another. 4. Adopt a posture of cultural respect. 5. Be a learner before trying to be a teacher.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Getting Ready for Unit 1 5

Part 1: Guiding Principles for Developing Cultural Competence

• Think about one aspect of your life or a role you posses (student, parent, friend, athlete). • Write a list of guiding principles useful for the role. • Create a visual representation of your principles that will help you to remember and follow the principles.

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Part 1: Guiding Principles for Developing Cultural Competence

• What images or words resonate with you from the guiding principles shared?

• Which principles were similar to ones you have?

• Which one was really unique or different from yours and something you hadn’t considered?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Getting Ready for Unit 1 7

Part 1: Guiding Principles for Developing Cultural Competence

• Why do you think purposefully developing or listing a set of guiding principles is important?

• How will guiding principles inform your role as an early childhood teacher?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Getting Ready for Unit 1 8

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Part 1: Guiding Principles for Developing Cultural Competence

• Develop a set of guiding principles for our class that will guide the work for the semester.

• Consider including principles which support individual and group interactions, communication, and learning.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Getting Ready for Unit 1 9

Part 1: Guiding Principles for Developing Cultural Competence

• Which guiding principle stands out for you from our list?

• What is a principle that is similar to one on your initial list? Was there one that was a surprise? Why?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Getting Ready for Unit 1 10

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Part 1: Guiding Principles for Developing Cultural Competence

• Why do you think purposefully developing or listing a set of guiding principles is important?

• How will guiding principles inform your role as an early childhood teacher?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Getting Ready for Unit 1 11

Part 1: Guiding Principles for Developing Cultural Competence

Reflection • What is one key idea or experience that you will take from this class session?

• What was a high point for you? Was there something that was a struggle?

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Part 1: Guiding Principles for Developing Cultural Competence

Reflection • Is there anything you can apply from this class to your other courses?

• What will you do to implement the guiding principles developed in this class?

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Unit 1

Part I – Guiding Principles for Developing Key Topic 1: Exploring the Guiding Principles Unit 1 Cultural Competence – – Key Topic 1: Exploring the Guiding Principles I:Part Guiding Principlesfor Developing CompetenceCultural

Focus Statement

Students become familiar with the three components and five guiding principles for developing cultural competence.

Curriculum Alignment Project (CAP) Student Learning Outcomes

The Curriculum Alignment Project (CAP) developed a program of study to help prepare teachers in early care and education. The eight lower-division CAP courses, CAP expansion courses, and student learning outcomes are mapped onto each instructional guide learning experience. See Appendix A for the specific student learning outcomes, objectives, and examples of course content and topics for the courses listed below.

• Child, Growth and Development • Child, Family and Community • Introduction to Curriculum • Principles and Practices of Teaching Young Children • Teaching in a Diverse Society • Practicum-Field Experience • Adult Supervision and Mentoring in Early Care and Education • Infant and Toddler Development • Care and Education for Infants and Toddlers • Introduction to Children with Special Needs

Instructional Methodologies

Although these methodologies were designed for a face-to-face course, they can be done online in a synchronous or asynchronous learning environment.

• Book review

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• Brainstorming • Categorizing • Class discussion • Class presentation • Creation of a visual representation • Gallery walk • Jigsaw reading • Lecture • Pairs or small groups • Peer review and feedback • Personal reflection • Problem solving • Reflective discussion • Role-playing • Short paper or report

California Early Childhood Educator Competency Areas to Consider

• Child Development and Learning • Culture, Diversity, and Equity • Relationships, Interactions, and Guidance • Family and Community Engagement • Dual-Language Development • Special Needs and Inclusion • Learning Environments and Curriculum • Leadership in Early Childhood Education • Professionalism • Administration and Supervision

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Unit 1

Part I: Guiding Principles for Developing Key Topic Unit 1 Cultural Competence – – Part I:Part Guiding Principlesfor Developing CompetenceCultural

Key Topic 1: Exploring the Guiding Principles 1: Exploring the Guiding Principles

Before You Start

Part I of Family Partnerships and Culture presents three components of cultural competence: knowledge or cognitive cultural competence, attitudes or affective cultural competence, and behavior or cultural responsiveness. Embedded within these components are five guiding principles that can be followed in developing strategies for individuals to become more culturally competent.

Part I is divided into four major sections:

• Cognitive Cultural Competence

• Affective Cultural Competence

• Cultural Responsiveness

• NAEYC Cultural Competence Project

Within the first three sections are the guiding principles, suggested strategies, and vignettes. The fourth section briefly describes the National Association for the Education of Young Children Pathways to Cultural Competence Project (CCP), including its eight key concepts.

This key topic focuses on the guiding principles presented in the first three sections. Key Topic 2 of this unit explores the vignettes, and Key Topic 3 addresses the CCP.

Key Topic 1 has three subtopics, which provide learning experiences for students to become familiar with the three components of cultural competence and the five guiding principles.

Subtopic 1: Guiding Principles That Support Cognitive Cultural Competence Subtopic 1 has two approaches for faculty to choose from in discussing cognitive cultural competence with the students. In the first approach, students begin by reviewing the cognitive component, its three guiding principles, and strategies and then develop a role- play in which they present a strategy at a staff development meeting.

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In the second approach, students implement one of the strategies suggested for cognitive cultural competence—or a modification of a strategy—presented in the section Cognitive Cultural Competence of the publication. They then reflect on how trying out the strategy helps them become more cognitively culturally competent.

Subtopic 2: Guiding Principle That Supports Affective Cultural Competence This subtopic also has two approaches. In the first, students reflect on and discuss some situations that may occur in early childhood programs and represent different practices or approaches to caring for children. Students think about their responses to the situations and what they can do to become more accepting and nonjudgmental of others’ perspectives and practices. Handout 1, which includes examples of different situations, is provided. Faculty may choose to develop their own situations and/or modify the ones in the handout.

A second approach asks students to identify a child-rearing or parenting practice that is different from ones used when they were raised or that are more familiar to them. Students prepare a short presentation to demonstrate and explain the practice.

Subtopic 3: Guiding Principle That Supports Cultural Responsiveness This subtopic is similar to the learning experience in Subtopic 2 in that students will reflect on their responses to a variety of situations. However, in Subtopic 3 students will move from reflecting on the situations to thinking about strategies for responding to the situations. Vignettes from the California Infant/Toddler Curriculum Framework and Volumes 1 and 3 of the California Preschool Curriculum Framework are suggested as well as the situations from Subtopic 2 of this key topic. The vignettes can be found in the following publications:

• California Infant/Toddler Curriculum Framework – page 73

• California Preschool Curriculum Framework, Volume 1 – page 200

• California Preschool Curriculum Framework, Volume 3 – page 54

• California Preschool Curriculum Framework, Volume 3 – pages 55–56

• California Preschool Curriculum Framework, Volume 3 – page 56

Handout 2 contains the scenarios of all five vignettes without any discussion about how the situation was addressed. Handout 3 has full copies of each vignette.

Students work in pairs to practice having a conversation with a family member about the situation or vignette. They are encouraged to select a strategy from the section on Cultural Responsiveness or to develop additional ones.

Instructional Guide for Family Partnerships and Culture 29 DRAFT February 1, 2018 Unit 1, Key Topic 1

In the “Deeper Understanding” segment, students can further explore the guiding principles in two different ways. In the first option, students look at the relationships between the five guiding principles and the overarching principles and domain principles in the California Infant/Toddler Curriculum Framework and the California Preschool Curriculum Framework, Volumes 1, 2, and 3. It is suggested that a crosswalk between the five guiding principles and overarching principles be done first with the whole class. Letter-size paper or very large sticky notes, tape, markers, and string or yarn are needed for this first part. Students next consider how the domain principles from one of the frameworks and the five guiding principles from Family Partnerships and Culture are related and create a visual representation of those relationships. Large sheets of paper such as chart easel paper, writing tools such as markers or colored pencils, and tape may be needed if students are asked to complete this learning experience in class.

The curriculum frameworks can be downloaded from the California Department of Education (CDE) Web site:

• California Infant/Toddler Curriculum Framework https://www.cde.ca.gov/sp/cd/re/documents/itcurriculumframework.pdf (accessed February 1, 2018).

• California Preschool Curriculum Framework, Volume 1 https://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf (accessed February 1, 2018).

• California Preschool Curriculum Framework, Volume 2 https://www.cde.ca.gov/sp/cd/re/documents/psframeworkvol2.pdf (accessed February 1, 2018).

• California Preschool Curriculum Framework, Volume 3 https://www.cde.ca.gov/sp/cd/re/documents/preschoolframeworkvol3.pdf (accessed February 1, 2018).

A list of the overarching principles and domain principles for the California Infant/Toddler Curriculum Framework is included as Handout 4. A list of the overarching principles and domain principles for the California Preschool Curriculum Framework can be found on pages 585–588 of the Faculty Initiative Project Instructional Guide for the California Preschool Curriculum Framework, Volume 3. A copy of these pages is included as Handout 5.

In the second approach, students are asked to write a book review of The Spirit Catches You and You Fall Down by Anne Fadiman. Students include a discussion of how the five guiding principles from Family Partnerships and Culture can apply to the book.

For this key topic, students will be asked to read Part I, “Guiding Principles for Developing Cultural Competence,” of Family Partnerships and Culture. A Portable Document Format (PDF) version of this publication can be downloaded from the

Instructional Guide for Family Partnerships and Culture 30 DRAFT February 1, 2018 Unit 1, Key Topic 1

California Department of Education Web site at http://www.cde.ca.gov/sp/cd/re/documents/familypartnerships.pdf (accessed February 1, 2018). Electronic versions of this key topic’s five handouts will be available when this instructional guide is online at https://facultyinitiative.wested.org/ (accessed February 1, 2018).

Information It is suggested that students read Part I of Family Partnerships and Delivery Culture prior to the class. The following three components and five guiding principles presented in Part I are explored in this key topic:

• Cognitive Cultural Competence § Guiding principle: Reflect on one’s own cultural background. § Guiding principle: Learn about the children in the program and Slides 2-6 their families. § Guiding principle: Examine the belief that one culture is better than another.

• Affective Cultural Competence § Guiding principle: Adopt a posture of cultural respect.

• Cultural Responsiveness § Guiding principle: Be a learner before trying to be a teacher.

There are three glossary terms that are highlighted in Part I: cultural competence (p. 6), construct (p. 6), and cultural respect (p. 9).

Vignettes from the California Infant/Toddler Curriculum Framework and Volumes 1 and 3 of the California Preschool Curriculum Framework are also used in Subtopic 3:

• California Infant/Toddler Curriculum Framework – page 73

• California Preschool Curriculum Framework, Volume 1 - page 200

• California Preschool Curriculum Framework, Volume 3 – page 54

• California Preschool Curriculum Framework, Volume 3 – pages 55–56

• California Preschool Curriculum Framework, Volume 3 – page 56

The “Deeper Understanding” segment includes the overarching principles and domain principles from the California Infant/Toddler

Instructional Guide for Family Partnerships and Culture 31 DRAFT February 1, 2018 Unit 1, Key Topic 1

Curriculum Framework and the California Preschool Curriculum Framework, Volumes 1, 2, and 3.

Active Subtopic 1: Guiding Principles That Support Cognitive Cultural Learning Competence

Getting it started Begin this learning experience by asking students to review the first paragraph on page 6 of Family Partnerships and Culture. Ask students to note some key words or phrases and key concepts that stand out to them. Point out that some words in boldface type throughout the publication are in the glossary on pages 106–107 of the publication.

Then ask students to discuss their findings, ensuring that some of the following points are included:

• Definition of cultural competence Slide 7 • Definition of construct

• Three components of cultural competence: knowledge, attitudes, and behavior

• Purpose of teachers developing cultural competence

• Purpose of guiding principles

Keeping it going Explain to the students that they will have an opportunity to explore each of the three elements or components of cultural competence and the five guiding principles that are embedded in the three components. They will start with knowledge or the cognitive element.

Begin by facilitating a discussion about what cognitive cultural competence means. Then point out the last sentence at the bottom Slide 8 of page 6 in the publication: “Building knowledge of one’s culture is an essential step toward cultural competence.” Ask students why they think becoming knowledgeable about one’s own culture is important.

Continue by pointing out the three guiding principles in this component and discussing why these principles can help individuals develop the knowledge associated with cultural competence:

Instructional Guide for Family Partnerships and Culture 32 DRAFT February 1, 2018 Unit 1, Key Topic 1

• Reflect on one’s own cultural background. (p. 7)

• Learn about the children in the program and their families. (p. 7) Slide 9 • Examine the belief that one culture is better than another. (p. 8)

Taking it further Ask students to form pairs or small groups and assign each group a principle. More than one group can work on the same principle.

Each group is to review and discuss the strategies suggested for their assigned principle. Ask them to also think of some other strategies.

Slide 10 Next, ask students to imagine that there is going to be a staff development meeting on cognitive cultural competence at their program. Their group has been assigned to present a strategy that the staff can implement either at the staff meeting or sometime in their work with the families in their program. The group can use one of the strategies in the publication or one that they came up with. Faculty may choose to review the strategies selected to ensure that all strategies are covered and to encourage students to share strategies they developed.

The students should answer the following questions in choosing their strategy:

• What are some considerations for doing this strategy?

• What are some possible outcomes? What might be some Slides 11-12 concerns or barriers in doing it?

• How does this strategy support the development of staff members’ cognitive cultural competence?

• How can staff use what they learn from doing this strategy in working with children and families?

The group then develops a scenario in which they role-play presenting the strategy at the staff meeting, pretending that their classmates are the program staff. The presentation should include Slide 13 the purpose and context for the strategy, directions for doing the strategy, and a plan for debriefing the strategy. The role playing does not have to include actually doing the strategy because there might not be time to complete it or the strategy is one that needs to be

Instructional Guide for Family Partnerships and Culture 33 DRAFT February 1, 2018 Unit 1, Key Topic 1

done at a time and place other than the staff meeting.

Putting it together Each group presents its role playing of a staff development meeting. Provide time for the other students to ask questions and offer feedback.

Conclude this learning experience with a reflective discussion that could include the following questions:

• Which strategy resonates with you the most?

• Which ones would you feel comfortable and confident in doing? Which ones would you like some support in implementing? Slides 14-15 • What came through as very important when deciding on a strategy to use?

• How would you use this strategy in your work now or in the future?

Another approach Instead of students selecting a strategy for a role-playing presentation, faculty select one or more strategies from the ones listed on pages 7–9 for students to try in or out of class. After carrying out the strategy, students discuss their experiences in class.

The following suggestions may assist faculty in choosing strategies for students to practice:

• Strategies for Self-Reflection • Family tree. This can be done with no or little modification.

Slide 16 • Cultural journal. This can be done with no or little modification.

• Family self-examination. This can be done with no or little modification. (Using Box 2, “Issues to Consider in Learning About Families and Cultures,” is suggested as a learning experience in Unit 2, Key Topic 2 of this instructional guide.)

• Strategies for Learning About Children and Families • Home visit. If students have experience doing home visits with families and have supervisors who can monitor and reflect on those visits with the students, a home visit may be feasible. Another way to try out this strategy is to have students do a visit with a good friend or family member who has a young

Instructional Guide for Family Partnerships and Culture 34 DRAFT February 1, 2018 Unit 1, Key Topic 1

child.

• Conversation with family. As with the preceding strategy, using this one will depend on the students’ experience and situation. Another way to practice this strategy is to have students form pairs and have a conversation with each other based on some of the topics in Box 1, “Dimensions of Families and Culture,” on pages 31-32 of the Family Partnerships and Culture, as suggested in the strategy. (Using Box 1 is also included as part of the learning experience in Unit 2, Key Topic 2 of this instructional guide.)

• Participation in community cultural celebrations. If there are events available to students, students could attend one and then report on what they observed and learned that would increase their knowledge about the community of the children and families in their program.

• Strategies for Challenging Assumptions. • Self-examination. Faculty and students identify practices that are commonly done by families who have infants, toddlers, or preschoolers. A few examples include breastfeeding, introducing solid foods, toilet training, sleeping in the same bed, responding to crying, letting children play on the floor, encouraging independence in self-help skills such as feeding and dressing, letting children use devices with screens (e.g., television, smart phones, computers, tablets), using tangible rewards or withholding things for specific behaviors, displaying physical affection, using physical punishment such as spanking, and giving children responsibilities.

Students then form pairs or small groups and discuss their views and any relevant experiences or observations on several of the practices. Encourage them to share different perspectives as much as possible to provide opportunities for reflecting on different views and their reactions to them.

• Existence of many “right ways.” Ask the students to think of different caregiving practices for young infants and toddlers. The following examples are provided to begin this brainstorming:

§ Ways to carry an infant

§ Where to have infants and toddlers sleep

Instructional Guide for Family Partnerships and Culture 35 DRAFT February 1, 2018 Unit 1, Key Topic 1

§ When, where, and how to feed young children

§ What solid foods to first introduce

Students, working individually or in pairs or small groups, research different ways that each practice can be done. One method of reporting on their research is to create a poster presentation of their findings, using both text and graphics. The poster should illustrate different ways the practice is done and why it’s done in a particular way.

The following questions could be used for students to reflect on their experience:

• What stood out for you from doing the strategy you used?

• How did you feel about using it?

Slides 17-18 • What did you learn about yourself? How did trying out this strategy help you think about your cognitive cultural competence?

• How will you use what you discovered about yourself in your role as a teacher when working with families?

Subtopic 2: Guiding Principle That Supports Affective Cultural Competence

Getting it started This learning experience begins with the students reviewing the section on Affective Cultural Competence on pages 9–10 of Family Partnerships and Culture. Ask the students to note some key points Slide 19 and terms from this section.

Discuss with students the definition of cultural awareness and the guiding principle for this component stated on page 9: “Adopt a posture of cultural respect.” Ask students to share their key points and some examples of how they might practice cultural awareness Slides 20-21 and cultural respect in their daily lives.

Faculty may want to ensure that the following points surface in the discussion:

• Different dimensions of cultural awareness: being, doing, and thinking

Instructional Guide for Family Partnerships and Culture 36 DRAFT February 1, 2018 Unit 1, Key Topic 1

• Definition of cultural respect from the glossary

• Relationship between cultural respect and cultural diversity

• Idea of suspending judgment

Keeping it going Next present some practices or situations that may be encountered in early childhood programs. Handout 1 has brief descriptions of some situations that faculty can use or revise as appropriate for the class.

Ask the students to read the situations and write brief esponses to the following questions:

§ What is my first reaction to each situation?

§ Which ones do I have strong feelings about? Why? Slide 22 § How might I deal with these feelings in a way that helps me be open to other perspectives? That is not judgmental?

Taking it further Then in small groups of three or four, the students discuss their responses. Ask them to note which situations evoked the strongest feelings for most of them and where there were similarities and differences in their responses. They then identify the major points of their conversation and summarize their discussion of one of the situations.

Putting it together The groups take turns sharing with the rest of the class their discussion summaries. If more than one group chooses the same situation, ask the class to note where there were common or dissimilar perspectives presented.

After all the groups have shared, this subtopic can be concluded with a class discussion of the following questions:

• What from your small group discussion or the different presentations stands out for you?

Slides 23-24 • What surprised you from these discussions? Was there anything that made you uncomfortable? If so, what was it and why?

Instructional Guide for Family Partnerships and Culture 37 DRAFT February 1, 2018 Unit 1, Key Topic 1

• What did you learn about yourself from thinking about these different situations?

• How are you going to remember to try to practice cultural respect?

Another approach This approach is similar to the one suggested in Subtopic 1 about considering many “right ways.” Students are to identify an example of child rearing or parenting that is different from the ones that they Slide 25 are familiar with. They then prepare a class presentation of approximately three to five minutes that explains or demonstrates this practice. Students should also provide the source(s) for the practice (e.g., journal article, Web site, person interviewed, observation).

Depending on the class size, faculty may choose to have students work individually, in pairs, or in small groups of three to five. If they are working in groups, all students should have a role in the presentation.

As a process for reflecting on their affective cultural competence, the students write brief responses to each presentation. These questions are suggestions to guide the reflection:

• What are some words or images that stand out to you about this parenting or child-rearing practice?

• What is your first reaction to this practice? Slide 26

• Why do you think you feel this way?

• What is a phrase or object you can use to remind yourself to be open to different practices?

Subtopic 3: Guiding Principle That Supports Cultural Responsiveness

Getting it started Open this subtopic of cultural responsiveness by referring students to page 3 of the introduction to Family Partnerships and Culture. Ask a student to read aloud the first full paragraph on that page, Slide 27 beginning with this sentence: “Finally, moving from reflection to action is important.”

Instructional Guide for Family Partnerships and Culture 38 DRAFT February 1, 2018 Unit 1, Key Topic 1

This important concept of implementing culturally competent practices is continued on page 6:

As to behavior, they [culturally competent individuals], translate their growing cultural understanding and their acceptance of cultural differences into actions that result in positive interactions with culturally diverse groups. . . . In the case of teachers, they develop strategies and hone skills that help children negotiate differences between their lives at the early childhood program and their lives at home in a way that leads to positive outcomes for children.

Then review with students the section titled Cultural Responsiveness on pages 10–12. Discuss the guiding principle stated on page 10, “Be a learner before trying to be a teacher,” and the suggested Slides 28-29 strategies on pages 11–12.

Keeping it going Remind students that the Family Partnerships and Culture publication is designed to complement other CDE resources, especially the California Infant/Toddler Curriculum Framework and the California Preschool Curriculum Framework, Volumes 1, 2, and 3. If students are not familiar with these publications, it will be helpful Slide 30 if faculty briefly describe each one and how they are part of the California Early Learning and Development System.

Explain that students will work in pairs to consider how they might act in a culturally responsive manner to different scenarios that come up in early childhood programs. Faculty can choose to use the suggested vignettes from the curriculum frameworks, the situations Slide 31 from Subtopic 2 of this key topic, and/or examples that they have experienced or observed. If the curriculum framework vignettes are used, faculty may want to use Handout 2, which includes only a description of the situation and not the approach used by the teacher(s) in addressing the issue raised. Handout 3 contains the whole vignette, which faculty may use as a reference or with the students.

Assign a vignette or situation to each pair of students. If some or all of the situations from Subtopic 2 are used and the students have already worked with those situations, remind them that the focus then was on examining their attitudes and perspectives. This time they are to plan how they would actually engage with a family through role playing.

Instructional Guide for Family Partnerships and Culture 39 DRAFT February 1, 2018 Unit 1, Key Topic 1

Taking it further Each pair of students is to discuss how they would address the issue in the vignette or situation. Ask them to identify strategies from the guiding principles they could use—especially the strategies in the Slide 32 Cultural Responsiveness section on pages 11–15.

The students then take turns being the teacher and being the family member in role-playing how they would behave and what they would say when meeting with the family member. Encourage students to use a different strategy during each turn.

Putting it together Conclude the active learning in this subtopic by asking students to discuss or write individual responses to these questions:

• What strategies were used in your vignette or situation?

• What was the most difficult part in planning how you would meet with the family member? Slides 33-34 • Why did you choose the strategy you used? How well do you think it worked?

• What, if anything, would you do differently in a similar situation?

Reflection In addition to the reflective conversations already presented in this key topic, the following questions may be used to reflect on this learning experience. Faculty may choose to hold a class discussion or ask students to write individual responses, such as in a journal. Another option is to first ask students to individually think about the questions and then ask for volunteers to share their thoughts.

• What is one key idea or experience that you will take from this class session?

• What was a high point for you? Was there something that was a Slides 35-36 struggle?

• Is there anything you can apply from this class to your other courses?

• Which guiding principle is the most important for you to work on as you progress toward becoming more culturally competent?

Instructional Guide for Family Partnerships and Culture 40 DRAFT February 1, 2018 Unit 1, Key Topic 1

Deeper Two options are provided for students to continue their work with the Understanding guiding principles described in Part I of Family Partnerships and Culture.

Option 1. Students have another opportunity to work with the curriculum frameworks. Depending on the students’ interests and experience and focus of a particular course, faculty may choose to Slide 37 use either the California Infant/Toddler Curriculum Framework; the California Preschool Curriculum Framework, Volumes 1, 2, and 3; or both.

If students have not worked with either framework, a brief overview of each can be provided with a focus on the overarching principles and domain principles in each one. Handout 4 is a summary of the overarching and domain principles for the California Infant/Toddler Curriculum Framework, and Handout 5 is a list of the principles for the three volumes of the California Preschool Curriculum Framework. In class, post sheets of paper or sticky notes that have the five guiding principles from Family Partnerships and Culture and the curriculum framework’s overarching principles written on them, one principle per sheet. Ask students to consider where they see relationships between each overarching principle and the five guiding principles and attach a piece of string between the two. Each overarching principle may have links to more than one guiding principle.

Students next work individually, in pairs, or in small groups on a set of domain principles from the frameworks. Faculty can decide how to group the students and how to assign the domain principles among Slide 38 the groups based on the number of students. The following two tables with the number of principles from each domain are provided as a reference. Ask students to consider linkages between the five guiding principles and the domain principles from their assigned domain and create a visual representation of those linkages.

California Infant/Toddler Curriculum Framework Overarching principles 8

Social–Emotional Development Domain Guiding 5 Principles

Language Development Domain Guiding Principles 7

Cognitive Development Domain Guiding Principles 9

Perceptual and Motor Development Domain Guiding 5 Principles

Instructional Guide for Family Partnerships and Culture 41 DRAFT February 1, 2018 Unit 1, Key Topic 1

California Preschool Curriculum Framework Overarching principles 8

Social–Emotional Development Domain Guiding 4 Principles

Language and Literacy Domain Guiding Principles 12

English-Language Development Domain Guiding 10 Principles

Mathematics Domain Guiding Principles 10

Visual and Performing Arts Domain Guiding 14 Principles

Physical Development Domain Guiding Principles 12

Health Domain Guiding Principles 9

History–Social Science Domain Guiding Principles 10

Science Domain Guiding Principles 11

The groups then post their visual representations for their classmates to view. A class discussion could follow that asks students to reflect on the similarities and differences among the different sets of domain principles and their relationships to the five guiding principles.

Option 2. Students are to write a two- to three-page book review on The Spirit Catches You and You Fall Down by Anne Fadiman. The review should include the following information*: Slide 39 • Author, title, publisher location, publisher, and year published

• Summary of the main characters and story

• Key themes or ideas

• Student’s opinion of the book

• How the five guiding principles could be applied to the situations in the story

Instructional Guide for Family Partnerships and Culture 42 DRAFT February 1, 2018 Unit 1, Key Topic 1

*Book review information is based on the Purdue OWL (Online Writing Lab) suggestions, which can be found at https://owl.english.purdue.edu/owl/resource/704/01/ (accessed February 1, 2018).

Instructional Guide for Family Partnerships and Culture 43 DRAFT February 1, 2018 Unit 1, Key Topic 1, Handout 1

Consider what your feelings and attitudes might be to each of these scenarios.

Scenario A. You are working as a home visiting teacher in an Early Head Start program.

Even though the mother has agreed to a regular schedule of visits that she said are Handout 1 Key Topic 1: Exploring the Guiding Principles Unit 1 convenient for her, the mother and child frequently are not home when you arrive. Or if

you wait for 10–15 minutes, the family may arrive late. Also, the mother is usually late for – Part I:Part Guiding Principlesfor Developing CompetenceCultural

other events or meetings such as the socialization groups offered once a month for all families receiving home visits. What are your thoughts?

Scenario B. You are a teacher in an early intervention program and have been doing weekly home visits with a parent and her 18-month-old son for the past three months. Recently you’ve noticed that the mother leaves you with the child in the living room while she does things in another room. What are your thoughts?

Scenario C. Snack and lunch are served family style in your preschool class, and the teachers sit and eat with the children. The children are encouraged to learn to help

themselves and talk with each other and the teachers while they are eating. Several children have commented that it seems funny to be eating with the teachers because they don’t eat with the adults in their families at home. What are your thoughts?

Scenario D. You work in a family resource center, and your program offers a drop-in program for three hours each morning. A three-year-old boy has just started attending the program with his grandmother. You learned that the parents work during the day, and this is the first time the child has been in a program with other children. You’ve noticed that the child usually doesn’t want to have snack with the rest of the children., However, several times during the morning the little boy runs to his grandmother for something to eat. She spoon-feeds him a few bites of food she brings, and then he runs off to play again. What are your thoughts?

Scenario E. At the parent orientation meeting for the toddler class, parents were given a handbook, and staff described some of the policies about what parents were to send with their children each day. The list includes a change of clothes and extra diapers or underwear. When one of the children in your class often does not have the extra diapers or clean clothes in her backpack, you asked the father about it when he picked up his daughter. He reassured you that he would make sure the items were included, but after a few days you notice that there were no diapers again. You speak to the father once more, but there are still no diapers for several days. What are your thoughts?

Scenario F. When several children were watering the plants in the classroom garden, one child accidentally splashed a lot of water on one of the other little girls. Because this little girl recently had missed some school because of a cold, you felt she should change her shirt as it was a little cool outside. As you were helping her, you observed several reddish marks along her spine and ribs that looked almost like welts. You had heard of the Asian practice of coining, in which some kind of heated oil is rubbed on an ill person’s back and then a coin or back of a spoon is rubbed firmly over the spine and ribs until a

Instructional Guide for Family Partnerships and Culture 44 DRAFT February 1, 2018 Unit 1, Key Topic 1, Handout 1 redness appears. What are your thoughts?

Scenario G. Your program is having a family night at the beginning of the year to welcome the children and families. You are aware that many families prefer to have their children call you Mr. Brown instead of by your first name, so that is how you introduce yourself to the parents. When you are talking with several of the children and their parents, you notice that many of them are not making eye contact with you. What are your thoughts?

Instructional Guide for Family Partnerships and Culture 45 DRAFT February 1, 2018 Unit 1, Key Topic 1, Handout 2

Consider how you would respond to each of these situations. These vignettes are from either the California Infant/Toddler Curriculum Framework or Volumes 1 and 3 of the California Preschool Curriculum Framework.

Handout 2 Key Topic 1: Exploring the Guiding Principles Unit 1

California Infant/Toddler Curriculum Framework (p. 73) – Part I:Part Guiding Principlesfor Developing CompetenceCultural

https://www.cde.ca.gov/sp/cd/re/documents/itcurriculumframework.pdf (accessed February 1, 2018)

California Preschool Curriculum Framework, Volume 1 (p. 200) https://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf

(accessed February 1, 2018)

California Preschool Curriculum Framework, Volume 3 (p. 54) https://www.cde.ca.gov/sp/cd/re/documents/preschoolframeworkvol3.pdf (accessed February 1, 2018)

Emma, Rakesha, and Annie all choose the dramatic play area as they make their plans for the day. Each of them has noticed the shiny new crowns their teachers have added to the dress-up clothes shelves since yesterday.

“Look at me. I’m a princess,” says Annie as she twirls in front of the mirror with a crown on her head. “Me, too,” adds Rakesha, choosing another of the crowns. “Mine has jewels.”

Instructional Guide for Family Partnerships and Culture 46 DRAFT February 1, 2018 Unit 1, Key Topic 1, Handout 2

Emma, who has light skin and light hair and often takes the lead in assigning dramatic play roles, looks at both girls and states emphatically, “No!” She turns to Rakesha, who has darker skin and darker hair, and says, “You can’t be a princess because you don’t look like one. You have to look like the one in the princess book.”

Rakesha protests, “I can, too, be a princess! Everybody can be a princess.”

The three girls continue to argue loudly about who can be a princess. . .

California Preschool Curriculum Framework, Volume 3 (pp. 55-56) https://www.cde.ca.gov/sp/cd/re/documents/preschoolframeworkvol3.pdf (accessed February 1, 2018)

Mr. Scott enters the block area, where Damon and Charlie are building towers with the large wooden blocks. Mr. Scott heard a loud crash and wants to make sure no one has been hurt. Charlie immediately tells him, “That was Damon’s tower. He built it taller than you said we were supposed to, and it crashed down. It almost fell on me.” Mr. Scott replies, “I’m glad no one got hurt.”

Then he turns to Damon, who stands quietly with his eyes lowered. Mr. Scott says, “Damon, do you remember a few minutes ago when I asked you to build your block tower only as high as your shoulders? This was the reason. When block towers are this tall, they can really hurt someone if they fall. Would you like some help picking up these blocks?”

Damon continues to look down at the floor and says quietly, “No, sir.”

“No, sir?’” repeats Charlie, in a puzzled tone of voice. “Why did you say that? Mr. Scott isn’t a sir. That sounds stupid. He said he’d help you.”

California Preschool Curriculum Framework, Volume 3 (p. 56) https://www.cde.ca.gov/sp/cd/re/documents/preschoolframeworkvol3.pdf (accessed February 1, 2018)

Daniel is already on the playground’s tire swing when Isaiah approaches to ask if he can swing with him. “No,” Daniel tells him. “Go away. My daddy says I can’t play with you.” “Why not?” asks Isaiah. Daniel answers, “’Cause you have two moms, and my daddy says that’s bad. God doesn’t like it. You’ve gotta have one mom and one dad.” Isaiah responds, “That’s mean. Two moms are just as good as one mom and one dad. I don’t want to swing with you anyway!”

The next day at arrival time, one of Isaiah’s parents tells the teacher what Isaiah said about the playground incident. This is not the first time Daniel has made similar

Instructional Guide for Family Partnerships and Culture 47 DRAFT February 1, 2018 Unit 1, Key Topic 1, Handout 2 comments about Isaiah’s family being bad because he has two parents of the same sex. The parent understands that the comments stem from the family’s strongly held religious beliefs, but she wants the teacher to do something.

Instructional Guide for Family Partnerships and Culture 48 DRAFT February 1, 2018 Unit 1, Key Topic 1, Handout 3

Handout 3 Key Topic 1: Exploring the Guiding Principles Unit 1 California Infant/Toddler Curriculum Framework (p. 73)

https://www.cde.ca.gov/sp/cd/re/documents/itcurriculumframework.pdf – Part I:Part Guiding Principlesfor Developing CompetenceCultural

(accessed February 1, 2018)

At the infant/toddler center, two children, Kristen and Edgar, are sitting together by the door. Both children are about 30 months old. Their primary care teacher, Celia, has told them that if they go get their shoes from the shoe shelf, she will take them on a walk in the nearby woods. Edgar has been at the center only for a week, but his almost immediate connection with Kristen has helped him to settle in quickly. They chatter excitedly to each other about their walk in the woods. It will be Edgar’s first time there. Kristen tells Edgar how she will chase the squirrels on the path, as she did on her last walk. Kristen, whose right hand has a tiny thumb and no fingers, sits down to put on her shoes. Edgar notices Kristen’s hand and, with concern in his voice, asks, “Where your fingers? Is it hurt?” Edgar reaches out to touch Kristen’s hand as if this is the first time he has noticed, though he has asked about it a few other times. Kristen quickly tucks her hand under her arm. Teacher Celia sits down with the children and offers to help with the shoes as needed. She holds out her hands and says to both children, “Kristen has one big hand and one small hand.” Kristen holds both hands in front of her and looks at them. Edgar holds out his too, and the two children look at their hands together. Kristen grabs one shoe, puts her foot in it, and uses her small thumb as a wedge to get her heel into the shoe. Edgar, with a serious

expression on his face, places his shoes in Celia’s lap, and she puts them on for him. Kristen reaches out and tugs on his shoe, and he laughs because this action made him feel ticklish. Then the teacher and two children walk out the door, holding hands and looking for squirrels.

California Preschool Curriculum Framework, Volume 1 (p. 200) https://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf (accessed February 1, 2018)

Ms. Cathy has always had children call her by her first name. This year Ms. Cathy has Spanish-speaking children in her group. She noticed that some Spanish-speaking parents scold their child when he refers to her by her first name. Ms. Cathy asks her Spanish-speaking assistant, Ms. Maria, about the interaction. Ms. Maria mentions that Spanish-speaking parents view teachers as authority figures, requiring respect and deference. Children are accustomed to addressing the teacher by her last name.

Instructional Guide for Family Partnerships and Culture 49 DRAFT February 1, 2018 Unit 1, Key Topic 1, Handout 3

California Preschool Curriculum Framework, Volume 3 (p. 54) https://www.cde.ca.gov/sp/cd/re/documents/preschoolframeworkvol3.pdf (accessed February 1, 2018)

“Look at me. I’m a princess,” says Annie as she twirls in front of the mirror with a crown on her head. “Me, too,” adds Rakesha, choosing another of the crowns. “Mine has jewels.”

Rakesha protests, “I can, too, be a princess! Everybody can be a princess.”

The three girls continue to argue loudly about who can be a princess, and Ms. Denisha comes over to help them work out their disagreement. She sits down on the rug and motions to all three girls to sit down around her. She observes, “You girls look and sound pretty upset. What is the problem? Rakesha, why don’t you tell us first what made you feel so upset?”

Rakesha repeats Emma’s assertion that Rakesha can’t be a princess. Emma and Annie both add details to the story of the argument. Ms. Denisha listens, asks questions, and restates the problem. She then tells them, “It really hurt Rakesha’s feelings when you told her she couldn’t be a princess. Rakesha was right. People with any skin and hair colors can be princesses and other special characters. We can find books about many kinds of princesses. Now, I will stay and help you think of some ideas for your play this morning.”

California Preschool Curriculum Framework, Volume 3 (pp. 55-56) https://www.cde.ca.gov/sp/cd/re/documents/preschoolframeworkvol3.pdf (accessed February 1, 2018)

Instructional Guide for Family Partnerships and Culture 50 DRAFT February 1, 2018 Unit 1, Key Topic 1, Handout 3

Damon continues to look down at the floor and says quietly, “No, sir.”

“No, sir?’” repeats Charlie, in a puzzled tone of voice. “Why did you say that? Mr. Scott isn’t a sir. That sounds stupid. He said he’d help you.”

“Charlie,” says Mr. Scott, “the way Damon spoke to me was not stupid. It told me that he had listened carefully to what I said. In some families, children do call their fathers and other men ‘sir.’ In your family, they may not. What do you call your dad?”

“Dad,” replies Charlie.

“Well, Damon used a different way of talking with his dad. Remember the books I read to you at story time about all the different ways people say hello to each other in the world? This is just like that.”

California Preschool Curriculum Framework, Volume 3 (p. 56) https://www.cde.ca.gov/sp/cd/re/documents/preschoolframeworkvol3.pdf (accessed February 1, 2018)

The next day at arrival time, one of Isaiah’s parents tells the teacher what Isaiah said about the playground incident. This is not the first time Daniel has made similar comments about Isaiah’s family being bad because he has two parents of the same sex. The parent understands that the comments stem from the family’s strongly held religious beliefs, but she wants the teacher to do something. The teacher apologizes to her for not having observed and responded to the incident the previous day. The teacher also says she will talk to Daniel and to his parents about the hurtful effects of his speech and will check with Isaiah about the incident and assure him of her support at school. She decides to have a meeting with the children to talk about diverse family structures. She uses The Family Book by Todd Parr and All Families Are Different by Sol Gordon. She invites children to share about their own families, emphasizing similarities and differences.

Instructional Guide for Family Partnerships and Culture 51 DRAFT February 1, 2018 Unit 1, Key Topic 1, Handout 4

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Instructional Guide for Family Partnerships and Culture 52 DRAFT February 1, 2018 Unit 1, Key Topic 1, Handout 5

Handout Handout 5 Key Topic 1: Exploring the Guiding Principles Unit 1

Time for for Time reflectionand planning enhances teaching

– – Part I:Part Guiding Principlesfor Developing CompetenceCultural

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Instructional Guide for Family Partnerships and Culture 53 DRAFT February 1, 2018 Unit 1, Key Topic 1, Handout 5

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Instructional Guide for Family Partnerships and Culture 54 DRAFT February 1, 2018 Unit 1, Key Topic 1, Handout 5

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Instructional Guide for Family Partnerships and Culture 55 DRAFT February 1, 2018 Unit 1, Key Topic 1, Handout 5

Time for for Time reflectionand planning enhances teaching

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Instructional Guide for Family Partnerships and Culture 56 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 1

Part 1: Guiding Principles for Developing Cultural Competence

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 2

Faculty Initiative Project https://facultyinitiative.wested.org/ 1 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence

Cultural Competence includes the components of: • Knowledge • Attitudes • Behavior

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 3

Part 1: Guiding Principles for Developing Cultural Competence Cognitive Cultural Competence Addresses the knowledge component and includes 3 Guiding Principles:

• Reflect on one’s own cultural background. • Learn about the children in the program and their families. • Examine the belief that one culture is better than another. Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 4

Faculty Initiative Project https://facultyinitiative.wested.org/ 2 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence Affective Cultural Competence Focuses on attitude through this Guiding Principle: • Adopt a posture of cultural respect.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 5

Part 1: Guiding Principles for Developing Cultural Competence Cultural Responsiveness Focuses on the behavioral component and includes the Guiding Principle: • Be a learner before trying to be a teacher.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 6

Faculty Initiative Project https://facultyinitiative.wested.org/ 3 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence

Review the first paragraph on page 6.

Note the key words, phrases, or concepts, including: • Definition of cultural competence • Definition of a construct • Three components of cultural competence: knowledge, attitudes, and behavior • Purpose of teachers developing cultural competence • Purpose of guiding principles

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 7

Part 1: Guiding Principles for Developing Cultural Competence Cognitive Cultural Competence

“Building knowledge of one’s culture is an essential step toward cultural competence.”

Family Partnerships and Culture, page 6

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 8

Faculty Initiative Project https://facultyinitiative.wested.org/ 4 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence Cognitive Cultural Competence Guiding Principles: • Reflect on one’s own cultural background. (p. 7)

• Learn about the children in the program and their families. (p. 7)

• Examine the belief that one culture is better than another. (p. 8)

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 9

Part 1: Guiding Principles for Developing Cultural Competence Cognitive Cultural Competence

• Review the strategies in the publication related to your principle and consider other relevant strategies.

• Imagine you are presenting a strategy at a staff development meeting that staff could implement in the meeting or in their work with families.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 10

Faculty Initiative Project https://facultyinitiative.wested.org/ 5 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence

Cognitive Cultural Competence

• What are some considerations in doing this strategy? • What are some possible outcomes? • What might be some concerns or barriers in doing it?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 11

Part 1: Guiding Principles for Developing Cultural Competence Cognitive Cultural Competence

• How does this strategy support the development of staff members’ cognitive cultural competence? • How can staff use what they learn from doing this strategy in working with children and families?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 12

Faculty Initiative Project https://facultyinitiative.wested.org/ 6 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence

Cognitive Cultural Competence Develop a presentation that includes: • The purpose and context for the strategy. • Directions for doing the strategy. • A plan for debriefing the strategy.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 13

Part 1: Guiding Principles for Developing Cultural Competence Cognitive Cultural Competence

• Which strategy resonates with you the most? • Which ones would you feel comfortable and confident in doing? • Which ones would you like some support in implementing?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 14

Faculty Initiative Project https://facultyinitiative.wested.org/ 7 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence

Cognitive Cultural Competence

• What came through as very important when deciding on a strategy to use?

• How would you use this strategy in your work now or in the future?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 15

Part 1: Guiding Principles for Developing Cultural Competence Cognitive Cultural Competence Strategies for: • Self-Reflection • Learning about Children and Families • Challenging Assumptions

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 16

Faculty Initiative Project https://facultyinitiative.wested.org/ 8 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence

• What stood out for you from doing the strategy you used? • How did you feel about using it?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 17

Part 1: Guiding Principles for Developing Cultural Competence

• What did you learn about yourself? • How did trying out this strategy help you think about your cognitive cultural competence? • How will you use what you discovered about yourself in your role as a teacher when working with families?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 18

Faculty Initiative Project https://facultyinitiative.wested.org/ 9 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence Affective Cultural Competence Pages 9-10 Focuses on attitude through this Guiding Principle: • Adopt a posture of cultural respect.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 19

Part 1: Guiding Principles for Developing Cultural Competence “Cultural awareness is a way of being, doing, and thinking. More than gaining knowledge, cultural awareness is reflected in attitudes of acceptance toward diversity, openness to practices and views from different from one’s own, convictions about the value of other cultural practices, and acting in ways that support and defend those who are different.” Family Partnerships in Culture, page 9 Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 20

Faculty Initiative Project https://facultyinitiative.wested.org/ 10 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence Affective Cultural Competence Review pages 9-10. Note key words, phrases, or concepts, including: • Dimensions of cultural awareness: being, doing, and thinking • Definition of cultural respect • Relationship between cultural respect and cultural diversity • Idea of suspending judgment

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 21

Part 1: Guiding Principles for Developing Cultural Competence Affective Cultural Competence

• What is my first reaction to each situation?

• Which ones do I have strong feelings about? Why?

• How might I deal with these feelings in a way that helps me be open to other perspectives? That is not judgmental?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 22

Faculty Initiative Project https://facultyinitiative.wested.org/ 11 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence

Affective Cultural Competence

• What from your discussion or the presentations stands out for you?

• What surprised you?

• Was there anything that made you uncomfortable? If so, what was it and why?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 23

Part 1: Guiding Principles for Developing Cultural Competence

Affective Cultural Competence

• What did you learn about yourself from thinking about these different situations?

• How are you going to remember to try to practice cultural respect?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 24

Faculty Initiative Project https://facultyinitiative.wested.org/ 12 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence Affective Cultural Competence

• Identify an example of child rearing or parenting that is different from the ones you are familiar with. • Prepare a 3-5 minute class presentation that explains or demonstrates this practice. • Provide the source(s) for the practice.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 25

Part 1: Guiding Principles for Developing Cultural Competence

• What are some words or images that stand out to you about this parenting or child-rearing practice? • What is your first reaction to this practice? • Why do you think you feel this way? • What is a phrase or object you can use to remind yourself to be open to different practices? Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 26

Faculty Initiative Project https://facultyinitiative.wested.org/ 13 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence

• Read the first full paragraph on page 3 of the introduction of Family Partnerships and Culture, beginning with the sentence: “Finally, moving from reflection to action is important.”

• Review page 6 about the concept of implementing culturally competent practices.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 27

Part 1: Guiding Principles for Developing Cultural Competence

ü Read pages 10-12. Cultural Responsiveness Focuses on the behavioral component and includes the Guiding Principle and strategies for communicating: • Be a learner before trying to be a teacher.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 28

Faculty Initiative Project https://facultyinitiative.wested.org/ 14 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence Cultural Responsiveness Strategies for communicating: • Listen and learn. • Communicate the program’s philosophy. • Acknowledge, ask, and adapt. • Relate to each family’s culture as a resource.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 29

Part 1: Guiding Principles for Developing Cultural Competence

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 30

Faculty Initiative Project https://facultyinitiative.wested.org/ 15 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence Cultural Responsiveness

• Consider how you might act in a culturally responsive manner to situations that may arise in early childhood programs. • How would you actually engage with a family?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 31

Part 1: Guiding Principles for Developing Cultural Competence

Cultural Responsiveness

• Identify strategies from the guiding principles that you could use to address the issue or situation. • Focus on strategies from pages 11-15, related to cultural responsiveness. • Use these in role-playing the teacher and the family member.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 32

Faculty Initiative Project https://facultyinitiative.wested.org/ 16 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence

• What strategies were used in your vignette or situation?

• What was the most difficult part in planning how you would meet with the family member?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 33

Part 1: Guiding Principles for Developing Cultural Competence

• Why did you choose the strategy you used?

• How well do you think it worked?

• What, if anything, would you do differently in a similar situation?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 34

Faculty Initiative Project https://facultyinitiative.wested.org/ 17 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence

Reflection • What is one key idea or experience that you will take from this class session?

• What was a high point for you?

• Was there something that was a struggle?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 35

Part 1: Guiding Principles for Developing Cultural Competence

Reflection • Is there anything you can apply from this class to your other courses?

