ECED 2513 Child, Family and Community Relations Syllabus H01 Spring 2026

Credit Hours 3.00 Lecture Hours 3 Clinical/Lab Hours 0
Type of Credit
CIP Code
13.1210
Course Meeting Time

Tuesdays 4:00-5:15pm

Course Description

This class is a study of the sociological factors impacting interpersonal relationships between the child, family, caregivers and community. Utilization of community resources, development of family education programs, and their resources, development of family education programs, and their effects on whole child development are included. Focus will be on parenting trends, observation techniques, communication, and parent involvement. Information on cultures, the diversity of lifestyles, and the role of the school and community as social agents with our changing society also will be included. This course is part of the Illinois Gateways to Opportunity Early Childhood Credential. IAI: ECE 915 Child Development.

Prerequisites

Course Alignment

IAI Number
CDEV-2513
IAI Title
Child, Family, Community Rel
General Education Outcomes

General Education Outcomes are the knowledge, skills, abilities, attitudes, and behaviors that students are expected to develop as a result of their overall experiences with any aspect of the college, including courses, programs, and student services, both inside and outside of the classroom. The General Education Outcomes specifically learned in this course are:

  1. Critical Thinking
  2. Responsibility
Explanation of Course Alignment

Relationship to academic programs and transferability

ECED 2513 was designed to meet specific student needs either individually or within a program and is designed to transfer to other colleges and universities. KCC participates in the Illinois Articulation Initiative (IAI), a statewide transfer agreement for general education courses. All colleges and universities participating in the IAI agree to accept a collective “package” of IAI general education courses; transfer of courses separately is not guaranteed. For more information about IAI, go to their website at and IAI. For the transferability of courses to specific four-year institutions, go to U.Select Illinois at

Early Childhood Education Knowledge Indicators:

Upon completion of this course, the student will (NAEYC: 1a, 1b, 1c, 2a, 2b, 2c, 3a, 3d, 4a, 4b, 4c, 5a, 5b, 5c, 6c, 6e)

  1. Understand the developmental consequences of stress and trauma on children and their families, including protective factors and resilience. (ECECAS 8F - Partially Introduced)
  2. Understand cultural and linguistic diversity and the significance of familial, socio-cultural, and political contexts for development and learning. (ECECAS 9B - Introduced)
  3. Recognize that children are best understood within the contexts of family, culture, and society. (ECECAS 9C - Introduced)
  4. Understand the function of the home language in the development of young children and the interrelationships among culture, language, and thought. (ECECAS 9D - Partially Introduced)
  5. Respect and affirm culturally and linguistically diverse children from birth though grade three and their families. (ECECAS 9F - Partially Introduced)
  6. Demonstrate sensitivity to difference in family structures and social and cultural backgrounds. (ECECAS 9H-Partially Introduced)
  7. Understand the interrelationships among culture, language and thought and the function of the home language in the development of young children. (ECECAS 13C - Partially Introduced)
  8. Understand the benefits, barriers and techniques involved in school/family relationships. (ECECAS 15B - Introduced)
  9. Understand the collaborative process and skills that are necessary to carry out the process of collaborative relationships. (ECECAS 15C - Partially Introduced)

Serve as an advocate on behalf of young children and their families, improve quality of programs and services for young children, and enhance professional status and working conditions for early childhood educators. (ECECAS 17I - Partially

Faculty Contact Information

Faculty Name
Chrissy Nojd
Faculty Email
Faculty Office Number
L333
Faculty Student Support Hours

By appointment

Faculty Information

Christina Nojd
cnojd@kcc.edu

Course Information

Course Outcomes

At the end of this course, students will be able to:

  1. Understand the developmental consequences of stress and trauma on children and their families, including protective factors and resilience. (ECECAS 8F - Partially Introduced)
  2. Serve as an advocate on behalf of young children and their families, improve quality of programs and services for young children, and enhance professional status and working conditions for early childhood educators. (ECECAS 17I - Partially Introduced)
  3. Understand cultural and linguistic diversity and the significance of familial, socio-cultural, and political contexts for development and learning. ( ECECAS 9B - Introduced)
  4. Recognize that children are best understood within the contexts of family, culture, and society. (ECECAS 9C - Introduced)
  5. Understand the function of the home language in the development of young children and the interrelationships among culture, language, and thought. (ECECAS 9D - Partially Introduced)
  6. Respect and affirm culturally and linguistically diverse children from birth though grade three and their families. (ECECAS 9F - Partially Introduced)
  7. Demonstrate sensitivity to difference in family structures and social and cultural backgrounds. (ECECAS 9H-Partially Introduced)
  8. Understand the interrelationships among culture, language and thought and the function of the home language in the development of young children. ( ECECAS 13C - Partially Introduced)
  9. Understand the benefits, barriers and techniques involved in school/family relationships. (ECECAS 15B - Introduced)
  10. Understand the collaborative process and skills that are necessary to carry out the process of collaborative relationships. (ECECAS 15C - Partially Introduced)
Topical Outline
  1. Diversity
  2. The connection between educators and family
  3. Parent interviews
  4. Parent interaction
  5. Community resources
  6. Parent teacher conferences
  7. Advocacy
     
 
Textbook/s and Course Materials

Gestwicki, C. Home, School, and Community Relations: A Guide to Working with Parents, 9th Ed. (2016), Delmar Publishers, Albany, New York

Methods of Evaluation

Methods of Assessment/Performance Objectives:

