Social & Cultural Environments in Early Childhood: Education 265
Megan Wereley: mwereley@wooster.edu, ext. 2229
Fall 2005: TTH, 1:00-2:20 p.m.
Room: Morgan 222
Office: Morgan 225

Office hours are generally from 1:00-4:00 pm on M, W, F and 2:30- 3:30 pm on T, Th. These times may vary as I am in the schools during the semester. You are also welcome to drop by Morgan 225 at other times during the week. Please let me know if you would like to meet with me so that we can agree upon a mutually convenient time. You can contact me by e-mail (mwereley@wooster.edu) or leave a telephone message at extension 2229.

» Academic Catalogue Description

I. Required Readings:

Required:

Books: (available in Wilson Bookstore):

Feeney, Stephanie and Freeman, Nancy K. (1999). Ethics and the Early Childhood Educator: Using the NAEYC Code.           Washington, D.C.: National Association for the Education of Young Children.

Kozol, Jonathan. (1995). Amazing Grace. New York: Crown Publishers.

Lareau, Annette. (2000). Home Advantage: Social Class and Parental Intervention in Elementary Education. Lanham,           Maryland: Rowman and Littlefield Publishers.

Powell, Rebecca. (2001). Straight Talk: Growing as Multicultural Educators. Peter Lang Publishing. New York.

Sadker David and Sadker, Myra. (1994). Failing at Fairness: How America's Schools Cheat Girls. New York: Charles           Scribner's Sons Publishing.

Valdes, Guadalupe. (1996). Con Respecto: Bridging the Distance Between Culturally Diverse Families and Schools. New           York: Teachers College Press.

Articles and Selected Readings: (available on ERES)

Barbour, Chandler and Barbour, Nita. (2001). Families, Schools, and Communities: Building Partnerships for Educating           Children. Upper Saddle River, New Jersey: Merrill-Prentice Hall Publications. (on reserve)

Cohen, Elizabeth. Equitable Classrooms in a Changing Society. pp. 265-281. in Hallinan Maureen (Ed). (2000) Handbook           of Sociology and Education. Kluwer Academic/Plenum Publishing. New York. (on reserve)

Delpit, Lisa. The Silence Dialogue: Power and Pedagogy in Educating Other People's Children. pp. 119-139 in Weis, Lois           and Fine, Michelle (eds.) (1993). Beyond Silenced Voices. Albany: State University of New York. (on reserve)

Epstein, Joyce and Sanders, Mavis. Connecting Home, School, and Community. pp. 285-306 in Hallinan Maureen (Ed).           (2000) Handbook of Sociology and Education. New York: Kluwer Academic/Plenum Publishing. (on reserve)

Hilty, Eleanor. Chapter 3: From Sesame Street to Barney and Friends: Television as Teacher. pp 69-83 in Steinberg,           Shirley and Kinchloe, Joe (eds). (1998). Kinder-Culture: The Corporate Construction of Childhood.Westview           Press. Boulder. (on reserve)

Gestwicki, Carol. Home, School, and Community Relations. Delmar Publishing. Albany. 2000. 13-25, 135-153, 251-267           (on reserve)

Gladwell, Malcolm. (2000). The Tipping Point: How Little Things Can Make a Big Difference.

Little Brown and Company. Boston. Chapter 3: The Stickiness Factor- Sesame Street, Blue's Clues, and the Educational           Virus .(on reserve)

Purcell-Gates, Victoria. "As Soon As She Opened Her Mouth!Ó: Issues on Language, Literacy and Power. pp 123-141 in           Delpit, Lisa and Dowdy, Joanne (eds). (2002) The Skin That We Speak. New York.: New Press Publishing. (on reserve)

Recommended:

Cultural Factors:

Flores-Gonzalez, Nilda. (2002) School Kids/Street Kids: Identity Development in Latino Students. Teachers College Press.           New York.

Delpit, Lisa and Dowdy, Joanne. (2002) The Skin That We Speak. New York: New Press Publishing.

Delpit, Lisa. (1995). Other People's Children. New Press. New York.

