This is a Canvas shell populated with videos that are freely available and suggestions for their use and other resources, if available. Videos may have restrictions on their use.

This resource provides information and points to consider relating to teaching antiracist concepts and ideals to children.

Explore the role that Positive Goal-Oriented Relationships play in effective parent, family,
and community engagement. This guide offers definitions, tools, and reflective practice
and supervision strategies to help program staff develop positive, ongoing, and goaloriented relationships.

This resource is intended for the entire Head Start and Early Head Start community and
professionals in the early childhood field. Individuals, groups of staff, and supervisors
can use this tool as part of training and reflective practice and supervision. This guide
is aligned with the Head Start Parent, Family, and Community Engagement (PFCE)
Framework.

This course examines the developing child in a societal context and focuses on the interrelationships of family, school, and community as agents of socialization from historical, socio-cultural, and contemporary perspectives. The course highlights the process of socialization and identity development, demonstrating the importance of respectful, reciprocal relationships that support and empower families in a culturally diverse society.

Early Childhood Education / ECE-102 Child, Family and Community

Examines the developing child in a societal context focusing on the interrelationship of family, school, and community and emphasizing historical and socio cultural factors. The processes of socialization and identity development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families.

Generic/Non-COC version (a derivative):
In Word: https://drive.google.com/file/d/1B4Y2EEp7HoECRBh_vXP3BCrg84QYOnjD/view?usp=sharing
In PDF: https://drive.google.com/file/d/11EETGrZW8__4DYWI_78e89Ru9S4OvM13/view?usp=sharing
The attribution for this derivative is: "Child, Family, and Community" by Rebecca Laff and Wendy Ruiz, College of the Canyons is licensed under CC BY 4.0 / A derivative from the original work

The COC version:
The Word version (to be easily edited) of the book can be found at https://drive.google.com/file/d/13xMpfZloGnrZyPQVOHvSIYwVYsH_24gX/view?usp=sharing
The PDF version of the book can be found at https://drive.google.com/file/d/1jOkejB_wKLZYpDaaUJpfRceQ01LA9Fth/view?usp=sharing

This is shell is a single place to find openly licensed resources developed for the Early Childhood Education course Child, Family, and Community. This includes a course outline that resources were developed for, the textbook in English and Spanish, an assessment library, a video library, and a complete online course with built around the revised textbook.

Family members are the most important people in young children’s lives. This course will help you view families as a system, implement family-centered practice, and build positive relationships with families. You will learn appropriate ways to share and collect information with and from families. Supporting families of children with special needs, military families, and families facing other challenges will also be addressed.

Best practices for planning curriculum for young children, developed by the California Department of Education. This publication provides early childhood education program administrators and teachers with guidance and practices that support the development of partnerships with families and inclusion of children's cultural experiences as essential parts of planning curriculum.

A lo largo de los años, los investigadores encontraron la necesidad de desarrollar teorías de comportamiento que sean específicas de los entornos familiares. Estas teorías fueron desarrolladas por diversos expertos en un sinnúmero de ramas, desde terapeutas familiares hasta gerontólogos y especialistas en desarrollo infantil. En este capítulo hablaremos brevemente sobre seis de estas teorías: el modelo ecológico, los sistemas familiares, el funcionalismo, la teoría del conflicto, el interaccionismo simbólico y las perspectivas psicológicas.

Word Count: 71531

ISBN: 978-0-6487698-0-4

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This book has been created for students and all individuals who work with children and families (e.g., educators, parents, caregivers, direct support workers, etc.) in diverse contexts. It is imperative to understand how and what factors may influence child outcomes across the lifespan. Therefore, key concepts related to parenting, child-rearing, care-giving, and parenting education are outlined in this textbook to provide historical, theoretical, and practical perspectives across vast settings and developmental domains.

Long Description:
This book has been created for students and all individuals who work with children and families (e.g., educators, parents, caregivers, direct support workers, etc.) in diverse contexts. It is imperative to understand how and what factors may influence child outcomes across the lifespan. Therefore, key concepts related to parenting, child-rearing, care-giving, and parenting education are outlined in this textbook to provide historical, theoretical, and practical perspectives across vast settings and developmental domains.

Word Count: 75635

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

In 1991, the Head Start Bureau published the Multicultural Principles for Head Start Programs information memorandum and resource handbook (hereafter referred to as the Multicultural Principles) following two years of work by the Head Start Multicultural Task Force. Its purpose was to “stand as a challenge” to programs to “focus efforts on individualizing services so that every child and family feels respected and valued and is able to grow in accepting and appreciating difference” (Administration for Children, Youth, and Families 1991, 3). The memorandum presented this challenge to programs:

Effective Head Start programming requires understanding, respect, and responsiveness to the cultures of all people, but particularly to those of enrolled children and families. (Administration for Children, Youth, and Families 1991, 5)

This statement implies that Head Start programs are effective when their systems and services reflect well­developed understandings of the cultures of enrolled families. Furthermore, individual staff members must be able to demonstrate their respect for, and respond to, all of the different cultures within their service area. The Multicultural Principles also recognized that program staff and administrators are rooted in their own cultures. Culture is, therefore, a fundamental feature of Head Start program systems and services.