Early
Childhood: Family-Centered Services
Instructor Name: Dr. Marrea Winnega
Facilitator
Name: Aumony Dahl, M.Ed.
Phone: 509-891-7219
Office Hours: 8 a.m. to 5 p.m.
PST Monday - Friday
Email: aumony_dahl@virtualeduc.com
Address: Virtual Education Software
16201 E Indiana Ave,
Suite 1450
Spokane, WA 99216
Technical
Support: support@virtualeduc.com
Introduction
Welcome to Early
Childhood: Family-Centered Services, a course that seeks to promote the
development of thoughtful,
knowledgeable, effective educators for a diverse society. The course provides conceptual frameworks
for working with families of children from a variety of backgrounds. Course content places an emphasis on
family-centered practices designed to help early childhood professionals
involve and support families in the care and education of children.
This
computer-based instruction course is a self-supporting program that provides
instruction, structured practice, and evaluation all on your home or school
computer. Technical support information
can be found in the Help section of your course.
Course Materials (Online)
Title:
Early Childhood: Family-Centered Services
Instructor Name: Dr. Marrea Winnega
Facilitator
Name: Aumony Dahl, M.Ed.
Publisher: Virtual
Education Software, inc. 2008, Revised 2012, Revised 2015, Revised 2018
Academic
Integrity Statement
The structure and format of most distance-learning courses presume a high
level of personal and academic integrity in completion and submission of
coursework. Individuals enrolled in a distance-learning course are expected to
adhere to the following standards of academic conduct.
Academic Work
Academic
work submitted by the individual (such as papers, assignments, reports, tests)
shall be the student’s own work or appropriately attributed, in part or in
whole, to its correct source. Submission of commercially prepared (or group
prepared) materials as if they are one’s own work is unacceptable.
Aiding Honesty in
Others
The individual will encourage honesty in
others by refraining from providing materials or information to another person
with knowledge that these materials or information will be used improperly.
Violations
of these academic standards will result in the assignment of a failing grade
and subsequent loss of credit for the course.
Level of Application
This
course is designed as one of a five-part series on early childhood
education. Upon completion of the five-course series you will have
covered most competencies found in a Child Development Associates (CDA)
program, however, completion of all five courses does not earn participants a
CDA unless they are formally enrolled in a program that recognizes these
courses within that program. This course specifically covers
competencies 1-9, 12, and 13 (it is recommended you check on individual
state competencies), which all relate to the establishment of
well-run, purposeful programs for young children that are responsive to
individual needs and advance the development of the whole child. This
course also incorporates the applicable Division for Early Childhood (DEC) Recommended Practices in Early
Intervention/Early Childhood Special Education, in addition to the newest National Association for the Education of
Young Children (NAEYC) Accreditation Standards (2018), and the Every Student Succeeds Act (ESSA), which
was signed into law on December 10, 2015. ESSA both sustains and expands the
nation’s investment in increasing access to high-quality early childhood
education for all children. This course is designed for anyone planning
programs for young children: childcare providers, early childhood educators,
and healthcare or social services providers, to name a few.
Course Objectives
After
successful completion of this course, students will be able to demonstrate:
·
Working
knowledge of the major frameworks for understanding about family systems,
transitions, and diversity.
·
Competence
in communicating about the role of families in promoting optimal growth,
development, and learning from pre-birth to age five.
·
Ability
to seek out appropriate local, regional and national resources when working
with families facing special challenges (e.g. children who have teenaged or
divorced parents, are newly immigrated, have experienced abuse/neglect and/or
poverty, or have special needs).
·
Skill
in designing appropriate professional practices related to enhancing and
assessing positive staff-parent communication and involvement.
Course Description
Family-Centered
Services
is a continuum of services that employ the family-centered practice approach to
promote the primary goals of child welfare: safety, permanency, and
well-being. A family-centered practice
approach is a way of organizing and delivering assistance and support to
families based on interconnected beliefs and attitudes that shape the program
philosophy and behavior of personnel as they organize and deliver services to
children and families.
Family-centered
service is an approach to service delivery that grew out of family preservation
attempts in the mid-seventies to prevent out-of-home placements of minors.