• Which guiding principle is the most important for you to work on as you progress toward becoming more culturally competent?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 36

Faculty Initiative Project https://facultyinitiative.wested.org/ 18 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence

Guiding Principles and the Curriculum Frameworks • Relate the 5 guiding principles to the curriculum framework’s overarching principles. • Each overarching principle may have links to more that one guiding principle.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 37

Part 1: Guiding Principles for Developing Cultural Competence

Guiding Principles and the Curriculum Frameworks • Consider linkages between the 5 guiding principles and the domain principles. • Create a visual representation of the relationships you identify to share with your classmates.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 38

Faculty Initiative Project https://facultyinitiative.wested.org/ 19 DRAFT February 1, 2018 Unit 1, Key Topic 1

Part 1: Guiding Principles for Developing Cultural Competence Write a 2-3 page book review of The Spirit Catches You and You Fall Down by Anne Fadiman, and include: • Author, title, publisher, location published, and year. • Summary of the main characters and story. • Key themes or ideas. • Your opinion of the book. • How the 5 guiding principles could be applied to the situations in the story.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 1 39

Faculty Initiative Project https://facultyinitiative.wested.org/ 20 DRAFT February 1, 2018 Preview of Unit 1, Key Topic 2

Unit 1

Part I – Guiding Principles for Developing Key Topic 2 Unit 1

Cultural Competence –

Key Topic 2: Applying the Guiding Principles I Part : Applying

: Guiding Principles for Developing Cultural Competence for Developing Principles Cultural Guiding

Focus Statement Principles Guiding the

Students explore how the guiding principles and different strategies can address issues that come up in activities common to early care and education programs by working with the two vignettes in Part I of Family Partnerships and Culture. Students also have an opportunity to consider cultural considerations for other activities done in early childhood programs.

Curriculum Alignment Project (CAP) Student Learning Outcomes

• Child, Growth and Development • Child, Family and Community • Introduction to Curriculum • Principles and Practices of Teaching Young Children • Health, Safety, and Nutrition • Teaching in a Diverse Society • Practicum-Field Experience • Adult Supervision and Mentoring in Early Care and Education • Administration I: Programs in Early Childhood Education • Administration II: Personnel and Leadership in Early Childhood Education • Infant and Toddler Development • Care and Education for Infants and Toddlers • Introduction to Children with Special Needs • Curriculum and Strategies for Children with Special Needs

57 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Preview of Unit 1, Key Topic 2

Instructional Methodologies

Although these methodologies were designed for a face-to-face course, they can be done online in a synchronous or asynchronous learning environment.

• Brainstorming • Class discussion • Class presentation • Development of a resource tool • Pairs or small groups • Problem solving • Reflective discussion • Role-playing

California Early Childhood Educator Competency Areas to Consider

• Child Development and Learning • Culture, Diversity, and Equity • Relationships, Interactions, and Guidance • Family and Community Engagement • Dual-Language Development • Special Needs and Inclusion • Learning Environments and Curriculum • Health, Safety, and Nutrition • Leadership in Early Childhood Education • Professionalism • Administration and Supervision

58 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Unit 1, Key Topic 2

Unit 1

Part I: Guiding Principles for Developing Key Topic 2 Unit 1 Cultural Competence – – Key Topic 2: Applying the Guiding Principles I:Part Guiding Principlesfor Developing CompetenceCultural : Applying

Principles Guiding the Before You Start

There are two vignettes in Part I of Family Partnerships and Culture: Communicating and Collaborating with Parents (p. 13) and Cultural Learning (p. 16). Each presents a situation that could occur in an early care and education setting and strategies that staff might use to address it.

This key topic provides opportunities for students to work with each vignette and examine how the guiding principles can provide direction for addressing the concerns raised in the vignettes. There are two subtopics, each focusing on one of the vignettes.

Subtopic 1: Vignette – Communicating and Collaborating with Parents In the first subtopic, students first work in pairs to practice how they might approach a parent who is very angry upon finding his son in a dress and playing house. They then work in small groups to consider additional questions related to this scenario and that might apply to similar situations.

Subtopic 2: Vignette – Cultural Learning Subtopic 2 focuses on the unexpected response and concerns from parents to a community meal at an early care and education center. The vignette includes a description of how the staff addressed the concerns. There are two approaches suggested for this subtopic. In the first approach, students are asked to closely examine how the three components of cultural competence and the five guiding principles could be considered in addressing the situation. They then work in small groups to develop part of a parent handbook that describes the program’s philosophy and could proactively explain some of the practices that were of concern to parents and how program staff and parents could bring up and discuss any concerns.

The second approach begins with a discussion of the vignette and the strategies staff used to address the concerns. Then students brainstorm a list of other family-related activities that are often part of early childhood programs and identify or develop strategies for learning about families’ cultures and views related to these activities.

Students will be asked to read the two vignettes on pages 13–17 of Family Partnerships and Culture. A Portable Document Format (PDF) version of this publication can be

59 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Unit 1, Key Topic 2 downloaded from the California Department of Education Web site at http://www.cde.ca.gov/sp/cd/re/documents/familypartnerships.pdf (accessed February 1, 2018).

Information If students have not already read Part I of Family Partnerships and Delivery Culture, it is recommended that they read it before class and then briefly review it in class as part of the learning experience.

Active Subtopic 1: Vignette – Communicating and Collaborating with Learning Parents

Getting it started Begin this learning experience by reviewing the vignette and the discussion points on pages 13–15 of Family Partnerships and Slides 2-6 Culture. Ask students to consider the following approaches that are suggested:

• Empathy

• Reassurance

Slides 7-8 • Reframing

• Deflection through humor

Students are to consider where they see any guiding principles and strategies being used in those four approaches and if there are any other approaches they would try.

Keeping it going Next each student finds a partner, and the pair take turns pretending to be Mrs. Ortega and Mr. Jones, the teacher and parent in the vignette. Ask students to choose one approach and have a conversation based on that approach. They are to note what Slide 9 words/phrases/sentences they would use to demonstrate the approach. Then the students switch roles and choose another approach to use, again paying particular attention to the words they would use.

Taking it further Each pair of students finds another pair to form a small group, and each group is assigned one of the five sets of questions on page 15. Depending on the class size, more than one group may work with Slide 10 the same set of questions.

60 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Unit 1, Key Topic 2

Each student is to first individually consider the questions, and then the group members discuss their responses. The group prepares a summary of its discussion, including the many different ideas that were shared.

Putting it together Each group presents its summary to the rest of the class, and the other students can ask questions or offer other opinions. Conclude this subtopic with a reflective conversation that could include these questions:

• What words or phrases from your role playing do you remember?

• Which approach or strategy would be easiest for you to use? Which would be the most uncomfortable? Why? Slides 11-12

• What are some other questions that come to mind when you think about the situation with Mr. Jones and Mrs. Ortega?

• If you were the teacher in a similar situation, what is the first thing you would do?

Subtopic 2: Vignette – Cultural Learning

Getting it started Ask a student to volunteer to read aloud the vignette on page 16 of Family Partnerships and Culture. Then ask the students to individually write their thoughts on how the situation was handled Slide 13 and any other approaches that might have been considered or done.

Keeping it going Facilitate a class discussion about their responses, including where the students see the three components of cultural competence and the five guiding principles being applied. Slides 14-15 • Component: Cognitive Cultural Competence § Guiding principle: Reflect on one’s own cultural background. § Guiding principle: Learn about the children in the program and their families. § Guiding principle: Examine the belief that one culture is better than another.

• Component: Affective Cultural Competence § Guiding principle: Adopt a posture of cultural respect.

61 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Unit 1, Key Topic 2

• Component: Cultural Responsiveness § Guiding principle: Be a learner before trying to be a teacher.

Faculty might also ask students how they would plan the next communal meal based on the first experience at Tender Lee Center, the program in the vignette.

Taking it further One of the strategies suggested is to share with parents the program’s philosophy of care “so that parents have a beginning awareness of the commonalities and differences between home and school” (Family Partnerships and Culture, p. 11). One way this is frequently done in early care and education programs is through a parent handbook.

In groups of three or four, the students are to consider what they would include in a parent handbook that could address some of the issues that came up in the vignette. Each group creates some Slide 16 sample pages for a parent handbook that reflect their ideas.

Putting it together Provide a way for the groups to share their handbook pages with the rest of the class. Each group could do a short presentation of their pages, or all the pages could be combined in one document for students to individually review. Faculty might choose to provide some guidelines such as page size and format so that all the pages could be easily combined into a resource document.

The work on this vignette could be concluded with a class discussion of these questions:

• What concerns were raised by the family in this vignette?

• Did some of these concerns in this vignette remind you of similar Slides 17-19 situations or concerns? What are they?

• Do you think a parent handbook is the best way to share the program’s philosophy with families? Why? If not, what method do you think would be more effective?

• How would you try to anticipate and prepare for concerns such as those in the vignette? Whom might you go to for help?

Another approach Begin by reviewing with students the vignette and discussing the way the staff dealt with the parents’ concerns. Then ask students to

Slide 20 62 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Unit 1, Key Topic 2

brainstorm activities that are frequently done in early childhood programs such as:

• Family nights, • Parent-teacher conferences, • Parent workshops, • Holiday and birthday celebrations, • Field trips, • Special days honoring parents or grandparents, • Family members volunteering in the classroom, • Fundraisers, • Class picnics, • Naptime, and • Mealtimes.

Review the guiding principles with the students and ask them to consider how each principle might apply to each activity.

Slide 21 Students can work individually or in pairs or small groups to identify strategies for learning about a family’s cultural practices and beliefs related to one of the different activities. Faculty can choose to let students select the activity they want to work on or assign the activities to ensure that all are covered. Encourage students to come up with their own strategies in addition to using some of the strategies in Part I of Family Partnerships and Culture. Ask students to record their strategies.

The students can share their strategies with their classmates through brief classroom presentations or a compilation of their written strategies. The following questions could be used for students to reflect on their work:

• Which activity did you work on?

• Did you find it relatively easy or difficult to come up with Slides 22-23 strategies for learning about a family’s culture that might relate to that activity?

• When you were thinking about how families might view this activity, what is a consideration that you hadn’t thought of before?

• What is one strategy you will use when planning activities with or for families?

Reflection In addition to the reflective conversations already presented in this key topic, the following questions may be used to reflect on this 63 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Unit 1, Key Topic 2

learning experience. Faculty may choose to hold a class discussion or ask students to write individual responses, such as in a journal. Another option is to first ask students to individually think about the questions and then ask for volunteers to share their thoughts.

• What is one key idea or experience that you will take from this class session?

• What was a high point for you? Was there something that was a Slide 24-25 struggle?

• How has this learning experience helped you progress toward becoming more culturally competent?

• What is one strategy you want to incorporate more into your practice? What is the first step in doing this?

64 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Unit 1, Key Topic 2

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 1

Family Partnerships and Culture

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 2

Faculty Initiative Project https://facultyinitiative.wested.org/ 1 DRAFT February 1, 2018 Unit 1, Key Topic 2

Family Partnerships and Culture

Cultural Competence includes the components of: • Knowledge • Attitudes • Behavior

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 3

Family Partnerships and Culture Cognitive Cultural Competence Addresses the knowledge component and includes 3 Guiding Principles and related strategies:

Faculty Initiative Project https://facultyinitiative.wested.org/ 2 DRAFT February 1, 2018 Unit 1, Key Topic 2

Family Partnerships and Culture

Affective Cultural Competence Focuses on attitude through this Guiding Principle: • Adopt a posture of cultural respect.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 5

Family Partnerships and Culture

Cultural Responsiveness Focuses on the behavioral component and includes the Guiding Principle: • Be a learner before trying to be a teacher.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 6

Faculty Initiative Project https://facultyinitiative.wested.org/ 3 DRAFT February 1, 2018 Unit 1, Key Topic 2

Family Partnerships and Culture

Vignette: Communicating and Collaborating with Parents Read the vignette and discussion on pages 13-15 and consider these suggested approaches: • Empathy • Reassurance • Reframing • Deflection through humor

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 7

Family Partnerships and Culture

Vignette: Communicating and Collaborating with Parents Where do you see guiding principles and strategies being used in the approaches? What other approaches would you try?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 8

Faculty Initiative Project https://facultyinitiative.wested.org/ 4 DRAFT February 1, 2018 Unit 1, Key Topic 2

Family Partnerships and Culture Vignette: Communicating and Collaborating with Parents

• Role-play being the teacher and parent in the vignette. • Choose one approach to try and have a conversation based on that approach. • Note what words/phrases/sentences that you’d use to demonstrate the approach.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 9

Family Partnerships and Culture

Vignette: Communicating and Collaborating with Parents

• Consider the questions on page 15. • Discuss your responses and prepare a summary of the discussion. • What different ideas were shared?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 10

Faculty Initiative Project https://facultyinitiative.wested.org/ 5 DRAFT February 1, 2018 Unit 1, Key Topic 2

Family Partnerships and Culture

Vignette: Communicating and Collaborating with Parents

• What words or phrases from your role playing do you remember? • Which approach or strategy would be easiest for you to use? Which would be most uncomfortable? Why?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 11

Family Partnerships and Culture

Vignette: Communicating and Collaborating with Parents

• What are some other questions that come to mind when you think about the situation with Mr. Jones and Mrs. Ortega?

• If you were the teacher in a similar situation, what is the first thing you would do?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 12

Faculty Initiative Project https://facultyinitiative.wested.org/ 6 DRAFT February 1, 2018 Unit 1, Key Topic 2

Family Partnerships and Culture

Vignette: Cultural Learning Read the vignette on page 16. Write your thoughts on how the situation was handled and include any other approaches that might have been considered or used.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 13

Family Partnerships and Culture Vignette: Cultural Learning

• Where do you see the components of cultural competence and the guiding principles being applied?

• How would you plan the next communal meal based on the first experience at the program in the vignette?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 14

Faculty Initiative Project https://facultyinitiative.wested.org/ 7 DRAFT February 1, 2018 Unit 1, Key Topic 2

Family Partnerships and Culture

1. Cognitive Cultural Competence • Reflect on one’s own cultural background. • Learn about the children in the program and their families. • Examine the belief that one culture is better than another. 2. Affective Cultural Competence • Adopt a posture of cultural respect. 3. Cultural Responsiveness • Be a learner before trying to be a teacher.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 15

Family Partnerships and Culture

Vignette: Cultural Learning What would you include in a parent handbook that could address some of the issues that came up in the vignette? Create some sample pages that reflect your ideas.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 16

Faculty Initiative Project https://facultyinitiative.wested.org/ 8 DRAFT February 1, 2018 Unit 1, Key Topic 2

Family Partnerships and Culture

Vignette: Cultural Learning

• What concerns were raised by the family?

• Did some of these remind you of similar situations or concerns? What are they?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 17

Family Partnerships and Culture

Vignette: Cultural Learning

• Do you think a parent handbook is the best way to share the program’s philosophy with families? Why?

• If not, what method do you think would be more effective?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 18

Faculty Initiative Project https://facultyinitiative.wested.org/ 9 DRAFT February 1, 2018 Unit 1, Key Topic 2

Family Partnerships and Culture

Vignette: Cultural Learning

• How would you try to anticipate and prepare for concerns such as those in the vignette?

• Whom might you go to for help?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 19

Family Partnerships and Culture

Vignette: Cultural Learning Brainstorm activities that frequently occur in early childhood programs, such as: • Family nights • Parent-teacher conferences • Field trips

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 20

Faculty Initiative Project https://facultyinitiative.wested.org/ 10 DRAFT February 1, 2018 Unit 1, Key Topic 2

Family Partnerships and Culture Vignette: Cultural Learning

• How do the guiding principles apply to the activities that you identified? • Which strategies for learning about a family’s cultural practices and beliefs could you could apply to the different activities? • Can you think of additional strategies that might be useful?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 21

Family Partnerships and Culture

Vignette: Cultural Learning

• Which activity did you work on?

• Did you find it relatively easy or difficult to come up with strategies for learning about a family’s culture that might relate to that activity?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 22

Faculty Initiative Project https://facultyinitiative.wested.org/ 11 DRAFT February 1, 2018 Unit 1, Key Topic 2

Family Partnerships and Culture

Vignette: Cultural Learning

• When you were thinking about how families might view the activity, what is a consideration that you hadn’t thought of before?

• What is one strategy you will use when planning activities with or for families?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 23

Family Partnerships and Culture

Reflection • What is one key idea or experience that you will take from this class session?

• What was a high point for you?

• Was there something that was a struggle?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 24

Faculty Initiative Project https://facultyinitiative.wested.org/ 12 DRAFT February 1, 2018 Unit 1, Key Topic 2

Family Partnerships and Culture

Reflection • How has this learning experience helped you progress toward becoming more culturally competent?

• What is one strategy you want to incorporate more into your practice?

• What is the first step in doing this?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 2 25

Faculty Initiative Project https://facultyinitiative.wested.org/ 13 DRAFT February 1, 2018 Preview of Unit 1, Key Topic 3

Unit 1

Part I – Guiding Principles for Developing Pathways Key Topic 3 Unit 1

Cultural Competence – Part I Part

Key Topic 3: National Association for the Education of Young Competence Cultural to National : National Association the for Education Young of Children

Children Pathways to Cultural Competence Project : Guiding Principles for Developing Cultural Competence for Developing Principles Cultural Guiding

Focus Statement

Students have an opportunity to learn about the National Association for the Education of

Young Children Pathways to Cultural Competence Project and how its eight key concepts Project align with the five guiding principles described in Family Partnerships and Culture.

Curriculum Alignment Project (CAP) Student Learning Outcomes

• Child, Family and Community

• Introduction to Curriculum • Principles and Practices of Teaching Young Children • Health, Safety, and Nutrition • Teaching in a Diverse Society • Practicum-Field Experience • Adult Supervision and Mentoring in Early Care and Education • Administration I: Programs in Early Childhood Education • Administration II: Personnel and Leadership in Early Childhood Education • Infant and Toddler Development • Care and Education for Infants and Toddlers • Introduction to Children with Special Needs • Curriculum and Strategies for Children with Special Needs

65 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Preview of Unit 1, Key Topic 3

Instructional Methodologies

Although these methodologies were designed for a face-to-face course, they can be done online in a synchronous or asynchronous learning environment.

• Categorizing • Class discussion • Conversation grid • Lecture • Literature review • Pairs or small groups • Personal reflection • Reflective discussion • Short paper or report

California Early Childhood Educator Competency Areas to Consider

• Child Development and Learning • Culture, Diversity, and Equity • Relationships, Interactions, and Guidance • Family and Community Engagement • Dual-Language Development • Special Needs and Inclusion • Learning Environments and Curriculum • Health, Safety, and Nutrition • Leadership in Early Childhood Education • Professionalism • Administration and Supervision

66 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Unit 1, Key Topic 3

Unit 1

Part I: Guiding Principles for Developing Pathways Key Topic 3: Unit 1 Cultural Competence – – Part I:Part Guiding Principlesfor Developing CompetenceCultural

Key Topic 3: National Association for the Education of Young Culturalto Competence Children Pathways to Cultural Competence Project National Association the for Education Young of Children

Before You Start

Project A brief summary of the National Association for the Education of Young Children (NAEYC) Pathways to Cultural Competence Project (CCP) is included at the end of Part I of Family Partnerships and Culture. It is suggested that faculty begin this key topic by expanding on this material in the publication through a lecture that provides more context and history about the project. Faculty can also give students the NAEYC program guide that provides an overview of the CCP in addition to or in place of the lecture. As part of this overview, the program guide describes two checklists—one for teachers and one for program directors—that programs can use to review and assess their culturally- competent practices. Please note that the checklists are not provided with this instructional guide. However, the California Department of Education also has a document that includes the NAEYC program guide and the two complete checklists.

[deleted rest of original sentence] The NAEYC program guide can be downloaded from https://www.pakeys.org/uploadedcontent/docs/Early%20Learning%20Programs/Other%2 0Programs/PCCP%20Program%20Guide.pdf (accessed February 1, 2018). The CDE document is available at http://www.ecementor.org/articles-on- teaching/Pathways_to_Cultural_Competence_Project.pdf (accessed February 1, 2018).

This key topic guides students through the eight key concepts, four underlying principles, and program and teacher checklists of the CCP. Four handouts are included that students can use in their work.

Handout 1 includes the five guiding principles from Family Partnerships and Culture and a list of the four underlying principles for teachers and programs from the Pathways to Culture Competence Project. Strategies for implementing each of the four underlying principles are included. The handout provides information for a class discussion of how these four principles relate to the five guiding principles in Family Partnerships and Culture.

Handout 2 and Handout 3 are very similar. Each is a grid that students use to explore how each of the eight key concepts and its strategies relate to the five guiding principles discussed in Family Partnerships and Culture. Handout 2 uses the CCP teacher checklist, and Handout 3 is the CCP program checklist. 67 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Unit 1, Key Topic 3

Handout 4 is another version of the teacher checklist that students can use in reflecting on their own practice. This self-reflection is suggested as another approach to becoming familiar with the CCP.

Electronic versions of this key topic’s four handouts will be available when this instructional guide is online at https://facultyinitiative.wested.org/ (accessed February 1, 2018).

In the “Deeper Understanding” segment, students work with the eighth key concept: Equalize balances of power; counter stereotyping and bias through intentional teaching. Students are to identify two to three articles about this key concept and write a short paper. Depending on the students’ experience in finding articles on a specific topic, faculty may provide some articles or Web sites as starting points.

Students will be asked to read or review the section about the NAEYC Culture Competence Project on pages 17–18 of Family Partnerships and Culture. A Portable Document Format (PDF) version of this publication can be downloaded from the California Department of Education Web site at http://www.cde.ca.gov/sp/cd/re/documents/familypartnerships.pdf (accessed February 1, 2018).

Information The eight key concepts of the National Association for the Education Delivery of Young Children Pathways to Cultural Competence Project (CCP) are reviewed and discussed in this key topic. Students can find the eight concepts on pages 17–18 of Family Partnerships and Culture or in Handouts 2, 3, and 4.

Slides 2-9 In addition, students are introduced to the four underlying principles for the CCP and two checklists developed as part of the project. The four principles are listed in the “Keeping it going” segment of the “Active Learning” for this key topic. The principles and accompanying strategies also are provided in Handout 1.

The eight key concepts, four underlying principles, and two checklists are all included in documents from NAEYC and the California Department of Education. Access information for both documents is provided in the “Before You Start” section. The four handouts for this key topic also list the concepts, principles, and checklists from the CCP.

68 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Unit 1, Key Topic 3

Active Getting it started Learning Begin this learning experience by describing the purpose and history of the National Association for the Education of Young Children Pathways to Cultural Competence Project (CCP). Faculty may choose to give students all or part of the CCP description issued by Slides 10-11 NAEYC or the California Department of Education or deliver a lecture on the topic.

Ask students to consider the definitions of cultural competence used by the CCP and Family Partnerships and Culture. Discuss how these are similar and how each informs teachers’ and programs’ practices Slide 12 in early care and education programs.

Point out that the CCP key concepts and strategies “are entirely consistent with and complement the guiding principles and the practices presented in this publication (Family Partnerships and Culture, p. 18).

Keeping it going Also point out that the CCP includes four underlying principles for programs and teachers to follow when reflecting on the culturally competent practices in the program and classroom. The principles are worded slightly differently for programs and teachers:

For programs For teachers 1. Teacher Reflection 1. Teacher Reflection

Slide 13 2. Intentional Decision-Making 2. Intentional Practice and Practice

3. Strength-Based Perspective 3. Strength-Based Perspective

4. Open, Ongoing, Two-Way 4. Open, Ongoing, Two-Way Communication between Communication between programs and families teachers and families

Handout 1 is a list of the underlying principles and strategies for implementing those principles. Ask students to consider where these four principles and accompanying strategies are reflected in the five guiding principles listed in the Family Culture and Partnerships Slide 14 publication.

69 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Unit 1, Key Topic 3

Taking it further Refer students to pages 17–18 of Family Partnerships and Culture and the eight key ideas of the CCP listed on those pages.

Slide 15 1. Children are nested in families.

2. Identify shared goals among families and staff.

3. Authentically incorporate cultural traditions and history in the classroom.

4. Acknowledge child development as a culturally driven, ongoing process that should be supported across contexts in a child’s life (e.g., school and home.)

5. Individuals’ and institutions’ practices are embedded in culture.

6. Ensure decisions and policies embrace home languages and dialects.

7. Ensure policies and practices embrace and respect families’ cultural values, attitudes, and beliefs toward learning.

8. Equalize balances of power; counter stereotyping and bias through intentional teaching.

Note that in Family Partnerships and Culture, the eight concepts are described as aspirational goals for programs. The CCP has developed program and teacher checklists to support programs and teachers in reflecting on and improving their practice—how to work toward these goals.

There are two handouts for this segment of the learning experience. Handout 2 is a grid listing the five guiding principles and the teacher checklists for the eight key concepts. Handout 3 is a similar grid listing the five guiding principles and the program checklists for the Slide 16 eight key concepts. Ask students to review the five guiding principles and the checklist items for the CCP key concepts and mark in the grid where they see a relationship.

Based on the students’ experience and the focus of the course, faculty can have students work with only the program checklist, only the teacher checklist, or both. There are 42 items in the teacher checklist and 56 items in the program checklist. Faculty can choose how many key concepts or checklist items each student is to review. The following table may assist faculty in assigning the grids:

70 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Unit 1, Key Topic 3

Teacher Checklist Program Checklist

Key Concept 1 9 items Key Concept 1 9 items

Key Concept 2 5 items Key Concept 2 6 items

Key Concept 3 7 items Key Concept 3 7 items

Key Concept 4 3 items Key Concept 4 5 items

Key Concept 5 3 items Key Concept 5 4 items

Key Concept 6 6 items Key Concept 6 10 items

Key Concept 7 4 items Key Concept 7 8 items

Key Concept 8 5 items Key Concept 8 7 items

Whichever grid is used, it is suggested that students complete the grid individually first.

Putting it together After students have completed their grids, they compare their findings with one or more classmates. Whenever they encounter differences in their perceptions of the relationships between the five guiding principles and the strategies for the eight key concepts, they should discuss why they arrived at different conclusions.

Another approach If the students are working in early care and education programs, faculty may consider having the students complete the teacher checklist for themselves. If this approach is used, it is suggested that the self-reflection or self-assessment be confidential and students share only what they feel comfortable doing.

After reviewing with students the CCP’s four principles, eight key concepts, and teacher and program checklists, explain that they will be doing a self-reflection on their own practices. Students can use Slides 17-18 Handout 4 to assess their progress for each item. Note that this rating scale is similar to the one for programs in the CDE document describing the CCP. Students indicate if they have met or not met the item or if it is in progress.

Students can complete the checklist in or out of class. When discussing their responses to the checklist, it is suggested that

71 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Unit 1, Key Topic 3

faculty remind students that the primary purpose of completing the checklist is for them to reflect on their own practices around cultural competency. They can share only those items they choose.

Reflection This learning experience can be concluded by asking students to respond to the following questions individually, as in a journal, or to discuss them in class:

• Which key concept stood out for you? Which strategies for the eight key concepts?

• What is one strategy you feel would be relatively easy for you to Slides 19-20 implement? Which one might be more challenging?

• Why do you think it’s useful for programs and teachers to have tools like the CCP checklists?

• What items from the checklist would you identify as priorities for your own progress in becoming more culturally competent?

The following questions may be used to reflect on the students’ overall experience of this key topic. Faculty may choose to hold a class discussion or ask students to write individual responses, such as in a journal. Another option is to first ask students to individually think about the questions and then ask for volunteers to share their thoughts.

• What is one key idea or experience that you will take from this class session?

Slides 21-22 • What was a high point for you? Was there something that was a struggle?

• How will a knowledge of the NAEYC Cultural Competence Project’s key concepts and checklists support your progress in becoming more culturally competent?

• What is one strategy from the teacher checklist that you plan to start working on?

72 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Unit 1, Key Topic 3

Deeper Concept 8: Equalize balances of power; counter stereotyping and Understanding bias through intentional teaching.

The eighth key concept is one that students may not be as familiar with when thinking about cultural competency in their role as early childhood educators. However, when examining the checklist items for this concept, it is apparent that there are many aspects of an Slide 23 early care and education program that are encompassed in this concept about power, stereotyping, and bias.

For this “Deeper Understanding” segment, students are to find two or three articles related to this key concept and the checklist items. They are then to write a two- to three-page paper that includes the following information:

• Bibliographic information for each article

• Summary of the main points from each article

• How the articles address the eighth concept

• How the student plans to apply the information from the article to practice

73 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 1

Family Partnerships and Culture – Five Guiding Principles

Reflect on Learn about Examine the Adopt a Be a learner

one’s own the children in belief that one posture of before trying to Handout 1 Pathways to Cultural ProjectCompetence Key Topic 3: National Association thefor Education of Young Children Unit 1 cultural the program culture is better cultural be a teacher.

background. and their than another. respect. – Part I:Part Guiding Principlesfor Developing CompetenceCultural

families.

NAEYC Culture Competence Project – Four Principles and Strategies

For program directors: For teachers:

Teacher Reflection Teacher Reflection

A. Reflect on how the setting of A. Reflect on how your individual program policies and practices are values, beliefs, and practices influenced by the cultural and regarding children’s learning are linguistic backgrounds of program influenced by aspects of your own administrators. personal culture and linguistic B. Reflect on how program staff’s experience. individual values and practices B. Reflect on how the program where regarding children’s learning are you work is influenced by culture influenced by their cultural and and language. linguistic background.

Intentional Decision-Making and Practice Intentional Practice A. Identify shared childrearing goals A. Identify shared childrearing goals with families; align your program with families; align your classroom decision-making and policies with decision-making and practices with these shared goals. these goals. B. Plan ahead to address potential B. Plan ahead to address potential language or cultural barriers. language or cultural barriers. Provide translational and interpretation resources for program staff.

Strength-Based Perspective Strength-Based Perspective A. Acknowledge that programs can A. Acknowledge that you can learn learn from families. from families. B. Recognize that diversity enriches B. Recognize that diversity enriches and provides depth to the overall and provides depth to the overall program. learning experience. C. Understand that different does not C. Understand that different does not mean dysfunctional. mean dysfunctional.

Instructional Guide for Family Partnerships and Culture 74 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 1

NAEYC Culture Competence Project – Four Principles and Strategies

For program directors: For teachers:

D. Respect and support the D. Respect and support the preservation of children and preservation of children and families’ home languages, cultural families’ home languages, cultural backgrounds, and childrearing backgrounds, and childrearing beliefs, goals, and practices. beliefs, goals, and practices. E. Incorporate aspects of children’s E. Incorporate aspects of children’s cultural and linguistic backgrounds cultural and linguistic backgrounds in program’s curriculum. Highlight in daily learning activities. strengths that exist across Demonstrate strengths that exist cultures. across cultures.

Open, Ongoing, Two-Way Open, Ongoing, Two-Way Communication between programs and Communication between teachers and families. families. A. Ensure that families have A. Ensure that families have opportunities to give input to opportunities to give you input. programs regarding their policies Families should not solely be and practices. Families should not recipients of information. solely be recipients of information. B. Plan ahead to address language B. Plan ahead to address language barriers. barriers. Provide translational and interpretation resources for program staff.

Instructional Guide for Family Partnerships and Culture 75 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 2

Handout 2 Pathways to Cultural ProjectCompetence Key Topic 3: National Association thefor Education of Young Children Unit 1 Be a learner learner a Be trying before to be a teacher. – – Part I:Part Guiding Principlesfor Developing CompetenceCultural

Adopt a a Adopt of posture cultural respect. than

another. Examine the the Examine that belief culture one is better

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background.

. up times as as times up language barriers.

Guiding Principle - pick and off - NAEYC Pathways to Cultural Competence: Teacher Checklist activities regarding the child. the regarding activities should not solely be recipients of of recipients be solely not should

way communication with families by by families with communication way -

nterested family members to meetings, meetings, to members family nterested

(i.e., they (i.e.,

cept 1: Children are nested in f amilies scheduling regular conference sessions or informal informal or sessions conference regular scheduling

program events, and events, program Know the primary caregivers for the children in your your in children the for caregivers primary the Know and mothers are they assume not do and program fathers. for aspirations family’s each about learn to time Take their child. two Encourage input give to opportunities have families that Ensure about resources and information with families Provide topics the children are investigating during the day in classroom. your i all Welcome teachers information). Plan ahead to address

Checklist item

Con (a) drop utilizing (b) gatherings, opportunities to communicate, and (c) agreeing upon agreeing (c) and communicate, to opportunities phone, notes, (e.g., communication lf modes effective email).

Instructional Guide for Family Partnerships and Culture 76 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 2

Be a learner learner a Be trying before to be a teacher.

Adopt a a Adopt of posture cultural respect.

Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background.

ª (continued) . up throughout throughout up home

Guiding Principle Integrate this

NAEYC Pathways to Cultural Competence: Teacher Checklist - pick and off - bal and verbal communication. verbal and bal ver -

families about children’s

cept 1: Children are nested in f amilies information into classroom learning activities. environments, interests, early language experiences, experiences, language early interests, environments, styles. learning preferred and the year using non Conduct home visits, if families are comfortable, and and comfortable, are families if visits, home Conduct learn from drop at families all Greet classroom the within opportunities and space Create for families to visit, spend time, and exchange information about their children. Checklist item Con

Instructional Guide for Family Partnerships and Culture 77 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 2

Be a learner learner a Be trying before to be a teacher.

Adopt a a Adopt of posture cultural respect.

Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background. ª for goals for their their for goals

of you can learn learn can you of

term Guiding Principle learning of the class. classroom objectives objectives classroom

NAEYC Pathways to Cultural Competence: Teacher Checklist - long and te to the

members differences in in differences members

other. goals into classroom curriculum where where curriculum classroom into goals Communicate to families that your goal is to have a a have to is goal your that families to Communicate each which in them with partnership Identifyfamilies’ short - with goals their Align children. Incorporate practice. appropriate developmentally and families’ appropriate. family with Discuss strategies identify and beliefs childrearing approaches. different negotiating Include families in making decisions related to their education. children’s family which in ways meaningful support and Explore contribu can members from each Checklist item Concept 2: Identify shared goals among families and staff.

Instructional Guide for Family Partnerships and Culture 78 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 2

Be a learner learner a Be trying before to be a teacher.

Adopt a a Adopt of posture cultural respect.

Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background. ª

assroom assroom include hanging apparel items) that that items) apparel

Guiding Principle communities in cl in communities history, traditions, and traditions, history,

information in the

NAEYC Pathways to Cultural Competence: Teacher Checklist relevant - presence in classroom activities. classroom in presence

home language). home activities. daily Highlight the presence of all families and children in in children and families all of presence the Highlight the classroom. Example strategies Invitefamily members to share information about their backgrounds(e.g., cultural (e.g., materials educational with classroom Equip & kitchen utensils, posters, books, stories, music, artifacts, share to families Encourage culturally other or of traditions and events historical relevant Represent their and families, children, pictures on the walls of children and families or or families and children of walls the on pictures their highlighting reflectvalue for diverse languages, ethnicities, and cultures. Checklist item Concept 3: Authentically incorporate cultural traditions and history in the classroom. classroom.

Instructional Guide for Family Partnerships and Culture 79 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 2

Be a learner learner a Be trying before to be a teacher.

(continued) posture of of posture cultural respect. Adopt

Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background. ª

from and are children served children

Guiding Principle

NAEYC Pathways to Cultural Competence: Teacher Checklist

that reflect the cultures of the

by the program. the by practiced in the cultures represented in your your in represented cultures the in practiced community.and classroom Teach nursery rhymes, songs, extended vocabulary, vocabulary, extended songs, rhymes, nursery Teach originate that skills literacy early and Incorporate into the curriculum cultural artifacts and music Checklist item Concept 3: Authentically incorporate cultural traditions and history in the classroom.

Instructional Guide for Family Partnerships and Culture 80 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 2

Be a learner learner a Be trying before to be a teacher.

Adopt a a Adopt of posture cultural respect.

Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background.

models may models -

models from from models Role

be family members family be Guiding Principle resourcessuch as books NAEYC Pathways to Cultural Competence: Teacher Checklist

the program. models from diverse cultural backgrounds to to backgrounds cultural diverse from models - cept 4: Acknowledge child development as a culturally-driven, ongoing process that should be come from the community or maycommunity or comethe from in children of their own and other cultural backgrounds. not assume based upon appearances. upon based assume not role to children expose to stories and classroom. the in volunteer or visit Invite families to define their ethnicity or culture; do appropriate of variety a Use role Ask Checklist item Con supported across contexts in a child’s life (e.g., school and home)

Instructional Guide for Family Partnerships and Culture 81 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 2

Be a learner learner a Be trying before to be a teacher.

a Adopt Adopt posture of of posture cultural respect.

Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background. ª

creating creating

round they live.

information to modify Guiding Principle classroom activities, activities, classroom NAEYC Pathways to Cultural Competence: Teacher Checklist linguistic, and cultural

workers, families, and children to learn learn to children and families, workers,

- Activities could include sharing songs, songs, sharing include could Activities

cept 5: Individuals’ and institutions’ practices are embedded in culture. activities. or rhymes, dandling and plays, er fing stories, international cookbooks with the families represented in the classroom. this Use materials. and policies, whereappropriate. practices classroom Encourage co Encourage racial, other’s each about year of variety a having by backgrounds Interact with children and families outside of the wherecommunities the in setting school on feedback for families Ask Checklist item Con

Instructional Guide for Family Partnerships and Culture 82 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 2

Be a learner learner a Be trying before to be a teacher.

Adopt a a Adopt of posture cultural respect.

Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background.

curriculum curriculum or managing managing or the same

languages.

Guiding Principle reading,small groups, translators, interpreters,

with children and parents parents and children with NAEYC Pathways to Cultural Competence: Teacher Checklist

cept 6: Ensure decisions and policies embrace home languages dialects. and personal stories). personal and in home language (e.g., book behavior. in their home language (e.g., gestures). Use children’s home language for multiple learning learning multiple for language home children’s Use directions giving in just not purposes, communicate to ways Find to language home their speak to children Encourage from parents or staff, children, other learn to children for opportunities Provide each spell to how know and pronounce Correctly name. child’s and print, songs, tapes/CDs, books, available Make home children’s in materials other backgrounds. Checklist item Con

Instructional Guide for Family Partnerships and Culture 83 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 2

Be a learner learner a Be trying before to be a teacher.

Adopt a a Adopt of posture cultural respect.

Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background. ª

addressing bias, bias, addressing honor home honor

. cultures appreciation and appreciation Guiding Principle addressing issues of race, race, of issues addressing

NAEYC Pathways to Cultural Competence: Teacher Checklist of knowledge on these these on knowledge of environment reflects an reflects environment

Examples include (a) (a) include Examples

ies and colleagues.

collage of heroes from cultures cultures from heroes of collage

together with colleagues to create daily policies for famil for policies and communicating with families in their home their in families with communicating and languages. Be a resource integrate that activities classroom respectfor diversity (e.g., songs, stories, finger plays, rhymes). Understand the policies and resources your program program your resources and policies the Understand diversity, respecting on place in has how about colleagues with ideas and strategies Share they can support children’s identity, Work that ensuring for ideas on colleagues with Collaborate the classroom and center language, and address issues of bias. Use your for resources as colleagues language, and culture. diversity for appreciation developing a developing representedin the program, (b) display flags of all countries represented in the program, or (c) creating creating (c) or program, the in represented countries learning settings used by different Checklist item Concept 7: Ensure policies and practices embrace respect families’ cultural values, attitudes, beliefs toward learning.

Instructional Guide for Family Partnerships and Culture 84 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 2

Be a learner learner a Be trying before to be a teacher.

Adopt a a Adopt of posture cultural respect.

Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background. ª any any - Guiding Principle classroom activities activities classroom language, racial, and

anguage, racial, and racial, anguage, l

NAEYC Pathways to Cultural Competence: Teacher Checklist if applicable - language, race, or culture as the

children in your class mayhave class your in children

ps. Correct ps. models across various language, cultural, cultural, language, various across models - children in recognizing stereotypes, stereotypic stereotypic stereotypes, recognizing in children reflecton any potential discomfort or stereotypes - and racial backgrounds to lead to backgrounds racial and with children. It is important for children not to to not children for important is It children. with single one associate images, and bias toward other grou cultural that misperceptions toward other groups. Invite role Guide Intervene a if child displays to a biasresponse ed member. staff or child another and other each support can they how children Teach themselves in face of bias. Self most powerful. most other mayyoutoward have Checklist item Concept 8: Equalize balances of power; counter stereotyping and bias through intentional teaching. cultural groups. cultural

Instructional Guide for Family Partnerships and Culture 85 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 3

Handout 3 Pathways to Cultural ProjectCompetence Key Topic 3: National Association thefor Education of Young Children Unit 1 Be a learner learner a Be trying before to be a teacher. – – Part I:Part Guiding Principlesfor Developing CompetenceCultural

Adopt a a Adopt of posture cultural respect.

than

Checklist another. Examine the the Examine that belief culture one is better

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background.

language barriers.

Guiding Principle of Teacher Checklist Teacher of

resourcesabout topics up times as times up themed events (e.g.,

- NAEYC Pathways to Cultural Competence: Pr ogram Breakfast). activities regarding the child. the regarding activities ake should not solely be recipients of of recipients be solely not should communication (e.g., notes, phone, notes, communication(e.g.,

- pick and off informal gatherings at the program, - way communication with families by by families with communication way

cept 1: Children are nested in f amilies utilizing drop utilizing

Review and discuss Concept 1 1 Concept discuss and Review program. the in teachers with your in children the for caregivers primary the Know and mothers are they assume not do and program fathers. two Encourage to input give to opportunities have families that Ensure they (i.e., programs information). Plan ahead to address provide to teachers classroom with Coordinate families with information and the children are investigating in the program. meetings, to members family interested all Welcome and events, program email), (d) developing a family or parent or family a developing (d) email), council, or (e) hosting family hosting (e) or council, Panc Night, Carnival

Checklist item

(a)coordinating (b) opportunities to communicate, (c) agreeing upon agreeing (c) communicate, to opportunities of modes effective Con

Instructional Guide for Family Partnerships and Culture 86 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 3

Be a learner learner a Be trying before to be a teacher.

Adopt a a Adopt of posture cultural respect.

Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background.

ª (continued) .

ts, early up throughout throughout up learning styles and

Guiding Principle information about their

NAEYC Pathways to Cultural Competence: Program Checklist - pick and off - families are comfortable. This

verbal and verbal communication. verbal and verbal - opportunities for families to visit, visit, to families for opportunities environments, interes environments,

cept 1: Children are nested in f amilies Con the year using non language experiences, preferred integrate this information into classroom learning activities. Give teachers the time and resources necessary to to necessary resources and time the teachers Give if homeconduct visits, home children’s drop at families all Greet and space Create children. will allow teachers to learn from families about families from learn to teachers allow will exchangeand spendtime, Checklist item

Instructional Guide for Family Partnerships and Culture 87 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 3

trying Be a learner learner a Be before to be a teacher.

Adopt a a Adopt of posture cultural respect.

Checklist Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background.

ª - long and Checklist

Teacher Guiding Principle strategies for for strategies classroom learning learning classroom

families’ short -

NAEYC Pathways to Cultural Competence: Pr ogram education, both at the the at both education, ningful ways in which family family which in ways ningful in the classroom.

into als and hildren and to align them with with them align to and hildren aking decisions related to their their to related decisions aking c being

contribute to the learning in the the in learning the to contribute -

these discussions.

well

goals for their for goals

appropriate practice. Encourage teachers to to teachers Encourage practice. appropriate incorporate families’ go appropriate. where activities to teachers Encourage level. classroom and program classroom objectives and developmentally and objectives classroom children’s Review and discuss Concept 2 of of 2 Concept discuss and Review the of goal the that families and staff to Communicate each which in partnership a develop to is program other. the from learn can party identify to teachers Require term in differences members family with Discuss identify and beliefs childrearing classroom Involve approaches. different negotiating teachers in Include families in m include families in decisions related to their children’s experience educational mea support and Explore members can members program. Checklist item with teachers in the program. the in teachers with Concept 2: Identify shared goals among families and staff.

Instructional Guide for Family Partnerships and Culture 88 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 3

learner Be a a Be trying before to be a teacher.

Adopt a a Adopt of posture cultural respect.

Checklist Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background.

ª ies,

ions of

languages, Ensure Ensure

wide activities. wide - Teacher Checklist Teacher Guiding Principle

pt 3 of of 3 pt information with the NAEYC Pathways to Cultural Competence: Pr ogram

strategies include hanging include strategies & kitchen utensils, posters, their communities in the

in the program (e.g., history, relevant - home language). home

these resources in the classroom.

or other culturally other or Review and discuss Conce discuss and Review in children and families all of presence the Highlight the program. Example Invite family members to share information about their backgrounds cultural educational with classrooms and program the Equip books, (e.g., materials stor music, artifacts, share to families Encourage tradit and events historical relevant Represent traditions, and and families, children, program. pictures on the walls of children and families or families and children of walls the on pictures diverse for value reflect that items) apparel highlighting their presence in program in presence their highlighting ethnicities, and cultures. and ethnicities, Checklist item program and with their children’s teachers. children’s their with and program with teachers in the program. the in teachers with that teachers are inviting and working with families to incorporate Concept 3: Authentically incorporate cultural traditions and history in the program.

Instructional Guide for Family Partnerships and Culture 89 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 3

Be a learner learner a Be trying before to be a teacher.

(continued) Adopt a a Adopt of posture cultural respect.

Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background. ª

your program your Guiding Principle NAEYC Pathways to Cultural Competence: Program Checklist vocabulary, and early early and vocabulary,

Concept 3: Authentically incorporate cultural traditions and history in the classroom. Incorporate into your program’s curriculum nursery rhymes,songs, extended literacy skills that originate from and are commonly in represented cultures the in practiced and community. and

Checklist item

Instructional Guide for Family Partnerships and Culture 90 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 3

Be a learner learner a Be trying before to be a teacher.

Adopt a a Adopt of posture cultural respect.

Checklist Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background.

the program.

Teacher Checklist Teacher Guiding Principle toys that expose

NAEYC Pathways to Cultural Competence: Pr ogram programs help community community help programs

ncept 4 of of 4 ncept

appearances. isit or volunteer in

models from diverse cultural cultural diverse from models - members of children in the program. the in children of members

backgrounds.

models may come from the community or may may or community the from come may models - models to children in programs). in children to models - Review and discuss Co discuss and Review Invite families to define their ethnicity or culture; do not upon based assume instructional appropriate with classrooms Equip resourcessuch as books and ownother and their modelsfrom role to children cultural role Recruit Role family be are that community the in relationships Establish (e.g., beneficial mutually efforts; community leaders participate and serve as serve and participate leaders community efforts; Checklist item backgrounds to v to backgrounds with teachers in the program. the in teachers with role Concept 4: Acknowledge child development as a culturally-driven, ongoing process that should be supported across contexts in a child’s life (e.g., school and home)

Instructional Guide for Family Partnerships and Culture 91 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 3

Be a learner learner a Be trying before to be a teacher.

Adopt a a Adopt of posture cultural respect.

Checklist Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background.

or or

round, - Teacher Checklist Teacher Guiding Principle

teachers and could include pt 5 of of 5 pt NAEYC Pathways to Cultural Competence: Pr ogram wide international cookbook international wide - backgrounds of families in the the in families of backgrounds

and families outside of the the of outside families and information to modify policies as

linguistic, and cultural

wide activities. Activities could be be could Activities activities. wide

- and use this use and

. children’s with coordinated program a developing program that performances dance and musical hosting representthe diverse live appropriate. Review and discuss Conce discuss and Review about learn to children and families, staff, Encourage racial, other’s each year of variety a having by backgrounds to necessary resources and time the teachers Provide interact with children they where communities the in and setting program program on feedback and input for families Ask policies program. Checklist item with teachers in the program. the in teachers with Concept 5: Individuals’ and institutions’ practices are embedded in culture.

Instructional Guide for Family Partnerships and Culture 92 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 3

Be a learner learner a Be trying before to be a teacher.

Adopt a a Adopt of posture cultural respect.

Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background.

ª Teacher Checklist Teacher Guiding Principle

NAEYC Pathways to Cultural Competence: Program Checklist . giving directions or managing managing or directions giving determines a set of goals for for goals of set a determines program has in place on place in has program

(e.g.,bilingualism for children,all etc.). e children’s home language for multiple learning learning multiple for language home children’s e Concept 6: Ensure decisions and policies embrace home languages dialects. oncept 6 of of 6 C oncept discuss and Review children’s embraces that policy language a Establish and language home policies the with familiar are families and staff Ensure your resources and respectingchildren’s home languages. Be a resource Us in just not purposes, to resources interpretation and translational Provide staff. program families and children with communicate to ways Find in their home language with teachers in the program. the in teachers with children families. and staff for policies these on knowledge of behavior. Checklist item

Instructional Guide for Family Partnerships and Culture 93 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 3

Be a learner learner a Be trying before to be a teacher.