Valdes, Guadalupe. (2001) Learning and Not Learning English: Latino Students in American Schools. Teachers College           Press. New York.

Community Factors:

Kozol, Jonathan. (2000). Ordinary Resurrections. Crown Publishers. New York.

Kozol, Jonathan. (1995). Savage Inequalities. Crown Publishers. New York.

Suskind, Ron. (1998). A Hope In the Unseen. Broadway Books. New York.

Family Influences and Social Class:

Polakow, Valerie. (1993). Lives on the Edge: Single Mothers and their Children in the Other America. Chicago: University           of Chicago Press.

Sheehan, Susan. (1993). Life For Me Ain't Been No Crystal Stair: One Family's Passage Through the Child Welfare           System. Vintage Books. New York.

Issues of Gender:

Gallas, Karen. (1998). Sometimes I Can Be Anything: Power, Gender, and Identity in a Primary Classroom. Teachers           College Press. New York

Thorne, Barrie (1997). Gender Play: Girls and Boys in Schools. Rutgers University Press. New Brunswick.

Other:

Cortes, Carlos. (2000). The Children are Watching: How the Media Teach About Diversity. Teachers College Press. New York.

Levin. D.E. (1998). Remote Control Childhood. NAEYC. Washington, DC.

II. Course Description:

In this course students will examine current theories and research surrounding the influence of home, school, and community on the growth and development of young children. Exploration of social and cultural influences is encouraged through examination of diverse settings and programs. Emphasis is placed on early childhood educators establishing and maintaining collaborative, cooperative programs and providing activities which involve community support systems and families of young children. Topics are presented through lecture, readings, writing, discussion, student presentations, small and large group activities, community speakers and field trips, video and technology-related presentations, and ten hours of field-directed observations and visitation.

This is a Writing Intensive (W) Course. It fulfills, in part, the writing requirements for graduation. Students will become familiar with the ways in which those exploring theory and practice in education use conventions of written discourse to pose an argument, make a point, propose new ideas and develop problem-solving strategies, specifically within the social and cultural aspects of early childhood education and development. Students are expected to complete at least six different formal writing assignments throughout the semester. One assignment is a formal research paper. At least four of these assignments require extensive revisions and use of the writing process. Time is allotted in class for discussion and application of the writing process and for peer editing. Students are expected to use the APA guide for documentation.

When considering writing assignments, it is important to learn and practice the following characteristics of good writing:

Range-              Writing well in a variety of forms

              Writing for different kinds of readers

Audience-       Learning and using rhetorical strategies appropriate for audience and purpose

Argument-      Learning to write a thesis statement

Developing a thesis with coherence, logic and evidence

Coherence-    Writing so that all parts of the paper contribute to a greater, connected whole

Editing-            Learning to edit to address surface error

Editing to correct irregularities in grammar, syntax, diction, and punctuation

This course also fulfills part of the Learning Across the Disciplines requirement in Social Sciences and History (#). Please refer to the College Catalogue for complete information on this particular graduation requirement.

III. Rationale:

Following the guidelines of the National Association for the Education of Young Children (NAEYC), the National Council for the Accreditation of Teacher Education (NCATE), the Ohio Department of Education (ODE) Standards for Teaching Licensure, and the INTASC, the Early Childhood Program at Wooster focuses upon the following:

1.      child development and learning

2.      curriculum development and implementation

3.      family and community relationships

4.      assessment and evaluation

5.      professionalism

6.      field and clinical experiences

In this particular course, emphasis is placed on family and community relationships and the understanding that all other components influence the study of and experience with the family and community. In addition, coursework and field work in early childhood settings considers the following Praxis II domains:

1.      Domain A: Organizing Content Knowledge for Student Learning

2.      Domain B: Creating an Environment for Student Learning

3.      Domain C: Teaching for Student Learning

4.      Domain D: Teacher Professionalism

IV. Course Objectives:

The content of this course specifically addresses the following INTASC (Interstate New Teacher Assessment and Support Consortium) Principles:

• The teacher understands how children learn and develop and provides learning opportunities that support intellectual, social and personal development.
• The teacher understands how students differ and creates instructional approaches that are adapted to diverse learners.
• The teacher creates a learning environment that encourages positive social interaction, self-motivation and active learning.
• The teacher plans instruction based upon knowledge of subject matter, students, the community and curriculum goals.
• The teacher uses formal and informal assessment strategies to assure intellectual, social and physical development of the learner.
• The teacher is a reflective practitioner who seeks out opportunities to grow.
• The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support learning and well-being.