Since then, family-centered services has expanded from a particular type of
service to an overall philosophy for the delivery of services to families. FCS currently includes a wide range of programs
from family support prevention services
to family preservation, for families
who are dealing with extremely difficult situations. Family support is largely a preventative
service that focuses on promoting healthy family relationships and child
development. A family support model may
include programs such as peer support groups, Head Start, parent training, and
home visitation. Family preservation, on the other hand, is more concerned with
preventing family breakdown when serious problems arise by providing more
intensive services that help families resolve specific issues (Fuller &
Wells, 2000).
While
there are several similar, yet differing, definitions of family-centered
services that exist in fields such as social services, child welfare, mental
health, and early childhood special education, there is consensus on the
principles and values that characterize family-centered services. Descriptors such as “strengths-based,
consumer driven, family systems, partnerships, empowerment, enhancement,
interdependence, proactive, and collaborative relationships” are all found in
many of these definitions (Pletcher & McBride, 2003).
For
the purpose of this class, we will use the terms Family-Centered Services and Family-Centered
Practice interchangeably, to refer to a way of working with families across
service systems to enhance their capacity to care for and protect their
children, and strengthen their ability to manage their own lives. Family-centered services focus on the needs
and welfare of children within the context of their families and communities. These services are accessible and
individualized, and are available to families that may not initially seek
services.
Family-centered
service providers reach out to families, conveying the message that all
families can benefit from support, and that families can learn from one
another.
Family-centered
practice recognizes the strengths of family relationships and builds on these
strengths to achieve optimal outcomes. Family is defined broadly to include
birth, blended, kinship, and foster and adoptive families. Family-centered practice includes a range of
strategies, including advocating for improved conditions for families,
supporting them, stabilizing those in crisis, reunifying those who are separated,
building new families, and connecting families to the resources that will
sustain them in the future.
Student
Expectations
As a student
you will be expected to:
·
Complete
all four information sections
showing a competent understanding of the material presented in each section.
·
Complete
all four section examinations,
showing a competent understanding of the material presented. You must obtain an
overall score of 70% or higher, with
no individual exam score below 50%,
to pass this course. *Please note: Minimum exam score requirements may vary by college or
university; therefore, you should refer to your course addendum to determine
what your minimum exam score requirements are.
·
Complete
a review of any section on which your examination score was below 50%.
·
Retake any examination, after completing an
information review, to increase that examination score to a minimum of 50%,
making sure to also be achieving an overall exam score of a minimum 70% (maximum
of three attempts). *Please note: Minimum exam score
requirements may vary by college or university; therefore, you should refer to
your course addendum to determine what your minimum exam score requirements
are.
·
Complete
a course evaluation form at the end of the course.
Course Overview
Chapter
1: Introduction to Family-Centered Services
Chapter One defines what is meant by Family-Centered Services (FCS) and examines the important role it plays in Early Childhood Education (ECE). We consider the philosophy, core values, and essential elements of best practice in FCS. In addition, we identify several key principles that guide the delivery of Family-Centered Services and provide practical examples of how to implement each principle for those providing services to families.
Chapter 2: Understanding Families
Chapter Two takes a more in-depth look at how we can work together
to connect the ECE profession’s standards of quality to the urgent needs of
families. This chapter discusses the complexity of family dynamics by examining
several factors that contribute to family diversity, such as ethnicity, race,
culture, economic differences, gender role identity, religiosity, and
geographic region. We discuss the practical implications of such factors
and look at family strengths, functions, and structures.
Chapter 3 - Working Together: A Shared Responsibility
Chapter Three takes a closer look at several stress factors, such
as family violence, substance abuse, homelessness, disability, serious illness,
and immigration, that many families in crisis may face. We discuss the
impact of such stressors on both family and child, and identify various ways in
which early childhood educators can support and encourage them in their time of
need.
Chapter 4 - Building Communities of Care
Chapter Four focuses on the need for Early Childhood Educators and
care providers to provide parents with child-rearing information and
support. In order to do this, we examine the critical processes for child
development, discuss how to develop and implement needs assessments for
families with young children, and describe the dimensions of high-quality
parent education programs. This chapter also identifies critical
components of parenting and discusses methods of parent education.