Adopt a a Adopt of posture cultural respect.

(continued)

Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background. ª

Guiding Principle reading,small groups, NAEYC Pathways to Cultural Competence: Program Checklist materials in children’s home home children’s in materials parents from the same the from parents

and personal stories). personal and Concept 6: Ensure decisions and policies embrace home languages dialects. languages to staff, children, and families. Encourage children to speak their home language to to language home their speak to children Encourage or staff, children, other their in learn to children for opportunities Provide book (e.g., language home each spell to how know and pronounce Correctly name. child’s tapes/CDs, books, program the in available Make other and print, songs, backgrounds. Checklist item

Instructional Guide for Family Partnerships and Culture 94 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 3

Be a learner learner a Be trying before to be a teacher.

Adopt a a Adopt of posture cultural respect.

Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background.

staff staff

appropriate appropriate

goals for their their for goals

Teacher Checklist Teacher term Guiding Principle

in place on respecting

NAEYC Pathways to Cultural Competence: Program Checklist with teachers. Align families’ families’ Align teachers. with

- long and - children’s identity, honor homehonor identity, children’s

culture in the program. the in culture short ese policies for staff and families. and staff for policies ese appropriate.

ge, and ge, as a resource for ideas on how to address issues of of issues address to how on ideas for resource a as race,langua Concept 7: Ensure policies and practices embrace respect families’ cultural values, attitudes, beliefs toward learning. diversity and addressing bias. Be a resource of resource a Be bias. addressing and diversity th knowledgeon oncept 7 of of 7 C oncept discuss and Review Identify families’ and policies the families and staff to clear Make resourcesyour program has the how on staff with ideas and strategies Share support can program with teachers in the program. the in teachers with language, and address issues of bias. Use your Checklist item practice. Incorporate families’ goals into program program into goals families’ Incorporate practice. where curricula goals with curricula and developmentally and curricula with goals children in collaboration in children

Instructional Guide for Family Partnerships and Culture 95 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 3

learner Be a a Be trying before to be a teacher.

Adopt a a Adopt of posture cultural respect.

Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background.

and practices practices and

making of of making - rhymes). Guiding Principle display flags of all all of flags display

staff, and communityand staff, (continued) NAEYC Pathways to Cultural Competence: Program Checklist d reflect a value for diversity. for value a reflect d and decision and

members to ensure they are are they ensure to members n the program, or (c) creating (c) or program, the n environment that reflects an reflects that environment

responsibilityisto ensure that the

appreciation and respect for diversity diversity for respect and appreciation sensitive an sensitive

- regularlywith staff and families on learning settings used by different cultures. Concept 7: Ensure policies and practices embrace respect families’ cultural values, attitudes, beliefs toward learning. members whose members practices. and policies program Work together with staff to create program activities activities program create to staff with together Work that integrate (e.g.,songs, stories, finger plays, Collaborate of group a with documents and forms all Review family and staff diverse free from bias. For example, the program may family, of committee a develop policies, forms, environment, program’s Include the diverse range of families your program ussion disc the in serves developing a center a developing culturally are appreciation for diversity. Examples include (a) include Examples diversity. for appreciation developing a collage of heroes from cultures cultures from heroes of collage a developing representedin the program, (b) countries represented i represented countries Checklist item

Instructional Guide for Family Partnerships and Culture 96 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 3

trying Be a learner learner a Be before to be a teacher.

Adopt a a Adopt of posture cultural respect.

Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background.

any any - associate associate

any - Teacher Checklist Teacher and bias toward toward bias and

Guiding Principle if applicable toward other groups.

lead program activities with NAEYC Pathways to Cultural Competence: Program Checklist

other language, racial, and racial, language, other cept 8 of of 8 cept

if applicable -

stereotypes and bias through through bias and stereotypes

taff to help children recognize models across various language, cultural, cultural, language, various across models -

taff in recognizing stereotypes, stereotypic helping children dispel children helping Concept 8: Equalize balances of power; counter stereotyping and bias through intentional teaching. misperceptions they may hold may they misperceptions children. It is important for children not to not children for important is It children. and racial backgrounds to backgrounds racial and one single language, race, or culture as the most most the as culture or race, language, single one powerful. support groups; cultural and racial, language, other in staff Review and discuss Con discuss and Review to opportunities development professional Provide countering on staff Invite role s Guide images, and bias toward correct groups; cultural s Encourage typicstereo images,stereotypes, intentional teaching. Checklist item misperceptions staff may have toward other groups. other toward have may staff misperceptions with teachers in the program. the in teachers with

Instructional Guide for Family Partnerships and Culture 97 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 3

(cont.) Be a learner learner a Be trying before to be a teacher.

Adopt a a Adopt of posture cultural respect.

Examine the the Examine that belief culture one is better than another.

Learn about about Learn the children in the and program their families.

Reflect on on Reflect own one’s cultural background.

ª a

how

themselves Guiding Principle NAEYC Pathways to Cultural Competence: Program Checklist member or child. Ask staff staff Ask child. or member

staff in teaching children children teaching in staff

staff to support each other and other each support to staff to another staff

Concept 8: Equalize balances of power; counter stereotyping and bias through intentional teaching. Intervene a if staff member or child displays a biased response Encourage to intervene children if in their classrooms display in face of bias. Assist biased response to another child or staff member. staff or child another to response biased they can support one another in face of bias. Checklist item

Instructional Guide for Family Partnerships and Culture 98 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 4

Handout 4 Pathways to Cultural ProjectCompetence Key Topic 3: National Association thefor Education of Young Children Unit 1 – – Part I:Part Guiding Principlesfor Developing CompetenceCultural

Notes

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In Progress

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language

- pick and off - Self-assessment ª unities to give input input give to unities NAEYC Pathways to Cultural Competence: Teacher Checklist should not solely be recipients recipients be solely not should activities regarding the child. the regarding activities

way communication with families by by families with communication way -

(i.e., they (i.e.,

assroom. scheduling regular conference sessions or or sessions conference regular scheduling toteachers Checklist item

Know the primary caregivers for the children in your your in children the for caregivers primary the Know and mothers are they assume not do and program fathers. for aspirations family’s each about learn to time Take their child. two Encourage opport have families that Ensure about resources and information with families Provide topics the children are investigating during the day in cl your meetings, to members family interested all Welcome and events, program of information). Plan ahead to address to ahead Plan information). of barriers. Concept 1: Children are nested in families.

(e.g.,notes, phone, email). times as opportunities to communicate, and (c) communication lf modes effective upon agreeing informal gatherings, (b) utilizing drop (a)

Instructional Guide for Family Partnerships and Culture 99 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 4

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(continued) up throughout throughout up home

Self-assessment ª Integrate this

NAEYC Pathways to Cultural Competence: Teacher Checklist - pick and off - verbal and verbal communication. verbal and verbal -

milies at drop at milies information into classroom learning activities. Checklist item the year using non Conduct home visits, if families are comfortable, and and comfortable, are families if visits, home Conduct learn from families about children’s experiences, language early interests, environments, styles. learning preferred and fa all Greet classroom the within opportunities and space Create for families to visit, spend time, and exchange information about their children. Concept 1: Children are nested in families.

Instructional Guide for Family Partnerships and Culture 100 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 4

Notes

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Incorporate for goals for their their for goals

of you can learn learn can you of

Self-assessment ª term learning of the class. classroom objectives objectives classroom

NAEYC Pathways to Cultural Competence: Teacher Checklist that your goal is to have a - long and

goals into classroom curriculum where where curriculum classroom into goals hildren’s education. hildren’s Checklist item Concept 2: Identify shared goals among families and staff. children. Align their goals with goals their Align children. practice. appropriate developmentally and approaches. different negotiating Communicate to families families to Communicate Identifyfamilies’ short - in differences members family with Discuss strategies identify and beliefs childrearing Include families in making decisions related to their c family which in ways meaningful support and Explore the to contribute can members partnership with them in which each which in them with partnership families’ appropriate. from each other.

Instructional Guide for Family Partnerships and Culture 101 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 4

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include hanging apparel items) that that items) apparel

tion in the

Self-assessment ª communities in classroom in communities history, traditions, and traditions, history, NAEYC Pathways to Cultural Competence: Teacher Checklist

informa

relevant - presence in classroom activities. classroom in presence

classroom with educational materials (e.g., (e.g., materials educational with classroom Checklist item Concept 3: Authentically incorporate cultural traditions and history in the classroom. home language). home Highlight the presence of all families and children in in children and families all of presence the Highlight the classroom. Example strategies or families and children of walls the on pictures their highlighting Invite family members to share information about their backgrounds(e.g., cultural Equip & kitchen utensils, posters, books, stories, music, artifacts, share to families Encourage culturally other or of traditions and events historical relevant Represent their and families, children, activities. daily reflectvalue for diverse languages, ethnicities, and cultures. classroom.

Instructional Guide for Family Partnerships and Culture 102 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 4

(continued)

Notes

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vocabulary, vocabulary, from and are served children

Self-assessment ª NAEYC Pathways to Cultural Competence: Teacher Checklist

Checklist item Teach nursery rhymes, songs, extended extended songs, rhymes, nursery Teach originate that skills literacy early and your in represented cultures the in practiced community.and classroom Incorporate into the curriculum cultural artifacts and the of cultures the reflect that music program. the by Concept 3: Authentically incorporate cultural traditions and history in the classroom.

Instructional Guide for Family Partnerships and Culture 103 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 4

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models may models -

models from from models Role

be family members family be Self-assessment ª NAEYC Pathways to Cultural Competence: Teacher Checklist

the program.

models from diverse cultural backgrounds to to backgrounds cultural diverse from models - children in children Checklist item Concept 4: Acknowledge child development as a culturally-driven, ongoing process that should be supported across contexts in a child’s life (e.g., school and home) come from the community or maycommunity or comethe from of not assume based upon appearances. upon based assume not Invite families to define their ethnicity or culture; do books as such resources appropriate of variety a Use role to children expose to stories and role Ask their own and other cultural backgrounds. classroom. the in volunteer or visit

Instructional Guide for Family Partnerships and Culture 104 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 4

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creating creating

round they live.

- activities, activities,

Self-assessment ª information to modify NAEYC Pathways to Cultural Competence: Teacher Checklist linguistic, and cultural

workers, families, and children to learn learn to children and families, workers, plays, and dandling rhymes, or rhymes, dandling and plays, -

Activities could include sharing songs, songs, sharing include could Activities

international cookbooks with the families represented in the classroom. Checklist item Concept 5: Individuals’ and institutions’ practices are embedded in culture. activities. finger stories, this Use materials. and policies, whereappropriate. practices classroom Encourage co Encourage racial, other’s each about year of variety a having by backgrounds Interact with children and families outside of the wherecommunities the in setting school classroom on feedback for families Ask

Instructional Guide for Family Partnerships and Culture 105 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 4

Notes

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uages. or managing managing or the same

lang

Self-assessment ª reading,small groups, translators, interpreters,

ildren to learn curriculum NAEYC Pathways to Cultural Competence: Teacher Checklist

ways to communicate with children and parents parents and children with communicate to ways and personal stories). personal and Checklist item behavior. Use children’s home language for multiple learning learning multiple for language home children’s Use directions giving in just not purposes, Find in their home language (e.g., to language home their speak to children Encourage from parents or staff, children, other ch for opportunities Provide each spell to how know and pronounce Correctly name. child’s and print, songs, tapes/CDs, books, available Make home children’s in materials other gestures). backgrounds. in home language (e.g., book Concept 6: Ensure decisions and policies embrace home languages dialects.

Instructional Guide for Family Partnerships and Culture 106 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 4

Notes

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honor home honor

addressing bias, bias, addressing

cultures. appreciation and appreciation Self-assessment ª environment reflects reflects environment

knowledge on these these knowledgeon Examples include (a) (a) include Examples addressing issues of of issues addressing

NAEYC Pathways to Cultural Competence: Teacher Checklist of of

collage of heroes from cultures cultures from heroes of collage

ountries represented in the program, or (c) creating creating (c) or program, the in represented ountries an appreciation for diversity for appreciation an developing a developing representedin the program, (b) display flags of all c learning settings used by different Checklist item Concept 7: Ensure policies and practices embrace respect families’ cultural values, attitudes, beliefs toward learning. and communicating with families in their home their in families with communicating and languages. Be a resource colleagues. and families for policies Understand the policies and resources your program program your resources and policies the Understand diversity, respecting on place in has about colleagues with ideas and strategies Share daily create to colleagues with together Work integrate that activities classroom ensuring for ideas on colleagues with Collaborate how they can support children’s identity, children’s support can they how respectfor diversity (e.g., songs, stories, finger plays, rhymes). that the classroom and center language, and address issues of bias. Use your for resources as colleagues race,language, and culture.

Instructional Guide for Family Partnerships and Culture 107 DRAFT February 1, 2018 Unit 1, Key Topic 3, Handout 4

Notes

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any any - Self-assessment ª classroom activities activities classroom language, racial, and

anguage, racial, and racial, anguage, NAEYC Pathways to Cultural Competence: Teacher Checklist l

if applicable - language, race, or culture as the

children in your class mayhave class your in children

e of bias. of e

ps. Correct ps. models across various language, cultural, cultural, language, various across models - children. It is important for children not to to not children for important is It children. reflecton any potential discomfort or stereotypes - Checklist item Concept 8: Equalize balances of power; counter stereotyping and bias through intentional teaching. misperceptions that misperceptions toward other groups. Invite role lead to backgrounds racial and stereotypic stereotypes, recognizing in children Guide images, and bias toward other Intervene a if child displays a biased response to member. staff or child another and other each support can they how children Teach themselves in fac Self with with single one associate grou cultural other mayyoutoward have most powerful. most cultural groups. cultural

Instructional Guide for Family Partnerships and Culture 108 DRAFT February 1, 2018 Unit 1, Key Topic 3

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 1

NAEYC Pathways to Cultural Competence Project

NAEYC believes that for "optimal development and learning of all children, educators must accept the legitimacy of children’s home language, respect (hold in high regard) the home culture, and promote and encourage the active involvement and support of all families, including extended and nontraditional family units” (NAEYC, 1995).

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 2

Faculty Initiative Project https://facultyinitiative.wested.org/ 1 DRAFT February 1, 2018 Unit 1, Key Topic 3

NAEYC Pathways to Cultural Competence Project

• Identifies 8 concepts related to cultural competency to engage and support families and children. • Helps programs reflect and improve upon their use of culturally competent practices through the use of 2 checklists developed as part of the project.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 3

NAEYC Pathways to Cultural Competence Project

Concepts of Cultural Competence 1. Children are nested in families. 2. Identify shared goals among families and staff. 3. Authentically incorporate cultural traditions and history in the classroom. 4. Acknowledge child development as a culturally driven, ongoing process that should be supported across contexts in a child’s life.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 4

Faculty Initiative Project https://facultyinitiative.wested.org/ 2 DRAFT February 1, 2018 Unit 1, Key Topic 3

NAEYC Pathways to Cultural Competence Project Concepts of Cultural Competence 5. Individuals’ and institutions’ practices are embedded in culture. 6. Ensure decisions and policies embrace home languages and dialects. 7. Ensure policies and practices embrace and respect families’ cultural values, attitudes, and beliefs toward learning. 8. Equalize balances of power; counter stereotyping and bias through intentional teaching.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 5

NAEYC Pathways to Cultural Competence Project

Based on the concepts of cultural competence, the project offers two checklists: 1. Daily teacher checklist intended to reflect on the extent to which the classroom practices reflect cultural competence. 2. Program checklist used to assess culturally competent practices in the entire program and to identify areas of improvement.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 6

Faculty Initiative Project https://facultyinitiative.wested.org/ 3 DRAFT February 1, 2018 Unit 1, Key Topic 3

NAEYC Pathways to Cultural Competence Project Offers four principles and related strategies for reflecting upon culturally competent practices for program directors and for teachers.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 7

NAEYC Pathways to Cultural Competence Project

Principles for teachers: • Teacher reflection • Intentional practice • Strength-based perspective • Open, ongoing, two-way communication between teachers and families

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 8

Faculty Initiative Project https://facultyinitiative.wested.org/ 4 DRAFT February 1, 2018 Unit 1, Key Topic 3

NAEYC Pathways to Cultural Competence Project

Principles for program directors: • Teacher reflection • Intentional decision-making and practice • Strength-based perspective • Open, ongoing, two-way communication between programs and families

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 9

NAEYC Pathways to Cultural Competence Project (CCP)

The need for the CCP: As part of quality improvement rating systems (QRIS), attention was given to the growing diversity of children and families and the need to ensure that programs are being responsive to and inclusive of children’s and families’ needs.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 10

Faculty Initiative Project https://facultyinitiative.wested.org/ 5 DRAFT February 1, 2018 Unit 1, Key Topic 3

NAEYC Pathways to Cultural Competence Project

The purpose of the project was to determine the feasibility of developing a tool for and a way to assess the level of cultural competence within programs participating in QRIS.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 11

NAEYC Pathways to Cultural Competence Project

Consider the definitions of cultural competence used by the Cultural Competence Project and Family Partnerships and Culture.

• How are these similar? • How do each inform teachers’ and programs’ practices?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 12

Faculty Initiative Project https://facultyinitiative.wested.org/ 6 DRAFT February 1, 2018 Unit 1, Key Topic 3

NAEYC Pathways to Cultural Competence Project Principles for Reflection on Culturally Competent Practices in the Program and in the Classroom

For programs For teachers 1. Teacher Reflection 1. Teacher Reflection 2. Intentional Decision- 2. Intentional Practice Making and Practice 3. Strength-Based 3. Strength-Based Perspective Perspective 4. Open, Ongoing, Two-Way 4. Open, Ongoing, Two -Way Communication between Communication between programs and families teachers and families

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 13

On the handout, where do you see the principles from the CCP reflected in the guiding principles listed in the Family Partnerships and Culture publication?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 14

Faculty Initiative Project https://facultyinitiative.wested.org/ 7 DRAFT February 1, 2018 Unit 1, Key Topic 3

NAEYC Pathways to Cultural Competence Project

• Review pages 17-18 of Family Partnerships and Culture and the 8 key concepts of the CCP.

• Using each handout, review the 5 guiding principles and the checklist items for the CCP key concepts and mark in the grid where you see a relationship.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 15

NAEYC Pathways to Cultural Competence Project

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 16

Faculty Initiative Project https://facultyinitiative.wested.org/ 8 DRAFT February 1, 2018 Unit 1, Key Topic 3

NAEYC Pathways to Cultural Competence Project

• Conduct a self-refection on your own practices around cultural competency.

• Use the rating scale and indicate if you have met or not met an item or if it is in progress.

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 17

NAEYC Pathways to Cultural Competence Project

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 18

Faculty Initiative Project https://facultyinitiative.wested.org/ 9 DRAFT February 1, 2018 Unit 1, Key Topic 3

NAEYC Pathways to Cultural Competence Project

Reflection • Which key concept stood out for you? • Which strategies for the eight key concepts stood out? • What is one strategy you feel would be relatively easy for you to implement? • Which one might be more challenging?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 19

NAEYC Pathways to Cultural Competence Project

Reflection • Why do you think it’s useful for programs and teachers to have tools like the CCP checklists?

• What items from the checklist would you identify as priorities for your own progress in becoming more culturally competent?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 20

Faculty Initiative Project https://facultyinitiative.wested.org/ 10 DRAFT February 1, 2018 Unit 1, Key Topic 3

NAEYC Pathways to Cultural Competence Project

Reflection • What is one key idea or experience that you will take from this class session?

• What was a high point for you?

• Was there something that was a struggle?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 21

NAEYC Pathways to Cultural Competence Project Reflection • How will a knowledge of NAEYC Cultural Competence Project’s key concepts and checklists support your progress in becoming more culturally competent?

• What is one strategy from the teacher checklist that you plan to start working on?

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 22

Faculty Initiative Project https://facultyinitiative.wested.org/ 11 DRAFT February 1, 2018 Unit 1, Key Topic 3

NAEYC Pathways to Cultural Competence Project Concept 8, CCP: Equalize balances of power; counter stereotyping and bias through intentional teaching. • Find 2-3 articles related to this key concept and the checklist items. • Write a 2-3 page paper and include: ü Bibliographic information for each article ü Summary of the main points from each article ü How the articles address this concept ü How you plan to apply the information from the article to practice

Part I: Guiding Principles for Developing Cultural Competence – Unit 1, Key Topic 3 23

Faculty Initiative Project https://facultyinitiative.wested.org/ 12 DRAFT February 1, 2018

CDE/ECE Faculty Initiative Project

Instructional Guide for Family Partnerships and Culture

Unit 2 Part II: Understanding Culture

Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Preview of Unit 2, Getting Ready

Unit 2

Part II: Understanding Culture forGetting Ready Unit 2 Getting Ready for Unit 2 and Connecting to Experience – –

I Part

I :

Focus Statement Understanding Culture Unit 2 Students reflect on their own understanding of culture by first defining it and then considering experiences they’ve had when discussing culture in different contexts. and Connecting

Curriculum Alignment Project (CAP) Student Learning Outcomes

The Curriculum Alignment Project (CAP) developed a program of study to help prepare Experience to teachers in early care and education. The eight lower-division CAP courses, CAP expansion courses, and student learning outcomes are mapped onto each instructional guide learning experience. See Appendix A for the specific student learning outcomes,

objectives, and examples of course content and topics for the courses listed below.

• Child Growth and Development • Child, Family and Community • Principles and Practices of Teaching Young Children • Teaching in a Diverse Society • Practicum-Field Experience • Administration II: Personnel and Leadership in Early Childhood Education • Infant and Toddler Development • Care and Education for Infants and Toddlers • Introduction to Children with Special Needs

Instructional Methodologies

Although these methodologies were designed for a face-to-face course, they can be done online in a synchronous or asynchronous learning environment.

• Class discussion • Personal reflection • Reflective discussion

Instructional Guide for Family Partnerships and Culture 109 DRAFT February 1, 2018 Preview of Unit 2, Getting Ready

California Early Childhood Educator Competency Areas to Consider

• Child Development and Learning • Culture, Diversity, and Equity • Relationships, Interactions, and Guidance • Family and Community Engagement • Dual-Language Development • Special Needs and Inclusion • Leadership in Early Childhood Education • Professionalism • Administration and Supervision

Instructional Guide for Family Partnerships and Culture 110 DRAFT February 1, 2018 Unit 2, Getting Ready

Unit 2

Part II: Understanding Culture forGetting Unit Ready 2 U Getting Ready for Unit 2 and Connecting to Experience nit 2 – –

I Part

I :

Getting Ready for the Unit Understanding Culture

This unit can be used in more than one way. It can be used as part of an exploration of the publication as a whole beginning with the introduction and ending with Part IV. It also and Connecting to Experience could be used independently of the rest of the publication, as an exploration of what is meant by the term culture and how that plays out in students' work with children and families.

As described on page 20 of the Family Partnerships and Culture publication, Part II is intended to support students in understanding

• early development as a cultural process;

• “the ability to see cross-group similarities and to understand and appreciate differences” (described as cultural competence in Part I); and

• “the nature and source of . . . cultural differences.”

To achieve this, Part II examines the following concepts:

• Variety of aspects of how culture is defined

• Importance of understanding culture when supporting the development of young children

• Distinguishing between culture and ethnicity

• Dimensions of culture and issues to consider in learning about families and cultures

• Some specific features of cultures that are important for students to understand, including the difference between collectivist and individualist cultures and myths about culture

• Importance of supporting the home language of children

Instructional Guide for Family Partnerships and Culture 111 DRAFT February 1, 2018 Unit 2, Getting Ready

Unit 2 of this instructional guide is designed to parallel Part II of the publication so that students can explore its content through the three key topics of Unit 2. Though each of Unit 2’s three key topics could be used separately, instruction will be more effective if the three key topics are taught together and in the sequence presented here.

Key Topic 1, “About Culture,” addresses various components of what is meant by culture, understanding the role of culture in facilitating child development, and distinguishing between ethnicity and culture. Students are asked to explore a range of components of culture and to become familiar with the broad context for development that it provides. In addition, they will explore other sources of personal identity and discuss some vignettes that illustrate the difference between culture and ethnicity as sources of difficulties that might arise in an early childhood program.

Key Topic 2 supports students in recognizing dimensions of family culture. These dimensions are then used to help students identify their own cultural background or sources of identity. Furthermore, questions about these dimensions are used in assessing their own understanding of children served in early childhood programs. Students do this by working with a set of dimensions of culture that are provided with explanations, additional details, and a set of questions that can be used to further explore these dimensions in relation to themselves and/or families they serve or will serve.

Key Topic 3 addresses several aspects of culture that can present particular challenges. These aspects are explored in Part II of the publication and are summarized below.

1. Exploring and understanding the difference between a collectivist or individualist orientation in cultures (Family Partnerships and Culture, pp. 39-42).

2. Acknowledging how some of the myths about culture can be “intellectual traps” and interfere with students' understanding of cultures (Family Partnerships and Culture, pp. 42-46). Four myths are discussed:

• Essentialism

• Overgeneralization

• Assumption of stability

• Uniformity/Single-culture assumption

3. Addressing the importance of supporting home language as a feature of culture and also the challenges of living with two (or more) languages for children and families (Family Partnerships and Culture, pp. 47-51). Some insights and practices are explored as ways to understand dual language learning and support language development in general. Additionally, suggestions are presented for working with families of children who are young dual language learners.

Instructional Guide for Family Partnerships and Culture 112 DRAFT February 1, 2018 Unit 2, Getting Ready

The learning experience presented below, titled “Motivator and Connection to Experience,” is designed to connect students to their own understanding and experience with the concept of culture. It is unlikely that the materials in the Family Partnerships and Culture publication would be their first encounter with an exploration of this concept, and it will be important to keep in mind that the materials here are intended to consider the impact of culture on working with families in early childhood settings.

The instructional methodologies used throughout this unit rely heavily on what is called jigsaw reading. This methodology allows students to initially explore concepts and/or examples either individually, in pairs, or in small groups and then bring these explorations to a larger group. In this way, students can initially reflect on and express their own responses and reactions without the influence of ideas that others might have or concern about how their own ideas might be received. Keep in mind that this initial learning experience will introduce or review concepts and understandings that relate to student self-identity and self-concept.

Giving students time to reflect or respond individually or with one other person before voicing their responses to a larger group might also minimize reluctance to bring difficult responses forward. They can bring them to a larger group where they might choose to share their ideas and where they will hear other approaches.

Motivator and Connection to Experience

Before You Start

One of the main approaches of Family Partnerships and Culture is that professionals who work with children need to develop processes of self-reflection regarding their relationship to the cultures of others and their own cultural background. The learning experience that follows is designed to prepare students to begin the work of this unit, which focuses on culture, through a process of self-reflection. Many students have encountered this concept in other classes in their early childhood or child development programs or through in-service work or other professional development contexts. Many also might not have. It is helpful to get a sense of what knowledge students are bringing to this unit and what their experiences have been in encountering this concept. Be aware that this kind of self-reflection can be challenging for some students and that some of their encounters might elicit difficult emotional content.

The learning experience is a set of questions. Students may provide fairly straight- forward responses and quickly be ready to move forward into the unit. Alternatively, there may be a conversation that could be lengthy, depending on the responses that are elicited. It will be important to remind students that they will be moving to a more in-depth study of the concept of culture in the Family Partnerships and Culture publication. This conversation is to help them reflect on their own understanding and responses to the term as they begin to explore it in more detail. It is strongly suggested that faculty preview these questions and prepare for a range of responses and discussions.

Instructional Guide for Family Partnerships and Culture 113 DRAFT February 1, 2018 Unit 2, Getting Ready

Information One of the aims of Family Partnerships and Culture is to support Delivery early childhood professionals as they (1) gain knowledge and experience that would prepare them for working with culturally and linguistically diverse children and families and (2) “approach cultural diversity with an open mind” (Family Partnerships and Culture, p. 1). Part II of this publication, “Understanding Culture,” addresses this Slide 2 aim.

Before students begin working directly with the content of Family Partnerships and Culture, it will be helpful to explore their own understanding of culture.

Active Getting it started Learning Start by asking students to briefly write, in a sentence or two, how they would define culture.

If this is puzzling to some students, faculty might support them by asking them to list some features of culture or perhaps some Slide 3 examples. Even this might be puzzling to some students. If this is the case, let students know that it is fine if they are not able to define culture, as that is what they will be able to do after they finish working with Part II of the publication.

Whether or not students are able to provide some kind of definition of culture will provide faculty with some information regarding the knowledge base that exists in the group.

Ask students to share their understanding of the word if they are willing to do so. At this point, faculty are not looking for correct responses. This is an exploration of what students think of when they hear the word culture.

Record these responses in a way that is visible to all students, either on chart paper or a whiteboard or through some kind of electronic display.

Keeping it going Next ask this question: Where have you encountered discussions on culture in other contexts, especially in other classes or other professional development work?

Slide 4 This first question is only about where students have encountered these discussions. There might be a range of other contexts or only a few that many students have in common. This question is to provide a basis for the following reflections.

Instructional Guide for Family Partnerships and Culture 114 DRAFT February 1, 2018 Unit 2, Getting Ready

Taking it further After students have mentioned a few of the contexts in which they have already encountered and/or discussed the concept of culture, ask the following questions:

• What are some discoveries you made in those discussions? About culture? About yourself?

• What has been troubling to you in those discussions? Slide 5 • Has anything from these previous encounters or discussions led you to any actions or specific behaviors?

Putting it together Give students about 10 or 15 minutes to write one or two paragraphs reflecting on the questions and responses that have been experienced in the discussion. Ask them to include reflections on their own ideas as well as the ideas of others. Slide 6 If students need specific directions for writing this paragraph, faculty could use variations of the first two questions in the “Taking it further” segment:

• What are some interesting discoveries you have heard?

• What are some interesting challenges you have heard?

Students can decide if they wish to share their thoughts with their classmates. However, it is recommended that these not be collected for faculty review.

Reflection This final reflection can be done as a group discussion or through written responses.

Ask students to again reflect, but this time ask them to reflect on what they just wrote.

• Did any new ideas emerge as you were writing?

• Was any of this difficult to express?

Slide 7 • What did you learn about your relationship to your own culture?

Instructional Guide for Family Partnerships and Culture 115 DRAFT February 1, 2018 Unit 2, Getting Ready for Unit 2

Part II: Understanding Culture – Unit 2, Getting Ready for Unit 2 1

Family Partnerships and Culture

One of the aims of Family Partnerships and Culture addressed by Part II is to support early childhood professionals to: 1. Gain knowledge and experience that will prepare them for working with culturally and linguistically diverse children and families 2. “Approach cultural diversity with an open mind” (page 1).

Part II: Understanding Culture – Unit 2, Getting Ready for Unit 2 2

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Family Partnerships and Culture

How do you define

Consider some features of culture or some examples to generate ideas.

Part II: Understanding Culture – Unit 2, Getting Ready for Unit 2 3

Family Partnerships and Culture

Where have you encountered discussions on culture in other contexts, especially in other classes or other professional development work?

Part II: Understanding Culture – Unit 2, Getting Ready for Unit 2 4

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Family Partnerships and Culture

• What are some discoveries you made in those discussions? About culture? About yourself?

• What has been troubling to you in those discussions?

• Has anything from these previous encounters or discussions led you to any actions or specific behaviors?

Part II: Understanding Culture – Unit 2, Getting Ready for Unit 2 5

Family Partnerships and Culture

• Write 1-2 paragraphs reflecting on the discussion. • Include reflections on your own ideas as well as the ideas of others. üWhat are some interesting discoveries you have heard? üWhat are some interesting challenges you have heard?

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Family Partnerships and Culture

Reflection • Did any new ideas emerge as you were writing?

• Was any of this difficult to express?

• What did you learn about your relationship to your own culture?

Part II: Understanding Culture – Unit 2, Getting Ready for Unit 2 7

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Unit 2

Part II – Understanding Culture Key Topic 1: About Culture Unit 2 Key Topic 1: About Culture – –

I Part

I :

Focus Statement Understanding Culture

Students increase their understanding of the concept of culture by reading, discussing,

and writing about the first three sections of Part II of Family Partnerships and Culture. They explore the definition of culture as well as its aspects, examples, importance in early childhood, distinctions from ethnicity, and implications in early childhood settings.

Curriculum Alignment Project (CAP) Student Learning Outcomes

• Child Growth and Development • Child, Family and Community • Introduction to Curriculum • Principles and Practices of Teaching Young Children • Teaching in a Diverse Society • Practicum-Field Experience • Administration II: Personnel and Leadership in Early Childhood Education • Infant and Toddler Development • Care and Education for Infants and Toddlers • Introduction to Children with Special Needs

Instructional Methodologies

Although these methodologies were designed for a face-to-face course, they can be done online in a synchronous or asynchronous learning environment.

• Book review

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• Categorizing • Class discussion • Jigsaw reading • Lecture • Notetaking outline or tool • Pairs or small groups • Reflective discussion • Short paper or report

California Early Childhood Educator Competency Areas to Consider

• Child Development and Learning • Culture, Diversity, and Equity • Relationships, Interactions, and Guidance • Family and Community Engagement • Dual-Language Development • Special Needs and Inclusion • Learning Environments and Curriculum • Leadership in Early Childhood Education • Professionalism • Administration and Supervision

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Unit 2

Part II: Understanding Culture Key Topic 1: About Culture U Key Topic 1: Exploring the Guiding Principles nit 2 – –

I Part

I :

Understanding Culture Before You Start

This key topic explores three important facets of understanding culture that are explored in Part II of Family Partnerships and Culture:

• Definition of Culture (p. 20)

• Why an Understanding of Culture Is Important (p.22)

• Distinguishing Between Ethnicity and Culture (p.25)

These three topics are explored as a sequence and build upon the previous topic’s content. For this reason, they are presented as one continuous learning experience and not three subtopics.

It might be helpful to implement the “Motivator and Connection to Experience” segment in the “Getting Ready” section of this unit if you have not already done so. That learning experience reviews students' previous encounters with the concept of culture and begins a self-reflective process relating to the exploration of culture. Self-reflection is a key to effectively working with children who are culturally and linguistically diverse and their families and is supported and emphasized throughout the Family Partnerships and Culture publication and this instructional guide.

Continue to keep in mind that this Key Topic 1 will introduce and review concepts and understandings that relate to student self-identity and self-concept. Students’ responses to much of what is encountered will be varied, and faculty are encouraged to prepare for a range of responses. This might be especially true when students’ own cultural foundations do not match those of some of their classmates.

There are three vignettes in the text covered by this key topic. Two are presented in boxes labeled as vignettes and can be found on page 26 and page 29 of the publication. An additional vignette is presented in the text on page 28 and refers to a situation in another publication that is part of the Bridging Cultures Project at WestEd. To facilitate students' understanding of the challenges being discussed, only the two vignettes that are presented in boxes with descriptive text are used in the “Putting it together” segment of this key topic.

Instructional Guide for Family Partnerships and Culture 118 DRAFT February 1, 2018 Unit 2, Key Topic 1

In the “Deeper Understanding” segment, students write a review of the first chapter of one of the references cited in Part II.

The “Information Delivery” segment in this key topic functions almost as an introductory lecturette and is an overview of the active learning in this key topic.

For this key topic, students will be asked to read sections of Part II, “Understanding Culture,” of Family Partnerships and Culture. A Portable Document Format (PDF) version of this publication can be downloaded from the California Department of Education Web site at http://www.cde.ca.gov/sp/cd/re/documents/familypartnerships.pdf (accessed February 1, 2018). An electronic version of this key topic’s handout will be available when this instructional guide is online at https://facultyinitiative.wested.org/ (accessed February 1, 2018)

Information Let students know that they will be exploring some ways to Delivery understand the concept of culture. Culture and cultural diversity are terms and concepts that have become increasingly important in working with young children and their families. Therefore, it is also increasingly important that early childhood program staff have a comprehensive understanding of what is meant by culture. Students Slide 2 will be doing a learning experience to help them get a broad view of the term.

Next, recognize why an understanding of culture is important in working with young children and their families. In brief, it matters because children spend most of their early lives in the context of their family and the family's culture. This makes development a cultural process, a concept that will be explored more fully. Finally, students will look at distinctions between culture and ethnicity as they work through Part II of Family Partnerships and Culture.

Active Getting it started Learning Let students know that they will begin by broadening and deepening their understanding of culture. Start by directing students' attention to the section titled Definition of Culture on pages 20–22. Many aspects of what is included in an understanding of culture are mentioned on Slide 3 those pages. Beginning in the middle of page 21 are examples for some of these aspects.

Direct students to Handout 1, which is provided for this learning experience. The handout provides boxes for categories relating to definitions of culture included in the text on pages 20–22. Slide 4

Instructional Guide for Family Partnerships and Culture 119 DRAFT February 1, 2018 Unit 2, Key Topic 1

Ask students to work in pairs and to list as many of these aspects of culture as they can find on those pages for each category. One efficient way would be for one student in each pair to read through the text and look for the words or phrases while the other student records. To be sure they have captured as much as possible, they could switch roles after the first student has completed the search. The student who was initially recording could look for anything that might have been missed.

After 10 or 15 minutes or when all pairs have completed their handouts, ask each pair to share their responses for a different category. As they do so, list their words or phrases on chart paper or any display system so that all students can see the list. When each pair is finished, ask for additions from other students.

Direct students to the sentence on page 22 as a summary of what they have just been finding: "At its most abstract level, culture embodies a group's identity, its collective aspirations, and the wisdom it has developed over time about life and how life should be Slide 5 lived."

Then ask students to discuss these questions:

• What caught your attention as you listed these aspects of culture?

Slides 6-7 • Did you have any new insights into what is meant by culture?

• Were there challenges for you as you found these aspects of culture? What were they?

• In general, what does this tell you about the concept of culture?

• What new ideas or insights do you have for working with children from diverse cultures and their families?

Keeping it going Next, ask students to read the first paragraph on page 22 that is immediately under the heading Why an Understanding of Culture is Important. They are then to list short phrases that carry the meaning of this important paragraph. The following are examples: Slide 8

• Facilitation of child development

• Early development is a cultural act

Instructional Guide for Family Partnerships and Culture 120 DRAFT February 1, 2018 Unit 2, Key Topic 1

• Children's changing participation

• Integrated into activities

• Acquire adult skills little by little

After students have completed their lists, ask them to consider what this suggests about the importance of understanding culture when working with young children and their families. Slide 9 Then ask students to read through the rest of this section on pages 23, 24, and the beginning of page 25.

As they read, students are to list (1) three reasons why understanding culture is important in working with young children, and (2) three examples of situations where differences in a family's Slide 10 cultural practices might influence an early childhood professional's response to children's behavior.

When students have finished, ask them to pair with another student and review their responses. Let them know that this is intended to give them an opportunity to compare their responses and ask questions of each other. They might have found different phrases or examples, and this gives them an opportunity to broaden their understanding of the importance of culture in their professional work.

Note: Within the publication pages 23-25, there are references to Box 2, “Issues to Consider in Learning About Families and Cultures,” which is located on pages 35-39 of the publication. This Box 2 is addressed in Key Topic 2 of this instructional guide Unit 2. Also, there is a reference to cultural competence, which is addressed in Unit 1 of this instructional guide.

Taking it further Following their work with the concept of culture and the rationale for understanding culture as early childhood professionals, let students know that there are other influences on early development that are

Slide 11 important to understand. On pages 25 and 26, the concepts of culture, language, ethnicity, race, and national origin are addressed as sometimes distinct but frequently overlapping designations of social groupings.

Group the students in triads and ask them to find and list

• definitions of each of these terms;

Instructional Guide for Family Partnerships and Culture 121 DRAFT February 1, 2018 Unit 2, Key Topic 1

• ways in which these designations can be used inappropriately or confused with one another; and

• ways in which these designations might be helpful.

Next, let students know that they will have an opportunity to review and reflect on the material on these pages. This could be done as a discussion or a written response, guided by the following questions:

• What stood out to you from the text?

• Did the information provide any new insights about the ways we Slides 12-14 assign children and/or families to designations of social groups?

• Have you ever experienced yourself mistakenly identifying someone as belonging to a group that they did not identify with? Or being identified as belonging to a group with which you do not identify?

• If you were asked to paraphrase the contents of pages 24–26, what would you say or write?

• If you were asked to briefly describe to a colleague why this information is important in working with young children and their families, what would you say or write?

Putting it together Let students know that they will be working with two vignettes that illustrate how some of the ideas they have been discussing can play out in an early learning and development setting. You might also acknowledge the example discussed on page 28 and explain to students that they will not be working with that situation because they would need information from another publication.

Organize students into pairs. Each group will work with one of the vignettes and prepare to bring their thoughts and reflections back to the whole group for discussion.

The vignettes on page 26 and 29 present situations that offer different ways of responding to a child or family. Assign students to one or the other of the vignettes. They are to read through the vignette and then respond to the following questions. To be prepared to share back with other students, ask each pair to designate a recorder to briefly note responses.

Instructional Guide for Family Partnerships and Culture 122 DRAFT February 1, 2018 Unit 2, Key Topic 1

• What was your first response to the situation?

• What was the teacher's first response? Slides 15-16 • What specific strategies did the teacher use?

• What other strategies might have been used?

• How did culture or ethnicity of the child and family and of the teacher affect this situation?

• What assumptions might have come into play that could have undermined a positive outcome?

• Would there be further strategies to employ that go beyond the child and family and teacher?

After they have had some time to work through these questions, ask each pair to partner with another pair to form a group of four. Each foursome should include pairs representing each of the two vignettes. Ask students to describe their vignettes to each other and their responses to the questions. Encourage students to look for similarities and differences in their responses even though the vignettes were different and to discuss the reasons for the responses that were made.

Reflection The following questions can provide opportunities for students to reflect on their work in understanding culture. The class can discuss them as a whole group or, to provide more safety of expression, students can individually write responses that will not be handed in or graded.

• As you worked through an understanding of culture, what is one new overarching idea that has emerged for you?

Slides 17-18 • What new insights emerged as you did this work?

• What challenges are still present in your understanding of culture? How can you address these?

• What impact will this have on your work with children, families, and colleagues?

Instructional Guide for Family Partnerships and Culture 123 DRAFT February 1, 2018 Unit 2, Key Topic 1

Deeper On page 22, there is a reference to a work by Barbara Rogoff that is Understanding listed on page 111 of the references section in the Family Partnerships and Culture publication (i.e., Rogoff, B. 2003. The Cultural Nature of Human Development. New York: Oxford University Press).

Students could further explore development as a cultural process Slides 19-20 through a written review of the first chapter of this book, entitled "Orienting Concepts and Ways of Understanding the Cultural Nature of Human Development.” The written review could focus on key ideas and/or subheadings, with examples and/or lists for these. A concluding paragraph or two could focus on how these ideas and examples could be helpful to understanding culture in work with young children and their families.

Instructional Guide for Family Partnerships and Culture 124 DRAFT February 1, 2018 Unit 2, Key Topic 1, Handout 1

As a way to further understand culture, write in each box the examples or clarifications that are given in the Family and Partnerships and Culture publication for each of the categories listed. You will find some duplications, but include them in each category in

which they appear. Handout 1 Key Topic 1: About Culture Unit 2

A broad concept (page 20) that refers to . . . – Part II:Part Understanding Culture

Shared way of life (page 20) that includes . . .

A dynamic system (page 20) of . . .

Beliefs, attitudes, language, and personal efficacy (page 21):

Source of symbols used to capture aspects of life (page 21):

Value of specific life skills and practices used to promote them (page 21):

Choices afforded children in many domains of life (page 21):

Beliefs about stressful events (page 22):

How people react to stressful events (page 22):

Instructional Guide for Family Partnerships and Culture 125 DRAFT February 1, 2018 Unit 2, Key Topic 1

Part II: Understanding Culture – Unit 2, Key Topic 1 1

Part II: Understanding Culture

• Consider culture and cultural diversity, two concepts important in working with young children and their families.

• An understanding of culture is important because children spend most of their early lives in the context of their family and their family’s culture.

• Development is a cultural process.

Part II: Understanding Culture – Unit 2, Key Topic 1 2

Faculty Initiative Project https://facultyinitiative.wested.org/ 1 DRAFT February 1, 2018 Unit 2, Key Topic 1

Part II: Understanding Culture

• Read the section titled, Definition of Culture on pages 20-22. • Use the handout to list as many aspects of culture that you can find for each category.

Part II: Understanding Culture – Unit 2, Key Topic 1 3

Part II: Understanding Culture

Part II: Understanding Culture – Unit 2, Key Topic 1 4

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Part II: Understanding Culture

“At its most abstract level, culture embodies a group’s identity, its collective aspirations, and the wisdom it has developed over time about life and how life should be lived.” Family Partnerships and Culture, page 22

Part II: Understanding Culture – Unit 2, Key Topic 1 5

Part II: Understanding Culture

• What caught your attention as you listed these aspects of culture?

• Did you have any new insights into what is meant by culture?

• Were there challenges for you as you found these aspects of culture? What were they?

Part II: Understanding Culture – Unit 2, Key Topic 1 6

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Part II: Understanding Culture

• In general, what does this tell you about the concept of culture?

• What new ideas or insights do you have for working with children from diverse cultures and their families?

Part II: Understanding Culture – Unit 2, Key Topic 1 7

Part II: Understanding Culture

• Read the first paragraph on page 22 under Why an Understanding of Culture is Important.

• Make a list of short phrases that exemplify the meaning of this section. For example: • Facilitation of child development • Integrated into activities

Part II: Understanding Culture – Unit 2, Key Topic 1 8

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Part II: Understanding Culture

• What do these phrases or ideas suggest about the importance of understanding culture when working with young children and families?

Part II: Understanding Culture – Unit 2, Key Topic 1 9

Part II: Understanding Culture

Read through the entire section on pages 23-25. Identify: 1. Three reasons why understanding culture is important in working with young children. 2. Three examples of situations where differences in a family’s cultural practices might influence an early childhood professional’s response to children’s behavior.

Part II: Understanding Culture – Unit 2, Key Topic 1 10

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Part II: Understanding Culture

Consider the concepts of culture, language, ethnicity, race, and national origin (pages 25-26) • Define each of the terms. • How might these designations be used inappropriately or confused with one another? • What are some ways in which these designations might be helpful?

Part II: Understanding Culture – Unit 2, Key Topic 1 11

Part II: Understanding Culture

• What stood out to you?

• Do you have any new insights about the ways we assign children and/or families to designations of social groups?

Part II: Understanding Culture – Unit 2, Key Topic 1 12

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Part II: Understanding Culture

• Have you ever experienced yourself mistakenly identifying someone as belonging to a group that they did not identify with?

• Or being identified as belonging to a group with which you do not identify?

Part II: Understanding Culture – Unit 2, Key Topic 1 13

Part II: Understanding Culture

• If you were asked to paraphrase the contents of pages 24–26, what would you say or write?

• If you were asked to briefly describe to a colleague why this information is important in working with young children and their families, what would you say or write?

Part II: Understanding Culture – Unit 2, Key Topic 1 14

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Part II: Understanding Culture

After reading through the vignette, • What was your first response to the situation? • What was the teacher's first response? • What specific strategies did the teacher use? • What other strategies might have been used?

Part II: Understanding Culture – Unit 2, Key Topic 1 15

Part II: Understanding Culture

• How did culture or ethnicity of the child, family, and teacher affect this situation? • What assumptions might have come into play that could have undermined a positive outcome? • Would there be further strategies to employ that go beyond the child and family and teacher?

Part II: Understanding Culture – Unit 2, Key Topic 1 16

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Part II: Understanding Culture

Reflection • As you worked through an understanding of culture, what is one new overarching idea that has emerged for you?

• What new insights emerged as you did this work?

Part II: Understanding Culture – Unit 2, Key Topic 1 17

Part II: Understanding Culture

Reflection • What challenges are still present in your understanding of culture? How can you address these?

• What impact will this have on your work with children, families, and colleagues?

Part II: Understanding Culture – Unit 2, Key Topic 1 18

Faculty Initiative Project https://facultyinitiative.wested.org/ 9 DRAFT February 1, 2018 Unit 2, Key Topic 1

Part II: Understanding Culture

Explore development as a cultural process. • Write a review of the first chapter of the book by Barbara Rogoff, The Cultural Nature of Human Development, entitled “Orienting Concepts and Ways of Understanding the Cultural Nature of Human Development,” (2003).