V. Field/Clinical Experiences:

Field Experiences:

Field experience is defined as a scene of practical work or observation outside of the more formal college classroom setting. Education 265 requires the completion of parent interviews and field observations related to specific assignments for this course. You will complete approximately10 field hours.

Support Experiences:

Support experience is defined as work completed during class time or outside of class related directly to the examination of this course. It might include small group work, leading class discussions, video viewing, observations, field trip, or oral presentations. Your will complete approximately 25 hours in support experiences.

VI. Course Expectations:

Detailed assignment descriptions and grading rubrics will be distributed in class throughout the semester.

1. Attendance and Participation: You are expected to be present for all class sessions. Each student is expected to participate fully in all class discussions and activities. Your ideas are valuable and it is important for you to be present to share them! Should it be necessary for you to be absent, please contact the professor before the beginning of the class period (x2229 or mwereley@wooster.edu). Failure to contact the professor prior to the class period will result in an unexcused absence. Your grade will be negatively affected by unexcused and/or excessive absences.
2. Field/Clinical Placement: You are expected to complete approximately 10 hours observing in social service agencies, interviewing social service providers, etc. Please document these hours weekly using the electronic weekly time sheets available at www.wooster.edu/education.

3. Professionalism: You are expected to demonstrate professional attributes including initiative, motivation, appropriate language and dress, punctuality, planning, etc. You are also expected to be familiar with the Praxis III performance assessment criteria.
4. Completion of Assignments: All assignments are to be submitted on time. Any assignment can be brought to the professor in advance for review and discussion. If you have any questions or concerns about specific assignments that are not addressed in class, please clarify your questions with the professor either during class or by scheduling a meeting at another time. Your grade will be negatively affected by late or incomplete assignments.
5. 5.   W Course: As a W course, emphasis is placed upon the process of writing as a means of learning and effective communication within a specific topic. The writing component of this class will help you achieve an understanding of the relationship between writing and participation in education-related fields. You are required to write, edit, and rewrite at least six written projects/papers following all steps of the writing process. Class time will be allocated for discussion and practice related to the writing process and peer-editing.
6. Completion of Required Reading: This syllabus includes a week-by-week guide to the course's discussion themes and required readings. You will note that this course includes a substantial amount of reading. You are expected to have completed each reading assignment in full so that we are able to discuss and write about each reading as a class by Tuesday of the assigned week. Many of your assigned readings are available on electronic reserve. Please budget your study time accordingly so that you are able to download and/or copy the reserve assignments in a timely manner.
7. Code of Academic Integrity: Students are expected to follow the Code of Academic Integrity outlined in the Scot's Key. Cheating is unprofessional and unacceptable behavior. Such activity will result in failure of the specific assignment and/or the entire course.
8. Learning Disabilities: If you are a student with a documented disability, please register with Pam Rose, Director of the Learning Center. The Learning Center is located in the Rubbermaid Student Services Building (ext 2595) and is the office that will assist you in developing a plan to address your academic needs.

V. Assignments:

VII: Grading:

Assessment will be provided using a variety of methods. A rubric will be distributed providing detailed criteria for each assignment. The following percentages can be used as a guide to determine letter grades:

VIII: Description of Assignments

Media Review (Due Thursday, September 22^nd ): Students will investigate the various ways that society interprets the role of a child by investigating various forms of media depicting the social and cultural lives of children. You are asked to view several popular children's television shows (including commercials) to see how the lives of children are portrayed. You are to identify at least five different commercials/television excerpts for which you will write at least a 5-7 page summary describing your observations and providing an analysis of the each excerpt. The following questions should be addressed within your summaries:

• What issues emerge as relevant areas of discussion related to young children?
• In what activities are children and parents engaged?
• In what kinds of social environments are children most often portrayed?
• What evidence emerges revealing cultural expectations for the role and behavior of children?