Examinations
At
the end of each chapter, you will be expected to complete an examination
designed to assess your knowledge. You may take these exams a total of three
times. Your last score will save, not the highest
score. After your third attempt, each
examination will lock and not allow further access. Your final grade for the course will be
determined by calculating an average score of all exams. This score will be printed on your final
certificate. As this is a self-paced
computerized instruction program, you may review course information as often as
necessary. You will not be able to exit any examinations until you have
answered all questions. If you try to exit the exam before you complete all
questions, your information will be lost. You are expected to complete the
entire exam in one sitting.
Facilitator Description
Early
Childhood: Family-Centered Services has been developed by Aumony Dahl MEd,
the instructor of record. Aumony received her
Master’s degree in Exceptional Children from Western Washington
University. She is certified to teach in
K-12 Special Education with an additional endorsement in Early Childhood
Special Education. Aumony began her
career working as an elementary special education teacher for several years. She is currently an instructor in the Special
Education Department at Western Washington University, teaching a variety of
classes on topics related to early childhood special education, students with
complex special needs, assessment and evaluation, and program planning. Aumony is also a supervisor for practicum
students who are training to become teachers.
In addition to this course, Aumony has authored other courses in this
Early Childhood series called Early
Childhood: Program Planning and Early Childhood: Infant & Toddler Mental
Health.
Instructor Description
Dr. Marrea
Winnega, is a Licensed Clinical Psychologist with 20 years of experience in the
field of Autism Spectrum Disorders. Currently, she is an Assistant Professor
of Clinical Psychology in the University of Illinois at Chicago Department
of Psychiatry. She consults for schools and agencies serving individuals with
Autism Spectrum Disorders, including Asperger’s Disorder. She has also
conducted numerous workshops, in-services, and trainings throughout the United
States. Please contact Professor Dahl if you have course content or
examination questions.
Contacting the Facilitator
You may contact
the facilitator by emailing Professor Dahl at aumony_dahl@virtualeduc.com or
calling her at 509-891-7219, Monday through Friday, 8:00 a.m. - 5:00 p.m. PST.
Phone messages will be answered within 24 hours. Phone conferences will be limited to ten minutes per student, per
day, given that this is a self-paced instructional program. Please do not
contact the instructor about technical problems, course glitches or other
issues that involve the operation of the course. Please contact
Professor Dahl if you have course content or examination questions.
Technical Questions
If you have
questions or problems related to the operation of this course, please try
everything twice. If the problem persists please check our support pages for
FAQs and known issues at www.virtualeduc.com
and also the Help section of your course.
If you need
personal assistance then email support@virtualeduc.com
or call (509) 891-7219. When contacting
technical support, please know your course version number (it is located at the
bottom left side of the Welcome Screen) and your operating system, and be
seated in front of the computer at the time of your call.
Minimum Computer Requirements
Please refer to VESi’s website: www.virtualeduc.com or contact VESi if
you have further questions about the compatibility of your operating system.
Refer to the addendum regarding Grading Criteria, Course Completion
Information, Items to be Submitted, and how to submit your completed
information.
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Center on the Developing Child at Harvard University
(2017). https://developingchild.harvard.edu/
Child Welfare Information Gateway (2007). https://www.childwelfare.gov/
Council for Exceptional Children (http://www.cec.sped.org)
Early Learning Challenge Technical Assistance (ELCTA)
Program https://elc.grads360.org/#program
Every Student Succeeds Act (ESSA) (2015). https://www.ed.gov/essa?src=ft
Global Family Research Project (2018). https://globalfrp.org/
High/Scope Educational Research Foundation (http://www.highscope.org)
National Association for the Education of Young
Children (2108). (http://naeyc.org)
National Association of Counsel for Children (2017). http://www.naccchildlaw.org/
National Early Childhood Technical Assistance Center
(2018). (http://www.nectac.org)
National Center on
Early Childhood Quality Assurance (2018). https://qrisguide.acf.hhs.gov/
National Child
Traumatic Stress Network (2005). http://www.nctsn.org/
Quality Rating and
Improvement System (QRIS). https://qrisguide.acf.hhs.gov/
U.S. Department of
Education-Early Learning https://www2.ed.gov/about/inits/ed/earlylearning/index.html
Vort Corporation http://www.vort.com
Zero to Three Organization (2018). http://www.zerotothree.org
Course content is updated every three years. Due to this update timeline, some URL links may no longer be active or may have changed. Please type the title of the organization into the command line of any Internet browser search window and you will be able to find whether the URL link is still active or any new link to the corresponding organization's web home page.
8/14/18 JN