Part II: Understanding Culture – Unit 2, Key Topic 1 19

Part II: Understanding Culture

Include in the review: • Key ideas. • Examples of the key concepts. • Concluding paragraph(s) describing how these ideas and examples could be helpful to understanding culture in work with young children and their families.

Part II: Understanding Culture – Unit 2, Key Topic 1 20

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Unit 2

Part II – Understanding Culture Key Topic 2 Unit 2 Key Topic 2: Exploring Dimensions of Culture: – –

Family Perspectives I Part : Exploring Dimensions of Culture: Family Perspectives I : Understanding Culture Focus Statement

Students increase their understanding of their own culture and those of children and families in early childhood programs by reflecting on and responding to questions in 13 dimensions of families and culture. They then consider how their understanding can help a program be more responsive to families’ diverse cultures.

Curriculum Alignment Project (CAP) Student Learning Outcomes

• Child, Family and Community • Introduction to Curriculum • Principles and Practices of Teaching Young Children • Observation and Assessment • Teaching in a Diverse Society • Practicum-Field Experience • Adult Supervision and Mentoring in Early Care and Education • Administration II: Personnel and Leadership in Early Childhood Education • Infant and Toddler Development • Care and Education for Infants and Toddlers • Introduction to Children with Special Needs

Instructional Guide for Family Partnerships and Culture 126 DRAFT February 1, 2018 Preview of Unit 2, Key Topic 2

Instructional Methodologies

Although these methodologies were designed for a face-to-face course, they can be done online in a synchronous or asynchronous learning environment.

• Brainstorming • Class discussion • Development of a resource tool • Jigsaw reading • Pairs or small groups • Personal reflection • Reflective discussion

California Early Childhood Educator Competency Areas to Consider

Instructional Guide for Family Partnerships and Culture 127 DRAFT February 1, 2018 Unit 2, Key Topic 2

Unit 2

Part II: Understanding Culture Key Topic 2 U Key Topic 2: Exploring Dimensions of Culture: nit 2 – –

Family Perspectives I Part : Exploring Dimensions of Culture: Family Perspectives I : Understanding Culture

Before You Start

This key topic addresses information on pages 30–39 in Part II of the Family Partnerships and Culture publication. A majority of this information is contained in two boxes.

Box 1, “Dimensions of Families and Culture,” on pages 31-32 contains some important dimensions of families and culture and is then followed by some paragraphs that expand on these dimensions. Box 1 is intended to “serve as a basis for reflecting on one's own cultural background or self-identity, and for assessing one's understanding of the cultures of the children served by the early childhood program (Family Partnerships and Culture, p. 30).” Students review these dimensions to become familiar with the material.

Box 2, “Issues to Consider in Learning About Families and Cultures,” on pages 35-39 builds on the contents of Box 1 by listing questions that can be used to obtain information about each dimension. “These questions can be used to formulate ideas about one's own culture and the children's cultures . . . [and] to reflect on one's own cultural beliefs and the impact of one's cultural perspectives and experiences on judgments about the cultural beliefs and practices of others (Family Partnerships and Culture, p. 34).”

After becoming familiar with the dimensions of families and culture in Box 1, students then have an opportunity to respond to the questions in Box 2 in relation to their own family experiences. The initial work on this is done individually, and, though it is presented here as a learning experience done in class, it could be done by students out of class before students share their work with classmates in class.

In this key topic, students will be given opportunities to use the information and questions in these boxes to engage in self-reflection regarding their own culture, the culture of the children and families they work with, and how these differing perspectives interact.

This material can present some challenges to students as they explore their own beliefs, values, and practices and those of others. Be aware that some discussions could involve disagreements, confusion, and reluctance to engage in discussions or could bring up difficult emotional content for some students. It is also possible that these discussions will find students expanding their understanding of themselves and others in very positive ways. It will be important for faculty to be prepared to respond supportively to any

Instructional Guide for Family Partnerships and Culture 128 DRAFT February 1, 2018 Unit 2, Key Topic 2 challenges that students might have, as well as supporting their personal growth and understanding.

This key topic will be most effective if used after students have worked through Key Topic 1 of this unit. In Key Topic 1, students are provided with some opportunities to develop a deeper understanding of the term culture and why this understanding is important when working with young children.

Information Let students know that they will be working with dimensions of Delivery culture that are important to know when thinking about their own culture and about the culture of families they work with in early childhood programs.

Awareness of one's own culture is important because it helps us interpret our own expectations and responses to situations and behavior of others. Awareness of the cultural and family experiences of the children we work with helps us consider what curriculum modifications we might have to make to support every child's learning and development.

As stated on page x in the foreword to the Family Partnerships and Culture publication,

Specific knowledge of the child's cultural or multicultural Slide 2 background and life at home . . . is a valuable tool for connecting what the child already knows and values to the competencies that programs seek to nurture.

We learn these things about the children we serve through conversations and interactions with family members.

Before exploring ways to learn about the families they work with, students will first spend some time reflecting on how their own culture affects their values, beliefs, practices, and daily routines, and therefore, how they respond to differences in the cultures of families.

Instructional Guide for Family Partnerships and Culture 129 DRAFT February 1, 2018 Unit 2, Key Topic 2

Active Getting it started Learning Direct students' attention to Box 1 on pages 31 and 32. Briefly review the dimensions of families and culture that are listed there. One effective way to do this is to read the information aloud, with individual students taking a turn reading one dimension at a time. Slides 3-4 Remind students that further explanation and clarification for these dimensions are available on pages 32–34. When students complete reading these dimensions of families and cultures aloud, engage students in a discussion using the following questions:

• What stood out to you as we read through these dimensions?

• Where did you see dimensions that made you think about your Slides 5-6 own family and culture?

• Had you thought about these dimensions previously as part of your cultural identity?

• How could you use these dimensions in your work in a program for young children?

Note: For prompts, suggest that students think about staff meetings, curriculum planning, family policies, or other program features where these dimensions would be useful to integrate into program work.

Keeping it going Review with students the contents of Box 2 on pages 35–39. Point out that the dimensions here are the same as in Box 1 but with questions that could be used to obtain information about each Slides 7-8 dimension.

Next, direct students' attention to Handout 1 for this key topic. This handout provides space for each student to respond individually to the questions in Box 2. Slide 9 Remind students of the purpose of the questions as stated on page 34 of Family Partnerships and Culture:

These questions can be used to formulate ideas about one's own culture and the children's cultures . . . [and] to reflect on one's own cultural beliefs and the impact of one's cultural perspectives and experiences on judgments about the cultural beliefs and practices of others.

Instructional Guide for Family Partnerships and Culture 130 DRAFT February 1, 2018 Unit 2, Key Topic 2

Ask students to work with Handout 1 individually. This enables them to respond regarding their own family and culture and to gain an understanding of how their own culture might influence how they work with children and families. Doing this individually before sharing any of this information enables them to be carefully reflective about their own family.

Let them know that they will have opportunities to share information with others in the class if they wish to do so, but the purpose of this learning experience is for them to have an opportunity to reflect on their own family and culture.

Ask students to follow these directions in using the handout:

• Work on the dimensions one at a time.

• Read through each set of questions for each dimension. Slide 10 • Choose one or two questions that seem important to you or especially relevant to you and your family or that stand out to you as interesting. Students can use the family they grew up in or the family in which they are now living as adults.

• Write a response on the handout to the question or questions you have chosen.

They will need some time to do this, and faculty will need to be alert to how students are proceeding through the questions. Faculty should also be aware of any students that might be finding this challenging in terms of the potential emotional impact of this work.

Taking it further When students have completed the handout, organize them into groups of three. Suggest that they compare some of their responses. Each group can choose three of the dimensions for sharing; they do not have to share them all. They will not all have responded to the same question in these dimensions, but that can add to the richness of the conversation. Students can choose not to share if they prefer.

Ask them to consider where responses are similar and where they are different. Suggest to students that they explore how their families and cultures do some things in the same way or differently and why that might be so. Suggest that students also notice how they respond Slide 11 to these similarities and differences. You might conclude by asking these two questions:

Instructional Guide for Family Partnerships and Culture 131 DRAFT February 1, 2018 Unit 2, Key Topic 2

• Where were you surprised?

• Did you find things you would like to try, do, or find out more Slide 12 about?

Putting it together The questions in Box 2 were designed for two purposes: (1) to explore one's own culture, and (2) to find out about the cultural beliefs and practices of others.

Ask students to consider how these questions could be used in a program to increase the program’s and staff’s responsiveness to a family's culture. On page 35, it is stated that these questions would not be used directly, but that they can be used for reflection that Slide 13 would provide insight and information relevant to these dimensions in the families that are served.

Ask students to brainstorm how or where or when in a program they might have opportunities to understand a family's culture.

• Where or what might you observe?

• Where or when might you have conversations with family Slide 14 members?

• Where or when might you have interactions with family members?

Some students with more program experience might contribute more than others. Let students know that this is a good way to learn from peers and that there are no specific expectations about participation in the discussion.

Record the suggestions made by students and consider compiling them as a resource for students.

Reflection Students have been engaging with reflection throughout this learning experience, but some culminating reflective questions might be helpful. Students can write their responses to these, or they can be used for a group discussion:

• What stood out for you in the work on Box 1 and Box 2?

Slides 15-16

Instructional Guide for Family Partnerships and Culture 132 DRAFT February 1, 2018 Unit 2, Key Topic 2

• Where were you puzzled or not in agreement with information on the dimension of families and cultures?

• What did you discover about your own family culture in responding to the questions in Box 2?

• What new insights emerged about working with families?

• How might this affect your observation of a program or your curriculum planning?

• What do you need to find out more about? How will you do that?

Instructional Guide for Family Partnerships and Culture 133 DRAFT February 1, 2018 Unit 2, Key Topic 2, Handout 1

The purpose of completing this handout is to give you an opportunity to reflect on your own family and culture. You can use the family you grew up in or the family in which you are now living as an adult.

Work on the dimensions one at a time. Read through each set of questions for each dimension in Handout 1 Key Topic 2: Exploring Dimensions of Culture: Family Perspectives Unit 2 Box 2, “Issues to Consider in Learning About Families and Cultures,” on pages 35-39 of the Family Partnerships and Culture publication. Choose one question for each dimension that – Part II:Part Understanding Culture seems important or especially relevant to you and your family or that stands out to you as interesting. In the space provided, briefly paraphrase the question that you are responding to and then respond to that question.

Dimensions of Families and Cultures Family Structure

Conceptions of Childhood

Socialization Goals

Child-Rearing Practices

Instructional Guide for Family Partnerships and Culture 134 DRAFT February 1, 2018 Unit 2, Key Topic 2, Handout 1

Dimensions of Families and Cultures Gender Roles

Identity

Individualism

Spirituality

Emotional Expression

Instructional Guide for Family Partnerships and Culture 135 DRAFT February 1, 2018 Unit 2, Key Topic 2, Handout 1

Dimensions of Families and Cultures Social Class

Role of Work/Career

Celebrations

Friendship Circles

Civic Engagement

Instructional Guide for Family Partnerships and Culture 136 DRAFT February 1, 2018 Unit 2, Key Topic 2

Part II: Understanding Culture – Unit 2, Key Topic 2 1

Part II: Understanding Culture

“Specific knowledge of the child's cultural or multicultural background and life at home . . . is a valuable tool for connecting what the child already knows and values to the competencies that programs seek to nurture.”

Family Partnerships and Culture, page x

Part II: Understanding Culture – Unit 2, Key Topic 2 2

Faculty Initiative Project https://facultyinitiative.wested.org/ 1 DRAFT February 1, 2018 Unit 2, Key Topic 2

Part II: Understanding Culture Dimensions of Families and Culture Box 1. Dimensions of Families and Culture on pages 31-32 include: Characteristics of families and culture that “serve as a basis for reflecting on one’s own cultural background or self-identity, and for assessing one’s understanding of the cultures of the children served by the early childhood program (Family Partnerships and Culture, page 30).”

Part II: Understanding Culture – Unit 2, Key Topic 2 3

Part II: Understanding Culture Dimensions of Families and Culture • Family structure • Individualism • Definitions of • Spirituality childhood • Emotional • Socialization goals expression • Child-rearing • Social class practices • Celebrations • Gender roles • Friendship circles • Identity • Civic engagement

Part II: Understanding Culture – Unit 2, Key Topic 2 4

Faculty Initiative Project https://facultyinitiative.wested.org/ 2 DRAFT February 1, 2018 Unit 2, Key Topic 2

Part II: Understanding Culture

Dimensions of Families and Culture

• What stood out to you as we read through these dimensions?

• Where did you see dimensions that made you think about your own family and culture?

Part II: Understanding Culture – Unit 2, Key Topic 2 5

Part II: Understanding Culture

Dimensions of Families and Culture

• Had you thought about these dimensions previously as part of your cultural identity? • How could you use these dimensions in your work in a program for young children?

Part II: Understanding Culture – Unit 2, Key Topic 2 6

Faculty Initiative Project https://facultyinitiative.wested.org/ 3 DRAFT February 1, 2018 Unit 2, Key Topic 2

Part II: Understanding Culture Learning about Families and Cultures Box 2. Issues to Consider in Learning About Families and Cultures on pages 35-39 includes: Questions for obtaining information about each dimension and “…can be used to formulate ideas about one's own culture and the children's cultures . . . [and] to reflect on one's own cultural beliefs and the impact of one's cultural perspectives and experiences on judgments about the cultural beliefs and practices of others.”

Part II: Understanding Culture – Unit 2, Key Topic 2 7

Part II: Understanding Culture Learning about Families and Cultures • Family structure • Individualism • Conceptions of • Spirituality childhood • Emotional • Socialization goals expression • Child-rearing • Social class practices • Role of work/career • Gender roles • Celebrations • Identity • Friendship circles • Civic engagement Part II: Understanding Culture – Unit 2, Key Topic 2 8

Faculty Initiative Project https://facultyinitiative.wested.org/ 4 DRAFT February 1, 2018 Unit 2, Key Topic 2

Part II: Understanding Culture

Part II: Understanding Culture – Unit 2, Key Topic 2 9

Part II: Understanding Culture

Learning about Families and Cultures

• Work on the dimensions one at a time. • Read through the questions for each dimension. • Choose one or two questions that seem important, interesting, or especially relevant to you and your family. • Write a response on the handout to the question or questions you have chosen.

Part II: Understanding Culture – Unit 2, Key Topic 2 10

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Part II: Understanding Culture Learning about Families and Cultures

• Where are you responses similar to others in your group? How are they different? • Explore how your families and cultures do some things in the same way or differently and why that might be so.

Part II: Understanding Culture – Unit 2, Key Topic 2 11

Part II: Understanding Culture Learning about Families and Cultures

• Where were you surprised? • Did you find things you would like to try, do, or find out more about?

Part II: Understanding Culture – Unit 2, Key Topic 2 12

Faculty Initiative Project https://facultyinitiative.wested.org/ 6 DRAFT February 1, 2018 Unit 2, Key Topic 2

Part II: Understanding Culture Learning about Families and Cultures

• How could the questions in Box 2 be used increase the program’s and staff’s responsiveness to a family’s culture? • How, where, or when in a program might you have opportunities to understand a family’s culture?

Part II: Understanding Culture – Unit 2, Key Topic 2 13

Part II: Understanding Culture

Learning about Families and Cultures

• Where or what might you observe? • Where or when might you have conversations with family members? • Where or when might you have interactions with family members?

Part II: Understanding Culture – Unit 2, Key Topic 2 14

Faculty Initiative Project https://facultyinitiative.wested.org/ 7 DRAFT February 1, 2018 Unit 2, Key Topic 2

Family Partnerships and Culture

Reflection What stood out for you in the work on Box 1 and Box 2?

Where were you puzzled or not in agreement with information on the dimension of families and cultures?

What did you discover about your own family culture in responding to the questions in Box 2? Part II: Understanding Culture – Unit 2, Key Topic 2 15

Family Partnerships and Culture

Reflection

What new insights emerged about working with families?

How might this affect your observation of a program or your curriculum planning?

What do you need to find out more about? How will you do that?

Part II: Understanding Culture – Unit 2, Key Topic 2 16

Faculty Initiative Project https://facultyinitiative.wested.org/ 8 DRAFT February 1, 2018 Preview of Unit 2, Key Topic 3

Unit 2

Part II – Understanding Culture Key Topic 3 Unit 2 Key Topic 3: Some Important Features of Cultures – –

Part

Important : Some Features of Culture II :

Focus Statement Understanding Culture

Students develop electronic or poster presentations on three major topics that, when not understood and addressed, could pose challenges for early childhood programs in effectively working with children and families from diverse cultures.

Curriculum Alignment Project (CAP) Student Learning Outcomes

Instructional Methodologies

Although these methodologies were designed for a face-to-face course, they can be done online in a synchronous or asynchronous learning environment.

• Class discussion • Class presentation • Creation of a visual representation

Instructional Guide for Family Partnerships and Culture 137 DRAFT February 1, 2018 Preview of Unit 2, Key Topic 3

• Gallery walk • Notetaking outline or tool • Pairs or small groups • Reflective discussion

California Early Childhood Educator Competency Areas to Consider

• Child Development and Learning • Culture, Diversity, and Equity • Relationships, Interactions, and Guidance • Family and Community Engagement • Dual-Language Development • Learning Environments and Curriculum • Leadership in Early Childhood Education • Professionalism • Administration and Supervision

Instructional Guide for Family Partnerships and Culture 138 DRAFT February 1, 2018 Unit 2, Key Topic 3

Unit 2

Part II: Understanding Culture Key Topic 3: Important Some Features of Culture U Key Topic 3: Some Important Features of Cultures nit 2 – –

Part

I I:

Understanding Culture Before You Start

Beginning on page 39 of Family Partnerships and Culture, several topics are explored that are important features of culture to understand when working with children and families in early childhood settings:

• Collectivist Versus Individualist Cultures (pp. 39–42)

• Myths About Cultures (pp. 42–46)

• Support Development of the Home Language (pp. 47–51)

Each of these topics could provide challenges in early care and education to effectively working with children and families from diverse cultures. Therefore, students are given an opportunity in this Key Topic 3 to acknowledge, explore, and understand these topics as important features of understanding culture.

Students work with these topics in small groups and then bring information and insights to the whole group in a presentation. Every student has an opportunity to interact with all topics in the larger group through questions, discussion, and reflection.

Students are asked to develop a presentation that can be tailored to resources available. Developing an electronic presentation using PowerPoint or any other electronic format would be preferable. If that resource is not available to students, a poster presentation with appropriate handouts could be used. The active learning in this key topic will focus on student development of an electronic format. Where that might be difficult due to class size or time constraints, there are some suggestions for using other visual presentations in the segment titled “Another approach.” The work in small groups can be done during class time or as an out-of-class assignment.

Development of presentations will work best if students can be organized into groups of three or four. For some classes, this will mean that more than one group will address the same topic. For larger classes, poster presentations with handouts might work best to avoid duplicate PowerPoint presentations. Faculty can also let students self-select topics or can assign students depending on how efficiently either approach will work.

Instructional Guide for Family Partnerships and Culture 139 DRAFT February 1, 2018 Unit 2, Key Topic 3

Faculty might want to support students in developing their presentations by first requesting an outline that is to be approved and then previewing the presentation electronically before it is presented to the entire class. This will support students in learning to develop and deliver the presentation as well as becoming familiar with the content.

How faculty organize the viewing will depend on the number of students in a class. For example, if there are multiple groups working on the same topic, viewing could be organized in small clusters, with each cluster comprised of one group for each topic.

This key topic is intended to provide opportunities for students to become familiar with the sections in the Family Partnerships and Culture publication that address three potential barriers to effectively working with children from diverse cultures. The “Deeper Understanding” section provides some suggestions for students to take a more in-depth look into these topics and go beyond what is included in the publication.

Information Ask students to read all of pages 39–51 before coming to class. Ask Delivery students to select at least one key idea from each of the three topics covered.

Active Getting it started Learning In class, remind students of the three topics they have read:

• Collectivist Versus Individualist Cultures

• Myths About Cultures Slides 2-4 • Support Development of the Home Language

For each topic, ask students what key ideas they found. These can be displayed in a way that would make them visible to all students. Note similarities or differences and ask what might account for them.

Instructional Guide for Family Partnerships and Culture 140 DRAFT February 1, 2018 Unit 2, Key Topic 3

Keeping it going Next, let students know that they will be working in small groups to develop presentations on one of the three topics. These presentations are to be approached as if they were doing a staff Slide 5 development presentation to colleagues. These will, in fact, be staff development for their classmates. They are to develop a 10-minute presentation using PowerPoint or some other electronic format and then present their work to the full class.

Suggestions for non-electronic formats are included in the segment titled “Another approach.”

Organize students into their small groups. Let them know that presentations are to include the following components:

• Definitions and/or clarifications of important key terms and/or key ideas

• Examples of behaviors that apply to the topic—these might be Slides 6-7 behaviors of families or children

• Recommended professional responses or strategies

• Two or three references for further exploration

Any of these components should include text and, where possible, visuals such as photographs, illustrations, or other images. References should be taken from the References section of Family Partnerships and Culture on pages 108–113.

Suggest to students that they think creatively both in developing the presentation and in delivering it. For example, the presentation could be set up as a question and answer session, with one or two students asking the questions and others in the small group providing answers. Whatever approach they use, students will need to find and display key ideas and then work with examples and strategies.

It is important to remind students to be careful with copyright, photograph releases, or other significant permissions that might be applicable if they use photographs or other visual materials.

Taking it further Prepare students for delivering their presentations to the rest of the class. This might include a prior review of an outline and/or a preview of the presentation by faculty, as suggested in the “Before You Start” section.

Instructional Guide for Family Partnerships and Culture 141 DRAFT February 1, 2018 Unit 2, Key Topic 3

Remind students that viewing a presentation is as important as delivering it. Refer them to Handout 1 for this key topic as a resource for note taking during viewing. Ask students to use the handout as a guide and to use it for quickly writing notes. It is not a comprehensive Slide 8 review of the presentation.

Organize the delivery of presentations. Allow a few minutes at the end of each presentation for students to use the handout for reflection and review. Also provide a brief time for a few questions after each presentation. Some questions might come from the notetaking handout, additional reflections by the students, or something that piques the students’ curiosity.

Putting it together This can be a fairly demanding learning experience for students, both in terms of time required and interaction relating to some challenging topics. It will be important to allow students time for a discussion following the conclusion of all presentations.

The following questions will support students in reviewing and reflecting on their experience. Ask students to respond in terms of the content of the presentations, rather than their experience of developing, delivering, or receiving the presentation.

• What ideas stood out to you from any of the three topics?

• What was new? Slides 9-10 • What was familiar to you through your own experiences with the three topics—collectivism versus individualism, myths about culture, and supporting home language?

• Did you read or hear some ideas that were challenging for you?

• How might this affect your work with children and families?

Another approach Developing presentations using electronic programs could present difficulties in classes where students might not have access to the means to work electronically or time constraints would make that Slide 11 difficult. Additionally, where there are a larger number of students, it might be difficult to organize and implement this work using PowerPoint or other electronic software. In those cases, poster boards or trifold boards for presentations could be used.

Instructional Guide for Family Partnerships and Culture 142 DRAFT February 1, 2018 Unit 2, Key Topic 3

Students would be organized in groups as above, and the requirements for content would remain the same. Presentations would need to include the same information described for electronic presentations:

• Definitions and/or clarifications of important key terms and/or key ideas

Slide 12 • Examples of behaviors that apply to the topic—these might be behaviors of families or children

• Recommended professional responses or strategies

• Two or three references for further exploration

Students could use handouts for some of the examples, lists, or other details of the content.

Instead of each group doing a presentation, students would do a gallery walk to view their classmates’ posters. Following this walkabout, the questions from the “Putting it together” segment Slides 13-14 should be used for discussion by the whole class.

Reflection The following questions are designed to support students in reflecting on their experience with this key topic. Faculty might want to give students time to write their responses and then ask students to share their responses if they choose to do so.

• What stood out to you as you viewed the work of other students?

• What was difficult for you in developing or presenting your work? Slides 15-17 • Were there ideas or concepts that you disagreed with? What were they and why did you disagree? Do you have a different perspective on these ideas or concepts?

• What new insights did you have as you encountered the information?

• How will this affect your work with children and families?

Deeper The following explorations are suggested as a way to support Understanding students in addressing these topics in ways that are driven more by symbols or images than by words. This might be called a “different understanding” rather than “deeper understanding,” although it is

Instructional Guide for Family Partnerships and Culture 143 DRAFT February 1, 2018 Unit 2, Key Topic 3

intended to deeply engage students with the content through different ways of thinking.

Label an area around the room for each of the three topics that have been under examination.

Ask students to take out a sheet of paper and a tool for drawing. Ask them to not put their names on their sheet of paper. Students can use pencils, pens, or markers if they are available. Markers should be fine point ones.

Next, ask students to draw some images that express one of the topics that have been discussed. Recommend that they address one of the two topics that they have not worked on already. They can use one large image or many small images; there is no required way to do this. Encourage them to do as much as they can without using words. But if they would like to use words, encourage them to use only single words.

The following prompt may be used if students appear to need help getting started:

What do you think of when you hear the term collectivism or individualism? Myths about culture? Supporting home language? Slide 18 Now draw a picture of what comes to mind.

Allow about 15 minutes for students to complete their work. Faculty can monitor students' progress to see if more or less time is needed. When they have completed their drawings, ask them to bring them to the area that has been designated for each topic. If there are any students who do not want to display their work, faculty should honor their preferences.

Attach students' pages to the areas so that all are visible. Let students walk around to view the displays. When they have completed their gallery walk, ask the following questions:

• What did you notice?

• What did you learn about the topics that was new? Slide 19 • What new insights did you gain?

• What did you learn about your responses to the drawings?

Instructional Guide for Family Partnerships and Culture 144 DRAFT February 1, 2018 Unit 2, Key Topic 3

• What can you take from this learning experience for your work with children and families and/or colleagues?

Instructional Guide for Family Partnerships and Culture 145 DRAFT February 1, 2018 Unit 2, Key Topic 3, Handout 1

Viewing Guide for Student Presentations In the boxes below, you will find some questions that will support you in reviewing and reflecting on your classmates’ presentations. Label each box with the topic of the presentation. Your responses do not need to be comprehensive; the questions are

intended to support your reflections. Handout 1 Key Topic 3: Important Some Features of Culture Unit 2

Topic ______– Part II:Part Understanding Culture

What key ideas were presented?

What was familiar?

What was new?

What was omitted that you think is important?

Was there anything about this topic that was troubling to you?

What can you take from this to your work with young children and families?

Instructional Guide for Family Partnerships and Culture 146 DRAFT February 1, 2018 Unit 2, Key Topic 3, Handout 1

Topic ______

What key ideas were presented?

What was familiar?

What was new?

What was omitted that you think is important?

Was there anything about this topic that was troubling to you?

What can you take from this to your work with young children and families?

Instructional Guide for Family Partnerships and Culture 147 DRAFT February 1, 2018 Unit 2, Key Topic 3

Part II: Understanding Culture – Unit 2, Key Topic 3 1

Part II: Understanding Culture

• Read pages 39-51. • Select at least one key idea from each of the three topics covered.

Part II: Understanding Culture – Unit 2, Key Topic 3 2

Faculty Initiative Project https://facultyinitiative.wested.org/ 1 DRAFT February 1, 2018 Unit 2, Key Topic 3

Part II: Understanding Culture

• Collectivist Versus Individualist Cultures (pp. 39–42)

• Myths About Cultures (pp. 42–46)

• Support Development of the Home Language (pp. 47–51)

Part II: Understanding Culture – Unit 2, Key Topic 3 3

Part II: Understanding Culture

• For each topic, what key ideas did you identify?

• Do you notice any similarities or differences? What might account for these?

Part II: Understanding Culture – Unit 2, Key Topic 3 4

Faculty Initiative Project https://facultyinitiative.wested.org/ 2 DRAFT February 1, 2018 Unit 2, Key Topic 3

Part II: Understanding Culture

• Imagine that you are doing a staff development presentation to colleagues.

• Choose one of the three topics to present.

• Develop a 10-minute presentation using PowerPoint or another electronic format and then present your work to the class.

Part II: Understanding Culture – Unit 2, Key Topic 3 5

Part II: Understanding Culture

Presentations should include: • Definitions of important key terms and/or ideas • Examples of behaviors of families or children that apply to the topic • Recommended professional responses or strategies • Two or three references for further exploration

Part II: Understanding Culture – Unit 2, Key Topic 3 6

Faculty Initiative Project https://facultyinitiative.wested.org/ 3 DRAFT February 1, 2018 Unit 2, Key Topic 3

Part II: Understanding Culture

Presentations should include: • Text and visuals, such as photographs, illustrations, or other images. • References taken from the References section of Family Partnerships and Culture on pages 108-113.

Part II: Understanding Culture – Unit 2, Key Topic 3 7

Part II: Understanding Culture

Viewing Guide for Student Presentations

• What key ideas were presented? • What was familiar? • What was new?

Part II: Understanding Culture – Unit 2, Key Topic 3 8

Faculty Initiative Project https://facultyinitiative.wested.org/ 4 DRAFT February 1, 2018 Unit 2, Key Topic 3

Part II: Understanding Culture

• What ideas stood out to you?

• What was new?

• What was familiar to you through your own experiences with the topics – collectivism versus individualism, myths about culture, and supporting home language?

Part II: Understanding Culture – Unit 2, Key Topic 3 9

Part II: Understanding Culture

• Did you read or hear some ideas that were challenging for you?

• How might this affect your work with children and families?

Part II: Understanding Culture – Unit 2, Key Topic 3 10

Faculty Initiative Project https://facultyinitiative.wested.org/ 5 DRAFT February 1, 2018 Unit 2, Key Topic 3

Part II: Understanding Culture

• Imagine that you are doing a staff development presentation to colleagues.

• Choose one of the three topics to present.

• Share your work with the class using poster boards or trifold boards for a gallery walk.

Part II: Understanding Culture – Unit 2, Key Topic 3 11

Part II: Understanding Culture

Part II: Understanding Culture – Unit 2, Key Topic 3 12

Faculty Initiative Project https://facultyinitiative.wested.org/ 6 DRAFT February 1, 2018 Unit 2, Key Topic 3

Part II: Understanding Culture

• What ideas stood out to you from any of the three topics? • What was new? • What was familiar to you through your own experiences with the topics – collectivism versus individualism, myths about culture, and supporting home language?

Part II: Understanding Culture – Unit 2, Key Topic 3 13

Part II: Understanding Culture

• Did you read or hear some ideas that were challenging for you? • How might this affect your work with children and families?

Part II: Understanding Culture – Unit 2, Key Topic 3 14

Faculty Initiative Project https://facultyinitiative.wested.org/ 7 DRAFT February 1, 2018 Unit 2, Key Topic 3

Part II: Understanding Culture

Reflection • What stood out in the work of other students? • What was difficult for you in developing or presenting your work?

Part II: Understanding Culture – Unit 2, Key Topic 3 15

Part II: Understanding Culture

Reflection • Were there ideas or concepts that you disagreed with? • What were they and why did you disagree? • Do you have a different perspective on these ideas or concepts?

Part II: Understanding Culture – Unit 2, Key Topic 3 16

Faculty Initiative Project https://facultyinitiative.wested.org/ 8 DRAFT February 1, 2018 Unit 2, Key Topic 3

Part II: Understanding Culture

Reflection • What new insights did you have as you encountered the information?

• How will this affect your work with children and families?

Part II: Understanding Culture – Unit 2, Key Topic 3 17

Part II: Understanding Culture

What do you think of when you hear the terms: • Collectivism or individualism? • Myths about culture? • Supporting home language? Now draw a picture of what comes to mind.

Part II: Understanding Culture – Unit 2, Key Topic 3 18

Faculty Initiative Project https://facultyinitiative.wested.org/ 9 DRAFT February 1, 2018 Unit 2, Key Topic 3

Part II: Understanding Culture • What did you notice?

• What did you learn about the topics that was new?

• What new insights did you gain?

• What did you learn about your responses to the drawings?

• What can you take from this learning experience for your work with children and families and/or colleagues? Part II: Understanding Culture – Unit 2, Key Topic 3 19

Faculty Initiative Project https://facultyinitiative.wested.org/ 10 DRAFT February 1, 2018

CDE/ECE Faculty Initiative Project

Instructional Guide for Family Partnerships and Culture

Unit 3 Part III: Understanding Contemporary Families and Households

Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Preview of Unit 3, Getting Ready

Unit 3

Part III: Understanding Contemporary forGetting Ready Unit 3

Families and Households –

Getting Ready for Unit 3 and Connecting to Experience I Part

II : Understanding Contemporary Understanding FamiliesHouseholds Contemporary and

Unit 3 Focus Statement

and Connecting Students examine the diverse composition of families by drawing a picture of who comprised their families when they were young or by identifying how families have been portrayed in television shows over the years.

Curriculum Alignment Project (CAP) Student Learning Outcomes Experience to

• Child, Family and Community

• Teaching in a Diverse Society • Administration II: Personnel and Leadership in Early Childhood Education • Infant and Toddler Development • Care and Education for Infants and Toddlers • Introduction to Children with Special Needs

Instructional Methodologies

Although these methodologies were designed for a face-to-face course, they can be done online in a synchronous or asynchronous learning environment.

• Brainstorming • Categorizing • Class discussion • Creation of a visual representation

Instructional Guide for Family Partnerships and Culture 148 DRAFT February 1, 2018 Preview of Unit 3, Getting Ready

• Gallery walk • Lecture • Pairs or small groups • Personal reflection • Reflective discussion • Video observation

California Early Childhood Educator Competency Areas to Consider

• Culture, Diversity, and Equity • Relationships, Interactions, and Guidance • Family and Community Engagement • Dual-Language Development • Special Needs and Inclusion • Leadership in Early Childhood Education • Professionalism • Administration and Supervision

Instructional Guide for Family Partnerships and Culture 149 DRAFT February 1, 2018 Unit 3, Getting Ready

Unit 3 Part III: Understanding Contemporary Families and Households Getting Ready for Unit 3 and Connecting to Experience

Getting Ready for the Unit

Part III of Family Partnerships and Culture, “Understanding Contemporary Families and Households,” looks at the importance of family life for understanding the contexts in which children are being raised and thereby their impact on child development. There are three dimensions of family life presented: family composition, social strains, and resources. Examples of these elements are provided in Box 3, “Dimensions of Family Life Critical to Early Child Development,” on pages 54–55. Part III is organized into four major sections:

• Family Composition

• Culturally Based Family Strengths

• Family Strains

• Impact of Family Stress

Three vignettes are provided as examples and scenarios for discussion:

• The Diversity of Families (p. 56)

• Understanding Issues Facing Families (p. 65)

• Making Inclusion Work (pp. 68–69)

Unit 3 of this instructional guide has three learning experiences to support students in exploring and understanding family composition, family strengths and resources, and family strains and their impact. The first learning experience, presented in this “Getting Read for Unit 3 and Connecting to Experience,” is designed to start students thinking about the diverse ways families are currently structured by reflecting on their own families and how who we define as family has changed over the years.

Key Topic 1, which is the second learning experience, is titled “Dimensions of Family Life” and has two subtopics. The first subtopic continues the discussion of what is meant by family as students examine the roles and functions of family members as well as

Instructional Guide for Family Partnerships and Culture 150 DRAFT February 1, 2018 Unit 3, Getting Ready different household configurations. They consider how understanding the structure of the families of children in their programs impacts how teachers partner and communicate with these families. In the second subtopic, students learn about culturally based family strengths through interviews or a panel presentation.

In the “Deeper Understanding” segment, students do a self-reflection by answering the questions in the Appendix to Family Partnerships and Culture (pp. 100–105), Students will not be asked to share their responses with anyone. Instead they write a short paper on what they learned about themselves and how this informs how they will think about and interact with families of children in their program.

Key Topic 2, “Family Strains,” also has two subtopics. In the first subtopic, students review the sources and impacts of a variety of strains that families may be experiencing. They consider how these various strains or stressors may also affect a child’s or family member’s participation in program or classroom activities.

There are two approaches for the second subtopic. Through the first option, students discuss how they might approach a family when they believe the family is experiencing some significant strains and what kinds of resources they might be able to offer or suggest. In the second approach, students identify stressors they believe are prevalent in their community and research local agencies that address those specific strains.

Key Topic 2 also has an option for students to look more deeply into the topic of family strains. They find three journal articles about a specific strain and write a short paper describing the national perspective and national and/or state resources.

Motivator and Connection to Experience

Before You Start

This learning experience is designed to prompt students to think about the many different ways families are configured and can be defined. There are two approaches presented, and each provides an opportunity for students to reflect on the way their family was configured when they were very young or as it is now.

In the first approach, students draw a picture of how they remember their family when they were young—approximately preschool age. Students then share their pictures with the other members of the class and identify the diversity of family composition represented in the class through these drawings.

It is important for faculty to plan this learning experience so that all students feel safe in participating. Reflecting on their families may bring up some unhappy, uncomfortable, or even painful memories for some students. Instead of drawing pictures of their families when they were young, students can draw pictures of people who were important to the students at a particular time in their lives. These people did not have to live in the same household but did have some kind of meaningful relationship with the students. Although this is different from the definition of family composition in which the family members

Instructional Guide for Family Partnerships and Culture 151 DRAFT February 1, 2018 Unit 3, Getting Ready reside together, the inclusion of these individuals would extend the conversation about the definition of family and its impact on raising children. If faculty are not sure about the students’ experiences, faculty could present both drawing options to the students.

The second approach has students creating a list of television shows—past and present, animated or with actors—that portray different kinds of families. Students then categorize the shows by the decade in which the show was televised and discuss any trends or changes through the decades. They also can reflect on how well their own families were represented among any of the shows. Or students could discuss how well or poorly the shows generally represented families they knew when they were young and families they are acquainted with now.

For this second approach, faculty may choose to show examples of television shows based on families and family life. There are reasons (e.g., age, access to U.S. television shows, television viewing preferences) that students may not be familiar with these shows, particularly those from the 1950s to 1990s. If this is the case, there are many short clips from a variety of shows available on YouTube.

If the first approach is used, the following materials are needed: blank sheets of paper, tape, and drawing tools such as crayons, colored pencils, or markers. For the second approach, large sticky notes (e.g., 4 inches by 4 inches or 4 inches by 6 inches) or paper cut into similar sizes, dark colored marking pens, and tape are used. Faculty may also want to prepare the heading sheets with the decades written on them before class.

Students can engage in this learning experience without reading Part III of Family Partnerships and Culture. However, it is recommended that faculty deliver a brief lecture about the purpose and key content of Part III—especially the description of family composition. If faculty prefer to have students familiarize themselves with the publication, it can be downloaded from the California Department of Education Web site at http://www.cde.ca.gov/sp/cd/re/documents/familypartnerships.pdf (accessed February 1, 2018).

Information It is not necessary for students to read Part III of the Family Delivery Partnerships and Culture publication before engaging in this learning experience. However, it is suggested that faculty provide a brief overview of the publication with a focus on the discussion of family or household composition. Box 3 on page 54 and the vignette on page 56 provide some examples of the diversity of family composition. Slides 2-3

Active Getting it started Learning If students have not read Part III of Family Partnerships and Culture, begin this learning experience by providing a brief overview of Part III, focusing on the concept of family composition. If students are familiar with the chapter, explain that they will start their exploration Slide 4 Instructional Guide for Family Partnerships and Culture 152 DRAFT February 1, 2018 Unit 3, Getting Ready

of Part III by reflecting on one of three key dimensions of family life described in Part III—family composition.

Facilitate a brief discussion with the students about the term family composition and some of the different household or family configurations that are seen today. Then ask students to recall who lived in their home and who they considered their family when they were very young.

An option is to ask students to think about someone or some people who were important to them when they were growing up or at another time in their lives. These may not have been people they lived with but with whom they had a special relationship.

Keeping it going Explain that they will be drawing a picture of their family—an activity that children frequently do in preschool classes. Ask students to draw their family when they were approximately preschool age. Or students can draw a picture of the people they identified as Slide 5 especially meaningful to them.

Taking it further After they have completed their pictures, students form pairs and describe their pictures to their partner. In addition to identifying who is in the picture, students can share anything else that is special about the picture or a memory evoked by drawing the picture. If students wish, they can also label who is in their pictures.

If there is wall space in the classroom, post the pictures on the wall and provide time for the class to look at all the pictures. If there is not enough space, ask students to pass the pictures around until all students have seen all the pictures.

Putting it together Refer to the discussion at the beginning of this learning experience about the different kinds of households that were identified. Faculty may also refer the students to pages 54–56 of Family Partnerships Slide 6 and Culture for examples of different households.

Then ask the students to describe the different family compositions or households represented in their pictures. Record the list on a whiteboard or large chart paper.

Another approach After the introductory discussion about family composition, ask students to form small groups of three to five and think of television shows depicting families. These can be cartoon or animated shows Slide 7 Instructional Guide for Family Partnerships and Culture 153 DRAFT February 1, 2018 Unit 3, Getting Ready

as well as ones with actors. The shows also can be from the past or ones that are currently being shown.

Each group thinks of as many shows as it can and writes the name of each show on a large sticky note. Students do not have to have seen the show but should know enough about it to list the characters who were in the household. Students should also try to identify the decade in which the show was on television.

Faculty may choose to show clips of some television shows at some point during this learning experience. The shows could be some of the ones students have identified or ones already selected by the faculty. For students who are not familiar with many television shows depicting different kinds of families, this viewing opportunity may help them get a better sense of how families were reflected and portrayed in television.

Place large sheets of paper or large sticky notes across the top of a wall with the decades written on them (i.e., 1950, 1960, 1970, 1980, 1990, 2000, 2010, 2011-current year). The groups then post their sticky notes with the names of the shows under the appropriate decade, placing sticky notes with the same show on top of each other.

Review this history wall of television shows about families, making sure all students have a general idea who the family members are in each show. Next ask students to list the different household configurations or family compositions represented in the shows for each decade. Record this list and place it over the sticky notes under the decade number.

Discuss what the students observe in the family compositions over the decades such as trends, changes, firsts, and gaps. Also ask the students if they feel there was or is a show that is similar to their family when they were young.

Reflection After either approach, the following questions could be used for a class discussion or individual reflection:

• What did you notice in the list of family configurations represented in the drawings (or television shows)?

• What memories or feelings came up for you as you thought about Slides 8-10 the many ways families can be defined?

• What changes did you notice in family composition over the years? What is important to remember about the many different

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types of families that exist today?

• One of the guiding principles is to learn about the children and families in your program. How would you find out who comprises the family for each child in your class?

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Part III: Understanding Contemporary Families and Households – Unit 3, Getting Ready for Unit 3 1

Part III: Understanding Contemporary Families and Households

“…families give rise to life experiences that vary considerably in ways that can have important implications for how children present, act, and view the world by the time they enter early childhood programs” (Barbarin, 2004). Family Partnerships and Culture, page 53

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Part III: Understanding Contemporary Families and Households Aspects of family life influencing child development: Family composition • Household organization and family hierarchy Culturally based family strengths • Resources that help families cope with stress and determine the extent to which they thrive. Family strains • Major stressors and daily difficulties

Part III: Understanding Contemporary Families and Households – Unit 3, Getting Ready for Unit 3 3

Part III: Understanding Contemporary Families and Households

Consider family composition. • What are some household or family configurations that are common today? • Recall who lived in your home and who you considered to be your family when you were very young.

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Part III: Understanding Contemporary Families and Households Draw a picture of your family from when you were approximately preschool age.

Consider people who were especially meaningful to you; these may or may not have been people with whom you lived. Part III: Understanding Contemporary Families and Households – Unit 3, Getting Ready for Unit 3 5

Part III: Understanding Contemporary Families and Households Examples of Different Types of Households • Single-adult • Siblings as caregivers household • Stability/instability of • Multigenerational family composition/ • Extended family household • Foster families membership • • Families headed by Presence/lack of gay or lesbian couples fathers, men

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Part III: Understanding Contemporary Families and Households

• Think of television shows depicting families.

• List the characters in the household and the decade in Consider cartoon which the show shows and ones aired. with actors.

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Part III: Understanding Contemporary Families and Households

Reflection • What did you notice in the list of family configurations represented in the drawings (or television shows)?

• What memories or feelings came up for you as you thought about the many ways families can be defined?

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Part III: Understanding Contemporary Families and Households

Reflection • What changes did you notice in family composition over the years?

• What is important to remember about the many different types of families that exist today?

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Part III: Understanding Contemporary Families and Households

Reflection

• One of the guiding principles is to learn about the children and families in your program. How would you find out who comprises the family for each child in your class?

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Unit 3

Part III – Understanding Contemporary Key Topic 1: Unit 3

Families and Households –

Key Topic 1: Dimensions of Family Life Part Dimensions Family of Life II I : Understanding FamiliesHouseholds Contemporary and Focus Statement

Students examine the diversity of family composition and culturally based family strengths and how they might gather this information from families.

Curriculum Alignment Project (CAP) Student Learning Outcomes

• Child, Family and Community • Introduction to Curriculum • Principles and Practices of Teaching Young Children • Teaching in a Diverse Society • Practicum-Field Experience • Administration II: Personnel and Leadership in Early Childhood Education • Infant and Toddler Development • Care and Education for Infants and Toddlers • Curriculum and Strategies for Children with Special Needs

Instructional Methodologies

Although these methodologies were designed for a face-to-face course, they can be done online in a synchronous or asynchronous learning environment.

• Book review • Brainstorming

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• Class discussion • Class presentation • Development of a resource tool • Gallery walk • Interview • Jigsaw reading • Notetaking outline or tool • Pairs or small groups • Panel/guest speaker • Peer review and feedback • Personal reflection • Problem solving • Reflective discussion • Short paper or report

California Early Childhood Educator Competency Areas to Consider

• Culture, Diversity, and Equity • Relationships, Interactions, and Guidance • Family and Community Engagement • Dual-Language Development • Special Needs and Inclusion • Learning Environments and Curriculum • Leadership in Early Childhood Education • Professionalism • Administration and Supervision

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Unit 3

Part III: Understanding Contemporary Key Topic Unit 3

Families and Households – Part III:Part Understanding Contemporary FamiliesHouseholds and Key Topic 1: Dimensions of Family Life 1: Dimensions of Family Life

Before You Start

Part III of Family Partnerships and Culture presents three aspects of families and

households and their impact on young children’s development: family composition, social strains, and resources. Becoming knowledgeable about these three dimensions of children’s families can provide important information for understanding the kinds of experiences the children have at home and in their communities and how a family’s specific structure and functioning impact each child’s experiences.

There are four major sections in Part III that discuss these three dimensions:

• Family Composition

• Culturally Based Family Strengths

• Family Strains

• Impact of Family Stress

This key topic explores the first two sections through two subtopics.

Subtopic 1: Variations of Family Composition Students examine the diversity of ways that families are currently defined as well as the different roles that family members have in raising young children. They then review the questions in the Appendix to Family Partnerships and Culture and develop presentations that demonstrate how teachers could approach families to obtain answers to those questions. Handout 1 is a form that students can use to record notes on these presentations.

This subtopic has a second approach for examining the many types of families that students may encounter in their work in early care and education. Students are asked to find children’s books that portray different family or household compositions and prepare a short summary of the book. Handout 2 is provided for this summary. This approach

Instructional Guide for Family Partnerships and Culture 158 DRAFT February 1, 2018 Unit 3, Key Topic 1 continues with students reviewing the Appendix and discussing strategies for how they might engage with families to answer those questions.

Subtopic 2: Culturally Based Family Strengths In this subtopic, there are two approaches for students to learn about culturally based family strengths by expanding on the section in Family Partnerships and Culture. In the first approach, students interview a close friend or family member or a community agency representative about strengths they have observed when families encounter challenging situations. Students write summaries of their interviews and discuss them with their classmates, noting strengths that are similar and unique.

The second approach is a panel presentation. People who have a shared experience are invited to talk with the students about their experience and the strengths they found in themselves and their families that helped them.

In the “Deeper Understanding” segment of this key topic, students do a self-reflection using the questions in the Appendix to the publication (pp. 100–105). They then write a short paper describing what they learned about themselves and how they can use this knowledge and understanding in their work with children and families.