• Are there clear expectations related to the relationship between children and adults within families? What relationships between children and adults in other settings (ex: in schools, etc.) are also depicted? What about the expected relationships among children themselves?
• How do you think these media portrayals relate to what you observe in reality (based upon the social and cultural environments of children with which you are already familiar?) Are they accurate portrayals?
• How do you think the media's depiction of the lives of children in our society shapes a child's social and/or cultural environment? Do you think that the media's interpretation of children reflects commonly held societal values? Explain your reasoning.

In-Class Writing Assignments (assigned over the course of the semester): Over the course of the semester, you will be asked to brainstorm and begin a first draft of several different in-class writing activities. We will use these writing activities as a launch for class discussion. In some cases, you will be asked to take this first draft home for peer-editing and/or further revision. You will be asked to submit a final draft of each assignment at the beginning of the following class period. These assignments will generally be no longer than 3-5 pages (double-spaced) in length.

Parent Interviews (Due Thursday, October 27^th):You are expected to interview at least two parents of young children Within your interview you should pay particular attention to the following topics:

• Parent choices and goals for their children
• Family structure
• Cultural influences
• Views of services and educational programs available for their children
• Parent understanding of the role of the parenting in the educational process
• Family values and priorities

Following your parent interview, you are expected to write a 5-7page summary discussing the responses you receive related to the above topics as well as any other interesting information which provides a better understanding of different parent perspectives of their specific roles and relationship with their child.

Ethics Presentation (Due Thursday, November 17^th): Working in a group with your colleagues, you are expected to present one chapter from the NAEYC ethics guide to the class. You will need to provide a hand-out for your classmates summarizing the major points and implications for the chapter. Please be prepared to work with your group to develop an interesting and creative way to present the main issues addressed in your chapter as well as to lead a class discussion (10-15 minutes) related to your assigned area.

Special Topic Book Discussions and Review (Due December 1^st-8^th): Each student will be required to select a different book from the Recommended Reading list provided at the top of this syllabus (or another text of your choosing after consultation with the professor). The books focus upon different topics relevant to the cultural and social environments of children. You are to read your book in order to prepare a 4-6 page review and discussion of the issues addressed within your book. In addition, you are expected to lead a 5-10 minute class discussion based upon your topic using your book as a primary resource. Please provide topic related hand-outs for other students to use as a resource and/guide during the discussion. In your review, please consider the following questions:

• What overall topics does your book address?
• Does the author further develop each topic into sub-areas? What are these areas?
• How are these topics developed throughout the book? (Does the author tell a story? Summarize research findings? Interview and provide biographic examples of individuals in different social and cultural environments?)
• Do you think the author's writing style was helpful in keeping the reader interested and educating the reader about the topics covered in the book?
• How does your topic relate to social and cultural environments of young children?
• Is there a problem that the author attempts to highlight? What is that problem? (Provide extended discussion of these issues.) Does the author offer any solutions? Do you agree? Do you have any different ideas?
• Are there other issues related to this topic that the author did not address?
• What other perspectives should be considered in order to fully understand the topic and problems discussed?
• How are these topics relevant to the formal education of young children?
• As an educator, what issues might you consider when working with students as a result of having read this book?

Final Research Paper (Due Tuesday, December 13^th by 2pm): There are many factors that contribute to a child's early social and cultural development and eventually their early formal educational experiences. Your final assessment will take the form of a 6-8 page final paper in which you will further explore these factors. In this paper you may choose to develop your book discussion topic in greater detail or choose to develop a different topic area, or develop multiple topic areas related to social and cultural environments of children. Please utilize at least one of the recommended texts, relevant aspects of the required readings, and a minimum of three other outside sources that further develop your area of interest. Provide evidence of thorough understanding of the readings including references to the texts where appropriate. Please consider the following questions within your writing:

• What are the roles that families, schools and communities play in a child's social and cultural development as well as preparing a child for his or her first educational experiences?
• What impact do social class, cultural background, and/or gender have on a child's educational experience?
• Why are some students labeled "at-riskÓ because of their gender, socio-economic level or cultural background?
• What can educators do to address these problems?
• How can schools consider curriculum differently?
• What about assumed expectations from teachers?
• As an educator, what can you do differently when planning for your students as a result of the knowledge of social and cultural environments that you have gained from this class?

