MCCCD Official Course Competencies:

EED220  2008 Summer I – 2009 Fall

Child, Family, Community and Culture

1.

Describe theoretical basis of child (birth to age eight) and family development within society. (I)

2.

Explain the attachment process from infancy through third grade that occurs within families. (II)

3.

Identify potential threats to the forming of attachments and developing relationships. (II)

4.

Explain the relationship between early development of the brain and social/emotional experiences of the young child (birth to age eight). (III)

5.

Identify social contexts, including homes, early care and education environments, and other public places and programs, in which young children (birth to age eight) spend time. (II, III)

6.

Explain how changing demographics influence early childhood education programs and services. (IV)

7.

Identify varied responses of the early childhood professional (working with children birth to age eight) to changing demographics. (IV)

8.

Define major descriptors of child and family diversity, including gender, race, age, ethnicity, religion, national origin, sexual orientation, exceptionality, class, family structure and home language. (V)

9.

Contrast cultural and community influences on identity formation, relations with others, modes of communication and traditions of guidance. (VI)

10.

Identify current trends in the larger society that threaten the formation of cultural identity in young children (birth to age eight). (VI)

11.

Examine the main cultural agents of attitude and value formation in young children (birth to age eight) and adults. (VII)

12.

Contrast the developmental characteristics of infants and young children through third grade as they relate to the familial expectations among cultural groups. (VIII)

13.

Determine, using professional ethical codes, whether a program appropriately serves the child and family within their community and culture. (IX)

MCCCD Official Course Outline:

EED220  2008 Summer I – 2009 Fall

Child, Family, Community and Culture

I. Theories

A. Bronfenbrenner

B. Vygotsky

C. Erikson

D. Others

II. Attachments within Families

A. Child Birth and Social Concept of Bonding

B. Family Formation

C. Family Relationships

1. Practices Supporting Attachment within Families

2. Developmental Consequences of Attachment or Absence of Attachment

D. Treats to Attachment

1. Personal

2. Societal

III. Early Brain Development

A. Social/Emotional Experience

B. Influences within the Family

C. Factors within other Social Context

IV. Demographics of Populations Served

A. Characteristics of Populations

B. Changes in Populations

C. Professionals Supporting Families

1. Addressing Multiple Challenges

2. Ethical and Legal Considerations

3. Support During Significant Stress

V. Major Descriptors

VI. Community and Cultural Influences

A. Identity Formation

B. Relations with Others

C. Modes of Communication

D. Traditions of Guidance

E. Threats to Cultural Identity Formation

VII. Cultural Agents of Attitude and Value Formation

A. Family Members

B. Religious Organizations and Ideas

C. Media

D. Early Caregivers and Educators

E. Other Societal Influences

VIII. Developmental Characteristics and Culture

A. Age-status Expectations

B. Behavioral Expectations for Self-regulation

C. Dependence and Independence

D. Extended Family Interactions and Expectations

IX. Professional Codes of Ethics

A. Direct Relationships with Children and Their Families

B. Advocacy