It is recommended that students read Part III of Family Partnerships and Culture as preparation for this key topic. The publication can be downloaded from the California Department of Education Web site at http://www.cde.ca.gov/sp/cd/re/documents/familypartnerships.pdf (accessed February 1, 2018). Electronic versions of this key topic’s two handouts will be available when this instructional guide is online at https://facultyinitiative.wested.org/ (accessed February 1, 2018).

Information Students will be asked to review and discuss the introductory Delivery paragraphs and first two sections of Part III of Family Partnerships and Culture:

• Introductory paragraphs (pp. 53–55)

• Family Composition (pp. 55–61) Slide 2 • Culturally Based Family Strengths (pp. 61–63)

In addition, students will work with the questions in the Appendix to the publication (pp. 100–105).

There are three glossary terms that are highlighted for discussion: fictive kin (p. 54), comadre/compadre (p. 57), and girlfriend (p. 57).

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Active Subtopic 1: Variations of Family Composition Learning Getting it started Introduce this learning experience by briefly reviewing with students the three dimensions of family life that are described in Part III of Family Partnerships and Culture: family composition, social strains, and resources. Point out that these three dimensions are a way to Slide 3 organize information about families that describes important influences on young children’s development. Explain that the students will begin learning about these three dimensions by first discussing family composition.

Remind students that some terms in the publication, which are in boldface, are defined in the glossary. Be sure students have identified the following terms in the section on family composition: Slides 4-7 fictive kin (p. 54), comadre/compadre (p. 57), and girlfriend (p. 57). Note that the word girlfriend may be a different definition from the one thought of by some students.

Next ask students to consider the many different ways families or households are structured. The defining features used in determining the composition of a household are the number of generations Slides 8-9 represented and the kinds of relationships among the people living in a single residence. There are several examples on pages 54 and 55–59 of Family Partnerships and Culture. It may be helpful to record on chart paper or a whiteboard a list of these examples, including others that students suggest.

Keeping it going Next discuss that another key element of family composition is the roles or functions of each family member. When thinking about the impact of family composition on a child’s development, the roles of different family members regarding the many aspects of child raising Slide 10 need to be identified.

Ask students to describe examples of different family members who carry out child raising activities that are based on diverse family values, beliefs, and practices as well as other circumstances. It is important to consider who in the family has authority and decision- making responsibility as well as who carries out different childrearing tasks. In addition to reviewing the descriptions on pages 56– 60, students should think about other situations they have encountered that may be especially prevalent in programs they work in or in their communities.

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Taking it further Point out the sentence on pages 60–61 of Family Partnerships and Culture: “To build connections between home and the early childhood program, teachers need to partner with the adults who are most active and influential in a child’s life.” Also remind students Slide 11 about the guiding principle to learn about the children and families in one’s program.

Students next consider how they would go about learning the family composition, including members and roles, of families who might be in their programs. Divide the class into small groups and assign each group one of the sections from the Appendix to Family Partnerships Slide 12 and Culture on pages 100-105. Depending on the number of students and time allotted for this learning experience, faculty can decide how many and which set of questions to assign. If not all questions are to be used, it is suggested that the following sets be addressed:

• Family structure

• Decision making

• Socialization goals

• Child-rearing practices § Family sleeping arrangements and patterns § Discipline § Early learning and development

• Gender roles

The groups are to figure out how they would obtain the answers to their assigned questions. The first two paragraphs in the Appendix describe some strategies and considerations, and students can adapt and build on these or come up with their own unique methods. Each group is to prepare a presentation for the rest of the class on its approach.

Putting it together Provide time for each group to share its presentation and for the other students to give feedback. Handout 1 can be used for students to record their thoughts about each presentation, which they can use Slide 13 as a personal resource. Depending on the number of topics or presentations, each student may need several copies of the handout.

After all the groups have shared their work, summarize the learning experience through a reflective discussion:

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• What is one aspect of family composition that caught your attention?

• In reviewing the sets of questions in the Appendix, for which ones Slides 14-15 would you feel most comfortable in finding answers? Which would be uncomfortable or difficult for you?

• What is important to remember when finding out key information about families?

• What are three steps you would take in preparing to have a conversation with a family about any of the topics in the Appendix?

Another approach After discussing the key points described in the “Getting it started” segment, refer students to the second full paragraph on page 61 that suggests using children’s books about different kinds of families. Slide 16 Students are to find some of these books to share with the class. Depending on the number of students, faculty may ask each student to individually identify a book or let students work in pairs or small groups.

The students are to complete Handout 2 to summarize their books and be prepared to share the summary and book in class. Depending on the amount of time available for this learning Slide 17 experience, students can either do a one- to two-minute presentation of their books or place their books and summaries around the classroom for their classmates to review.

The following questions could be used to discuss the books:

• What did you notice about the children’s books?

• Which ones appealed to you the most? Why? Slides 18-19 • Do you think children’s books address the current diversity of families and their circumstances?

• How could you use children’s books with adult family members as well as with children to discuss different types of families? To learn about a particular family’s composition and its members’ roles?

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Subtopic 2: Culturally Based Family Strengths

Getting it started Begin discussing the second dimension of family life—culturally based family strengths—by reviewing the items in Box 3, “Dimensions of Family Life Critical to Early Child Development,” (pp. 54-55) and the examples on pages 61–63 of the Family Partnerships Slides 20-21 and Culture publication. Ask students to share any specific examples they may have observed or experienced.

Keeping it going Explain that students will be conducting interviews to learn more about these and other culturally based family strengths. Ask students to identify a family member, good friend, or community agency Slides 22-23 representative to interview about strengths these people have seen in their own families or in the families their agencies serve.

Before students do the interviews, discuss in class how these interviews could be done. For example, students can ask the person being interviewed to think about an event that presents a significant challenge to a family. These could be real or imagined scenarios such as a natural disaster; severe illness of a family member; loss of a job or home because of economic conditions; divorce; one family member leaving the home (e.g., military service, incarceration, job far from home); or moving to a new city, state, or country.

Faculty may also ask the class to develop some questions that could be used and guidelines for arranging and conducting the interview. Emphasize that the purpose of the interview is to identify culturally based strengths and the sources of those strengths that families might draw upon in challenging situations. Encourage students to be aware that these topics or questions might be sensitive to the person and be ready to adapt the interview as needed. Remind students that the interview is focused on learning about culturally based family strengths.

Students should also explain to the person being interviewed that they will be summarizing the interview in a written report. The interviewee can indicate their preference for having their actual name or a pseudonym used.

Taking it further After completing the interviews, ask students to summarize them in a one- to two-page paper. The following elements can be used to structure the paper: Slides 24-25

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• Brief description of the interview (e.g., person interviewed and relationship to student, setting where interview was held, length of interview)

• Context used for the interview such as experiences or scenario(s) discussed that represented difficult or challenging situations for a family

• Strengths identified and their sources

• Highlights or quotations from the interview

• Student’s reflection on the interview

Putting it together Students share the results of their interviews with their classmates by doing a short oral presentation or sharing copies of their interview summaries. After students have heard or read all the summaries, ask them to identify both commonly shared and unique strengths attributed to families. The class discussion can conclude with the following questions:

• What culturally based strengths surfaced through these interviews?

Slides 26-27 • Which ones were you familiar with from your own experience? Which were new?

• Which one resonated the most strongly with you? Why?

• How might you learn about the culturally based strengths of families in your program?

Another approach Instead of students conducting interviews, invite a panel of three or four people to speak to the class. One way to identify the panel members is to select a shared experience among the panelists such as parenting a child with a disability, having a significant family member who is in the military and deployed for extended periods, or immigrating to the United States. Explain to the panelists that the topic is culturally based family strengths and they are being asked to share their experiences and the strengths they have found in themselves and their families that support them through those experiences.

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Faculty may decide to ask the students to be prepared to ask the panel some questions. These questions can be developed by the whole class before the panel, or students can raise questions that occur to them during the panel presentation.

If students are to develop some questions prior to the panel, one method is to brainstorm a list of questions and record these on a whiteboard or large sheet of paper. Ask the class to identify any questions that seem similar and then either delete some or combine them into one question. Depending on the number of questions left, these can be the final set, or students can determine the top three to five questions by voting.

After the panel leaves, students can respond to the following questions in a class discussion or by individually writing answers:

• What information from the panelists caught your attention or stood out for you?

Slides 28-29 • What strengths were especially meaningful to you? Why?

• What new or different perspectives do you have because of the panel discussion?

• If you had a family in your program experiencing a situation similar to those of the panelists, how would you go about identifying that family’s strengths?

Reflection In addition to the reflective discussions already presented in this key topic, the following questions may be used to reflect on this learning experience. Faculty may choose to hold a class discussion or ask students to write individual responses, such as in a journal. Another option is to first ask students to individually think about the questions and then ask for volunteers to share their thoughts.

• What is one key idea or experience that you will take from this class session?

Slides 30-31 • What was a high point for you? Was there something that was a struggle?

• Is there anything you can apply from this class to your other courses?

• What are three strategies you plan to use in learning about families—their members, roles, and strengths?

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Deeper One of the first guiding principles for becoming more culturally Understanding competent is to become more knowledgeable about one’s own culture through different reflection processes. Box 2, “Issues to Consider in Learning About Families and Cultures,” on pages 35–39 of Family Partnerships and Culture is a set of questions that can provide information and insight into families and their cultures. Students have an opportunity to use Box 2 in Unit 2, Key Topic 2 of this instructional guide.

The Appendix to Family Partnerships and Culture has questions similar to those in Box 2 and, in some cases, expands on those questions. Subtopic 1 of this key topic has an option for students to work with all or part of this Appendix. For this “Deeper Slides 32-33 Understanding” segment, ask students to answer the questions in the Appendix based on their own families. Explain to students that they will not be asked to share their responses with anyone unless they choose to do so. The purpose of answering the questions is to learn more about their own cultures and themselves.

After answering the questions and reflecting on these answers, students write a one- to two-page summary of what they learned about themselves in this process. Invite them to describe how this increased self-awareness will influence how they will think about and interact with families.

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Strategies for Learning about Families

Topic: Topic:

Strategies suggested: Strategies suggested: Handout 1 Key Topic 1: Dimensions of Family Life Unit 3

– Part III:Part Understanding Contemporary FamiliesHouseholds and

Strategies I might use: Strategies I might use:

Strategies I want to know more about: Strategies I want to know more about:

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Recommended by Handout Handout 2 Key Topic 1: Dimensions of Family Life Unit 3

Title – Part III:Part

Author and Illustrator Understanding FamiliesHouseholds Contemporary and

This book is about . . .

Family members & roles . . . Why I chose this book . . .

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Part III: Understanding Contemporary Families and Households – Unit 3, Key Topic 1 1

Part III: Understanding Contemporary Families and Households

Read and review: • Introductory paragraphs (pp. 53–55) • Family Composition (pp. 55–61) • Culturally Based Family Strengths (pp. 61–63)

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Part III: Understanding Contemporary Families and Households Dimensions of family life influencing child development: Family and household composition • Household organization and family hierarchy Culturally based family strengths • Resources that help families cope with stress and determine the extent to which they thrive. Social strains • Major stressors and daily difficulties Part III: Understanding Contemporary Families and Households – Unit 3, Key Topic 1 3

Part III: Understanding Contemporary Families and Households

Defining features of the composition of a household include: • Number of generations represented. • Nature of relationships among the people living in a single residence.

The definition of family is determined by the perspective of its members.

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Part III: Understanding Contemporary Families and Households

Understanding Family Composition Fictive kin (page 54) • A close friend not related by blood who is accepted as a member of the family

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Part III: Understanding Contemporary Families and Households

Compadre/Comadre (page 57) • Godfather/Godmother, distant kin, or close friend with whom the family has had a close, enduring relationship and plays a role in the care, education, and protection of the children

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Part III: Understanding Contemporary Families and Households

Girlfriend (page 57) • The mother’s close friend who acts as a confidante, a source of help, and a person whose advise and options are highly influential.

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Part III: Understanding Contemporary Families and Households

Describe the many different ways that families and/or households are structured.

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Part III: Understanding Contemporary Families and Households Variations of Family and Household Composition • Single-adult • Siblings as caregivers household • Stability/instability of • Multigenerational family composition/ • Extended family household • Foster families membership • Families headed by • Presence/lack of gay or lesbian fathers, men couples Part III: Understanding Contemporary Families and Households – Unit 3, Key Topic 1 9

Part III: Understanding Contemporary Families and Households Family Composition Impacts a child’s development through the roles different family members assume regarding the many aspects of child raising. • Describe examples of the different family members who carry out child raising and the possible activities.

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Part III: Understanding Contemporary Families and Households “To build connections between home and the early childhood program, teachers need to partner with the adults who are most active and influential in a child’s life.” Family Partnerships and Culture, pages 60-61

Guiding Principle: Learn about the children in the program and their families.

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Part III: Understanding Contemporary Families and Households

• Consider the assigned questions from the Appendix on pages 100-105.

• How would you obtain the answers to these questions?

• Prepare a presentation on your approach.

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Part III: Understanding Contemporary Families and Households

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Part III: Understanding Contemporary Families and Households

• What is one aspect of family composition that caught your attention?

• In reviewing the sets of questions in the Appendix, for which ones would you feel most comfortable in finding answers?

• Which would be uncomfortable or difficult for you?

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Part III: Understanding Contemporary Families and Households

• What is important to remember when finding out key information about families?

• What are three steps you would take in preparing to have a conversation with a family about any of the topics in the Appendix?

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Part III: Understanding Contemporary Families and Households

Books can be used to introduce children to different types of families. • Identify children’s books that could be used to introduce children to different types of families. • Use the handout to summarize the books to share with the class.

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Part III: Understanding Contemporary Families and Households

• What did you notice about the children’s books? • Which ones appealed to you the most? Why? • Do you think children’s books address the current diversity of families and their circumstances?

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• How could you use books with children and adult family members to discuss different types of families? To learn about a particular family’s composition and its members’ roles?

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Part III: Understanding Contemporary Families and Households

Culturally based family strengths

Box 3. Dimensions of Family Life Critical to Early Child Development (pages 54-55)

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Culturally based family strengths • Resilience and coping • Use of extended kin networks • Valuing achievement, effort, and persistence Family Partnerships and Culture, pages 61-63

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Part III: Understanding Contemporary Families and Households

Culturally based family strengths • Conduct an interview to identify and learn more about culturally based family strengths. • Ask about what strengths they have seen in their own families or in families they’ve encountered.

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Culturally based family strengths • Consider times or an event that presented a significant challenge to the family. • Identify the sources of those strengths that families might draw upon in challenging situations.

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Part III: Understanding Contemporary Families and Households Write a 1-2 page summary of your interview and include: • A brief description of the interview (e.g., person interviewed, setting and length of the interview). • Context used in the interview, such as experiences or scenario(s) discussed that represented difficult or challenging situations for a family.

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Include: • Cultural strengths identified and their sources. • Highlights or quotations from the interview. • Your reflections on the interview.

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Part III: Understanding Contemporary Families and Households

• What culturally based strengths surfaced through these interviews?

• Which ones were you familiar with from your own experience? Which were new?

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• Which one resonated the most strongly with you? Why?

• How might you learn about the culturally based strengths of families in your program?

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Part III: Understanding Contemporary Families and Households

• What information from the panelists caught your attention or stood out for you?

• What strengths were especially meaningful to you? Why?

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• What new or different perspectives do you have because of the panel discussion?

• If you had a family in your program experiencing a situation similar to those of the panelists, how would you go about identifying that family’s strengths?

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Part III: Understanding Contemporary Families and Households

Reflection • What is one key idea or experience that you will take from this class session?

• What was a high point for you? Was there something that was a struggle?

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Reflection • Is there anything you can apply from this class to your other courses?

• What are three strategies you plan to use in learning about families— their members, roles, and strengths?

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Part III: Understanding Contemporary Families and Households

• Answer the questions in the Appendix (pages 100-105) based on your own family. • The goal is to learn more about your own culture and yourself.

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Write a 1-2 page summary of what you learned in the process.

• How will this experience influence your thoughts about and interactions with families?

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Unit 3

Part III – Understanding Contemporary Key Topic 2 Unit 3

Families and Households –

Key Topic 2: Family Strains IIIPart : Family Strains : Understanding FamiliesHouseholds Contemporary and Focus Statement

Students examine different strains or stressors and their impacts on families and young children’s development. They also explore (1) ways to approach families about these strains and (2) possible supports and resources for families.

Curriculum Alignment Project (CAP) Student Learning Outcomes

• Child, Family and Community • Health, Safety, and Nutrition

• Teaching in a Diverse Society • Practicum-Field Experience • Administration II: Personnel and Leadership in Early Childhood Education • Infant and Toddler Development • Care and Education for Infants and Toddlers • Introduction to Children with Special Needs • Curriculum and Strategies for Children with Special Needs

Instructional Methodologies

Although these methodologies were designed for a face-to-face course, they can be done online in a synchronous or asynchronous learning environment.

• Brainstorming • Categorizing

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• Class discussion • Class presentation • Development of a resource tool • Interview • Jigsaw reading • Literature review • Notetaking outline or tool • Pairs or small groups • Problem solving • Reflective discussion • Short paper or report

California Early Childhood Educator Competency Areas to Consider

• Culture, Diversity, and Equity • Relationships, Interactions, and Guidance • Family and Community Engagement • Dual-Language Development • Special Needs and Inclusion • Learning Environments and Curriculum • Health, Safety, and Nutrition • Leadership in Early Childhood Education • Professionalism • Administration and Supervision

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Unit 3

Part III: Understanding Contemporary Key Topic 2: Family Strains Unit 3

Families and Households – Part III:Part Understanding Contemporary Families and Key Topic 2: Family Strains

Before You Start

This key topic looks at the dimension of family life described in Family Partnerships and Culture: Family Strains and Impact of Family Stress. This dimension focuses on how family strains affect children’s development. There are two subtopics that guide students through an exploration of the kinds of strains or stressors families may experience, possible causes and impacts of those strains, and ways to approach families to offer and provide support. It is recommended that Subtopic 1 be done before Subtopic 2.

Subtopic 1: Family Strains—Sources and Impacts Students review and discuss specific kinds of strains and stressors that may be facing Households families. Students work in small groups to consider possible sources and impacts of these strains and also try to identify indicators that a family may be experiencing one or more of these strains. The students then consider how these stressors may contribute to

barriers or difficulties for children and families to participate in a variety of activities frequently done in early care and education programs. Handout 1 is provided for students to record their ideas, and the handouts can be compiled as a resource for all the students.

A second approach is suggested in which students research local government and community agencies to learn about the strains prevalent in their communities. Students develop a panel presentation to share their findings with the class.

Subtopic 2: Family Strains—Supports and Resources In this subtopic, students continue their examination of family strains by (1) considering strategies for learning if families are experiencing a particular strain and (2) identifying ways programs can directly and indirectly support families who may be facing many of these stressors and how to offer help.

This subtopic also has another approach for identifying strains and supports. After reviewing a list of possible strains, students select some that they feel are most prevalent in their community. They then research specific community agencies that address each of these most common strains and create a resource inventory. They also discuss how to share these resources with families. Students can use Handout 2 for recording the ideas they develop in Subtopic 2.

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In the “Deeper Understanding” segment, students find at least three articles on one of the strains or stressors. Faculty may wish to assign one topic for this paper or identify specific topics for students to choose from. If students have not had much experience researching articles, faculty might select topics for which there are a number of recent journal articles available to students.

After reviewing their articles, students write a short paper on the topic. As part of the paper, ask students to discuss how the articles increase their understanding of the impact of that particular stressor on children and families.

It is recommended that students read Part III of Family Partnerships and Culture as preparation for this key topic. The publication can be downloaded from the California Department of Education Web site at http://www.cde.ca.gov/sp/cd/re/documents/familypartnerships.pdf (accessed February 1, 2018). Electronic versions of both handouts will be available when this instructional guide is online at https://facultyinitiative.wested.org/ (accessed February 1, 2018).

Information Students will be asked to review and discuss the two sections of Part Delivery III of Family Partnerships and Culture that address strains families experience and the impacts of those strains on children’s well-being and development:

• Family Strains (pp. 63–72) Slide 2 • Impact of Family Stress (pp. 72–73)

There is also a summary of family strains in Box 3, “Dimensions of Family Life Critical to Early Child Development,” on pages 54–55 of the publication.

Two glossary terms are highlighted in this section: episodic (p. 66) and transient (p. 66).

Active Subtopic 1: Family Strains—Sources and Impacts Learning Getting it started Begin this learning experience by introducing the topic of family strains or stresses that families may be experiencing. Review the examples from Part III of Family Partnerships and Culture and ask Slide 3 the students to develop a list of specific strains. Note that some of the examples are very specific such as having a child with special needs or special health care needs. Other strains are categorized under broader terms such as economic hardship, poverty, and unemployment.

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For example, four causes for one strain—the long-term absence of a parent—are cited: incarceration, military deployment, hospitalization, and migration for employment. One strain could be the overall Slides 4-5 absence of a parent for an extended period, but students may feel that the four causes are significantly different enough to have some similar but also some very different impacts on the child and family members. Therefore, the class may choose to list each of the four causes as a separate strain.

These differences should be discussed as students decide what to include on the list. Students may also add other strains that are not described in the publication. Record this list on a whiteboard or chart paper.

Also point out the two terms from this section that are included in the glossary: episodic and transient. Discuss these and any other terms students identify that may need defining or clarification.

Keeping it going Assign to pairs or small groups of students one of the strains from the list. Each group is to review and discuss the information in the publication and then respond to the following questions:

• What are the possible sources of the strain?

• What are the possible impacts of the strain on the family? On the child? Slides 6-7 • What are possible indicators (e.g., behaviors, physical appearance, or conversations) that children and/or other family members are experiencing this strain or stress?

Each group summarizes its responses on the first page of Handout 1.

Taking it further Bring the whole class together and brainstorm a list of possible activities that are typical of early care and education programs. Think of things that children and family members do in or outside a Slide 8 classroom setting as well as activities geared for the adult family members such as parent-teacher conferences or parent workshops. Depending on the students’ experience and the focus of the course, faculty may ask students to consider infant, toddler, and preschool settings or just one age group. If more than one group of students is working on the same strain, each group could address a different age setting.

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The students continue working in the same small groups to consider how the strain they are working on impacts the child’s or family’s engagement in each activity. The vignette on page 65 of Family Slide 9 Partnerships and Culture, “Understanding Issues Facing Families,” may be used to illustrate this step. Students should think about what to consider in planning and implementing an activity.

Each group records on the second page of Handout 1 the activities and potential barriers or considerations for the child and family to participate in those activities. The students do not have to come up with an exhaustive list of possibilities, but enough to reflect the importance of trying to better understand how different strains affect families and children and influence their participation.

Putting it together Bring the groups together to share their summaries. There are two ways this can be done.

Option 1: Each group can present the highlights of its discussion on one strain as recorded on its handout. The other students can also ask questions or add other thoughts about each strain. If possible, the handouts can be compiled and reproduced as a resource for the students.

Option 2: Each group can take turns first identifying the possible sources of its strain. These can be charted, and then the class can look for similarities. Repeat this process for the impacts on children and families, again identifying commonalities. Each group then shares the possible barriers and considerations based on its strain for each activity. These responses could also be recorded in a way that creates a resource for the students.

Then conclude the sharing with a reflective discussion based on the following questions:

• Which of the strains discussed have you observed in your early care and education program or in your community?

Slides 10-11 • Which ones do you feel might be the easiest for an early care and education program to address in its daily routine and activities? Which would be the most difficult?

• What do you think are the most difficult impacts for children to experience? For families as a whole?

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• After considering these strains and their impacts on families and children, what is one thing you would be sure to do when planning your curriculum?

Another approach Begin this approach with the “Getting it started” segment of this subtopic. Students then review the list and identify those which they think are most prevalent in their community. Slide 12 Ask students to form small groups of three or four and assign them or allow them to choose one of the strains. Each group is to identify one or more agencies that could provide information on the sources or causes and impacts of the strain on families. For example, a city may have a department of housing that could provide statistics and describe initiatives regarding homelessness in the community. An agency that provides shelter and/or services to families who are homeless or do not have stable housing may provide other perspectives on the issue.

Each group then develops a panel presentation that includes the following information:

• Statistical and demographic information about the strain

• Causes or sources of the strain Slides 13-14 • Impacts of the strain on the family and child

• Indicators (e.g., behaviors, physical appearance, or conversations) that children and/or other family members are experiencing this strain or stress

• Considerations in planning curriculum and activities for children and families experiencing this strain

• Identify contacted agency/agencies and those who were interviewed from these sites

Handout 1 could be used for students to take notes during their classmates’ presentations. Several copies of the handout will be needed so that students could have one for each presentation. Provide time for students to ask questions of each student panel.

The following questions could be used to reflect on the panel presentations:

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• What information about these strains stands out for you?

• What was new or unexpected? Slides 15-16 • How does this information increase your understanding of what families and children may be experiencing?

• After considering these strains and their impacts on families and children, what is one thing you would be sure to do when planning your curriculum?

Subtopic 2: Family Strains—Supports and Resources

Getting it started Begin this subtopic by reviewing the list of strains and their impacts on families and children discussed in Subtopic 1. If students did not do Subtopic 1, do the “Getting it started” segment of Subtopic 1 to introduce the topic to the students.

Keeping it going If the students did Subtopic 1, ask them to review the indicators that could suggest the family is experiencing a particular strain. If students did not do Subtopic 1, they should identify some indicators for each strain.

If the class did Subtopic 1, it is recommended that the students continue in their same groups and work on the same strain. If students did not do the first subtopic, divide the class into pairs or small groups and assign a strain to each group.

Then remind students about the guiding principles presented in Family Partnerships and Culture—especially learning about children in the program and their families and adopting a posture of cultural Slide 17 respect. Keeping these principles in mind, students discuss how they would approach families to learn what’s happening and offer support. Handout 2 can be used for the groups to record their ideas about the strategies or approaches they might use. Point out that the handout has three areas to complete: strategies, direct supports, and indirect supports. Let students know that they will first list strategies and later will address different kinds of supports.

Taking it further In Part III of Family Partnerships and Culture, there are examples of how programs can support children and families in dealing with some Slide 18 of the strains they are experiencing. Ask the class to review and discuss some of these examples. Point out that sometimes the

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support is provided directly by the program and at other times the assistance is helping the family access other community resources.

Each pair or small group of students develops a list of different supports—both direct and indirect—for its specific strain. Ask students to think of things that can be done for the families as a

Slides 19-20 whole as well as for the child in the program. They should also discuss how they would approach a family to offer each kind of support. The groups can write these supports as well as any additional strategies in Handout 2.

Putting it together Each group then shares its ideas for approaching a family and the kinds of support a program could provide or offer. Provide time for other students to offer additional suggestions. The completed handouts could be compiled as a resource for the students.

Conclude this subtopic with a class discussion on these points:

• Which strategies and supports caught your attention?

• Which strategies and supports would you feel comfortable using? Slides 21-22 Which were ones you hadn’t considered?

• How might families respond differently to your efforts to find out if they are experiencing a strain or to offer support?

• What do you want to do in your role as a teacher to ensure you are prepared to address the strains that families in your program face?

Another approach Begin with the “Getting it started” segment for this subtopic. Then discuss which ones appear to be the most prevalent in the students’ community or among families of children in their programs and mark those with an asterisk. Slide 23

Students can work individually or in pairs. They choose or are assigned one of the starred strains to research, looking for information about the strain and any resources in their community Slides 24-25 that address that strain. They summarize their findings in a short paper that includes these elements:

• Brief description of the strain and any historical or demographic information about its presence in the community

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• List of community resources with the following information

§ Name of agency and relevant contact information (e.g., address, phone numbers, people to contact, Web site, email, hours)

§ Kinds of support that can be provided

§ Any criteria for accessing support

§ Other relevant information

• Ideas for sharing the resource information with a family

Compile the papers into a resource binder and encourage the students to review the binder.

Reflection In addition to the reflective conversations already presented, the following questions may be used to reflect on this key topic. Faculty may choose to hold a class discussion or ask students to write individual responses, such as in a journal. Another option is to first ask students to individually think about the questions and then ask for volunteers to share their thoughts.

• What is one key idea or experience that you will take from this class session?

Slides 26-27 • What was a high point for you? Was there something that was a struggle?

• Is there anything you can apply from this class to your other courses?

• What next steps will you take to further increase your understanding about family strains and how to support families and children?

Deeper Students select a topic from the list of strains or faculty could assign Understanding one or more topics to the students. They are to locate three or more journal articles on the topic and write a short paper that includes the following information:

• Full citation for each article Slides 28-29 • Brief summary of each article

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• Any information that provides a national overview of the issue (e.g., demographics, historical trends, etc.)

• Significant impacts on families and young children’s development

• Any strategies for supporting children and families, including national and/or California resources

• How the article increases their understanding of the impact of this strain on young children and their families

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Directions: On the first page, list possible sources and impacts of a specific strain that families may experience. Then write down what you might observe in the child or family to suggest they are facing that strain. On the second page, list some activities typically done in a program serving infants, toddlers, and/or preschoolers. Think of things that are

done both inside and outside a classroom setting. Then record ways that the strain you’re Handout 1 Key Topic 2: Family Strains Unit 3 examining might interfere with a child’s or family member’s participation in that activity.

– Part III:Part Understanding Contemporary FamiliesHouseholds and

Strain/stressor: ______

Possible sources or causes:

Potential impacts on child: Potential impacts on Possible indicators that the family: child or family is experiencing this strain:

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Circle age group of class: Infant Toddler Preschool

Activity Considerations or potential barriers

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Handout Handout 2 Key Topic 2: Family Strains Unit 3 – – Part III:Part Understanding Contemporary FamiliesHouseholds and

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Part III: Understanding Contemporary Families and Households – Unit 3, Key Topic 2 1

Part III: Understanding Contemporary Families and Household

Review the sections about strains and the impact on well-being and development: • Family Strains (pp. 63–72) • Impact of Family Stress (pp. 72–73) • Box 3. Dimensions of Family Life Critical to Early Child Development (pages 54–55)

Part III: Understanding Contemporary Families and Households – Unit 3, Key Topic 2 2

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Part III: Understanding Contemporary Families and Household

Consider strains or stresses that families may experience.

Develop a list of specific strains.

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Part III: Understanding Contemporary Families and Household

Understanding Family Strains ü Economic hardship, poverty, and unemployment ü Residential instability and homelessness • Episodic or transient (page 66) • temporary, not a permanent living situation

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Understanding Family Strains ü Children with special needs or health care needs ü Long-term parental absence ü Immigration status

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Part III: Understanding Contemporary Families and Household

• What are the possible sources of the strain?

• What are the possible impacts of the strain on the family? On the child?

• What are possible indicators (e.g., behaviors, physical appearance, or conversations) that children and/or other family members are experiencing this strain or stress? Part III: Understanding Contemporary Families and Households – Unit 3, Key Topic 2 6

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Part III: Understanding Contemporary Families and Household

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Part III: Understanding Contemporary Families and Household

• Brainstorm typical activities in early care and education programs.

• Consider those that children and family members do in or outside of the classroom setting, as well as activities for adult family members.

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Part III: Understanding Contemporary Families and Household • How would the strain(s) impact the child’s or family’s engagement in each activity? • What should you consider in planning and implementing particular activities?

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Part III: Understanding Contemporary Families and Household

• Which of the strains on families have you observed in your program or in your community? • Which ones do you feel might be the easiest for an early care and education program to address in its daily routine and activities? Which would be the most difficult?

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• What do you think are the most difficult impacts for children to experience? For families as a whole?

• After considering these strains and their impacts on families and children, what is one thing you would be sure to do when planning your curriculum?

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Part III: Understanding Contemporary Families and Household

Consider strains or stresses that families may experience.

Develop a list of specific strains.

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Part III: Understanding Contemporary Families and Household Develop a presentation and include: • Statistical and demographic information about the strain • Causes or sources of the strain • Impacts on the family and child

Part III: Understanding Contemporary Families and Households – Unit 3, Key Topic 2 13

Part III: Understanding Contemporary Families and Household Develop a presentation and include: • Indicators that children and/or family members are experiencing this strain • Considerations in planning curriculum and activities for children and families • Identify contacted agency/agencies and those who were interviewed from these sites

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Part III: Understanding Contemporary Families and Household

• What information about strains stands out for you?

• What was new or unexpected?

• How does this information increase your understanding of what families and children may be experiencing?

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Part III: Understanding Contemporary Families and Household

• After considering these strains and the impacts on families and children, what is one thing you would be sure to do when planning your curriculum?

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Part III: Understanding Contemporary Families and Household

How would you approach families to learn what may be happening and offer support?

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Part III: Understanding Contemporary Families and Household

• Review how programs can support children and families in dealing with some of the strains they are experiencing.

• The support may be direct and provided by the program or indirect, such as when assistance is helping the family access community resources outside of the program.

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Part III: Understanding Contemporary Families and Household

• Develop a list of different supports, both direct and indirect, for the strain. • Consider the family, as well as the child in the program. • How would you approach a family to offer support? What strategies would you use?

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Part III: Understanding Contemporary Families and Household

Part III: Understanding Contemporary Families and Households – Unit 3, Key Topic 2 20

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Part III: Understanding Contemporary Families and Household

• Which strategies and supports caught your attention?

• Which strategies and supports would you feel comfortable using?

• Which were ones you hadn’t considered?

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Part III: Understanding Contemporary Families and Household

• How might families respond differently to your efforts to find out if they are experiencing a strain or to offer support?

• What do you want to do in your role as a teacher to ensure you are prepared to address the strains that families in your program face?

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Part III: Understanding Contemporary Families and Household

Which family strains seem to be the most prevalent in your community or among the families of children in your programs? • Choose one strain to research. • Look for information about the strain and any resources for support in the community.

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Part III: Understanding Contemporary Families and Household

Write a summary of your findings and include: • A brief description of the strain and any historical or demographical information about its presence in the community

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Part III: Understanding Contemporary Families and Household

• Related community resources including: • Name of agency and contact information • Kinds of support provided • Criteria for accessing support • Ideas for sharing the resource information with a family

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Part III: Understanding Contemporary Families and Households

Reflection • What is one key idea or experience that you will take from this class session?

• What was a high point for you? Was there something that was a struggle?

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Part III: Understanding Contemporary Families and Households

Reflection • Is there anything you can apply from this class to your other courses?

• What next steps will you take to further increase your understanding about family strains and how to support families and children?

Part III: Understanding Contemporary Families and Households – Unit 3, Key Topic 2 27

Part III: Understanding Contemporary Families and Households Locate 3 or more journal articles on a strain and write a paper that includes: • Full citation for each article • Brief summary of each article • A national overview of the issue (e.g., demographics, historical trends, etc.) • Significant impacts on families and young children’s development

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Part III: Understanding Contemporary Families and Households

• Any strategies for supporting children and families, including national and/or California resources • How the article increases your understanding of the impact of this strain on young children and their families

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CDE/ECE Faculty Initiative Project

Instructional Guide for Family Partnerships and Culture

Unit 4 Part IV: Culture, Family Life, and Early Childhood Curricula

Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018 Preview of Unit 4, Getting Ready

Unit 4

Part IV: Culture, Family Life, and forGetting Ready Unit 4

Early Childhood Curricula –

Getting Ready for Unit 4 and Connecting to Experience I Part

V : Culture, Family Life, Childhood Curriculaand Early Unit 4 Focus Statement

and Connecting Students reflect on the importance of modifying early childhood curricula to be culturally responsive by listening to a story in a language unfamiliar to them or considering photographs of different ways families engage in activities related to children’s early development.

Experience to Curriculum Alignment Project (CAP) Student Learning Outcomes

• Child, Family and Community • Introduction to Curriculum • Principles and Practices of Teaching Young Children • Observation and Assessment • Health, Safety, and Nutrition • Teaching in a Diverse Society • Practicum-Field Experience • Administration II: Personnel and Leadership in Early Childhood Education • Care and Education for Infants and Toddlers • Curriculum and Strategies for Children with Special Needs

Instructional Methodologies

Although these methodologies were designed for a face-to-face course, they can be done online in a synchronous or asynchronous learning environment.

• Class discussion

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• Panel/guest speaker • Personal reflection • Photo observation • Reflective discussion • Video observation

California Early Childhood Educator Competency Areas to Consider

• Culture, Diversity, and Equity • Relationships, Interactions, and Guidance • Family and Community Engagement • Dual-Language Development • Observation, Screening, Assessment, and Documentation • Special Needs and Inclusion • Learning Environments and Curriculum • Health, Safety, and Nutrition • Leadership in Early Childhood Education • Professionalism • Administration and Supervision

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Unit 4

Part IV: Culture, Family Life, and forGetting Unit Ready 4 U Early Childhood Curricula nit 4 – – Getting Ready for Unit 4 and Connecting to Experience IVPart

: Culture, Family Life, Childhood Curriculaand Early Getting Ready for the Unit

and Connecting to Experience Part IV of the Family Partnerships and Culture publication is intended to explore ways in which “knowledge about the diversity of children's experiences in family and culture” can be integrated into curriculum planning (Family Partnerships and Culture, p. 75). Specifically, Part IV addresses this topic in relation to the California Infant/Toddler Curriculum Framework and the California Preschool Curriculum Framework, Volumes 1, 2, and 3. Some strategies are presented for increasing the cultural responsiveness of teaching and learning.

This unit, which explores Part lV of Family Partnerships and Culture, could be used independently of the other three units in this instructional guide, depending on where in coursework it might be relevant. However, it could become a more meaningful experience for students if used after they have explored the full content of Family Partnerships and Culture.

Unit 4 of this instructional guide provides opportunities for students to become familiar with the suggested strategies for supporting culturally responsive teaching and learning. Students will be encouraged to apply these strategies as an essential starting point in planning and implementing curriculum for young children.

Students will learn about these strategies through two key topics in this unit. In Key Topic 1, students will become familiar with some places in the curriculum where modifications might be made that would increase cultural responsiveness. They will also consider some general ways in which teachers can approach these modifications and why they are important.

In Key Topic 2, students will explore strategies for culturally responsive teaching that are suggested for each of the developmental domains in California's preschool and infant/toddler curriculum frameworks. Students will look at differences in how development might be influenced by cultural or ethnic practices and then find specific strategies in the text for responding to these differences.

There are two ways for students to work with Key Topic 2. In the first approach, students use the Family Partnerships and Culture publication to identify places and ways to modify the curriculum based on a child’s cultural and family experiences. In the second way,

Instructional Guide for Family Partnerships and Culture 185 DRAFT February 1, 2018 Unit 4, Getting Ready students can go deeper into the process by using vignettes from the actual curriculum frameworks to discover strategies for increasing cultural responsiveness in each developmental domain.

The two key topics could be done independently of each other, but Key Topic 2 requires some familiarity with the places in curriculum where strategies for cultural responsiveness can be applied. Key Topic 1 could be used to introduce students to the concepts being explored without doing Key Topic 2, which has students applying these concepts to curriculum planning and implementation.

Instruction will be maximally effective if students do Key Topic 1 and then Key Topic 2. They can be approached as a continuous learning experience.

Motivator and Connection to Experience

Before You Start

This is a brief learning experience to support students in understanding what it’s like to participate in a group activity that is not familiar in terms of either language or cultural content.

There are several options for engaging students. Faculty could use a children's book to read aloud or locate a children's story on YouTube or some other electronic media. These should be in a language that is not the home language of many—preferably most—of the students in the class.

If faculty are using a children's book in a language they do not know well, they might want to find a colleague, parent, or student whose home language is the one used in the book to do the reading. It might be possible for this person to provide the book and come to the class to read the story. If that is not feasible, the instructor’s struggle to do the reading in a language they do not know can become part of the learning experience.

Photographs could also be used if reading a book or viewing a story on YouTube is not possible. However, photographs will not generate the same discussion content as a story in a language not known to many students. Photographs should depict routines of caring for young children, such as eating or sleeping. Questions appropriate to photographs are included in the “Another approach” segment of this learning experience. Photographs could also be used as a way to extend the active learning if faculty have been able to locate a children's book or story on YouTube.

Although this learning experience is described as brief, it is possible that it could engage students in considerable discussion. It will be important to support students in expressing their reactions and responses to this experience.

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Information Let students know that Part IV of the Family Partnerships and Delivery Culture publication focuses on planning and implementing curriculum for young children so that it supports culturally responsive teaching and learning. Before beginning to work with Part IV, the students will engage in a learning experience to help understand the importance of doing this.

Active Getting it started Learning Let students know that they are going to have an experience that might mirror the experience of a young child in an early care and education setting.

At this point, students hear a story read aloud or view a digitally presented story. Students do not need to take notes, but ask them to pay attention to what this experience is like for them.

Keeping it going When the presentation is complete, ask students to individually write responses to the following questions:

• In general, what was this experience like for you?

• What two words could you use to describe your experience? Slide 2 After a few minutes, ask if any students would like to read their responses. Emphasize that no one is required to share.

This could generate a discussion that might use the following questions for probes or prompts:

• Can you tell us more about that?

• What was difficult about this? Slide 3 • How did this make you feel? (Encourage students to express both challenges and supports.)

• How might this affect your willingness to engage in active learning?

• For those of you for whom this was done in your home language, what were your feelings about knowing that others could not understand the language?

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As suggested previously, these questions might encourage other questions or prompts, and it will be important to respond to them as they emerge.

Taking it further Faculty could continue by compiling a list of words that would express the range of experiences that students had. They could use the words that students wrote down in the “Keeping it going” segment. These words could be in as many languages as are represented by students in the class. If a range of words emerges, it will be interesting to explore what this suggests about planning and/or implementing curriculum.

Putting it together Remind students that this learning experience is intended to increase students' understanding of the importance of modifying curriculum to be culturally responsive to the children and families in programs Slides 4-5 serving young children.

Ask students to consider why that matters. Guide students to the overlying rationale:

• Families play a major role in shaping the early development of children.

• Supporting the home culture in which children are learning will optimize children's learning, development, and school readiness.

Another approach If there is no access to the reading of a children's book or viewing a YouTube story in a language that is not the home language of many students in the class, photographs of children and families in situations related to early development could be used. Situations of Slides 6-7 feeding would be especially useful, since patterns of eating and feeding can vary from family to family and from culture to culture.

Many of the questions in the “Keeping it going” segment would still be relevant, but discussion could begin with a simple question asking students what they see.

The following two questions could be the ones students individually respond to first:

• In general, describe what you see here.

Slide 8 • What questions does this raise for you?

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Then the following questions could be posed:

• How would this be done in your own family?

• How would you approach a family that has different patterns of Slide 8 routine care at home than you would expect in an early education and care setting?

This last question is a challenging one, and remind students that much of the work of this instructional guide relating to Unit 4 will support them in developing some strategies for addressing this challenge.

Reflection Much of this learning experience has required reflection on the part of students. Because some sensitive topics or disagreements might have emerged, it might work well to have students respond to these questions individually in writing. These could be included in journal writing, or faculty might suggest that students keep these responses and review them after completing work with Part IV.

The following reflective questions might be suggested for their writing:

• Where has this experience been challenging for you?

• What is your level of confidence that you have skills and Slides 9-10 knowledge to modify curriculum to support children and families whose cultures and family experiences might be different from yours?

• What new insights have emerged for you in this work?

• If you were asked to set some goals for yourself in working with culturally responsive curriculum, what would they be?

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Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Getting Ready for Unit 4 1

Part IV: Culture, Family Life, and Early Childhood Curricula

• In general, what was this experience like for you?

• What two words could you use to describe your experience? Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Getting Ready for Unit 4 2

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Part IV: Culture, Family Life, and Early Childhood Curricula

• What was difficult about this?

• How did this make you feel?

• How might this affect your willingness to engage in active learning?

• For those of you for whom this was done in your home language, what were your feelings about knowing that others could not understand the language? Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Getting Ready for Unit 4 3

Part IV: Culture, Family Life, and Early Childhood Curricula Why is it important to modify curriculum to be culturally responsive to children and families in programs serving young children?

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Getting Ready for Unit 4 4

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Part IV: Culture, Family Life, and Early Childhood Curricula

• Families play a major role in shaping the early development of children.

• Supporting the home culture in which children are learning will optimize children’s learning, development, and school readiness.

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Getting Ready for Unit 4 5

Part IV: Culture, Family Life, and Early Childhood Curricula

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Getting Ready for Unit 4 6

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Part IV: Culture, Family Life, and Early Childhood Curricula

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Getting Ready for Unit 4 7

Part IV: Culture, Family Life, and Early Childhood Curricula

• Describe what you see. • What questions does this raise for you? • How would this be done in your own family? • How would you approach a family that has different patterns of routine care at home than you would expect in an early education and care setting?

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Getting Ready for Unit 4 8

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Part IV: Culture, Family Life, and Early Childhood Curricula Reflection • Where has this experience been challenging for you? • What is your level of confidence that you have skills and knowledge to modify curriculum to support children and families whose cultures and family experiences might be different from yours?

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Getting Ready for Unit 4 9

Part IV: Culture, Family Life, and Early Childhood Curricula

Reflection • What new insights have emerged for you in this work? • If you were asked to set goals for yourself in working with culturally responsive curriculum, what would they be?

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Getting Ready for Unit 4 10

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Unit 4

Part IV – Culture, Family Life, Key Topic 1: Unit 4

and Early Childhood Curricula –

Key Topic 1: Strategies for Cultural Responsiveness Part S IV trategies for Cultural Responsiveness : Culture, Family Life, Childhood Curriculaand Early Focus Statement

Students become familiar with the definitions and rationale for eight curricular dimensions that should be considered in making educational practice more culturally responsive.

Curriculum Alignment Project (CAP) Student Learning Outcomes

The Curriculum Alignment Project’s (CAP) lower division eight courses and student learning outcomes are mapped onto each instructional guide learning experience. See Appendix A for the specific student learning outcomes, objectives, and examples of course content and topics for the courses listed below.

• Child, Family and Community • Introduction to Curriculum • Principles and Practices of Teaching Young Children • Teaching in a Diverse Society • Practicum-Field Experience • Care and Education for Infants and Toddlers • Curriculum and Strategies for Children with Special Needs

Instructional Methodologies

Although these methodologies were designed for a face-to-face course, they can be done online in a synchronous or asynchronous learning environment.

• Class discussion • Notetaking outline or tool • Pairs or small groups • Panel/guest speaker • Reflective discussion

Instructional Guide for Family Partnerships and Culture 190 DRAFT February 1, 2018 Preview of Unit 4, Key Topic 1

California Early Childhood Educator Competency Areas to Consider

• Child Development and Learning • Culture, Diversity, and Equity • Relationships, Interactions, and Guidance • Family and Community Engagement • Dual-Language Development • Special Needs and Inclusion • Learning Environments and Curriculum • Leadership in Early Childhood Education • Professionalism • Administration and Supervision

Instructional Guide for Family Partnerships and Culture 191 DRAFT February 1, 2018 Unit 4, Key Topic 1

Unit 4

Part IV: Culture, Family Life, and Key Topic 1: U nit 4

Early Childhood Curricula –

Key Topic 1: Strategies for Cultural Responsiveness Part S IV trategies for Cultural Responsiveness : Culture, Family Life, Childhood Curriculaand Early

Before You Start

Before engaging with this key topic, it is especially important for faculty to read the “Getting Ready for Unit 4 and Connecting to Experience” segment of this unit. Information there will be helpful in deciding faculty's use of Key Topics 1 and 2.

This key topic covers pages 75–80 of Part IV of Family Partnerships and Culture and will introduce students to some ways of approaching curriculum planning and implementation that can increase culturally responsive practice. Part IV uses the terms strategies, dimensions, and places when referring to aspects of a curriculum that might need modifications. Those terms are used interchangeably in this key topic.

Students begin by working with Handout 1 that supports them in identifying eight dimensions of curriculum planning and/or implementation. These dimensions, or places in the curriculum, can be modified to respond to the cultural diversity among children and families being served. For the “Getting it started” segment, where students are matching terms with descriptions of these curriculum dimensions, faculty might want to decide if students can refer to Part IV as they complete the handout. It is recommended that students first do not use the text and then check their work by reviewing Box 4, “Strategies for Cultural Responsiveness in Teaching and Learning.”

Students will then be asked to consider the rationale for each dimension and some general approaches to modifying these dimensions. Students can use Handout 2 to record why each dimension should be included in making educational practice culturally responsive. Specific strategies for developmental and/or curricular domains are addressed in Key Topic 2 of this unit.