IX. Reading Assignment and Topic Discussion Outline

Week 1- August 30^th- September 1^st -Overview- How are Social and Cultural Environments Defined?

Required Reading:

Barbour and Barbour- Chapter I "Home, School, and Community Influences" (on reserve)

Week 2- September 6^th-8^th-Families as a Social Influence

Required Reading:

Barbour and Barbour, Chapter 3-"Viewing Family Diversity"(on reserve)

Gestecki, Chapter 2- "Families and Functions"(on reserve)

Week 3- September 13^th-15^th- Children and Media Culture

Required Reading: Barbour and Barbour, pp 17-23- "Media Influence" (on reserve)

                              Hilty- Chapter 3- "From Sesame Street to Barney and Friends" (on reserve)

                              Gladwell- Chapter 3- "The Stickiness Factor" (on reserve)

Week 4- September 20^th-22^nd - Social Environment of Early Childhood Care and Preschool

Required Reading: Barbour and Barbour- Chapter 5 (on reserve)

9/22/05 Media Review Due

Week 5- September 27^th -September 29^th - Schools as a Social Influence: The Curriculum of School

Required Reading: Cohen, "Equitable Classrooms" (on reserve)

Epstein, Joyce and Sanders, Mavis. Connecting Home, School, and Community (on reserve)

Week 6- October 4^th - 6^th- Parent Involvement in the Schools

Required Reading: Lareau- Chapters 1-5

Recommended Reading: Lareau Chapters 6-9

Week 7-October 11^th-13^th- Social Class and Parent Involvement

Required Reading: Powell- Chapter 4

                              Purcell-Gates, Victoria- pp 123-141 in Delpit and Dowdy. (on reserve)

Week 8- October 18^th-20^th - Communities as a Social Influence (Part I)

Required Reading: Kozol- Amazing Grace

Week 9-October 25^th -27^th - Communities as a Social Influence (Part II)

Required Reading: Kozol- Amazing Grace (continued)

10/25/05- No Class- Fall Break!

Week 10-November 1^st-3^rd - Perspectives on Cultural Differences in the Classroom

Required Reading: Delpit: pp 119-139 in Weis and Fine (on reserve)

                              Valdes, Con Respecto-Chapters 1, 2, 6, 8

11/3/05- Parent Interview Paper Due

Week 11-November 8^th - 10^{th -} Social Environments and Gender

Required Reading: Sadker and Sadker, Failing at Fairness, Chapters 1-4

Week 12-November 15^0h- 17^th- Gender and the Classroom Experience

Required Reading: Sadker and Sadker, Failing at Fairness, Chapters 9, 10

                              Powell- Chapter 5

Week 13-November 22^nd-24^th - Recognizing Priorities- The Ethics of Working With Children

Required Reading: Feeney and Freeman- Chapters 1, 2, 3 and Assigned Section

11/19-11/23- Ohio Department of Education Departmental Review

11/22/05- Ethics Presentations Due

11/24/05-Thanksgiving Vacation- No Class!

Week 14- November 29^th -December 1^st - Recognizing Priorities-

The Ethics of Working With Children (continued)

Required Reading: Feeney and Freeman- Chapters 1, 2, 3 and Assigned Section (continued)

12/1/05- Special Topic Book Discussions Due (selected students)

Week 15- December 6^th-8^th -Book Discussion Week!

Required Reading: Selected from Recommended Text List

12/6/05- Special Topic Book Discussions Due (selected students)

Week 16-December 13^th-17^the Exam Week

12/13- Final Papers due by 5pm to Morgan 225