Students will need access to the Family Partnerships and Culture publication in order to do the work of this key topic.

A Portable Document Format (PDF) version of this publication can be downloaded from the California Department of Education Web site at http://www.cde.ca.gov/sp/cd/re/documents/familypartnerships.pdf (accessed February 1, 2018). Electronic versions of this key topic’s two handouts will be available when this

Instructional Guide for Family Partnerships and Culture 192 DRAFT February 1, 2018 Unit 4, Key Topic 1 instructional guide is online at https://facultyinitiative.wested.org/ (accessed February 1, 2018).

Information Let students know that they will be exploring dimensions of Delivery curriculum planning and implementation that could be modified to make them more culturally responsive. This will give students a guide for making decisions about curriculum planning and implementation.

Explain that they will begin by completing a handout to become familiar with what these dimensions are and how they can be briefly described. Remind students that this is not a test and they will have an opportunity to check their own work.

Active Getting it started Learning Give students Handout 1, which has the names of curriculum dimensions and some short descriptions. Ask students to match the dimensions with the descriptions by drawing a line between the dimension and its correct description. This should not take more than ten minutes. Slide 2

Keeping it going Once students have completed the handout, ask them to open the text to Box 4, “Strategies for Cultural Responsiveness in Teaching and Learning,” on pages 76–78 and review their work.

Slide 3 Ask them to respond to these questions:

• What did you find about your work?

• Were you able to easily match the names and descriptions of most of these dimensions?

• Where were you challenged or confused?

• How could being familiar with these dimensions and descriptions help you in planning and implementing curriculum?

Next, ask students to find a partner. Each pair is to review the dimensions in Box 4 and agree on a key idea for each of the paragraphs indicated by the icon—a small box with a circle inside it. This key idea should be from the text and could be either a sentence Slide 4 or a few phrases. These can be recorded on scratch paper or a digital device.

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When students have completed their work, convene the class as a whole group to discuss their key ideas. This might be done by focusing on one dimension at a time and asking for the key ideas that were chosen or developed for that dimension. It would be helpful for the discussion if these could be recorded visually, either electronically, on a whiteboard, or on chart paper.

Taking it further Next, direct students' attention to Handout 2. They will now be working with pages 78, 79, and the top paragraph on page 80. The text on these pages includes some examples of each dimension of curriculum planning and/or implementation. It also includes a Slide 5 rationale for paying attention to each dimension. This rationale might be a short sentence or several sentences or phrases and will explain why it is important for children and families that the particular dimension is implemented in the curriculum. These rationales are not labeled as such and are embedded in the text. Students will have to read carefully to find them.

Ask students to continue working in their pairs to find the rationale for each dimension and write it in the space provided in Handout 2.

Again, convene the students as a whole group and compare what the pairs found for each dimension. Also ask if they could add additional reasons for including each dimension in curriculum planning or implementation.

Putting it together The intention of this learning experience has been to support students in their ability to increase culturally responsive practices in their work with young children and families. Students will next consider how they could apply this to work in a program.

Ask each pair of students to join another pair to form groups of four. Each group is to consider the following questions:

• What kind of resource or tool could you develop from the work you have just been doing on some dimensions of curriculum that would be useful in a program? Slide 6 • When and how would you see it used?

Give them a few minutes to begin thinking about this. If they need some prompts, suggest the following examples: checklist, planning guide, or tool for reviewing plans.

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Remind students that they are not developing a detailed product. The intent is to get them thinking about how they can apply the concepts of culturally responsive practice they have been exploring.

Again, ask for groups to share with the whole class what they came up with. It will be important to include when and how they see the resource or tool used.

Another approach There are examples available throughout this text of these dimensions in action. However, finding examples for these dimensions could also be approached by assembling a small panel of professionals who are teaching or administering early care and education programs. Students could ask how these professionals plan for and implement these dimensions in their programs and groups of children.

Reflection Some reflection has been built into the active learning segments, but it would be helpful for students to reflect on their experiences with this work. This could be done as a writing assignment or as a group discussion.

Ask students to reflect on their experience of the work they have done in this key topic and to specifically reflect on the following questions:

• What stands out to you regarding how you feel about culturally responsive teaching and learning?

Slides 7-8 • How much of this work was familiar, and how much was new? Were there challenges? What were they?

• Are there some dimensions of curriculum that would be more difficult to implement than others? Why might that be?

• Do you see ways that this work can be helpful in planning curriculum? How?

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In the first column you will find the names of some curriculum dimensions that can be modified to support the cultural diversity of children and families being served. In the second column, there are some short descriptions of these dimensions. These have been scrambled. Match the dimension with the correct description by drawing a line

between them. Handout 1 Key Topic Unit 4

– Part IV:Part Culture, Family Life, and Childhood EarlyCurricula

Dimension Description 1: Strategies for Cultural Responsiveness

Context Initiate and build socially and emotionally meaningful connections with families.

Language Take time to become familiar with the values and beliefs of the cultural groups in the program.

Methods Identify the ways in which the culture of early care and education is different from home culture.

Goals Think deeply and often about the role of culture in personal relationships with a particular child or group of children.

Content Frame child-learning objectives in ways that reflect the values and goals espoused by the children's culture.

Metaphors Consider how the teaching methods used in the early care and education program fit within the children's cultural context and values.

Persons Use culturally respectful language and alternative modes of communication to promote understanding.

Relationships Incorporate culturally meaningful symbols, sayings, and images of persons into the program.

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Listed below are the dimensions of curriculum and their descriptive terms in the order that they are listed in Box 4, “Strategies for Cultural Responsiveness in Teaching and Learning,” on pages 76-78 in Family Partnerships and Culture and discussed on pages

78–80. Write the rationale in the space provided. These can be found in the text, but are Handout 2 Key Topic Unit 4 not labeled as rationale, so you will need to look for why each dimension is important.

– Part IV:Part Culture, Family Life, and Childhood EarlyCurricula

Dimension Description 1: Strategies for Cultural Responsiveness Relationships Description: Initiate and build socially and emotionally meaningful connections with families. Rationale:

Content Description: Take time to become familiar with the values and beliefs of the cultural groups in the program. Rationale:

Context Description: Identify the ways in which the culture of early care and education is different from home culture. Rationale:

Persons Description: Think deeply and often about the role of culture in personal relationships with a particular child or group of children. Rationale:

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Dimension Description Language Description: Use culturally respectful language and alternative modes of communication to promote understanding. Rationale:

Metaphors Description: Incorporate culturally meaningful symbols, sayings, and images of persons into the program. Rationale:

Goals Description: Frame child-learning objectives in ways that reflect the values and goals espoused by the children's culture. Rationale:

Methods Description: Consider how the teaching practices used in the early care and education program fit within the children's cultural context and values. Rationale:

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Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 1 1

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 1 2

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Part IV: Culture, Family Life, and Early Childhood Curricula Box 4. Strategies for Cultural Responsiveness in Teaching and Learning (pages 76–78) • What did you find about your work? • Were you able to easily match the dimensions and descriptions? • Where were you challenged or confused? • How could being familiar with these dimensions help you in planning and implementing curriculum? Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 1 3

Part IV: Culture, Family Life, and Early Childhood Curricula

Box 4. Strategies for Cultural Responsiveness in Teaching and Learning (pages 76–78)

• Review the dimensions in Box 4 and identify a key idea for each of the paragraphs with a next to it.

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 1 4

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Part IV: Culture, Family Life, and Early Childhood Curricula Review pages 78-80

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Part IV: Culture, Family Life, and Early Childhood Curricula

• What kind of resource or tool could you develop from the work you have been doing on some dimensions of curriculum that would be useful in a program?

• When and how would you see it used?

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Part IV: Culture, Family Life, and Early Childhood Curricula

Reflection • What stands out regarding how you feel about culturally responsive teaching and learning?

• How much of this work was familiar, and how much was new?

• Were there challenges? What were they?

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 1 7

Part IV: Culture, Family Life, and Early Childhood Curricula

Reflection • Are there some dimensions of curriculum that would be more difficult to implement than others? Why might that be?

• Do you see ways that this work can be helpful in planning curriculum? How?

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Unit 4

Part IV – Culture, Family Life, and Preschool Key Topic 2 Unit 4

and Early Childhood Curricula –

Key Topic 2: Part Cultural Responsiveness Across the : CulturalResponsiveness California Infant/Toddler IV

Cultural Responsiveness Across the California Infant/Toddler Curriculum Framewor : and Preschool Curriculum Frameworks Culture, Family Life, Childhood Curriculaand Early

Focus Statement

Students identify places in the developmental domains of the infant/toddler and preschool ks curriculum frameworks where families’ cultural values and experiences may be reflected. Students also explore what strategies might be used in each domain as they plan and implement curricula that are culturally responsive. Vignettes from the California Infant/Toddler Curriculum Framework and the three volumes of the California Preschool Curriculum Framework are used in addition to the Family Partnerships and Culture publication.

Curriculum Alignment Project (CAP) Student Learning Outcomes

• Introduction to Curriculum • Principles and Practices of Teaching Young Children • Teaching in a Diverse Society • Practicum-Field Experience • Care and Education for Infants and Toddlers • Curriculum and Strategies for Children with Special Needs

Instructional Methodologies

Although these methodologies were designed for a face-to-face course, they can be done online in a synchronous or asynchronous learning environment.

• Class discussion

Instructional Guide for Family Partnerships and Culture 199 DRAFT February 1, 2018 Preview of Unit 4, Key Topic 2

• Creation of a visual representation • Development of a resource tool • Gallery walk • Jigsaw reading • Notetaking outline or tool • Pairs or small groups • Reflective discussion

California Early Childhood Educator Competency Areas to Consider

• Culture, Diversity, and Equity • Relationships, Interactions, and Guidance • Family and Community Engagement • Dual-Language Development • Special Needs and Inclusion • Learning Environments and Curriculum • Leadership in Early Childhood Education

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Unit 4

Part IV: Culture, Family Life, and and Preschool Curriculum Frameworks Key Topic 2 U nit 4

Early Childhood Curricula –

Key Topic 2: Part Cultural Responsiveness Across the : CulturalResponsiveness California Infant/Toddler

Cultural Responsiveness Across the California Infant/Toddler IV : and Preschool Curriculum Frameworks Culture, Family Life, Childhood Curriculaand Early

Before You Start

In the Family Partnerships and Culture publication, Part IV addresses the implementation of cultural responsiveness in infant/toddler and preschool settings. Particular attention is paid to strategies that can be intentionally supported through curriculum planning, Key Topic 1 in Unit 4 of this instructional guide helps students become familiar with some dimensions of curriculum that can be considered in planning and implementing curriculum for optimal cultural responsiveness. Key Topic 2 builds on this work by focusing on a section entitled Curriculum Frameworks, which begins on page 80 of Family Partnerships and Culture. In this section, students are engaged in considering specific strategies for cultural responsiveness across the developmental domains of the California infant/toddler and preschool curriculum frameworks.

The Family Partnerships and Culture publication addresses the nine domains that are found in the preschool framework. The infant/toddler domains are included in these domains, although there are some differences that are addressed in the first paragraph of the section on page 80.

These curriculum frameworks are part of the California Department of Education’s Early Learning and Development System. If faculty and/or students are not familiar with this system, there is an introduction to it in Chapter 2 of Volume 1 of the California Preschool Curriculum Framework. The instructional guide prepared by the Faculty Initiative Project for this volume could provide a means for introducing students to the system and can be accessed by going to the Faculty Initiative Project Web site at https://facultyinitiative.wested.org/ (accessed February 1, 2018).

Key Topic 2 provides two ways for looking at how children’s cultural and family experiences can inform curriculum planning. In the “Getting it started” and “Keeping it going” segments, students are asked to use the Family Partnerships and Culture publication to discover different ways in which a child's cultural or family experience could suggest specific curriculum strategies to support optimal learning for that child. For this work, they will need access to Family Partnerships and Culture, either in hard copy or online. Let students know that they will need to bring the publication to class.

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The second way for students to explore the possibilities for modifications within developmental domains is by using vignettes in the infant/toddler and preschool curriculum frameworks themselves. For this work, students will need access to all four volumes of the framework publications, either in hard copy or online. Faculty can use either the infant/toddler framework or the preschool framework or both.

Handouts are provided for each of these approaches, and the work of this key topic requires completing each handout and engaging in discussions regarding what was discovered.

References to specific vignettes in the frameworks are provided in the active learning section of this key topic. Faculty may choose to access these vignettes and provide students with copies. If possible, however, it is best for students to become familiar with the frameworks themselves, and handling them and locating the pages suggested for the specific vignettes would be a valuable experience for the students. If access is not readily available for students, the frameworks could also be made available in a library where students could borrow them and complete the assignment for this key topic.

The work included for students in this key topic could be done in class or as an out-of- class assignment, depending on class time and access to materials. This key topic is written for in-class work.

This key topic concludes with a brief review of pages 95–98 of the Family Partnerships and Culture publication. This section, titled Conclusion, summarizes some broad concepts that have appeared throughout all four parts of the publication. This is an opportunity for students to move from the concentrated work they have been doing to a more overarching review of the content of Family Partnerships and Culture. Simple poster boards and colored markers, pens, and pencils are needed for this.

A Portable Document Format (PDF) version of the Family Partnerships and Culture publication can be downloaded from the California Department of Education Web site at http://www.cde.ca.gov/sp/cd/re/documents/familypartnerships.pdf (accessed February 1, 2018). Electronic versions of this key topic’s two handouts will be available when this instructional guide is online at https://facultyinitiative.wested.org/ (accessed February 1, 2018).

The curriculum frameworks can be downloaded from the California Department of Education (CDE) Web site:

• California Infant/Toddler Curriculum Framework https://www.cde.ca.gov/sp/cd/re/documents/itcurriculumframework.pdf (accessed February 1, 2018).

• California Preschool Curriculum Framework, Volume One https://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf (accessed

Instructional Guide for Family Partnerships and Culture 202 DRAFT February 1, 2018 Unit 4, Key Topic 2

February 1, 2018).

• California Preschool Curriculum Framework, Volume Two https://www.cde.ca.gov/sp/cd/re/documents/psframeworkvol2.pdf (accessed February 1, 2018).

• California Preschool Curriculum Framework, Volume Three https://www.cde.ca.gov/sp/cd/re/documents/preschoolframeworkvol3.pdf (accessed February 1, 2018).

Information Let students know that they will be working directly with the Family Delivery Partnerships and Culture publication and will need to have it available. They will be working with pages 80–95.

This section addresses how teachers can “consider how the content, materials, and process for teaching and learning might be configured to build on and be responsive to the cultural and family experiences Slides 2-3 of the children" (Family Partnerships and Culture, p. 80).

Specifically, these pages address the developmental domains of the California Infant/Toddler Curriculum Framework and the California Preschool Curriculum Framework, Volumes 1, 2, and 3. These domains and frameworks are part of the California Early Learning and Development System.

There are nine domains in the preschool curriculum framework, and they are addressed on the following pages in Family Partnerships and Culture:

• Social–Emotional Development (pp. 80–84)

• Language and Literacy (pp. 84–86)

Slide 4 • English-Language Development (pp. 86–87)

• Mathematics (pp. 88–89)

• Visual and Performing Arts (pp. 89–90)

• Physical Development (pp. 90–91)

• Health (pp. 91–92)

Instructional Guide for Family Partnerships and Culture 203 DRAFT February 1, 2018 Unit 4, Key Topic 2

• History–Social Science (pp. 92–93)

• Science (pp. 93–95)

Active Getting it started Learning Organize students into pairs or groups of three. Let students know that they will be working with a handout to explore specific information in the publication:

• Some differences in what families do and believe that are relevant to a developmental domain (some suggestions taken from pages 80–95)

Slide 5 • Examples of these differences or how these differences might be manifested

• Modifications in strategies, content, materials, and teaching process that would support cultural responsiveness

Let students know that, in addition to what they find in the text, they can include their own experiences or knowledge in their responses. For example, students might know of appropriate modifications that are not in the text, and they could include those.

The number of pages in the publication varies considerably for these domains. To equalize the amount of work assigned across students, the following assignments are suggested:

• Social–Emotional Development

• Language and Literacy and History–Social Science

• English-Language Development and Health

• Mathematics and Science

• Physical Development and Visual and Performing Arts

Distribute Handout 1 and read through it with students to be sure they understand their task. As they begin reading their domains, it will become clearer where the information is available. Give students Slide 6 time to work through their assigned domain(s).

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Keeping it going When students have completed the handout, reconvene them as a whole group. Discuss their experience and findings with the following questions:

• What surprised you about this work?

• What was difficult?

Slide 7 • Did you find yourself disagreeing with information in the publication?

• What were your “aha” experiences?

• How could you use this information in your work with children and families?

Because students have been working on different domains, they have information that other students do not have. Consider collecting and developing a whole set of their work as a resource. These could be in a hard copy or digital format and could be used by students in their present and/or future work.

Students could complete their work with the domains here or they could continue to the next segment, which will take them to the source of the domains—the curriculum frameworks themselves.

Taking it further Let students know that they will be using vignettes from the domains in the actual frameworks to complete this next segment. They will also be using the dimensions of curricular planning in Box 4, “Strategies for Cultural Responsiveness in Teaching and Learning,” Slide 8 which is on pages 76–78 of the Family Partnerships and Culture publication. These dimensions were explored in Key Topic 1 of this unit, and students should be familiar with them. However, it will still be a good idea to review Box 4 with students.

For each assigned vignette, students are to look for the dimensions of curriculum planning that the teacher seems to have used to support teaching that is responsive to cultural differences and family experiences. These dimensions might not be immediately recognizable, but some behaviors might indicate that they are in place. There may not be a response for each dimension, and students can also add strategies that they know of, have seen used, or think would be appropriate in the situation.

Instructional Guide for Family Partnerships and Culture 205 DRAFT February 1, 2018 Unit 4, Key Topic 2

Students can work individually on their vignettes, or faculty might want to group students into pairs or small groups. Handout 2 is provided for students to record their ideas. Slide 9 Vignettes for both the preschool and the infant/toddler curriculum frameworks are listed in the following table. Faculty might want to use the infant/toddler framework, the preschool framework, or both depending on the content of the particular class.

Preschool Curriculum Infant/Toddler Curriculum Framework Domains (9) Framework Domains (4)

Volume 1 Social–Emotional Development Social–Emotional Development (p. 60) (p. 73)

Language and Literacy—oral Language (p. 92) language (p. 125)

Language and Literacy— written language (p. 165)

Language and Literacy (p. 112) (English-Language Development*)

Cognitive (pp. 112–113)

Mathematics (p. 269)

Volume 2 Visual and Performing Arts (p. 115)

Physical Development (p. 182) Perceptual and Motor Development (p. 135) Health (p. 274)

Volume 3 History-Social Science (p. 160)

Science (p. 212)

Instructional Guide for Family Partnerships and Culture 206 DRAFT February 1, 2018 Unit 4, Key Topic 2

*Although this vignette is included in the Literacy and Language domain as an example about language development, it can also be considered as a vignette illustrating English-Language Development.

The length of the vignettes varies, as does the content. Some students might see much evidence of intentional use of modifications to support cultural responsiveness, and others might find evidence hard to recognize.

When students have completed working with these vignettes, reconvene the whole group for a discussion. One way to organize the discussion would be to review the work domain by domain. This could be done by asking students to read their vignette and to then share what dimensions they found at work, what strategies they found, and what additional strategies they considered.

For each vignette, ask students to consider the following questions:

• What were your reactions, in general, to the vignette?

• Did this look like a situation that the teacher had to deal with in Slides 10-11 the moment or was it an intentional, planned curriculum activity?

• What does this suggest, in general, about the use of strategies for cultural responsiveness?

• What specifically were the strategies that involved families?

• What can you say about how reflecting on this vignette will affect your approach to culturally responsive teaching in your work?

Putting it together Students have been working in categories, dimensions, and domains, and it will be helpful here to bring the work together with some major concepts and ideas. These are provided in the section of the publication titled Conclusion.

This section provides summaries of these major topics:

• What teachers must do to become culturally responsive

• How teachers know if they have done these things

Slide 12 • Additional suggestions that could increase effectiveness in the classroom

Instructional Guide for Family Partnerships and Culture 207 DRAFT February 1, 2018 Unit 4, Key Topic 2

Organize students into pairs or groups of three, and ask each group to choose one of the topics. Give each pair or small group a poster board and access to markers, colored pens, and pencils. Ask students to draw a visual representation of the bulleted points in the Slide 13 publication for the topic that they have chosen. Remind them that whatever they draw will be fine. They can use stick figures, words, symbols, patterns, or designs. Encourage them to enjoy creating their posters.

When they have completed their posters, be sure to display them so that they can be seen by all students. Remind them that this is a multisensory experience! As posters are viewed, also be sure that each group repeats aloud the bulleted points in the topic they have chosen.

Reflection Ask students to review and reflect on the work of this key topic by considering the following questions:

• What is one big idea you will take from your work with the developmental domains?

Slides 14-16 • If colleagues asked you what they could do to become more culturally responsive in teaching, what would you suggest?

• Where were there surprises in the content of these learning experiences?

• What was familiar? What was new?

• What was troubling to you in the content of this work?

• What were you glad to see in the content?

• How will this affect your work with children and families?

Instructional Guide for Family Partnerships and Culture 208 DRAFT February 1, 2018 Unit 4, Key Topic 2, Handout 1

Handout Handout 1 and Preschool Curriculum Framework Key Topic 2: Unit 4 – – Part IV:Part Culture, Family Life, and Childhood EarlyCurricula

CulturalResponsiveness Modifications in strategies, strategies, in Modifications and materials, content, teachingprocess that cultural support would responsiveness s s

Across Across the CaliforniaInfant/Toddler

Examples of these these of Examples differences

95) –

differences in what what in differences Some familiesdo and believe that a to relevant are domain developmental (frompages 80 Sense of belonging to a family Differences in how oral language skills are developed Differences in the purposes attributed to reading

taldomains in

California California rameworks Use this table to record ideas relating modifications that can be made increase cultural responsiveness in teaching and learning. The first column lists the developmental domains in curriculum frameworks page numbers in the Family Partnerships and Culture publication that provide information for each developmental domain. This information can be used to complete the table. The publication also provides examples of differences and suggests some modifications that could be applied. If there are others that you think of or have found useful, include them in your responses. Developmen the Social–Emotional Development (pp. 80– 84) Language and Literacy (pp. 84– 86) Infant/Toddler and Curriculum Preschool F

Instructional Guide for Family Partnerships and Culture 209 DRAFT February 1, 2018 Unit 4, Key Topic 2, Handout 1

Modifications in strategies, strategies, in Modifications and materials, content, teachingprocess that cultural support would responsiveness

Examples of these these of Examples differences

95) – Some differences in what what in differences Some familiesdo and believe that a to relevant are domain developmental (frompages 80 Differences in beliefs about the value of bilingualism Differences in language and language development and their influence on development of mathematical skills

opmental domains in in domains opmental California California Infant/Toddler and Curriculum Preschool Frameworks Devel the English- Language Development (pp. 86– 87) Mathematics (pp. 88– 89)

Instructional Guide for Family Partnerships and Culture 210 DRAFT February 1, 2018 Unit 4, Key Topic 2, Handout 1

support cultural cultural support Modifications in strategies, strategies, in Modifications and materials, content, teachingprocess that would responsiveness

Examples of these these of Examples differences

95) – Some differences in what what in differences Some familiesdo and believe that a to relevant are domain developmental (frompages 80 Often an expression of culture differences in what is developmentally appropriate and inappropriate Differences in the amount of motor skills permitted or encouraged

California California Infant/Toddler and Curriculum Preschool Frameworks Developmental domains in in domains Developmental the Visual and Performing Arts (pp. 89– 90) Physical Development* (pp. 90– 91) *includes both Infant/Toddler and Preschool domains)

Instructional Guide for Family Partnerships and Culture 211 DRAFT February 1, 2018 Unit 4, Key Topic 2, Handout 1

Modifications in strategies, strategies, in Modifications and materials, content, teachingprocess that cultural support would responsiveness

Examples of these these of Examples differences

what what

95) – Some differences in in differences Some Differences in practices and beliefs surrounding food and choices Differences in awareness of ethnic identity and knowing one's own culture familiesdo and believe that a to relevant are domain developmental (frompages 80 domains in in domains

California California Developmental Developmental Health (pp. 91– 92) History–Social Science (pp. 92– 93) the Infant/Toddler and Curriculum Preschool Frameworks

Instructional Guide for Family Partnerships and Culture 212 DRAFT February 1, 2018 Unit 4, Key Topic 2, Handout 1

Modifications in strategies, strategies, in Modifications and materials, content, teachingprocess that cultural support would responsiveness

Examples of these these of Examples differences

95) – Some differences in what what in differences Some familiesdo and believe that a to relevant are domain developmental (frompages 80 Differences in views of the physical world and the laws that govern it

California California Infant/Toddler and Curriculum Preschool Frameworks Developmental domains in in domains Developmental the Science (pp. 93– 95)

Instructional Guide for Family Partnerships and Culture 213 DRAFT February 1, 2018 Unit 4, Key Topic 2, Handout 2

Handout Handout 2 and Preschool Curriculum Framework Key Topic 2: Unit 4 Family – – Part IV:Part Culture, Family Life, and Childhood EarlyCurricula

CulturalResponsiveness

What additional strategies for culturally responsive teaching could be employed here? s s

Across Across the CaliforniaInfant/Toddler

What examples of each dimension of curriculum planning does it seem this teacher has employed to increase culturally responsive teaching?

values and beliefs of the cultural Partnerships and Culture publication. There may not be a response for each dimension. You can also add in strategies that you know or have seen used. groups in the program? Domain______For each assigned vignette, look for the dimensions of curriculum planning that teacher seems to have used support teaching that is responsive to cultural differences and family experiences. These dimensions are taken from Box 4, “Strategies for Cultural Responsiveness in Teaching and Learning,” pages 76– 78, of the Did this teacher . . initiate and build socially emotionally meaningful connections with families? . take time to become familiar with the (Please enter the name of domain that is being explored.)

Instructional Guide for Family Partnerships and Culture 214 DRAFT February 1, 2018 Unit 4, Key Topic 2, Handout 2

What additional strategies for culturally responsive teaching could be employed here? What examples of each dimension of curriculum planning does it seem this teacher has employed to increase culturally responsive teaching? rnative modes of Did this teacher . . identify the ways in which culture of early care and education is different from home culture? . think deeply and often about the role of culture in personal relationships with a particular child or group of children? . use culturally respectful language and alte communication to promote understanding?

Instructional Guide for Family Partnerships and Culture 215 DRAFT February 1, 2018 Unit 4, Key Topic 2, Handout 2

What additional strategies for culturally responsive teaching could be employed here? employed What examples of each dimension of curriculum planning does it seem this teacher has to increase culturally responsive teaching? Did this teacher . . incorporate culturally meaningful symbols, sayings, and images of persons into the program? . frame child learning objectives in ways that reflect the goals espoused by the children's culture? . consider how the teaching practices used in the early care and education program fit within the children's cultural context and values?

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Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 2 1

Part IV: Culture, Family Life, and Early Childhood Curricula

• Review pages 80-95 about how teachers can “consider how the content, materials, and process for teaching and learning might be configured to build on and be responsive to the cultural and family experiences of children.”

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 2 2

Faculty Initiative Project https://facultyinitiative.wested.org/ 1 DRAFT February 1, 2018 Unit 4, Key Topic 2

Part IV: Culture, Family Life, and Early Childhood Curricula

• These pages address the same developmental domains of the California Infant/Toddler Curriculum Framework and the California Preschool Curriculum Framework, Volumes 1, 2, and 3. • These domains and frameworks are part of the California Early Learning and Development System.

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 2 3

Part IV: Culture, Family Life, and Early Childhood Curricula • Social–Emotional Development • Language and Literacy • English-Language Development • Mathematics • Visual and Performing Arts • Physical Development • Health • History–Social Science • Science Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 2 4

Faculty Initiative Project https://facultyinitiative.wested.org/ 2 DRAFT February 1, 2018 Unit 4, Key Topic 2

Part IV: Culture, Family Life, and Early Childhood Curricula Explore the publication related to: • Some differences in what families do and believe that are relevant to a developmental domain.

• Examples of these differences or how these differences might be manifested.

• Modifications in strategies, content, materials, and teaching process that would support cultural responsiveness. Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 2 5

Part IV: Culture, Family Life, and Early Childhood Curricula

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 2 6

Faculty Initiative Project https://facultyinitiative.wested.org/ 3 DRAFT February 1, 2018 Unit 4, Key Topic 2

Part IV: Culture, Family Life, and Early Childhood Curricula

• What surprised you about this work?

• What was difficult?

• Did you find yourself disagreeing with information in the publication?

• What were your “aha” experiences?

• How could you use this information in your work with children and families?

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 2 7

Part IV: Culture, Family Life, and Early Childhood Curricula

• Use Box 4. Strategies for Cultural Responsiveness in Teaching and Learning, (pages 76–78) as a reference.

• For your vignette, look for dimensions of curriculum planning that the teacher seems to have used to support teaching that is responsive to cultural difference and family experiences.

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 2 8

Faculty Initiative Project https://facultyinitiative.wested.org/ 4 DRAFT February 1, 2018 Unit 4, Key Topic 2

Part IV: Culture, Family Life, and Early Childhood Curricula

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 2 9

Part IV: Culture, Family Life, and Early Childhood Curricula

• What were your reactions, in general, to the vignette?

• Did this look like a situation that the teacher had to deal with in the moment or was it an intentional, planned curriculum activity?

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 2 10

Faculty Initiative Project https://facultyinitiative.wested.org/ 5 DRAFT February 1, 2018 Unit 4, Key Topic 2

Part IV: Culture, Family Life, and Early Childhood Curricula

• What does this suggest about the use of strategies for cultural responsiveness?

• What specifically were the strategies that involved families?

• What can you say about how reflecting on this vignette will affect your approach to culturally responsive teaching in your work?

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 2 11

Part IV: Culture, Family Life, and Early Childhood Curricula

Conclusion topics: • What teachers must do to become culturally responsive • How teachers know if they have done these things • Additional suggestions that could increase effectiveness in the classroom

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 2 12

Faculty Initiative Project https://facultyinitiative.wested.org/ 6 DRAFT February 1, 2018 Unit 4, Key Topic 2

Part IV: Culture, Family Life, and Early Childhood Curricula

Draw a visual representation of the bullet points in the publication for your topic. • Be creative • Use stick figures, words, symbols, patterns, or designs.

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 2 13

Part IV: Culture, Family Life, and Early Childhood Curricula

Reflection • What is one big idea you will take from your work with the developmental domains? • If colleagues asked you what they could do to become more culturally responsive in teaching, what would you suggest?

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 2 14

Faculty Initiative Project https://facultyinitiative.wested.org/ 7 DRAFT February 1, 2018 Unit 4, Key Topic 2

Part IV: Culture, Family Life, and Early Childhood Curricula

Reflection • Where were there surprises in the content of these learning experiences? • What was familiar? What was new? • What was troubling to you in the content of this work?

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 2 15

Part IV: Culture, Family Life, and Early Childhood Curricula

Reflection • What were you glad to see in the content? • How will this affect your work with children and families?

Part IV: Culture, Family Life, and Early Childhood Curricula – Unit 4, Key Topic 2 16

Faculty Initiative Project https://facultyinitiative.wested.org/ 8 DRAFT February 1, 2018

Instructional Methodologies Index

Instructional Methodologies Indexed with the Instructional Guide for Family Partnerships and Culture

Each key topic is written to include a variety of instructional methodologies. This is intended to provide varied learning experiences for students as they encounter the Family Partnerships and Culture publication. It also provides another variable for faculty to use in deciding which key topic learning experiences will best suit the needs of their students and programs.

Although these methodologies were designed for a face-to-face course, they can be done online in a synchronous or asynchronous learning environment.

In this instructional guide, these methodologies are identified for each key topic and are listed on its preview page(s). The instructional methodologies are also indexed so that faculty can get an overview of which methodologies are used across all units and key topics.

To locate page numbers for each key topic listed in the following index, refer to the Table of Contents of this instructional guide.

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Instructional Methodologies Descriptions

Instructional Methodologies Descriptions for the Instructional Guide for Family Partnerships and Culture

In this instructional guide, a variety of instructional methodologies have been suggested across all key topics. The intention is to provide instructors with access to diverse instructional methodologies that will enrich the experiences of their students and also support meeting program or college requirements for engaging students in a variety of methodologies. In the preview page(s) for each key topic, the instructional methodologies that are used during that key topic are listed. These methodologies are indexed in the Instructional Methodologies Index, so that instructors can make decisions based on which methodologies they prefer to use with their students.

The following list provides descriptions for each of the methodologies referred to in Faculty Initiative Project’s instructional guides. These descriptions provide instructors with an understanding of what is meant by each term. They are not intended as definitive or exhaustive and refer only to the way in which they are used in these instructional guides.

Book review Students are asked to indicate, in writing, how well they understood the contents of a book, how they think about it, and possibly how it connects to their work and/or experience.

Brainstorming Students generate thoughts or ideas within a group without judgment as to the merits of what is generated.

Categorizing Students put objects, thoughts, ideas, or concepts into groups based on overarching themes, theories, frameworks, likenesses, or differences.

Class discussion All students participate in sharing of ideas/points of view, asking questions, and responding to others. This is often guided by an initial instructional question or prompt.

Class presentation An individual student or small or larger group of students shares, performs, or presents material or a project that is related to an assigned or chosen topic.

Conversation grid Students use a grid as a basis to facilitate discussion and learning. The conversation grid can be used to record notes, record answers, and/or raise additional questions.

Instructional Guide for Family Partnerships and Culture 218 DRAFT February 1, 2018 Creation of a visual representation Students develop a way to visually show a specific idea or concept. This can be a chart, table, graphic, poster, PowerPoint presentation, sculpture, collage, video, diorama, or any other medium that visually represents a concept, theory, practice, or idea.

Development of a resource tool Students create a collection of relevant resources and/or information relating to a specific topic to be shared and used as a resource for other teachers or students.

Gallery walk Students, individually or in groups, develop visual representations of an assigned reading or other course content that are then displayed for their classmates to view. Time is provided for students to walk among and review the displays before discussing them.

Interview Students conduct a question-and-answer session with a content expert, such as an early care and education professional or parent.

Jigsaw reading Pairs or small groups of students are given sections of an article or text chapter to read and then find a creative and meaningful way to share the content with their peers.

Lecture Instructors present an organized verbal presentation of ideas and/or information related to a specific topic. A PowerPoint presentation or other forms of visual support may accompany this.

Literature review Students explore what a variety of authors have to say about a topic or question that is either selected by the student or assigned by the faculty.

Notetaking outline or tool Students are provided with a form that supports their focus on the key points covered. This may be a form with the key points listed along with spaces for students to add information gained from the lecture, readings, or discussion or a form on which students list key points and add the information.

Pairs or small groups Students are organized into pairs or groups of three to five for the purpose of completing a task such as having a discussion, solving a problem, preparing and implementing a presentation, and/or creating a resource or visual display.

Panel/guest speaker Content experts come to class to share their knowledge and experiences on topics related to course content.

Instructional Guide for Family Partnerships and Culture 219 DRAFT February 1, 2018 Peer review and feedback Other individuals with similar characteristics—such as class members, co-teachers, or parents—review and share thoughts, identify strengths, and suggest areas of improvement with the peer member about his/her work, project, or presentation.

Personal reflection An individual student or group of students engages in remembering details and thinking about an occurrence or experience. This requires one to consider one’s own role, behaviors, thoughts, and/or feelings in a particular situation or experience, as well as how one might apply the knowledge and understanding from the reflection to a new situation in the future.

Photo observation Students explore a photograph, usually used to illustrate a concept or idea or to document an exercise or activity.

Problem solving Students work on a solution to one or a series of tasks, questions, or problems. Problem solving may be done individually or as a group or class.

Reflective discussion Following a learning experience, students engage in a discussion or talk about details and think about an event or experience that has occurred. The process requires students to consider their own role, behaviors, thoughts, and feelings in a particular situation or experience, as well as how one might apply the knowledge and understanding from the reflection to a new situation in the future. A reflective discussion might be facilitated by questions or prompts to guide and encourage participants to actively participate in reflection.

Role playing Students take on a role in an activity and act it out.

Short paper or report Students write a short paper that focuses on a specific topic or question.

Video observation Students observe video for the purposes of documentation, understanding, and discussion.

For additional instructional guide resources, continue to check out the Faculty Initiative Project’s Web site at https://facultyinitiative.wested.org/ (accessed on February 1, 2018).

Instructional Guide for Family Partnerships and Culture 220

Instructional Methodologies Indexed with the Instructional Guide for Family Partnerships and Culture

Instructional A Closer Look at Unit 1 Unit 2 Unit 3 Unit 4 Methodologies the Foreword Part I – Guiding Part II – Part III – Part IV – Culture, and Introduction Principles for Understanding Understanding Family Life, to Family Developing Culture Contemporary and Early Partnerships Cultural Families and Childhood and Culture Competence Households Curricula

Book Review • Key Topic 1 • Key Topic 1 • Key Topic 1

Brainstorming • Getting Ready • Key Topic 2 • Getting Ready • Key Topic 1 • Key Topic 1 • Key Topic 2 • Key Topic 2

Categorizing • Key Topic 1 • Key Topic 1 • Getting Ready • Key Topic 3 • Key Topic 2

Class Discussion • A Closer Look • Getting Ready • Getting Ready • Getting Ready • Getting Ready at the • Key Topic 1 • Key Topic 1 • Key Topic 1 • Key Topic 1 Foreword and • Key Topic 2 • Key Topic 2 • Key Topic 2 • Key Topic 2 Introduction • Key Topic 3 • Key Topic 3

Class Presentation • Getting Ready • Key Topic 3 • Key Topic 1 • Demonstration • Key Topic 1 • Key Topic 2 • Oral Presentation • Key Topic 2 • Presentation • Student Panel Presentation

Conversation Grid • Key Topic 3

221 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018

Instructional Methodologies Indexed with the Instructional Guide for Family Partnerships and Culture

Creation of a Visual • A Closer Look • Getting Ready • Key Topic 3 • Getting Ready • Key Topic 2 Representation at the • Key Topic 1 Foreword and Introduction

Development of a • Key Topic 2 • Key Topic 2 • Key Topic 1 • Key Topic 2 Resource Tool • Key Topic 2

Gallery Walk • Getting Ready • Key Topic 3 • Getting Ready • Key Topic 2 • Key Topic 1 • Key Topic 1

Interview • Key Topic 1 • Community • Key Topic 2 Members • Parents • Peers • Teachers

Jigsaw Reading • Key Topic 1 • Key Topic 1 • Key Topic 1 • Key Topic 2 • Key Topic 2 • Key Topic 2

222 Instructional Guide for Family Partnerships and Culture DRAFT February 1, 2018

Instructional Methodologies Indexed with the Instructional Guide for Family Partnerships and Culture

Lecture • Getting Ready • Key Topic 1 • Getting Ready • Key Topic 1 • Key Topic 3

Literature Review • Key Topic 3 • Key Topic 2

Notetaking Outline • Key Topic 1 • Key Topic 1 • Key Topic 1 or Tool • Key Topic 3 • Key Topic 2 • Key Topic 2

Pairs or • A Closer Look • Getting Ready • Key Topic 1 • Getting Ready • Key Topic 1 Small Groups at the • Key Topic 1 • Key Topic 2 • Key Topic 1 • Key Topic 2 Foreword and • Key Topic 2 • Key Topic 3 • Key Topic 2 Introduction • Key Topic 3

Panel/ • Key Topic 1 • Getting Ready Guest Speaker • Key Topic 1

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Instructional Methodologies Indexed with the Instructional Guide for Family Partnerships and Culture

Peer Review • Key Topic 1 • Key Topic 1 and Feedback

Personal Reflection • Getting Ready • Getting Ready • Getting Ready • Getting Ready • Key Topic 1 • Key Topic 2 • Key Topic 1 • Key Topic 3

Photo Observation • Getting Ready

Problem Solving • Key Topic 1 • Key Topic 1 • Key Topic 2 • Key Topic 2

Reflective • A Closer Look • Getting Ready • Getting Ready • Getting Ready • Getting Ready Discussion at the • Key Topic 1 • Key Topic 1 • Key Topic 1 • Key Topic 1 • Pairs Foreword and • Key Topic 2 • Key Topic 2 • Key Topic 2 • Key Topic 2 • Small Group Introduction • Key Topic 3 • Key Topic 3 • Large Group

Role Playing • Key Topic 1 • Key Topic 2

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Short Paper • Key Topic 1 • Key Topic 1 • Key Topic 1 or Report • Key Topic 3 • Key Topic 2

Video Observation • Getting Ready • Getting Ready

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Student Learning Outcomes Index

Student Learning Outcomes and CAP Courses Mapped onto the Instructional Guide for the Family Partnerships and Culture

To support faculty in decisions regarding how and where they can best use the Family Partnerships and Culture publication in their course work or across their program, the revised 2015 version of the Student Learning Outcomes (SLOs) developed by the Curriculum Alignment Project (CAP) for the eight core lower-division early childhood courses and CAP expansion courses have been mapped onto the key topics for each domain in this instructional guide. Each Key Topic Preview Page provides course suggestions for instructor consideration.

More information about the Curriculum Alignment Project can be found on its Web site: https://www.childdevelopment.org/cs/cdtc/print/htdocs/services_cap.htm (accessed on February 1, 2018).

This Student Learning Outcomes Index is provided for easy access to the key topics that support the development of these outcomes. To locate page numbers for each key topic listed in the following index, refer to the Instructional Guide Table of Contents.

Additionally, refer to Appendix A for the listing of suggested CAP lower-division eight courses and CAP expansion courses for all key topics in this instructional guide with their mapped SLOs, objectives, and examples of course content and topics. Appendix A is first organized by instructional guide units and key topics, then by the CAP courses, SLOs, objectives, and examples of course content and topics.

This is not an exhaustive list, and faculty might find ways to use the key topics to address SLOs by means other than what has been indexed. Working through these selected key topics does not guarantee the achievement of any student learning outcome or objective; it is understood that students achieve student outcomes through repeated engagement with information and experiences that build competence.

California State University and University of California

The Curriculum Alignment Project (CAP) course and student learning outcomes (SLO) mapping with this instructional guide is done with the understanding that not all institutions will use these particular SLOs or objectives. This is particularly true for faculty at the California State University (CSU) and University of California (UC) campuses. The SLOs do provide learning outcomes that can be used selectively or with adaptations for courses at the CSU and UC campuses and indicate what can be accomplished by students through using the key topics in this instructional guide.

Instructional Guide for Family Partnerships and Culture 226 CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Child Growth and Development

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. A Closer Look at the Foreword and Course: Child Growth and Development Introduction to Family Partnerships and Culture Describe development of children from conception through adolescence in the physical, social, emotional, and cognitive domains.

Identify cultural, economic, political, and historical contexts that impact children’s • A Closer Look at the Foreword and development. Introduction to Family Partnerships and Culture

Apply knowledge of development and major theoretical framework to child observations.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

Note to faculty: See Appendix A for a detailed list of the CAP Student Learning Outcomes, Objectives, and Course Content/Topics indicated for this instructional guide’s units and key topics. 227

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Course: Child, Family and Community

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. A Closer Look at the Foreword and Course: Child, Family and Community Introduction to Family Partnerships and Culture Describe socialization of the child focusing on the interrelationship of family, school, • A Closer Look at the Foreword and and community. Introduction to Family Partnerships and Culture

Identify the educational, political, and socioeconomic impacts on children and families. • A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

Describe strategies that empower families and encourage family involvement in • A Closer Look at the Foreword and children’s development. Introduction to Family Partnerships and Culture

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

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Course: Introduction to Curriculum

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. A Closer Look at the Foreword and Course: Introduction to Curriculum Introduction to Family Partnerships and Culture Differentiate between various curriculum models, approaches, environments, and standards for early learning including indicators of quality.

Identify the teachers’ role in early childhood programs, including planning, • A Closer Look at the Foreword and implementing, and evaluating activities and environments. Introduction to Family Partnerships and Culture

Select and apply developmentally appropriate teaching strategies and theories to curriculum and environment design.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

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Course: Principles and Practices of Teaching Young Children

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. A Closer Look at the Foreword and Course: Principles and Practices of Teaching Young Children Introduction to Family Partnerships and Culture Compare and contrast historical and current early childhood education perspectives, • A Closer Look at the Foreword and theories, and program types and philosophies. Introduction to Family Partnerships and Culture

Describe the role of early childhood educator, including ethical conduct and professional pathways.

Identify quality in early childhood programs related to environment, curriculum, and teaching strategies.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

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Course: Observation and Assessment

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. A Closer Look at the Foreword and Course: Observation and Assessment Introduction to Family Partnerships and Culture Evaluate the characteristics, strengths, limitations, and applications of contemporary observation and assessment tools.

Complete systematic observations and assessments using a variety of data collection methods to inform environment design, interactions, and curriculum.

Discuss the role of partnerships with families and other professionals in utilizing • A Closer Look at the Foreword and interpretations of observational and assessment data. Introduction to Family Partnerships and Culture

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

231

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Course: Teaching in a Diverse Society

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. A Closer Look at the Foreword and Course: Teaching in a Diverse Society Introduction to Family Partnerships and Culture Examine the impact of various societal influences on the development of children’s • A Closer Look at the Foreword and social identity. Introduction to Family Partnerships and Culture

Evaluate the ways that developmentally appropriate, inclusive, and anti-bias approaches support learning and development.

Evaluate the influence of teachers’ experiences on teaching approaches and • A Closer Look at the Foreword and interactions with children and families. Introduction to Family Partnerships and Culture

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

232

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Course: Practicum-Field Experience

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. A Closer Look at the Foreword and Course: Practicum-Field Experience Introduction to Family Partnerships and Culture Apply a variety of effective approaches, strategies, and techniques for teaching in an early childhood classroom.

Design, implement, and evaluate curriculum and environments based on observation and assessment of young children.

Analyze personal teaching experiences to guide and inform practice. • A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

233

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Student Learning Outcomes from CAP Expansion Courses Indexed with the Instructional Guide for Family Partnerships and Culture

CAP Expansion Course: Infant and Toddler Development

Students Learning Outcomes from Instructional Guide Units and CAP Expansion Courses Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. A Closer Look at the Foreword and CAP Expansion Course: Introduction to Family Infant and Toddler Development Partnerships and Culture Demonstrate knowledge of biological and environmental factors that influence pre- conception and prenatal health and development.

Connect observed behaviors of children birth to 36 months to developmental concepts and theories in the physical, cognitive, language, social and emotional domains.

Analyze the multiple contextual influences on infant and toddler development including • A Closer Look at the Foreword and diverse family practices and environments. Introduction to Family Partnerships and Culture

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

Note to faculty: See Appendix A for a detailed list of the CAP Student Learning Outcomes, Objectives, and Course Content/Topics indicated for this instructional guide’s units and key topics. 234

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CAP Expansion Course: Care and Education for Infants and Toddlers

Students Learning Outcomes from Instructional Guide Units and CAP Expansion Courses Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. A Closer Look at the Foreword and CAP Expansion Course: Introduction to Family Care and Education for Infants and Toddlers Partnerships and Culture Summarize the essential policies and practices of quality infant and toddler programs.

Demonstrate strategies to promote healthy relationships in the care and education of • A Closer Look at the Foreword and infants and toddlers. Introduction to Family Partnerships and Culture

Evaluate infant and toddler curriculum and environments based on observation, documentation and reflection.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

235

CAP Expansion Course: Curriculum and Strategies for Children with Special Needs

Students Learning Outcomes from Instructional Guide Units and CAP Expansion Courses Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. A Closer Look at the Foreword and CAP Expansion Course: Introduction to Family Curriculum and Strategies for Children with Special Needs Partnerships and Culture Evaluate program, educational and professional policies, based on special education laws and evidence-based practices.

Design and implement curriculum strategies based on children’s individualized needs in inclusive and natural environments.

Advocate for effective partnerships with families, interdisciplinary team members, and • A Closer Look at the Foreword and community resources specialists. Introduction to Family Partnerships and Culture

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

236

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Course: Child Growth and Development

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 1 – Part I: Course: Child Growth and Development Guiding Principles for Developing Cultural Competence Describe development of children from conception through adolescence in the physical, social, emotional, and cognitive domains.

Identify cultural, economic, political, and historical contexts that impact children’s • Unit 1, Key Topic 1 development. • Unit 1, Key Topic 2

Apply knowledge of development and major theoretical framework to child observations.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 1, Key Topic 1 • Unit 1, Key Topic 2

Note to faculty: See Appendix A for a detailed list of the CAP Student Learning Outcomes, Objectives, and Course Content/Topics indicated for this instructional guide’s units and key topics. 237

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Course: Child, Family and Community

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 1 – Part I: Course: Child, Family and Community Guiding Principles for Developing Cultural Competence Describe socialization of the child focusing on the interrelationship of family, school, • Unit 1, Getting Ready for Unit 1 and community. • Unit 1, Key Topic 1 • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

Identify the educational, political, and socioeconomic impacts on children and families.

Describe strategies that empower families and encourage family involvement in • Unit 1, Key Topic 2 children’s development. • Unit 1, Key Topic 3

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 1, Getting Ready for Unit 1 • Unit 1, Key Topic 1 • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

238

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Course: Introduction to Curriculum

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 1 – Part I: Course: Introduction to Curriculum Guiding Principles for Developing Cultural Competence Differentiate between various curriculum models, approaches, environments, and standards for early learning including indicators of quality.

Identify the teachers’ role in early childhood programs, including planning, • Unit 1, Key Topic 1 implementing, and evaluating activities and environments. • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

Select and apply developmentally appropriate teaching strategies and theories to • Unit 1, Key Topic 3 curriculum and environment design.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 1, Key Topic 1 • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

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CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Principles and Practices of Teaching Young Children

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 1 – Part I: Course: Principles and Practices of Teaching Young Children Guiding Principles for Developing Cultural Competence Compare and contrast historical and current early childhood education perspectives, • Unit 1, Getting Ready for Unit 1 theories, and program types and philosophies. • Unit 1, Key Topic 2

Describe the role of early childhood educator, including ethical conduct and • Unit 1, Key Topic 1 professional pathways. • Unit 1, Key Topic 3

Identify quality in early childhood programs related to environment, curriculum, and teaching strategies.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 1, Getting Ready for Unit 1 • Unit 1, Key Topic 1 • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

240

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Course: Health, Safety, and Nutrition

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 1 – Part I: Course: Health, Safety, and Nutrition Guiding Principles for Developing Cultural Competence Describe strategies used to promote health, safety, and nutrition of children and adults in early childhood settings.

Evaluate environments for both positive and negative impacts on children’s health and safety.

Identify regulations, standards, policies, and procedures related to health, safety, and • Unit 1, Key Topic 2 nutrition in early childhood settings. • Unit 1, Key Topic 3

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

241

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Course: Teaching in a Diverse Society

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 1 – Part I: Course: Teaching in a Diverse Society Guiding Principles for Developing Cultural Competence Examine the impact of various societal influences on the development of children’s • Unit 1, Getting Ready for Unit 1 social identity. • Unit 1, Key Topic 1 • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

Evaluate the ways that developmentally appropriate, inclusive, and anti-bias • Unit 1, Key Topic 3 approaches support learning and development.

Evaluate the influence of teachers’ experiences on teaching approaches and • Unit 1, Key Topic 1 interactions with children and families. • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 1, Getting Ready for Unit 1 • Unit 1, Key Topic 1 • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

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Course: Practicum-Field Experience

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 1 – Part I: Course: Practicum-Field Experience Guiding Principles for Developing Cultural Competence Apply a variety of effective approaches, strategies, and techniques for teaching in an • Unit 1, Key Topic 1 early childhood classroom. • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

Design, implement, and evaluate curriculum and environments based on observation and assessment of young children.

Analyze personal teaching experiences to guide and inform practice. • Unit 1, Getting Ready for Unit 1 • Unit 1, Key Topic 3

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 1, Getting Ready for Unit 1 • Unit 1, Key Topic 1 • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

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Student Learning Outcomes from CAP Expansion Courses Indexed with the Instructional Guide for Family Partnerships and Culture

CAP Expansion Course: Adult Supervision and Mentoring in Early Care and Education

Students Learning Outcomes from Instructional Guide Units and CAP Expansion Courses Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 1 – Part I: CAP Expansion Course: Guiding Principles for Adult Supervision and Mentoring in Early Care and Education Developing Cultural Competence Individualize mentoring and supervision strategies based on the roles and developmental stages of adult learners.

Demonstrate competency in communication and reflective practices when working with • Unit 1, Key Topic 1 diverse adult populations. • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

Use a variety of personnel, program, and environmental assessment tools in inform leadership decisions.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 1, Key Topic 1 • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

Note to faculty: See Appendix A for a detailed list of the CAP Student Learning Outcomes, Objectives, and Course Content/Topics indicated for this instructional guide’s units and key topics. 244

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CAP Expansion Course: Administration I: Programs in Early Childhood Education

Students Learning Outcomes from Instructional Guide Units and CAP Expansion Courses Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 1 – Part I: CAP Expansion Course: Guiding Principles for Administration I: Programs in Early Childhood Education Developing Cultural Competence Apply administration skills in various types of early care and education programs. • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

Demonstrate knowledge of strategic fiscal planning.

Evaluate components of quality programs, facilities and operations.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

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CAP Expansion Course: Administration II: Personnel and Leadership in Early Childhood Education

Students Learning Outcomes from Instructional Guide Units and CAP Expansion Courses Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 1 – Part I: CAP Expansion Course: Guiding Principles for Administration II: Personnel and Leadership in Early Childhood Education Developing Cultural Competence Demonstrate effective practices for managing and leading staff and administering early • Unit 1, Key Topic 3 care and education programs.

Implement ongoing professional development plans based on evaluation of staff and • Unit 1, Key Topic 2 administrator needs.

Establish professional relationships and facilitate collaboration and communication between colleagues, families, and stakeholders.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

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CAP Expansion Course: Infant and Toddler Development

Students Learning Outcomes from Instructional Guide Units and CAP Expansion Courses Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 1 – Part I: CAP Expansion Course: Guiding Principles for Infant and Toddler Development Developing Cultural Competence Demonstrate knowledge of biological and environmental factors that influence pre- conception and prenatal health and development.

Connect observed behaviors of children birth to 36 months to developmental concepts and theories in the physical, cognitive, language, social and emotional domains.

Analyze the multiple contextual influences on infant and toddler development including • Unit 1, Getting Ready diverse family practices and environments. • Unit 1, Key Topic 1 • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 1, Getting Ready • Unit 1, Key Topic 1 • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

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CAP Expansion Course: Care and Education for Infants and Toddlers

Students Learning Outcomes from Instructional Guide Units and CAP Expansion Courses Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 1 – Part I: CAP Expansion Course: Guiding Principles for Care and Education for Infants and Toddlers Developing Cultural Competence Summarize the essential policies and practices of quality infant and toddler programs. • Unit 1, Getting Ready • Unit 1, Key Topic 1 • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

Demonstrate strategies to promote healthy relationships in the care and education of • Unit 1, Key Topic 1 infants and toddlers. • Unit 1, Key Topic 2

Evaluate infant and toddler curriculum and environments based on observation, documentation and reflection.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 1, Getting Ready • Unit 1, Key Topic 1 • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

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Student Learning Outcomes from CAP Expansion Courses Indexed with the Instructional Guide for Family Partnerships and Culture

CAP Expansion Course: Introduction to Children with Special Needs

Students Learning Outcomes from Instructional Guide Units and CAP Expansion Courses Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 1 – Part I: CAP Expansion Course: Guiding Principles for Introduction to Children with Special Needs Developing Cultural Competence Recognize various exceptionalities and conditions of children and identify interventions • Unit 1, Key Topic 1 based on the developmental continuum. • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

Evaluate the role of history and society in shaping current policies related to best practices of inclusion and serving children with special needs.

Collaborate with families and community members in supporting inclusion of children with special needs.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 1, Key Topic 1 • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

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Student Learning Outcomes from CAP Expansion Courses Indexed with the Instructional Guide for Family Partnerships and Culture

CAP Expansion Course: Curriculum and Strategies for Children with Special Needs

Students Learning Outcomes from Instructional Guide Units and CAP Expansion Courses Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 1 – Part I: CAP Expansion Course: Guiding Principles for Curriculum and Strategies for Children with Special Needs Developing Cultural Competence Evaluate program, educational and professional policies, based on special education • Unit 1, Key Topic 2 laws and evidence-based practices.

Design and implement curriculum strategies based on children’s individualized needs in inclusive and natural environments.

Advocate for effective partnerships with families, interdisciplinary team members, and • Unit 1, Key Topic 3 community resources specialists.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 1, Key Topic 2 • Unit 1, Key Topic 3

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Course: Child Growth and Development

Describe development of children from conception through adolescence in the physical, social, emotional, and cognitive domains.

Identify cultural, economic, political, and historical contexts that impact children’s • Unit 2, Getting Ready for Unit 2 development. • Unit 2, Key Topic 1 • Unit 2, Key Topic 3

Apply knowledge of development and major theoretical framework to child observations.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 2, Getting Ready for Unit 2 • Unit 2, Key Topic 1 • Unit 2, Key Topic 3

Note to faculty: See Appendix A for a detailed list of the CAP Student Learning Outcomes, Objectives, and Course Content/Topics indicated for this instructional guide’s units and key topics. 251

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Course: Child, Family and Community

Describe socialization of the child focusing on the interrelationship of family, school, • Unit 2, Getting Ready for Unit 2 and community. • Unit 2, Key Topic 1 • Unit 2, Key Topic 2 • Unit 2, Key Topic 3

Identify the educational, political, and socioeconomic impacts on children and families. • Unit 2, Key Topic 3

Describe strategies that empower families and encourage family involvement in children’s development.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 2, Getting Ready for Unit 2 • Unit 2, Key Topic 1 • Unit 2, Key Topic 2 • Unit 2, Key Topic 3

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Course: Introduction to Curriculum

Differentiate between various curriculum models, approaches, environments, and • Unit 2, Key Topic 1 standards for early learning including indicators of quality.

Identify the teachers’ role in early childhood programs, including planning, • Unit 2, Key Topic 2 implementing, and evaluating activities and environments. • Unit 2, Key Topic 3

Select and apply developmentally appropriate teaching strategies and theories to curriculum and environment design.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 2, Key Topic 1 • Unit 2, Key Topic 2 • Unit 2, Key Topic 3

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CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Principles and Practices of Teaching Young Children

Compare and contrast historical and current early childhood education perspectives, • Unit 2, Getting Ready for Unit 2 theories, and program types and philosophies. • Unit 2, Key Topic 3

Describe the role of early childhood educator, including ethical conduct and • Unit 2, Key Topic 1 professional pathways. • Unit 2, Key Topic 2

Identify quality in early childhood programs related to environment, curriculum, and teaching strategies.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 2, Getting Ready for Unit 2 • Unit 2, Key Topic 1 • Unit 2, Key Topic 2 • Unit 2, Key Topic 3

254

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CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Observation and Assessment

Evaluate the characteristics, strengths, limitations, and applications of contemporary observation and assessment tools.

Complete systematic observations and assessments using a variety of data collection methods to inform environment design, interactions, and curriculum.

Discuss the role of partnerships with families and other professionals in utilizing • Unit 2, Key Topic 2 interpretations of observational and assessment data.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 2, Key Topic 2

255

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CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Teaching in a Diverse Society

Examine the impact of various societal influences on the development of children’s • Unit 2, Key Topic 1 social identity. • Unit 2, Key Topic 3

Evaluate the ways that developmentally appropriate, inclusive, and anti-bias • Unit 2, Getting Ready for Unit 2 approaches support learning and development. • Unit 2, Key Topic 1 • Unit 2, Key Topic 3

Evaluate the influence of teachers’ experiences on teaching approaches and • Unit 2, Key Topic 2 interactions with children and families.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 2, Getting Ready for Unit 2 • Unit 2, Key Topic 1 • Unit 2, Key Topic 2 • Unit 2, Key Topic 3

256

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CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Practicum-Field Experience

Apply a variety of effective approaches, strategies, and techniques for teaching in an • Unit 2, Getting Ready for Unit 2 early childhood classroom. • Unit 2, Key Topic 1 • Unit 2, Key Topic 3

Design, implement, and evaluate curriculum and environments based on observation and assessment of young children.

Analyze personal teaching experiences to guide and inform practice. • Unit 2, Key Topic 2

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 2, Getting Ready for Unit 2 • Unit 2, Key Topic 1 • Unit 2, Key Topic 2 • Unit 2, Key Topic 3

257

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Student Learning Outcomes from CAP Expansion Courses Indexed with the Instructional Guide for Family Partnerships and Culture

CAP Expansion Course: Adult Supervision and Mentoring in Early Care and Education

Individualize mentoring and supervision strategies based on the roles and developmental stages of adult learners.

Demonstrate competency in communication and reflective practices when working with • Unit 2, Key Topic 2 diverse adult populations.

Use a variety of personnel, program, and environmental assessment tools in inform leadership decisions.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 2, Key Topic 2

Note to faculty: See Appendix A for a detailed list of the CAP Student Learning Outcomes, Objectives, and Course Content/Topics indicated for this instructional guide’s units and key topics. 258

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Student Learning Outcomes from CAP Expansion Courses Indexed with the Instructional Guide for Family Partnerships and Culture

CAP Expansion Course: Administration II: Personnel and Leadership in Early Childhood Education

Demonstrate effective practices for managing and leading staff and administering early care and education programs.

Implement ongoing professional development plans based on evaluation of staff and • Unit 2, Getting Ready for Unit 2 administrator needs. • Unit 2, Key Topic 1

• Unit 2, Key Topic 2 • Unit 2, Key Topic 3

Establish professional relationships and facilitate collaboration and communication • Unit 2, Key Topic 1 between colleagues, families, and stakeholders.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 2, Getting Ready for Unit 2 • Unit 2, Key Topic 1 • Unit 2, Key Topic 2

• Unit 2, Key Topic 3

259

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Student Learning Outcomes from CAP Expansion Courses Indexed with the Instructional Guide for Family Partnerships and Culture

CAP Expansion Course: Infant and Toddler Development

Demonstrate knowledge of biological and environmental factors that influence pre- conception and prenatal health and development.

Connect observed behaviors of children birth to 36 months to developmental concepts and theories in the physical, cognitive, language, social and emotional domains.

Analyze the multiple contextual influences on infant and toddler development including • Unit 2, Getting Ready for Unit 2 diverse family practices and environments. • Unit 2, Key Topic 1 • Unit 2, Key Topic 2 • Unit 2, Key Topic 3

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 2, Getting Ready for Unit 2 • Unit 2, Key Topic 1 • Unit 2, Key Topic 2 • Unit 2, Key Topic 3

260

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Student Learning Outcomes from CAP Expansion Courses Indexed with the Instructional Guide for Family Partnerships and Culture

CAP Expansion Course: Care and Education for Infants and Toddlers

Summarize the essential policies and practices of quality infant and toddler programs. • Unit 2, Getting Ready for Unit 2 • Unit 2, Key Topic 1 • Unit 2, Key Topic 2 • Unit 2, Key Topic 3

Demonstrate strategies to promote healthy relationships in the care and education of • Unit 2, Getting Ready for Unit 2 infants and toddlers. • Unit 2, Key Topic 1 • Unit 2, Key Topic 3

Evaluate infant and toddler curriculum and environments based on observation, documentation and reflection.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 2, Getting Ready for Unit 2 • Unit 2, Key Topic 1 • Unit 2, Key Topic 2 • Unit 2, Key Topic 3

261

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Student Learning Outcomes from CAP Expansion Courses Indexed with the Instructional Guide for Family Partnerships and Culture

CAP Expansion Course: Introduction to Children with Special Needs

Recognize various exceptionalities and conditions of children and identify interventions based on the developmental continuum.

Evaluate the role of history and society in shaping current policies related to best practices of inclusion and serving children with special needs.

Collaborate with families and community members in supporting inclusion of children • Unit 2, Getting Ready for Unit 2 with special needs. • Unit 2, Key Topic 1 • Unit 2, Key Topic 2

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 2, Getting Ready for Unit 2 • Unit 2, Key Topic 1 • Unit 2, Key Topic 2

262

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CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Child, Family and Community

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 3 – Part III: Course: Child, Family and Community Understanding Contemporary Families and Households Describe socialization of the child focusing on the interrelationship of family, school, • Unit 3, Getting Ready for Unit 3 and community. • Unit 3, Key Topic 1

Identify the educational, political, and socioeconomic impacts on children and families.

Describe strategies that empower families and encourage family involvement in • Unit 3, Getting Ready for Unit 3 children’s development. • Unit 3, Key Topic 1 • Unit 3, Key Topic 2

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 3, Getting Ready for Unit 3 • Unit 3, Key Topic 1 • Unit 3, Key Topic 2

Note to faculty: See Appendix A for a detailed list of the CAP Student Learning Outcomes, Objectives, and Course Content/Topics indicated for this instructional guide’s units and key topics. 263

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CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Introduction to Curriculum

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 3 – Part III: Course: Introduction to Curriculum Understanding Contemporary Families and Households Differentiate between various curriculum models, approaches, environments, and • Unit 3, Key Topic 1 standards for early learning including indicators of quality.

Identify the teachers’ role in early childhood programs, including planning, implementing, and evaluating activities and environments.

Select and apply developmentally appropriate teaching strategies and theories to curriculum and environment design.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 3, Key Topic 1

264

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CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Principles and Practices of Teaching Young Children

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 3 – Part III: Course: Principles and Practices of Teaching Young Children Understanding Contemporary Families and Households Compare and contrast historical and current early childhood education perspectives, theories, and program types and philosophies.

Describe the role of early childhood educator, including ethical conduct and professional pathways.

Identify quality in early childhood programs related to environment, curriculum, and • Unit 3, Key Topic 1 teaching strategies.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 3, Key Topic 1

265

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CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Health, Safety, and Nutrition

Course: Health, Safety, and Nutrition Understanding Contemporary Families and Households Describe strategies used to promote health, safety, and nutrition of children and adults • Unit 3, Key Topic 2 in early childhood settings.

Evaluate environments for both positive and negative impacts on children’s health and safety.

Identify regulations, standards, policies, and procedures related to health, safety, and nutrition in early childhood settings.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 3, Key Topic 2

266

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CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Teaching in a Diverse Society

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 3 – Part III: Course: Teaching in a Diverse Society Understanding Contemporary Families and Households Examine the impact of various societal influences on the development of children’s • Unit 3, Getting Ready for Unit 3 social identity. • Unit 3, Key Topic 1 • Unit 3, Key Topic 2

Evaluate the ways that developmentally appropriate, inclusive, and anti-bias • Unit 3, Key Topic 1 approaches support learning and development. • Unit 3, Key Topic 2

Evaluate the influence of teachers’ experiences on teaching approaches and interactions with children and families.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 3, Getting Ready for Unit 3 • Unit 3, Key Topic 1 • Unit 3, Key Topic 2

267

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CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Practicum-Field Experience

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 3 – Part III: Course: Practicum-Field Experience Understanding Contemporary Families and Households Apply a variety of effective approaches, strategies, and techniques for teaching in an • Unit 3, Key Topic 1 early childhood classroom. • Unit 3, Key Topic 2

Design, implement, and evaluate curriculum and environments based on observation • Unit 3, Key Topic 1 and assessment of young children. • Unit 3, Key Topic 2

Analyze personal teaching experiences to guide and inform practice.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 3, Key Topic 1 • Unit 3, Key Topic 2

268

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Student Learning Outcomes from CAP Expansion Courses Indexed with the Instructional Guide for Family Partnerships and Culture

CAP Expansion Course: Administration II: Personnel and Leadership in Early Childhood Education

Students Learning Outcomes from Instructional Guide Units and CAP Expansion Courses Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 3 – Part III: CAP Expansion Course: Understanding Administration II: Personnel and Leadership in Early Childhood Education Contemporary Families and Households Demonstrate effective practices for managing and leading staff and administering early • Unit 3, Key Topic 1 care and education programs. • Unit 3, Key Topic 2

Implement ongoing professional development plans based on evaluation of staff and • Unit 3, Getting Ready for Unit 3 administrator needs.

Establish professional relationships and facilitate collaboration and communication between colleagues, families, and stakeholders.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 3, Getting Ready for Unit 3 • Unit 3, Key Topic 1 • Unit 3, Key Topic 2

Note to faculty: See Appendix A for a detailed list of the CAP Student Learning Outcomes, Objectives, and Course Content/Topics indicated for this instructional guide’s units and key topics. 269

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Student Learning Outcomes from CAP Expansion Courses Indexed with the Instructional Guide for Family Partnerships and Culture

CAP Expansion Course: Infant and Toddler Development

Students Learning Outcomes from Instructional Guide Units and CAP Expansion Courses Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 3 – Part III: CAP Expansion Course: Understanding Infant and Toddler Development Contemporary Families and Households Demonstrate knowledge of biological and environmental factors that influence pre- • Unit 3, Key Topic 2 conception and prenatal health and development.

Connect observed behaviors of children birth to 36 months to developmental concepts and theories in the physical, cognitive, language, social and emotional domains.

Analyze the multiple contextual influences on infant and toddler development including • Unit 3, Getting Ready for Unit 3 diverse family practices and environments. • Unit 3, Key Topic 1

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 3, Getting Ready for Unit 3 • Unit 3, Key Topic 1 • Unit 3, Key Topic 2

270

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Student Learning Outcomes from CAP Expansion Courses Indexed with the Instructional Guide for Family Partnerships and Culture

CAP Expansion Course: Care and Education for Infants and Toddlers

Students Learning Outcomes from Instructional Guide Units and CAP Expansion Courses Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 3 – Part III: CAP Expansion Course: Understanding Care and Education for Infants and Toddlers Contemporary Families and Households Summarize the essential policies and practices of quality infant and toddler programs.

Demonstrate strategies to promote healthy relationships in the care and education of • Unit 3, Getting Ready for Unit 3 infants and toddlers. • Unit 3, Key Topic 1 • Unit 3, Key Topic 2

Evaluate infant and toddler curriculum and environments based on observation, documentation and reflection.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 3, Getting Ready for Unit 3 • Unit 3, Key Topic 1 • Unit 3, Key Topic 2

271

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Student Learning Outcomes from CAP Expansion Courses Indexed with the Instructional Guide for Family Partnerships and Culture

CAP Expansion Course: Introduction to Children with Special Needs

Students Learning Outcomes from Instructional Guide Units and CAP Expansion Courses Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 3 – Part III: CAP Expansion Course: Understanding Introduction to Children with Special Needs Contemporary Families and Households Recognize various exceptionalities and conditions of children and identify interventions • Unit 3, Key Topic 2 based on the developmental continuum.

Evaluate the role of history and society in shaping current policies related to best practices of inclusion and serving children with special needs.

Collaborate with families and community members in supporting inclusion of children • Unit 3, Getting Ready for Unit 3 with special needs. • Unit 3, Key Topic 2

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 3, Getting Ready for Unit 3 • Unit 3, Key Topic 2

272

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Student Learning Outcomes from CAP Expansion Courses Indexed with the Instructional Guide for Family Partnerships and Culture

CAP Expansion Course: Curriculum and Strategies for Children with Special Needs

Students Learning Outcomes from Instructional Guide Units and CAP Expansion Courses Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 3 – Part III: CAP Expansion Course: Understanding Curriculum and Strategies for Children with Special Needs Contemporary Families and Households Evaluate program, educational and professional policies, based on special education laws and evidence-based practices.

Design and implement curriculum strategies based on children’s individualized needs in inclusive and natural environments.

Advocate for effective partnerships with families, interdisciplinary team members, and • Unit 3, Key Topic 1 community resources specialists. • Unit 3, Key Topic 2

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 3, Key Topic 1 • Unit 3, Key Topic 2

273

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CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Child, Family and Community

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 4 – Part IV: Course: Child, Family and Community Culture, Family Life, and the Early Childhood Curricula Describe socialization of the child focusing on the interrelationship of family, school, and community.

Identify the educational, political, and socioeconomic impacts on children and families. • Unit 4, Getting Ready for Unit 4

Describe strategies that empower families and encourage family involvement in • Unit 4, Getting Ready for Unit 4 children’s development. • Unit 4, Key Topic 1

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 4, Getting Ready for Unit 4 • Unit 4, Key Topic 1

Note to faculty: See Appendix A for a detailed list of the CAP Student Learning Outcomes, Objectives, and Course Content/Topics indicated for this instructional guide’s units and key topics. 274

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CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Introduction to Curriculum

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 4 – Part IV: Course: Introduction to Curriculum Culture, Family Life, and the Early Childhood Curricula Differentiate between various curriculum models, approaches, environments, and • Unit 4, Getting Ready for Unit 4 standards for early learning including indicators of quality. • Unit 4, Key Topic 1 • Unit 4, Key Topic 2

Identify the teachers’ role in early childhood programs, including planning, • Unit 4, Getting Ready for Unit 4 implementing, and evaluating activities and environments. • Unit 4, Key Topic 1 • Unit 4, Key Topic 2

Select and apply developmentally appropriate teaching strategies and theories to • Unit 4, Getting Ready for Unit 4 curriculum and environment design. • Unit 4, Key Topic 1 • Unit 4, Key Topic 2

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 4, Getting Ready for Unit 4 • Unit 4, Key Topic 1 • Unit 4, Key Topic 2

275

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CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Principles and Practices of Teaching Young Children

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 4 – Part IV: Course: Principles and Practices of Teaching Young Children Culture, Family Life, and the Early Childhood Curricula Compare and contrast historical and current early childhood education perspectives, • Unit 4, Getting Ready for Unit 4 theories, and program types and philosophies.

Describe the role of early childhood educator, including ethical conduct and professional pathways.

Identify quality in early childhood programs related to environment, curriculum, and • Unit 4, Getting Ready for Unit 4 teaching strategies. • Unit 4, Key Topic 1 • Unit 4, Key Topic 2

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 4, Getting Ready for Unit 4 • Unit 4, Key Topic 1 • Unit 4, Key Topic 2

276

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CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Observation and Assessment

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 4 – Part IV: Course: Observation and Assessment Culture, Family Life, and the Early Childhood Curricula Evaluate the characteristics, strengths, limitations, and applications of contemporary observation and assessment tools.

Complete systematic observations and assessments using a variety of data collection • Unit 4, Getting Ready for Unit 4 methods to inform environment design, interactions, and curriculum.

Discuss the role of partnerships with families and other professionals in utilizing interpretations of observational and assessment data.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 4, Getting Ready for Unit 4

277

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CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Health, Safety, and Nutrition

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 4 – Part IV: Course: Health, Safety, and Nutrition Culture, Family Life, and the Early Childhood Curricula Describe strategies used to promote health, safety, and nutrition of children and adults • Unit 4, Getting Ready for Unit 4 in early childhood settings.

Evaluate environments for both positive and negative impacts on children’s health and safety.

Identify regulations, standards, policies, and procedures related to health, safety, and nutrition in early childhood settings.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 4, Getting Ready for Unit 4

278

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CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Teaching in a Diverse Society

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 4 – Part IV: Course: Teaching in a Diverse Society Culture, Family Life, and the Early Childhood Curricula Examine the impact of various societal influences on the development of children’s social identity.

Evaluate the ways that developmentally appropriate, inclusive, and anti-bias • Unit 4, Getting Ready for Unit 4 approaches support learning and development. • Unit 4, Key Topic 1 • Unit 4, Key Topic 2

Evaluate the influence of teachers’ experiences on teaching approaches and interactions with children and families.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 4, Getting Ready for Unit 4 • Unit 4, Key Topic 1 • Unit 4, Key Topic 2

279

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CAP Lower-Division Eight Courses and Student Learning Outcomes Indexed with the Instructional Guide for Family Partnerships and Culture

Course: Practicum-Field Experience

Curriculum Alignment Project’s (CAP) Lower-Division Eight Instructional Guide Units and Courses and Student Learning Outcomes (Revised September 2015) Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 4 – Part IV: Course: Practicum-Field Experience Culture, Family Life, and the Early Childhood Curricula Apply a variety of effective approaches, strategies, and techniques for teaching in an • Unit 4, Getting Ready for Unit 4 early childhood classroom. • Unit 4, Key Topic 1

Design, implement, and evaluate curriculum and environments based on observation • Unit 4, Getting Ready for Unit 4 and assessment of young children. • Unit 4, Key Topic 1

Analyze personal teaching experiences to guide and inform practice. • Unit 4, Key Topic 2

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 4, Getting Ready for Unit 4 • Unit 4, Key Topic 1 • Unit 4, Key Topic 2

280

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Student Learning Outcomes from CAP Expansion Courses Indexed with the Instructional Guide for Family Partnerships and Culture

CAP Expansion Course: Administration II: Personnel and Leadership in Early Childhood Education

Students Learning Outcomes from Instructional Guide Units and CAP Expansion Courses Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 4 – Part IV: CAP Expansion Course: Culture, Family Life, Administration II: Personnel and Leadership in Early Childhood Education and the Early Childhood Curricula Demonstrate effective practices for managing and leading staff and administering early • Unit 4, Getting Ready for Unit 4 care and education programs.

Implement ongoing professional development plans based on evaluation of staff and administrator needs.

Establish professional relationships and facilitate collaboration and communication between colleagues, families, and stakeholders.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 4, Getting Ready for Unit 4

Note to faculty: See Appendix A for a detailed list of the CAP Student Learning Outcomes, Objectives, and Course Content/Topics indicated for this instructional guide’s units and key topics. 281

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Student Learning Outcomes from CAP Expansion Courses Indexed with the Instructional Guide for Family Partnerships and Culture

CAP Expansion Course: Care and Education for Infants and Toddlers

Students Learning Outcomes from Instructional Guide Units and CAP Expansion Courses Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 4 – Part IV: CAP Expansion Course: Culture, Family Life, Care and Education for Infants and Toddlers and the Early Childhood Curricula Summarize the essential policies and practices of quality infant and toddler programs.

Demonstrate strategies to promote healthy relationships in the care and education of • Unit 4, Key Topic 1 infants and toddlers.

Evaluate infant and toddler curriculum and environments based on observation, • Unit 4, Getting Ready for Unit 4 documentation and reflection. • Unit 4, Key Topic 1 • Unit 4, Key Topic 2

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 4, Getting Ready for Unit 4 • Unit 4, Key Topic 1 • Unit 4, Key Topic 2

282

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Student Learning Outcomes from CAP Expansion Courses Indexed with the Instructional Guide for Family Partnerships and Culture

CAP Expansion Course: Curriculum and Strategies for Children with Special Needs

Students Learning Outcomes from Instructional Guide Units and CAP Expansion Courses Key Topics in Which CAP Student Learning Outcomes Student learning outcomes are matched to specific learning experiences in the Are Addressed instructional guide that will support attainment of that outcome. Unit 4 – Part IV: CAP Expansion Course: Culture, Family Life, Curriculum and Strategies for Children with Special Needs and the Early Childhood Curricula Evaluate program, educational and professional policies, based on special education laws and evidence-based practices.

Design and implement curriculum strategies based on children’s individualized needs • Unit 4, Getting Ready for Unit 4 in inclusive and natural environments. • Unit 4, Key Topic 1 • Unit 4, Key Topic 2

Advocate for effective partnerships with families, interdisciplinary team members, and community resources specialists.

Additional Specific CAP Objectives and Course Content/Topics – See Appendix A • Unit 4, Getting Ready for Unit 4 • Unit 4, Key Topic 1 • Unit 4, Key Topic 2

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DRAFT February 1, 2018 Appendix A

Appendixes: Appendix A Appendix A

CAP Lower-Division Eight Courses, CAP Expansion Courses, and – –

Student Learning Outcomes Mapped onto the Student Learning Outcomes (SLOs) Instructional Guide for Family Partnerships and Culture

To support faculty in decisions regarding how and where they can best use the Family Partnerships and Culture publication in their course work or across their program, the revised 2015 version of the Student Learning Outcomes (SLOs) developed by the Curriculum Alignment Project (CAP) (https://www.childdevelopment.org/cs/cdtc/print/htdocs/services_cap.htm) (accessed on February 1, 2018) for the eight core lower-division early childhood courses and CAP expansion courses have been mapped onto each key topic in this instructional guide for consideration. Each Key Topic Preview Page will provide the list of courses that have been mapped onto the specific key topic.

The Curriculum Alignment Project's SLOs, objectives, and examples of course content California State University and and topics indicated for this instructional University of California guide for Family Partnerships and Culture are found in this Appendix A. Refer to the Student The Curriculum Alignment Project (CAP) Learning Outcomes Index for an overview of course and student learning outcomes (SLOs) mapping with this instructional guide is done this instructional guide mapping listed by unit with the understanding that not all institutions and key topic. The location of the SLO Index will use these particular SLOs or objectives. is listed in the Table of Contents for this This is particularly true for faculty at the instructional guide. California State University (CSU) and University of California (UC) campuses. The These SLOs are organized by the CAP core SLOs do provide learning outcomes that can lower-division and expansion early childhood be used selectively or with adaptations for courses. This is not an exhaustive list, and courses at the CSU and UC campuses and faculty might find ways to use the learning indicate what can be accomplished by experiences to address SLOs by means other students through using the key topics in this than what has been indexed. Working through instructional guide. these selected key topic learning experiences does not guarantee the achievement of any student learning outcome or objective; it is understood that students achieve student outcomes through repeated engagement with

information and experiences that build competence.

To assist faculty in using these SLOs as supports for decision making, the instructional guide key topics are indexed first by units, then by CAP courses and SLOs so that faculty can select what is most relevant to their particular needs. Student learning outcomes are matched to specific key topics in the instructional guide that will support attainment of that outcome. Not all student learning outcomes map onto the specific content of the instructional guide.

Instructional Guide for Family Partnerships and Culture 284 DRAFT February 1, 2018 Appendix A

A Closer Look at the Foreword and Introduction to Family Partnerships and Culture

Course: Child Growth and Development Student Learning Outcomes: • Identify cultural, economic, political, and historical contexts that impact children’s development

Objectives: • Evaluate the influence of multiple contexts on children’s development.

Content and Topics: • Additional developmental topics o Special needs o Gender role and identity o Bilingual development

Course: Child, Family and Community Student Learning Outcomes: • Describe socialization of the child focusing on the interrelationship of family, school, and community. • Identify the educational, political, and socioeconomic impacts on children and families. • Describe strategies that empower families and encourage family involvement in children’s development.

Objectives: • Identify how the child develops within a system and is influenced by multiple factors of socialization. • Compare historical and current theoretical frameworks of socialization. • Describe contemporary social issues and their effects on families and children. • Compare and contrast diverse family characteristics and parenting styles. • Evaluate the impact of one’s own experiences on their relationships with children, families, and the community.

Content and Topics: • Theoretical frameworks of socialization • Interrelationship of family, school and community as agents of socialization • Influences on Socialization o Family o Community

Instructional Guide for Family Partnerships and Culture 285 DRAFT February 1, 2018 Appendix A

Course: Child, Family and Community – Continued Content and Topics: • Impact of contemporary social issues and risk factors such as stereotypes, age, gender, ability, language, culture, racial identity and ethnicity, and socio-economic status

Objectives: • Compare various models and approaches to early childhood curriculum. • Design appropriate experiences in multiple content areas to support children's learning. • Develop plans for environments that are appropriate for children’s individual ages, stages, and needs.

Content and Topics: • State and national standards and accreditation • Theoretical frameworks for planning curriculum and environments • The role of the early childhood teacher

Objectives: • Identify the historical roots, theories, standard, and approaches in early care and education.

Content and Topics: • Roles of early childhood teachers o Attributes of effective childhood teachers o Personal philosophy of teaching o Professionalism and ethics o Collaboration § Families

Course: Observation and Assessment Student Learning Outcomes: • Discuss the role of partnerships with families and other professionals in utilizing interpretations of observational and assessment data.

Instructional Guide for Family Partnerships and Culture 286 DRAFT February 1, 2018 Appendix A

Course: Observation and Assessment – Continued Objectives: • Describe legal and ethical responsibilities in relationship to observation, documentation, and recordkeeping.

Content and Topics: • Use of observation and assessment o Referral and intervention

Objectives: • Compare historical and current perspectives on diversity and inclusion. • Evaluate the relationship between one’s own experiences and the development of personal bias. • Identify the influences on the development of social identity. • Identify ways to effectively negotiate and resolve conflict related to issues of diversity. • Evaluate strategies used to build collaborative relationships with families related to issues of diversity.

Content and Topics: • Historical and current perspectives on diversity and inclusion • Defining forms of diversity • Stereotypes

Course: Practicum-Field Experience Student Learning Outcomes: • Analyze personal teaching experiences to guide and inform practice.

Objectives: • Plan, implement, and evaluate curriculum using various techniques and teaching strategies based on the needs and interests of young children. • Analyze student teaching experiences to inform and guide future teaching and collaborative practices.

Content and Topics: • Theory to practice

Instructional Guide for Family Partnerships and Culture 287 DRAFT February 1, 2018 Appendix A

Expansion Course: Infant and Toddler Development Student Learning Outcomes: • Analyze the multiple contextual influences on infant and toddler development including diverse family practices and environments.

Objectives: • Describe the primary role of the family in the development of the child. • Compare and contrast caregiving practices and environments that support optimal development.

Content and Topics: • Developmental Domains and Processes o Influences on Development § Family § Cultural perspectives

Expansion Course: Care and Education for Infants and Toddlers Student Learning Outcomes: • Demonstrate strategies to promote healthy relationships in the care and education of infants and toddlers.

Objectives: • Describe reciprocal communication techniques that promote brain development and healthy relationships. • Identify delivery systems, licensing regulations, and quality indicators in infant and toddler care.

Expansion Course: Curriculum and Strategies for Children with Special Needs Student Learning Outcomes: • Advocate for effective partnerships with families, interdisciplinary team members, and community resource specialists.

Objectives: • Describe strategies that support the central role of families and their collaborative partnerships with team members and community professionals.

Instructional Guide for Family Partnerships and Culture 288 DRAFT February 1, 2018 Appendix A

Expansion Course: Curriculum and Strategies for Children with Special Needs – Continued

Content and Topics: • Policies and Procedures for Early Intervention and Special Education o Family rights

Instructional Guide for Family Partnerships and Culture 289 DRAFT February 1, 2018 Appendix A

Unit 1 Part I: Guiding Principles for Developing Cultural Competence

Getting Ready for Unit 1 and Connecting to Experience

Course: Child, Family and Community Student Learning Outcomes: • Describe socialization of the child focusing on the interrelationship of family, school, and community.

Objectives: • Identify how the child develops within a system and is influenced by multiple factors of socialization. • Compare and contrast diverse family characteristics and parenting styles. • Evaluate the impact of one’s own experiences on their relationships with children, families, and the community.

Content and Topics: • Interrelationship of family, school and community as agents of socialization

Objectives: • Discuss personal philosophies of teaching, career pathways, ethics, and professionalism. • Describe characteristics of effective relationships, positive guidance, and teacher- child interactions.

Content and Topics: • Roles of early childhood teachers o Attributes of effective early childhood teachers o Personal philosophy of teaching o Professionalism and ethics o Collaboration

Course: Teaching in a Diverse Society Student Learning Outcomes: • Examine the impact of various societal influences on the development of children’s social identity.

Instructional Guide for Family Partnerships and Culture 290 DRAFT February 1, 2018 Appendix A

Course: Teaching in a Diverse Society – Continued Objectives: • Identify various forms of diversity. • Evaluate the relationship between one’s own experiences and the development of personal bias. • Identify the influences on the development of social identity. • Evaluate strategies used to build collaborative relationships with families related to issues of diversity.

Content and Topics: • Defining forms of diversity • Stereotypes

Course: Practicum-Field Experience Student Learning Outcomes: • Analyze personal teaching experiences to guide and inform practice.

Objectives: • Describe various family involvement strategies. • Analyze student teaching experiences to inform and guide future teaching and collaborative practices.

Content and Topics: • Curriculum o Adaptations for multiple reasons such as children with diverse abilities, learning styles, and temperaments, and teachable moments

Objectives: • Describe the primary role of the family in the development of the child. • Compare and contrast caregiving practices and environments that support optimal development.

Content and Topics: • Developmental Domains and Processes o Influences on Development § Family § Cultural perspectives

Instructional Guide for Family Partnerships and Culture 291 DRAFT February 1, 2018 Appendix A

Expansion Course: Care and Education for Infants and Toddlers Student Learning Outcomes: • Summarize the essential policies and practices of quality infant and toddler programs.

Objectives: • Describe reciprocal communication techniques that promote brain development and healthy relationships. • Demonstrate practices that support and respect the diverse values and beliefs of families and caregivers.

Instructional Guide for Family Partnerships and Culture 292 DRAFT February 1, 2018 Appendix A

Unit 1 Part I: Guiding Principles for Developing Cultural Competence

Key Topic 1: Exploring the Guiding Principles

Course: Child Growth and Development Student Learning Outcomes: • Identify cultural, economic, political, and historical contexts that impact children’s development.

Objectives: • Evaluate the influence of multiple contexts on children’s development.

Content and Topics: • Additional developmental topics

Course: Child, Family and Community Student Learning Outcomes: • Describe socialization of the child focusing on the interrelationship of family, school, and community.

Objectives: • Identify how the child develops within a system and is influenced by multiple factors of socialization. • Compare historical and current theoretical frameworks of socialization.

Content and Topics: • Influences on Socialization o Family o Community • Impact of contemporary social issues and risk factors such as stereotypes, age, gender, ability, language, culture, racial identity and ethnicity, and socio-economic status

Objectives: • Examine ways curriculum is integrated across all developmental domains and content areas.

Instructional Guide for Family Partnerships and Culture 293 DRAFT February 1, 2018 Appendix A

Course: Introduction to Curriculum – Continued Objectives: • Design appropriate experiences in multiple content areas to support children's learning.

Content and Topics: • State and national standards and accreditation • The role of the early childhood teacher

Course: Principles and Practices of Teaching Young Children Student Learning Outcomes: • Describe the role of the early childhood educator, including ethical conduct and professional pathways.

Content and Topics: • Roles of early childhood teachers o Attributes of effective early childhood teachers o Personal philosophy of teaching o Professionalism and ethics o Collaboration

Objectives: • Evaluate the relationship between one’s own experiences and the development of personal bias. • Identify the influences on the development of social identity. • Evaluate strategies used to build collaborative relationships with families related to issues of diversity.

Content and Topics: • Historical and current perspectives on diversity and inclusion • Stereotypes

Instructional Guide for Family Partnerships and Culture 294 DRAFT February 1, 2018 Appendix A

Course: Practicum-Field Experience Student Learning Outcomes: • Apply a variety of effective approaches strategies and techniques for teaching in an early childhood classroom.

Objectives: • Apply understanding of current research and developmental theories to planning experiences for young children. • Demonstrate developmentally appropriate practices in supervised early childhood classrooms. • Describe various family involvement strategies. • Analyze student teaching experiences to inform and guide future teaching and collaborative practices.

Content and Topics: • Theory to practice • Curriculum o Adaptations for multiple reasons such as children with diverse abilities, learning styles, and temperaments, and teachable moments o Ongoing curriculum development cycle

Expansion Course: Adult Supervision and Mentoring in Early Care and Education Student Learning Outcomes: • Demonstrate competency in communication and reflective practices when working with diverse adult populations

Objectives: • Identify characteristics of effective leaders and mentors • Demonstrate reflective practice, cultural competency, and ethical conduct.

Content and Topics: • Leadership and Development o Characteristics of effective mentors/leaders o Diverse perspectives • Adults in Early Care and Education Settings o Adult learners

Objectives: • Describe the primary role of the family in the development of the child.

Instructional Guide for Family Partnerships and Culture 295 DRAFT February 1, 2018 Appendix A

Expansion Course: Infant and Toddler Development – Continued Objectives: • Compare and contrast caregiving practices and environments that support optimal development.

Content and Topics: • Developmental Domains and Processes o Influences on Development § Family § Cultural perspectives

Expansion Course: Care and Education for Infants and Toddlers Student Learning Outcomes: • Summarize the essential policies and practices of quality infant and toddler programs. • Demonstrate strategies to promote healthy relationships in the care and education of infants and toddlers.

Objectives: • Design appropriate play spaces and care routines that support infant and toddler care and learning. • Describe reciprocal communication techniques that promote brain development and healthy relationships. • Demonstrate practices that support and respect the diverse values and beliefs of families and caregivers. • Describe practices that support the unique abilities of all children birth to 36 months.

Content and Topics: • Approaches to Infant Toddler Group Caregiving o Developmentally, culturally, linguistically appropriate practice o Caregiving strategies and practices o Primary caregiving o Inclusive care o Teachers role and responsibilities § Collaboration and interactions with families and professionals § Guidance and interaction § Communication with children

Objectives: • Explain various strategies that support collaborative practices in promoting the optimal development of children within the context of their family and community.

Instructional Guide for Family Partnerships and Culture 296 DRAFT February 1, 2018 Appendix A

Expansion Course: Introduction to Children with Special Needs – Continued Content and Topics: • Historical Overview of Early Intervention/Special Education o Laws and regulations § Inclusion o People first language o Ethics-professional behaviors • Impact on families o Supporting families o Diverse perspectives

Instructional Guide for Family Partnerships and Culture 297 DRAFT February 1, 2018 Appendix A

Unit 1 Part I: Guiding Principles for Developing Cultural Competence

Key Topic 2: Applying the Guiding Principles

Course: Child Growth and Development Student Learning Outcomes: • Identify cultural, economic, political, and historical contexts that impact children’s development.

Objectives: • Evaluate the influence of multiple contexts on children’s development.

Content and Topics: • Additional developmental topics

Course: Child, Family and Community Student Learning Outcomes: • Describe socialization of the child focusing on the interrelationship of family, school, and community. • Describe strategies that empower families and encourage family involvement in children’s development.

Objectives: • Identify how the child develops within a system and is influenced by multiple factors of socialization. • Describe contemporary social issues and their effects on families and children. • Evaluate the impact of one’s own experiences on their relationships with children, families, and the community.

Content and Topics: • Interrelationship of family, school and community as agents of socialization • Influences on Socialization o Family • Strategies for empowering families

Instructional Guide for Family Partnerships and Culture 298 DRAFT February 1, 2018 Appendix A

Course: Introduction to Curriculum – Continued Objectives: • Examine ways curriculum is integrated across all developmental domains and content areas. • Design appropriate experiences in multiple content areas to support children's learning.

Content and Topics: • State and national standards and accreditation • The role of the early childhood teacher

Content and Topics: • Roles of early childhood teachers o Attributes of effective early childhood teachers o Personal philosophy of teaching o Professionalism and ethics o Collaboration

Course: Health, Safety, and Nutrition Student Learning Outcomes: • Identify regulations, standards, policies, and procedures related to health, safety, and nutrition in early childhood settings.

Objectives: • Describe a caregiver’s role and responsibility in modeling good health, safety, and nutrition habits. • Plan learning experiences on the topics of health, safety, and nutrition.

Content and Topics: • Interrelationships between health, safety, and nutrition o Defining physical and mental health

Instructional Guide for Family Partnerships and Culture 299 DRAFT February 1, 2018 Appendix A

Objectives: • Evaluate the relationship between one’s own experiences and the development of personal bias. • Identify the influences on the development of social identity. • Identify ways to effectively negotiate and resolve conflict related to issues of diversity. • Evaluate classroom environments, materials, and approaches for developmental, cultural, and linguistic appropriateness. • Evaluate strategies used to build collaborative relationships with families related to issues of diversity.

Content and Topics: • Historical and current perspectives on diversity and inclusion • Stereotypes • Privilege and oppression o History • Issues of inequality and access

Course: Practicum-Field Experience Student Learning Outcomes: • Apply a variety of effective approaches strategies and techniques for teaching in an early childhood classroom.

Content and Topics: • Theory to practice • Curriculum o Adaptations for multiple reasons such as children with diverse abilities, learning styles, and temperaments, and teachable moments

Instructional Guide for Family Partnerships and Culture 300 DRAFT February 1, 2018 Appendix A

Course: Practicum-Field Experience – Continued Content and Topics: o Ongoing curriculum development cycle

Objectives: • Identify characteristics of effective leaders and mentors • Demonstrate reflective practice, cultural competency, and ethical conduct.

Content and Topics: • Leadership and Development o Characteristics of effective mentors/leaders o Diverse perspectives • Adults in Early Care and Education Settings o Adult learners

Expansion Course: Administration I: Programs in Early Childhood Education Student Learning Outcomes: • Apply administration skills in various types of early care and education programs.

Objectives: • Identify strategies to ensure equity and respect for children, families, staff and colleagues.

Content and Topics: • Responsibilities of Administrator o Staffing and scheduling • Program Development o Diversity and inclusion

Instructional Guide for Family Partnerships and Culture 301 DRAFT February 1, 2018 Appendix A

Expansion Course: Administration II: Personnel and Leadership in Early Childhood Education – Continued Objectives: • Formulate strategies for compensation and professional growth opportunities in programs. • Connect staff needs to professional development and opportunities. • Summarize essential practices for collaboration with staff, families and community.

Content and Topics: • Administrator Responsibilities o Ethics – Professional behaviors o Working with colleagues and families § Creating a diverse and inclusive environment § Communication strategies § Dealing with conflict

Objectives: • Describe the primary role of the family in the development of the child. • Compare and contrast caregiving practices and environments that support optimal development.

Content and Topics: • Developmental Domains and Processes o Influences on Development § Family § Cultural perspectives

Instructional Guide for Family Partnerships and Culture 302 DRAFT February 1, 2018 Appendix A

Expansion Course: Care and Education for Infants and Toddlers – Continued Objectives: • Demonstrate practices that support and respect the diverse values and beliefs of families and caregivers. • Describe practices that support the unique abilities of all children birth to 36 months.

Objectives: • Explain various strategies that support collaborative practices in promoting the optimal development of children within the context of their family and community.

Content and Topics: • Historical Overview of Early Intervention/Special Education o Laws and regulations § Inclusion o People first language o Ethics-professional behaviors • Impact on families o Supporting families o Diverse perspectives

Expansion Course: Curriculum and Strategies for Children with Special Needs Student Learning Outcomes: • Evaluate program, educational and professional policies, based on special education laws and evidence-based practices.

Objectives: • Explain current special education laws and their impact on early childhood practice.

Instructional Guide for Family Partnerships and Culture 303 DRAFT February 1, 2018 Appendix A

Expansion Course: Curriculum and Strategies for Children with Special Needs – Continued Objectives: • Describe strategies that support the central role of families and their collaborative partnerships with team members and community professionals. • Identify curriculum, environment and natural learning opportunities to meet individualized needs, outcomes, and goals of young children and families. • Policies and Procedures for Early Intervention and Special Education o Individuals with Disabilities Education Act (IDEA) o Individualized Family Service Plan (IFSP)/Individualized Education Program (IEP) process o Family rights • Teacher’s role o Collaborating with family and early interventionists/specialists o Adaptations: curriculum and environments § Adaptive equipment and materials § Routines and schedules

Instructional Guide for Family Partnerships and Culture 304 DRAFT February 1, 2018 Appendix A

Unit 1 Part I: Guiding Principles for Developing Cultural Competence

Key Topic 3: National Association for the Education of Young Children (NAEYC) Pathways to Cultural Competence Project

Objectives: • Identify how the child develops within a system and is influenced by multiple factors of socialization. • Describe contemporary social issues and their effects on families and children. • Describe legal requirements and ethical responsibilities of professionals working with all children and families.

Content and Topics: • Interrelationship of family, school and community as agents of socialization • Influences on Socialization o Family o Community

Course: Introduction to Curriculum Student Learning Outcomes: • Identify the teachers’ role in early childhood programs, including planning, implementing, and evaluating activities and environments. • Select and apply developmentally appropriate teaching strategies and theories to curriculum and environment design.

Objectives: • Examine ways curriculum is integrated across all developmental domains and content areas. • Design appropriate experiences in multiple content areas to support children's learning.

Content and Topics: • State and national standards and accreditation

Instructional Guide for Family Partnerships and Culture 305 DRAFT February 1, 2018 Appendix A

Course: Introduction to Curriculum – Continued Content and Topics: • Theoretical frameworks for planning curriculum and environments • The role of the early childhood teacher

Course: Principles and Practices of Teaching Young Children Student Learning Outcomes: • Describe the role of the early childhood educator, including ethical conduct and professional pathways.

Objectives: • Identify the historical roots, theories, standard, and approaches in early care and education. • Discuss personal philosophies of teaching, career pathways, ethics, and professionalism. • Use indicators of quality to analyze various early childhood settings, and curriculum, and teaching strategies.

Content and Topics: • Historical and current approaches o Theories o Program philosophies o Delivery systems and program types o Quality Indicators o State and national standards • Roles of early childhood teachers o Attributes of effective early childhood teachers o Personal philosophy of teaching o Professionalism and ethics o Collaboration

Course: Health, Safety, and Nutrition Student Learning Outcomes: • Identify regulations, standards, policies, and procedures related to health, safety, and nutrition in early childhood settings.

Objectives: • Describe a caregiver’s role and responsibility in modeling good health, safety, and nutrition habits. • Plan learning experiences on the topics of health, safety, and nutrition.

Content and Topics: • Interrelationships between health, safety, and nutrition o Defining physical and mental health

Instructional Guide for Family Partnerships and Culture 306 DRAFT February 1, 2018 Appendix A

Course: Teaching in a Diverse Society Student Learning Outcomes: • Examine the impact of various societal influences on the development of children’s social identity. • Evaluate the ways that developmentally appropriate, inclusive, and anti-bias approaches support learning and development. • Evaluate the influence of teachers’ experiences on teaching approaches and interactions with children and families

Objectives: • Evaluate the relationship between one’s own experiences and the development of personal bias. • Identify the influences on the development of social identity. • Identify ways to effectively negotiate and resolve conflict related to issues of diversity. • Evaluate classroom environments, materials, and approaches for developmental, cultural, and linguistic appropriateness. • Identify issues of social injustice and bias that occur in classrooms. • Evaluate strategies used to build collaborative relationships with families related to issues of diversity.

Content and Topics: • Historical and current perspectives on diversity and inclusion • Stereotypes • Issues of inequality and access

Course: Practicum-Field Experience Student Learning Outcomes: • Apply a variety of effective approaches strategies and techniques for teaching in an early childhood classroom. • Analyze personal teaching experiences to guide and inform practice.

Objectives: • Apply understanding of current research and developmental theories to planning experiences for young children. • Demonstrate developmentally appropriate practices in supervised early childhood classrooms. • Describe various family involvement strategies. • Model and facilitate appropriate problem solving, conflict resolution strategies, and social behavior. • Analyze student teaching experiences to inform and guide future teaching and collaborative practices.

Instructional Guide for Family Partnerships and Culture 307 DRAFT February 1, 2018 Appendix A

Course: Practicum-Field Experience – Continued Content and Topics: • Theory to practice • Curriculum o Adaptations for multiple reasons such as children with diverse abilities, learning styles, and temperaments, and teachable moments o Ongoing curriculum development cycle

Objectives: • Identify characteristics of effective leaders and mentors • Demonstrate reflective practice, cultural competency, and ethical conduct.

Content and Topics: • Leadership and Development o Characteristics of effective mentors/leaders o Diverse perspectives • Adults in Early Care and Education Settings o Adult learners

Expansion Course: Administration I: Programs in Early Childhood Education Student Learning Outcomes: • Apply administration skills in various types of early care and education programs.

Objectives: • Identify strategies to ensure equity and respect for children, families, staff and colleagues.

Content and Topics: • Responsibilities of Administrator o Staffing and scheduling • Program Development o Diversity and inclusion

Expansion Course: Administration II: Personnel and Leadership in Early Childhood Education Student Learning Outcomes: • Demonstrate effective practices for managing and leading staff and administering early care and education programs.

Instructional Guide for Family Partnerships and Culture 308 DRAFT February 1, 2018 Appendix A

Expansion Course: Administration II: Personnel and Leadership in Early Childhood Education – Continued Objectives: • Evaluate the factors needed to create a diverse and inclusive environment. • Summarize essential practices for collaboration with staff, families and community. • Articulate the importance of professional integrity and confidentiality.

Objectives: • Describe the primary role of the family in the development of the child. • Compare and contrast caregiving practices and environments that support optimal development.

Content and Topics: • Developmental Domains and Processes o Influences on Development § Family § Cultural perspectives

Expansion Course: Care and Education for Infants and Toddlers Student Learning Outcomes: • Summarize the essential policies and practices of quality infant and toddler programs.

Expansion Course: Care and Education for Infants and Toddlers – Continued Content and Topics: o Teachers role and responsibilities § Collaboration and interactions with families and professionals

Objectives: • Explain various strategies that support collaborative practices in promoting the optimal development of children within the context of their family and community. • Identify the benefits of using a strength-based approach in working with children with special needs and their families.

Objectives: • Describe strategies that support the central role of families and their collaborative partnerships with team members and community professionals. • Identify curriculum, environment and natural learning opportunities to meet individualized needs, outcomes, and goals of young children and families.

Content and Topics: • Policies and Procedures for Early Intervention and Special Education o Family rights • Teacher’s Role o Collaborating with family and early interventionists/specialists o Adaptations: curriculum and environments § Adaptive equipment and materials § Routines and schedules

Instructional Guide for Family Partnerships and Culture 310 DRAFT February 1, 2018 Appendix A

Unit 2 Part II: Understanding Culture

Getting Ready for Unit 2 and Connecting to Experience

Course: Child Growth and Development Student Learning Outcomes: • Identify cultural, economic, political, and historical contexts that impact children’s development.

Objectives: • Evaluate the influence of multiple contexts on children’s development.

Content and Topics: • The developmental process • Additional developmental topics o Gender role and identity o Bilingual development

Course: Child, Family and Community Student Learning Outcomes: • Describe socialization of the child focusing on the interrelationship of family, school, and community.

Objectives: • Describe contemporary social issues and their effects on families and children. • Compare and contrast diverse family characteristics and parenting styles.

Content and Topics: • Interrelationship of family, school and community as agents of socialization • Influences on Socialization o Family o School and educational systems

Objectives: • Describe developmentally appropriate practice. • Identify the historical roots, theories, standard, and approaches in early care and education.

Instructional Guide for Family Partnerships and Culture 311 DRAFT February 1, 2018 Appendix A

Course: Principles and Practices of Teaching Young Children – Continued Content and Topics: • Historical and current approaches o Theories o Program philosophies o Delivery systems and program types • Roles of early childhood teachers o Collaboration § Families

Course: Teaching in a Diverse Society Student Learning Outcomes: • Evaluate the ways that developmentally appropriate, inclusive, and anti-bias approaches support learning and development.

Objectives: • Identify various forms of diversity. • Identify the influences on the development of social identity. • Identify ways to effectively negotiate and resolve conflict related to issues of diversity. • Identify issues of social injustice and bias that occur in classrooms.

Content and Topics: • Defining forms of diversity o Terminology o Trends o Misconceptions • Stereotypes o How stereotypes and prejudice develop o Challenging stereotypes

Course: Practicum-Field Experience Student Learning Outcomes: • Apply a variety of effective approaches strategies and techniques for teaching in an early childhood classroom.

Objectives: • Apply understanding of current research and developmental theories to planning experiences for young children. • Demonstrate developmentally appropriate practices in supervised early childhood classrooms. • Plan, implement, and evaluate curriculum using various techniques and teaching strategies based on the needs and interests of young children.

Instructional Guide for Family Partnerships and Culture 312 DRAFT February 1, 2018 Appendix A

Course: Practicum-Field Experience – Continued Content and Topics: • Theory to practice o Developmentally, culturally, and linguistically appropriate practices o Current research

Objectives: • Evaluate the factors needed to create a diverse and inclusive environment. • Formulate strategies for compensation and professional growth opportunities in programs. • Summarize essential practices for collaboration with staff, families and community.

Content and Topics: • Administrator Responsibilities o Ethics – Professional behaviors o Reflective Practice o Working with colleagues and families § Creating a diverse and inclusive environment § Team building strategies § Establishing professional relationships and boundaries § Communication strategies § Dealing with conflict

Objectives: • Describe the primary role of the family in the development of the child. • Compare and contrast caregiving practices and environments that support optimal development.

Content and Topics: • Developmental Domains and Processes o Influences on Development § Family § Cultural perspectives

Instructional Guide for Family Partnerships and Culture 313 DRAFT February 1, 2018 Appendix A

Expansion Course: Introduction to Children with Special Needs Student Learning Outcomes: • Collaborate with families and community members in supporting inclusion of children with special needs.

Content and Topics: • Impact on families o Grief, stress and coping strategies o Supporting families o Diverse perspectives

Instructional Guide for Family Partnerships and Culture 314 DRAFT February 1, 2018 Appendix A

Unit 2 Part II: Understanding Culture

Key Topic 1: About Culture

Course: Child Growth and Development Student Learning Outcomes: • Identify cultural, economic, political, and historical contexts that impact children’s development.

Objectives: • Evaluate the influence of multiple contexts on children’s development.

Content and Topics: • The developmental process • Additional developmental topics o Gender role and identity o Bilingual development

Course: Child, Family and Community Student Learning Outcomes: • Describe socialization of the child focusing on the interrelationship of family, school, and community.

Objectives: • Describe contemporary social issues and their effects on families and children. • Compare and contrast diverse family characteristics and parenting styles.

Content and Topics: • Interrelationship of family, school and community as agents of socialization • Influences on Socialization o Family o School and educational systems

Objectives: • Compare various models and approaches to early childhood curriculum.

Instructional Guide for Family Partnerships and Culture 315 DRAFT February 1, 2018 Appendix A

Course: Introduction to Curriculum – Continued Content and Topics: • Program models and approaches • The role of the early childhood teacher o Family involvement

Course: Principles and Practices of Teaching Young Children Student Learning Outcomes: • Describe the role of the early childhood educator, including ethical conduct and professional pathways.

Objectives: • Identify the historical roots, theories, standard, and approaches in early care and education. • Compare various program types and philosophies. • Discuss personal philosophies of teaching, career pathways, ethics, and professionalism.

Content and Topics: • Historical and current approaches o Theories o Program philosophies • Roles of early childhood teachers o Attributes of effective early childhood teachers o Personal philosophy of teaching o Professionalism and ethics o Collaboration § Families

Objectives: • Compare historical and current perspectives on diversity and inclusion. • Identify various forms of diversity. • Identify the influences on the development of social identity. • Identify ways to effectively negotiate and resolve conflict related to issues of diversity. • Identify issues of social injustice and bias that occur in classrooms.

Instructional Guide for Family Partnerships and Culture 316 DRAFT February 1, 2018 Appendix A

Course: Teaching in a Diverse Society – Continued Content and Topics: • Historical and current perspectives on diversity and inclusion • Defining forms of diversity o Terminology o Trends o Misconceptions • Stereotypes o How stereotypes and prejudice develop o Challenging stereotypes

Course: Practicum-Field Experience Student Learning Outcomes: • Apply a variety of effective approaches strategies and techniques for teaching in an early childhood classroom.

Objectives: • Apply understanding of current research and developmental theories to planning experiences for young children. • Demonstrate developmentally appropriate practices in supervised early childhood classrooms. • Plan, implement, and evaluate curriculum using various techniques and teaching strategies based on the needs and interests of young children.

Content and Topics: • Theory to practice o Developmentally, culturally, and linguistically appropriate practices o Current research

Expansion Course: Administration II: Personnel and Leadership in Early Childhood Education Student Learning Outcomes: • Implement ongoing professional development plans based on evaluation of staff and administrator needs. • Establish professional relationships and facilitate collaboration and communication between colleagues, families, and stakeholders.

Instructional Guide for Family Partnerships and Culture 317 DRAFT February 1, 2018 Appendix A

Expansion Course: Administration II: Personnel and Leadership in Early Childhood Education – Continued Content and Topics: • Administrator Responsibilities o Ethics – Professional behaviors o Reflective Practice o Working with colleagues and families § Creating a diverse and inclusive environment § Team building strategies § Establishing professional relationships and boundaries § Communication strategies § Dealing with conflict o Working with stakeholders § Boards (i.e. Parents, Governing, Advisory)

Objectives: • Describe the primary role of the family in the development of the child. • Compare and contrast caregiving practices and environments that support optimal development.

Content and Topics: • Developmental Domains and Processes o Influences on Development § Family § Cultural perspectives

Instructional Guide for Family Partnerships and Culture 318 DRAFT February 1, 2018 Appendix A

Expansion Course: Care and Education for Infants and Toddlers – Continued Content and Topics: • Approaches to Infant Toddler Group Caregiving o Developmentally, culturally, linguistically appropriate practice o Caregiving strategies and practices o Primary caregiving o Inclusive care o Teachers role and responsibilities § Collaboration and interactions with families and professionals § Guidance and interaction § Communication with children

Expansion Course: Introduction to Children with Special Needs Student Learning Outcomes: • Collaborate with families and community members in supporting inclusion of children with special needs.

Content and Topics: • Impact on families o Grief, stress and coping strategies o Supporting families o Diverse perspectives

Instructional Guide for Family Partnerships and Culture 319 DRAFT February 1, 2018 Appendix A

Unit 2 Part II: Understanding Culture

Key Topic 2: Exploring Dimensions of Culture: Family Perspectives

Course: Child, Family and Community Student Learning Outcomes: • Describe socialization of the child focusing on the interrelationship of family, school, and community.

Objectives: • Describe contemporary social issues and their effects on families and children. • Compare and contrast diverse family characteristics and parenting styles.

Content and Topics: • Interrelationship of family, school and community as agents of socialization • Influences on Socialization o Family o School and educational systems • Strategies for empowering families o Communication o Partnerships

Objectives: • Examine ways curriculum is integrated across all developmental domains and content areas. • Identify ways in which the environment functions as an essential component of curriculum.

Content and Topics: • Theoretical frameworks for planning curriculum and environments • Ongoing curriculum cycle o Planning • The role of the early childhood teacher o Current research o Planning and evaluating curriculum and environments o Family involvement

Instructional Guide for Family Partnerships and Culture 320 DRAFT February 1, 2018 Appendix A

Course: Principles and Practices of Teaching Young Children Student Learning Outcomes: • Describe the role of the early childhood educator, including ethical conduct and professional pathways.

Objectives: • Apply knowledge of development to interpret observations and assessments. • Describe legal and ethical responsibilities in relationship to observation, documentation, and recordkeeping.

Content and Topics: • Use of observation and assessment o Teaching strategies o Referral and intervention

Course: Teaching in a Diverse Society Student Learning Outcomes: • Evaluate the influence of teachers’ experiences on teaching approaches and interactions with children and families

Objectives: • Identify issues of social injustice and bias that occur in classrooms.

Instructional Guide for Family Partnerships and Culture 321 DRAFT February 1, 2018 Appendix A

Course: Teaching in a Diverse Society – Continued Objectives: • Evaluate strategies used to build collaborative relationships with families related to issues of diversity.

Content and Topics: • Defining forms of diversity o Terminology o Trends o Misconceptions • Stereotypes o How stereotypes and prejudice develop o Challenging stereotypes • Privilege and oppression o History o Impact o Institutional policies that perpetuate unequal access o Overt and covert social messages o Recognition of dominant culture

Course: Practicum-Field Experience Student Learning Outcomes: • Analyze personal teaching experiences to guide and inform practice.

Objectives: • Analyze classroom space and daily routines and their effect on behavior and interactions of children and teachers. • Perform teaching and non-teaching responsibilities. • Demonstrate professional and ethical behaviors. • Describe various family involvement strategies.

Content and Topics: • Theory to practice o Developmentally, culturally, and linguistically appropriate practices o Current research • Curriculum o Adaptations for multiple reasons such as children with diverse abilities, learning styles, and temperaments, and teachable moments

Instructional Guide for Family Partnerships and Culture 322 DRAFT February 1, 2018 Appendix A

Expansion Course: Adult Supervision and Mentoring in Early Care and Education – Continued Objectives: • Demonstrate reflective practice, cultural competency, and ethical conduct.

Content and Topics: • Leadership and Development o Diverse perspectives o Ethics-professional behaviors

Objectives: • Describe the primary role of the family in the development of the child. • Compare and contrast caregiving practices and environments that support optimal development.

Content and Topics: • Developmental Domains and Processes o Influences on Development

Instructional Guide for Family Partnerships and Culture 323 DRAFT February 1, 2018 Appendix A

Expansion Course: Infant and Toddler Development – Continued Content and Topics: § Family § Cultural perspectives

Expansion Course: Care and Education for Infants and Toddlers Student Learning Outcomes: • Summarize the essential policies and practices of quality infant and toddler programs.

Objectives: • Design appropriate play spaces and care routines that support infant and toddler care and learning. • Demonstrate practices that support and respect the diverse values and beliefs of families and caregivers.

Expansion Course: Introduction to Children with Special Needs Student Learning Outcomes: • Collaborate with families and community members in supporting inclusion of children with special needs.

Content and Topics: • Impact on families o Grief, stress and coping strategies o Supporting families o Diverse perspectives

Instructional Guide for Family Partnerships and Culture 324 DRAFT February 1, 2018 Appendix A

Unit 2 Part II: Understanding Culture

Key Topic 3: Some Important Features of Cultures

Course: Child Growth and Development Student Learning Outcomes: • Identify cultural, economic, political, and historical contexts that impact children’s development.

Objectives: • Evaluate the influence of multiple contexts on children’s development.

Content and Topics: • The developmental process • Additional developmental topics o Gender role and identity o Bilingual development

Objectives: • Describe contemporary social issues and their effects on families and children. • Compare and contrast diverse family characteristics and parenting styles.

Content and Topics: • Interrelationship of family, school and community as agents of socialization • Influences on Socialization o Family o School and educational systems • Impact of contemporary social issues and risk factors such as stereotypes, age, gender, ability, language, culture, racial identity and ethnicity, and socio-economic status • Strategies for empowering families o Communication o Partnerships

Instructional Guide for Family Partnerships and Culture 325 DRAFT February 1, 2018 Appendix A

Objectives: • Examine ways curriculum is integrated across all developmental domains and content areas. • Identify ways in which the environment functions as an essential component of curriculum.

Objectives: • Describe developmentally appropriate practice. • Identify the historical roots, theories, standard, and approaches in early care and education.

Content and Topics: • Historical and current approaches o Theories o Program philosophies o Delivery systems and program types • Roles of early childhood teachers o Collaboration § Families

Instructional Guide for Family Partnerships and Culture 326 DRAFT February 1, 2018 Appendix A

Course: Teaching in a Diverse Society – Continued Objectives: • Compare historical and current perspectives on diversity and inclusion. • Identify various forms of diversity. • Identify the influences on the development of social identity. • Identify ways to effectively negotiate and resolve conflict related to issues of diversity. • Identify issues of social injustice and bias that occur in classrooms.

Content and Topics: • Historical and current perspectives on diversity and inclusion • Defining forms of diversity o Terminology o Trends o Misconceptions • Stereotypes o How stereotypes and prejudice develop o Challenging stereotypes

Course: Practicum-Field Experience Student Learning Outcomes: • Apply a variety of effective approaches strategies and techniques for teaching in an early childhood classroom.

Objectives: • Apply understanding of current research and developmental theories to planning experiences for young children. • Demonstrate developmentally appropriate practices in supervised early childhood classrooms. • Plan, implement, and evaluate curriculum using various techniques and teaching strategies based on the needs and interests of young children.

Content and Topics: • Theory to practice o Developmentally, culturally, and linguistically appropriate practices o Current research

Objectives: • Evaluate the factors needed to create a diverse and inclusive environment.

Instructional Guide for Family Partnerships and Culture 327 DRAFT February 1, 2018 Appendix A

Expansion Course: Administration II: Personnel and Leadership in Early Childhood Education Objectives: • Formulate strategies for compensation and professional growth opportunities in programs. • Summarize essential practices for collaboration with staff, families and community.

Objectives: • Describe the primary role of the family in the development of the child. • Compare and contrast caregiving practices and environments that support optimal development.

Content and Topics: • Developmental Domains and Processes o Influences on Development § Family § Cultural perspectives

Instructional Guide for Family Partnerships and Culture 328 DRAFT February 1, 2018 Appendix A

Expansion Course: Care and Education for Infants and Toddlers – Continued Objectives: • Define the program policies of primary care, continuity of care, and small group size.

Instructional Guide for Family Partnerships and Culture 329 DRAFT February 1, 2018 Appendix A

Unit 3 Part III: Understanding Contemporary Families and Households

Getting Ready for Unit 3 and Connecting to Experience

Objectives: • Identify how the child develops within a system and is influenced by multiple factors of socialization. • Describe contemporary social issues and their effects on families and children. • Compare and contrast diverse family characteristics and parenting styles.

Content and Topics: • Interrelationship of family, school and community as agents of socialization • Influences on Socialization o Family • Impact of contemporary social issues and risk factors such as stereotypes, age, gender, ability, language, culture, racial identity and ethnicity, and socio-economic status

Course: Teaching in a Diverse Society Student Learning Outcomes: • Examine the impact of various societal influences on the development of children’s social identity.

Content and Topics: • Historical and current perspectives on diversity and inclusion • Defining forms of diversity

Instructional Guide for Family Partnerships and Culture 330 DRAFT February 1, 2018 Appendix A

Course: Teaching in a Diverse Society – Continued Content and Topics: o Terminology o Trends o Misconceptions

Objectives: • Evaluate the factors needed to create a diverse and inclusive environment. • Connect staff needs to professional development and opportunities. • Summarize essential practices for collaboration with staff, families and community.

Content and Topics: • Administrator Responsibilities o Working with colleagues and families § Creating a diverse and inclusive environment § Establishing professional relationships and boundaries § Communication strategies § Dealing with conflict o Working with stakeholders § Boards (i.e. Parents, Governing, Advisory)

Objectives: • Describe the primary role of the family in the development of the child. • Relate developmental theory to infant and toddler development, interactions and relationships.

Content and Topics: • Developmental Domains and Processes o Cognitive Development § Theories of language development § Multi-language learning § Critical periods o Influences on Development § Family § Cultural perspectives

Instructional Guide for Family Partnerships and Culture 331 DRAFT February 1, 2018 Appendix A

Expansion Course: Care and Education for Infants and Toddlers Student Learning Outcomes: • Demonstrate strategies to promote healthy relationships in the care and education of infants and toddlers.

Objectives: • Demonstrate practices that support and respect the diverse values and beliefs of families and caregivers. • Define the program policies of primary care, continuity of care, and small group size. • Identify delivery systems, licensing regulations, and quality indicators in infant and toddler care.

Expansion Course: Introduction to Children with Special Needs Student Learning Outcomes: • Collaborate with families and community members in supporting inclusion of children with special needs.

Content and Topics: • Impact on families o Grief, stress and coping strategies o Supporting families o Diverse perspectives

Instructional Guide for Family Partnerships and Culture 332 DRAFT February 1, 2018 Appendix A

Unit 3 Part III: Understanding Contemporary Families and Households

Key Topic 1: Dimensions of Family Life

Objectives: • Identify how the child develops within a system and is influenced by multiple factors of socialization. • Describe contemporary social issues and their effects on families and children. • Compare and contrast diverse family characteristics and parenting styles.

Objectives: • Compare various models and approaches to early childhood curriculum.

Content and Topics: • Program models and approaches • Theoretical frameworks for planning curriculum and environments

Course: Principles and Practices of Teaching Young Children Student Learning Outcomes: • Identify quality in early childhood programs related to environment, curriculum, and teaching strategies.

Instructional Guide for Family Partnerships and Culture 333 DRAFT February 1, 2018 Appendix A

Course: Principles and Practices of Teaching Young Children – Continued Objectives: • Describe developmentally appropriate practice. • Identify the historical roots, theories, standard, and approaches in early care and education.

Content and Topics: • Historical and current approaches o Program philosophies o Quality Indicators • Roles of early childhood teachers o Collaboration § Families § Colleagues § Other professionals

Objectives: • Compare historical and current perspectives on diversity and inclusion. • Identify various forms of diversity. • Explore the influences of stereotypes and bigotry. • Evaluate classroom environments, materials, and approaches for developmental, cultural, and linguistic appropriateness. • Identify issues of social injustice and bias that occur in classrooms. • Evaluate strategies used to build collaborative relationships with families related to issues of diversity.

Content and Topics: • Historical and current perspectives on diversity and inclusion • Defining forms of diversity o Terminology o Trends o Misconceptions • Privilege and oppression o History o Impact o Institutional policies that perpetuate unequal access o Overt and covert social messages o Recognition of dominant culture

Instructional Guide for Family Partnerships and Culture 334 DRAFT February 1, 2018 Appendix A

Course: Teaching in a Diverse Society – Continued Content and Topics: • Issues of inequality and access o Influence of media

Course: Practicum-Field Experience Student Learning Outcomes: • Apply a variety of effective approaches strategies and techniques for teaching in an early childhood classroom. • Design, implement, and evaluate curriculum and environments based on observation and assessment of young children.

Objectives: • Apply understanding of current research and developmental theories to planning experiences for young children. • Plan, implement, and evaluate curriculum using various techniques and teaching strategies based on the needs and interests of young children. • Describe various family involvement strategies.

Content and Topics: • Theory to practice o Developmentally, culturally, and linguistically appropriate practices o Current research o State and national standards

Instructional Guide for Family Partnerships and Culture 335 DRAFT February 1, 2018 Appendix A

Objectives: • Describe the primary role of the family in the development of the child. • Relate developmental theory to infant and toddler development, interactions and relationships.

Expansion Course: Care and Education for Infants and Toddlers Student Learning Outcomes: • Demonstrate strategies to promote healthy relationships in the care and education of infants and toddlers.

Instructional Guide for Family Partnerships and Culture 336 DRAFT February 1, 2018 Appendix A

Expansion Course: Curriculum and Strategies for Children with Special Needs – Continued Objectives: • Demonstrate knowledge of reflective practice, cultural responsiveness, confidentiality, and professional practices when working with colleagues, children and families.

Content and Topics: • Policies and Procedures for Early Intervention and Special Education o Family rights • Teacher’s Role o Collaborating with family and early interventionists/specialists

Instructional Guide for Family Partnerships and Culture 337 DRAFT February 1, 2018 Appendix A

Unit 3 Part III: Understanding Contemporary Families and Households

Key Topic 2: Family Strains

Course: Child, Family and Community Student Learning Outcomes: • Describe strategies that empower families and encourage family involvement in children’s development.

Objectives: • Identify community resources and strategies that support children and families.

Content and Topics: • Interrelationship of family, school and community as agents of socialization • Influences on Socialization o Family o School and educational systems o Community • Impact of contemporary social issues and risk factors such as stereotypes, age, gender, ability, language, culture, racial identity and ethnicity, and socio-economic status

Course: Health, Safety, and Nutrition Student Learning Outcomes: • Describe strategies used to promote health, safety, and nutrition of children and adults in early childhood settings.

Objectives: • Define the broad concepts of health, safety, and nutrition. • Identify health and safety risks in early childhood settings.

Content and Topics: • Interrelationships between health, safety, and nutrition o Defining physical and mental health o Defining safety o Defining nutrition

Course: Teaching in a Diverse Society Student Learning Outcomes: • Examine the impact of various societal influences on the development of children’s social identity.

Instructional Guide for Family Partnerships and Culture 338 DRAFT February 1, 2018 Appendix A

Course: Teaching in a Diverse Society – Continued Student Learning Outcomes: • Evaluate the ways that developmentally appropriate, inclusive, and anti-bias approaches support learning and development.

Course: Practicum-Field Experience Student Learning Outcomes: • Apply a variety of effective approaches strategies and techniques for teaching in an early childhood classroom. • Design, implement, and evaluate curriculum and environments based on observation and assessment of young children.

Instructional Guide for Family Partnerships and Culture 339 DRAFT February 1, 2018 Appendix A

Course: Practicum-Field Experience – Continued Content and Topics: • Theory to practice o Developmentally, culturally, and linguistically appropriate practices o Current research o State and national standards

Expansion Course: Infant and Toddler Development Student Learning Outcomes: • Demonstrate knowledge of biological and environmental factors that influence pre- conception and prenatal health and development.

Objectives: • Summarize the developmental milestones, characteristics, and growth patterns of children from conception through 36 months. • Use current research to evaluate the impact of various birth practices on the newborn and family. • Describe the primary role of the family in the development of the child.

Content and Topics: • Current Research o Brain Development o Influences of growth patterns • Development Domains and Processes o Influences on Development

Instructional Guide for Family Partnerships and Culture 340 DRAFT February 1, 2018 Appendix A

Expansion Course: Infant and Toddler Development – Continued Content and Topics: § Family § Cultural perspectives

Expansion Course: Care and Education for Infants and Toddlers Student Learning Outcomes: • Demonstrate strategies to promote healthy relationships in the care and education of infants and toddlers.

Expansion Course: Introduction to Children with Special Needs Student Learning Outcomes: • Recognize various exceptionalities and conditions of children and identify interventions based on the developmental continuum. • Collaborate with families and community members in supporting inclusion of children with special needs.

Objectives: • Describe the sequence of development and the interrelationships among developmental areas. • Explain various strategies that support collaborative practices in promoting the optimal development of children within the context of their family and community. • Identify the benefits of using a strength-based approach in working with children with special needs and their families.

Content and Topics: • Historical Overview of Early Intervention/Special Education o Theory/educational foundations o Laws and regulations § Inclusion § Least restrictive and natural environments

Instructional Guide for Family Partnerships and Culture 341 DRAFT February 1, 2018 Appendix A

Expansion Course: Introduction to Children with Special Needs – Continued Content and Topics: • Impact on families o Grief, stress and coping strategies o Supporting families o Diverse perspectives

Objectives: • Demonstrate knowledge of reflective practice, cultural responsiveness, confidentiality, and professional practices when working with colleagues, children and families.

Content and Topics: • Policies and Procedures for Early Intervention and Special Education o Family rights • Teacher’s Role o Collaborating with family and early interventionists/specialists

Instructional Guide for Family Partnerships and Culture 342 DRAFT February 1, 2018 Appendix A

Unit 4 Part IV: Culture, Family Life, and the Early Childhood Curricula

Getting Ready for Unit 4 and Connecting to Experience

Course: Child, Family and Community Student Learning Outcomes: • Identify the educational, political, and socioeconomic impacts on children and families. • Describe strategies that empower families and encourage family involvement in children’s development.

Objectives: • Identify how the child develops within a system and is influenced by multiple factors of socialization. • Compare historical and current theoretical frameworks of socialization. • Describe contemporary social issues and their effects on families and children. • Identify community resources and strategies that support children and families.

Content and Topics: • Theoretical frameworks of socialization • Interrelationship of family, school and community as agents of socialization • Influences on Socialization o School and educational systems • Impact of contemporary social issues and risk factors such as stereotypes, age, gender, ability, language, culture, racial identity and ethnicity, and socio-economic status

Course: Introduction to Curriculum Student Learning Outcomes: • Differentiate between various curriculum models, approaches, environments, and standards for early learning including indicators of quality. • Identify the teachers’ role in early childhood programs, including planning, implementing, and evaluating activities and environments. • Select and apply developmentally appropriate teaching strategies and theories to curriculum and environment design.

Objectives: • Compare various models and approaches to early childhood curriculum. • Examine ways curriculum is integrated across all developmental domains and content areas.

Instructional Guide for Family Partnerships and Culture 343 DRAFT February 1, 2018 Appendix A

Course: Introduction to Curriculum – Continued Objectives: • Identify ways in which the environment functions as an essential component of curriculum. • Observe and evaluate teaching strategies and environmental design. • Document observations of children’s developmental stages in various early childhood settings for planning curriculum and environments. • Design appropriate experiences in multiple content areas to support children's learning. • Develop plans for environments that are appropriate for children’s individual ages, stages, and needs. • Plan and record the curriculum development process using various forms of documentation.

Content and Topics: • Program models and approaches • State and national standards and accreditation • Theoretical frameworks for planning curriculum and environments • Environments o Learning centers o Effect of environment on behavior o Routines and schedules o Indicators of quality o Integration of content • Ongoing curriculum cycle o Observation o Assessment o Planning o Documentation • The role of the early childhood teacher o Best practices in teaching o Current research o Planning and evaluating curriculum and environments o Interactions o Family involvement • Development o Physical o Cognitive o Language o Social o Emotional o Self-regulation o Self-help skills • Content areas o Math

Instructional Guide for Family Partnerships and Culture 344 DRAFT February 1, 2018 Appendix A

Course: Introduction to Curriculum – Continued Content and Topics: o Science o English language development o Language and literacy o History and social science o Social emotional development o Visual and performing arts o Physical development o Health • Planning for the divers needs of learners o Age o Temperament o Interests o Abilities o Gender o Culture o Language

Course: Principles and Practices of Teaching Young Children Student Learning Outcomes: • Compare and contrast historical and current early childhood education perspectives, theories, and program types and philosophies. • Identify quality in early childhood programs related to environment, curriculum, and teaching strategies.

Objectives: • Describe developmentally appropriate practice. • Examine the developmental needs of children at various ages. • Describe characteristics of effective relationships, positive guidance, and teacher- child interactions. • Use indicators of quality to analyze various early childhood settings, and curriculum, and teaching strategies.

Content and Topics: • Roles of early childhood teachers o Attributes of effective early childhood teachers o Personal philosophy of teaching o Professionalism and ethics o Collaboration § Families § Colleagues § Other professionals

Instructional Guide for Family Partnerships and Culture 345 DRAFT February 1, 2018 Appendix A

Course: Observation and Assessment Student Learning Outcomes: • Complete systematic observations and assessments using a variety of data collection methods to inform environment design, interactions, and curriculum.

Objectives: • Use observation and assessment tools to evaluate quality in environments, interactions, and curriculum. • Demonstrate the ability to use observation and assessment in decision making for instruction, referral, and intervention.

Content and Topics: • Use of observation and assessment o Curriculum o Teaching strategies o Environments o Referral and intervention o On-going cycle of curriculum development

Course: Health, Safety, and Nutrition Student Learning Outcomes: • Describe strategies used to promote health, safety, and nutrition of children and adults in early childhood settings.

Objectives: • Plan learning experiences on the topics of health, safety, and nutrition.

Content and Topics: • Interrelationships between health, safety, and nutrition o Defining physical and mental health o Defining safety o Defining nutrition

Course: Teaching in a Diverse Society Student Learning Outcomes: • Evaluate the ways that developmentally appropriate, inclusive, and anti-bias approaches support learning and development.

Objectives: • Evaluate classroom environments, materials, and approaches for developmental, cultural, and linguistic appropriateness. • Identify issues of social injustice and bias that occur in classrooms. • Evaluate strategies used to build collaborative relationships with families related to issues of diversity.

Instructional Guide for Family Partnerships and Culture 346 DRAFT February 1, 2018 Appendix A

Course: Teaching in a Diverse Society – Continued Content and Topics: • Defining forms of diversity o Terminology o Trends o Misconceptions

Course: Practicum-Field Experience Student Learning Outcomes: • Apply a variety of effective approaches strategies and techniques for teaching in an early childhood classroom. • Design, implement, and evaluate curriculum and environments based on observation and assessment of young children.

Content and Topics: • Curriculum o Written lesson plans o Adaptations for multiple reasons such as children with diverse abilities, learning styles, and temperaments, and teachable moments o Ongoing curriculum development cycle

Content and Topics: • Administrator Responsibilities o Working with colleagues and families § Creating a diverse and inclusive environment o Working with stakeholders § Boards (i.e. Parents, Governing, Advisory)

Instructional Guide for Family Partnerships and Culture 347 DRAFT February 1, 2018 Appendix A

Expansion Course: Care and Education for Infants and Toddlers Student Learning Outcomes: • Evaluate infant and toddler curriculum and environments based on observation, documentation and reflection.

Content and Topics: • Approaches to Infant Toddler Group Caregiving o Developmentally, culturally, linguistically appropriate practice o Caregiving strategies and practices o Primary caregiving o Teachers role and responsibilities § Collaboration and interactions with families and professionals § Communication with children • Curriculum and Planning o Planning for developmental domains o Environments o Observation, Assessment, and Documentation

Expansion Course: Curriculum and Strategies for Children with Special Needs Student Learning Outcomes: • Design and implement curriculum strategies based on children’s individualized needs in inclusive and natural environments.

Objectives: • Describe strategies that support the central role of families and their collaborative partnerships with team members and community professionals. • Demonstrate knowledge of reflective practice, cultural responsiveness, confidentiality, and professional practices when working with colleagues, children and families. • Identify curriculum, environment and natural learning opportunities to meet individualized needs, outcomes, and goals of young children and families.

Content and Topics: • Teacher’s Role o Collaborating with family and early interventionists/specialists § Communication § Diverse and cultural perspectives

Instructional Guide for Family Partnerships and Culture 348 DRAFT February 1, 2018 Appendix A

Expansion Course: Curriculum and Strategies for Children with Special Needs – Continued Content and Topics: o Adaptations: curriculum and environments § Adaptive equipment and materials § Routines and schedules § Guidance and interactions § Challenging behaviors

Instructional Guide for Family Partnerships and Culture 349 DRAFT February 1, 2018 Appendix A

Unit 4 Part IV: Culture, Family Life, and the Early Childhood Curricula

Key Topic 1: Strategies for Cultural Responsiveness

Course: Child, Family and Community Student Learning Outcomes: • Describe strategies that empower families and encourage family involvement in children’s development.

Objectives: • Describe legal requirements and ethical responsibilities of professionals working with all children and families. • Identify community resources and strategies that support children and families.

Content and Topics: • Interrelationship of family, school and community as agents of socialization • Influences on Socialization o Family o School and educational systems o Community • Strategies for empowering families o Communication o Partnerships o Advocacy

Instructional Guide for Family Partnerships and Culture 350 DRAFT February 1, 2018 Appendix A

Course: Introduction to Curriculum – Continued Objectives: • Observe and evaluate teaching strategies and environmental design. • Document observations of children’s developmental stages in various early childhood settings for planning curriculum and environments. • Design appropriate experiences in multiple content areas to support children's learning. • Develop plans for environments that are appropriate for children’s individual ages, stages, and needs. • Plan and record the curriculum development process using various forms of documentation.

Instructional Guide for Family Partnerships and Culture 351 DRAFT February 1, 2018 Appendix A

Course: Introduction to Curriculum – Continued Content and Topics: o Language and literacy o History and social science o Social emotional development o Visual and performing arts o Physical development o Health • Planning for the divers needs of learners o Age o Temperament o Interests o Abilities o Gender o Culture o Language

Course: Principles and Practices of Teaching Young Children Student Learning Outcomes: • Identify quality in early childhood programs related to environment, curriculum, and teaching strategies.

Objectives: • Describe characteristics of effective relationships, positive guidance, and teacher- child interactions. • Use indicators of quality to analyze various early childhood settings, and curriculum, and teaching strategies.

Content and Topics: • Roles of early childhood teachers o Attributes of effective early childhood teachers o Collaboration § Families § Colleagues § Other professionals • Children’s development o Physical o Cognitive o Language

Course: Teaching in a Diverse Society Student Learning Outcomes: • Evaluate the ways that developmentally appropriate, inclusive, and anti-bias approaches support learning and development.

Instructional Guide for Family Partnerships and Culture 352 DRAFT February 1, 2018 Appendix A

Course: Teaching in a Diverse Society – Continued Objectives: • Evaluate classroom environments, materials, and approaches for developmental, cultural, and linguistic appropriateness. • Identify issues of social injustice and bias that occur in classrooms. • Evaluate strategies used to build collaborative relationships with families related to issues of diversity.

Content and Topics: • Defining forms of diversity o Terminology o Trends o Misconceptions

Course: Practicum-Field Experience Student Learning Outcomes: • Apply a variety of effective approaches strategies and techniques for teaching in an early childhood classroom. • Design, implement, and evaluate curriculum and environments based on observation and assessment of young children.

Expansion Course: Care and Education for Infants and Toddlers Student Learning Outcomes: • Demonstrate strategies to promote healthy relationships in the care and education of infants and toddlers. • Evaluate infant and toddler curriculum and environments based on observation, documentation and reflection.

Objectives: • Design appropriate play spaces and care routines that support infant and toddler care and learning.

Instructional Guide for Family Partnerships and Culture 353 DRAFT February 1, 2018 Appendix A

Content and Topics: • Approaches to Infant Toddler Group Caregiving o Developmentally, culturally, linguistically appropriate practice o Caregiving strategies and practices o Primary caregiving o Teachers role and responsibilities § Collaboration and interactions with families and professionals • Curriculum and Planning o Planning for developmental domains o Environments o Observation, Assessment, and Documentation

Content and Topics: • Teacher’s Role o Collaborating with family and early interventionists/specialists § Communication § Diverse and cultural perspectives o Adaptations: curriculum and environments § Adaptive equipment and materials § Routines and schedules § Guidance and interactions § Challenging behaviors

Instructional Guide for Family Partnerships and Culture 354 DRAFT February 1, 2018 Appendix A

Unit 4 Part IV: Culture, Family Life, and the Early Childhood Curricula

Key Topic 2: Cultural Responsiveness Across the California Infant/Toddler and Preschool Curriculum Frameworks

Objectives: • Compare various models and approaches to early childhood curriculum. • Examine ways curriculum is integrated across all developmental domains and content areas. • Identify ways in which the environment functions as an essential component of curriculum. • Observe and evaluate teaching strategies and environmental design. • Document observations of children’s developmental stages in various early childhood settings for planning curriculum and environments. • Design appropriate experiences in multiple content areas to support children's learning. • Develop plans for environments that are appropriate for children’s individual ages, stages, and needs. • Plan and record the curriculum development process using various forms of documentation.

Instructional Guide for Family Partnerships and Culture 355 DRAFT February 1, 2018 Appendix A

Course: Introduction to Curriculum – Continued Content and Topics: o Integration of content • Ongoing curriculum cycle o Observation o Assessment o Planning o Documentation • The role of the early childhood teacher o Best practices in teaching o Current research o Planning and evaluating curriculum and environments o Interactions o Family involvement • Development o Physical o Cognitive o Language o Social o Emotional o Self-regulation o Self-help skills • Content areas o Math o Science o English language development o Language and literacy o History and social science o Social emotional development o Visual and performing arts o Physical development o Health • Planning for the divers needs of learners o Age o Temperament o Interests o Abilities o Gender o Culture o Language

Course: Principles and Practices of Teaching Young Children Student Learning Outcomes: • Identify quality in early childhood programs related to environment, curriculum, and teaching strategies.

Instructional Guide for Family Partnerships and Culture 356 DRAFT February 1, 2018 Appendix A

Course: Principles and Practices of Teaching Young Children – Continued Objectives: • Describe characteristics of effective relationships, positive guidance, and teacher- child interactions. • Use indicators of quality to analyze various early childhood settings, and curriculum, and teaching strategies.

Course: Teaching in a Diverse Society Student Learning Outcomes: • Evaluate the ways that developmentally appropriate, inclusive, and anti-bias approaches support learning and development.

Content and Topics: • Defining forms of diversity o Terminology o Trends o Misconceptions

Course: Practicum-Field Experience Student Learning Outcomes: • Analyze personal teaching experiences to guide and inform practice.

Objectives: • Perform teaching and non-teaching responsibilities. • Analyze student teaching experiences to inform and guide future teaching and collaborative practices.

Instructional Guide for Family Partnerships and Culture 357 DRAFT February 1, 2018 Appendix A

Content and Topics: • Approaches to Infant Toddler Group Caregiving o Developmentally, culturally, linguistically appropriate practice o Caregiving strategies and practices o Primary caregiving o Teachers role and responsibilities § Collaboration and interactions with families and professionals § Communication with children • Curriculum and Planning o Planning for developmental domains o Environments o Observation, Assessment, and Documentation

Instructional Guide for Family Partnerships and Culture 358 DRAFT February 1, 2018 Appendix A

Expansion Course: Curriculum and Strategies for Children with Special Needs – Continued Content and Topics: • Teacher’s Role o Collaborating with family and early interventionists/specialists § Communication § Diverse and cultural perspectives o Adaptations: curriculum and environments § Adaptive equipment and materials § Routines and schedules § Guidance and interactions § Challenging behaviors

Instructional Guide for Family Partnerships and Culture 359 DRAFT February 1, 2018 Appendix B Appendixes Appendix B Graphic and

Appendix B – – : : Related Links and Re California’s Early Learning and Development System sources

Instructional Guide for Family Partnerships and Culture 360 DRAFT February 1, 2018 Appendix B