Quizzes -- (Gateways ECE - FCR1, FCR 2, FCR3, FCR 4, FCR5, FCR6)
Class Discussions/Activities- (Gateways ECE - FCR1, FCR 2, FCR3, FCR 4, FCR5, FCR6)
Homework-(Gateways ECE - FCR1, FCR 2, FCR3, FCR 4, FCR5, FCR6)
Projects- (Gateways ECE - FCR1, FCR 2, FCR3, FCR 4, FCR5, FCR6)
Observations- (Gateways ECE - FCR1, FCR 2, FCR3, FCR 4, FCR5, FCR6)

Evaluation

Chapter questions/Weekly assignments 260 points
Family/ Practitioner Interviews 100 points
Family Collaboration Plan 100 points
Mock Resource fair 100 points
Midterm 50 points
Final Exam 80 points
In Class check-in Journal 65 points
Attendance/participation 80 points
Total points: 835 points

Academic Division

Business, Technology & Human Services

Dean, Paul Carlson; 815-802-8858; V105; pcarlson@kcc.edu; Division Office – W102; 815-802-8650

Course Policies

 

Mandated Reporter

State law mandates that workers in certain professions must make reports if they have reasonable cause to suspect abuse or neglect. In this instance mandated reporters include: School and Child Care Personnel: Teachers, school personnel, educational advocates assigned to a child pursuant to the School Code, truant officers, directors and staff assistants of day care centers and nursery schools, and child care workers.

Mandated reporters who make good faith reports have the same immunity from liability under the law as non-mandated reporters. However, a mandated reporter’s failure to report suspected instances of child abuse or neglect to DCFS constitutes a Class A misdemeanor; simply reporting suspicions to a superior does not satisfy legal requirements.

 

Course Policies

Attendance/Participation: Attendance in class is required. Class will meet weekly on Tuesday evening 4-5:15pm. Missing more than four classes could end up in a failing grade for the class. If a situation arises that may cause the student to miss class, communication is expected. This class is a hybrid format. Students are also expected to check in to the learning management system (LMS) -CANVAS regularly. All lectures, video lectures, learning videos, and assignments will be posted on the LMS

Late Assignment Policy

All assignments must be submitted by the posted due date and time. Assignments will close on the due date. Late work is not accepted unless a student has received prior approval to use a Bonus Late Pass.

Each student is granted three (3) Bonus Late Passes for the semester. A Bonus Late Pass allows a student to submit an assignment up to one week past the original due date without grade penalty. To use a Bonus Late Pass, the student must request via email and receive approval before the assignment’s due date. Requests submitted after the due date will not be approved.

Bonus Late Passes cannot be used retroactively.

Bonus Late Passes may not be used for the Resource Fair assignment. This assignment must be completed and submitted on time to receive credit.

Life circumstances can arise unexpectedly; however, students are expected to communicate proactively with the professor regarding any challenges that may impact their ability to complete coursework on time. If life situations arise and the student feels they cannot meet the deadlines, a meeting with the professor will be scheduled and support plans may be put in place.

Meeting deadlines is an essential professional skill in early childhood education, and students are expected to plan accordingly.

ECED Program Requirements: Basic laboratory experience is required or optional in many child development courses within the program. Specific tasks preformed in the lab setting will vary according to skills, interests and course requirements. Prior to initiating lab assignments and projects, Child Development Students must meet requirements for staff in child care facilities as outlined by the Illinois Department of Children & Family Services Child Care Facility Regulations: (1) High School diploma or its equivalent; (2) Must be able to pass DCFS Criminal Background Check; (3) a completed health form; and (4) a signed mandated reporter form. It is a student’s responsibility to make sure all requirements are current and on file with the program coordinator.

Early Childhood Academic Honesty Policy

Cheating: Cheating can take many forms in a classroom: copying or using another student’s work, using your own work from another class without my prior permission (i.e., not writing original work for this class), adjusting format to make papers appear longer, working in groups on individual assignments (whether openly or in secret), sharing or stealing answers for tests or assignments, etc. No form of cheating is acceptable. Cheating on an assignment will be taken seriously and discipline action will follow. Email me your favorite candy by January 17th.

Plagiarism: Plagiarism is defined in section 17.6.B of the KCC Code of Conduct: “Taking, reproducing, and/or using as one’s own, without proper attribution, the ideas, writings, paraphrases, data, reports, graphic designs, or computer codes of published or unpublished work of another person in completing an academic assignment. Prohibited conduct may also include the unauthorized submission for credit of academic work that has been submitted for credit in another course.”

Plagiarism includes but is not limited to:

  • submitting someone else’s paper
  • using published material, including materials published online, without proper attribution/citation
  • paraphrasing or quoting someone without attributing the quote in your paper (that is, without providing an in-text citation) even if the source is included on the works cited page
  • working with someone (without my permission) to write your paper & submitting it as your own

When in doubt, add the citation. You are expected to cite all sources of information. If you are in doubt, inquire with the faculty teaching the course or utilize KCC tutoring. In your ECED courses, you are expected to follow APA citation guidelines and formatting. 

Student Found to be in Violation of KCC Academic Honesty Policy: Students found to be in violations of KCC’s academic honesty policy will result in disciplinary action.

  • The first instance of academic dishonesty or plagiarism the student will be given a zero, required to meet with the professor, given resources for the student success center, and allowed to redo the assignment after meeting with the professor. A verbal warning from Academic Affairs may go on the student’s recorder if the severity of the academic dishonesty warrants it.
  • A second incident of academic dishonesty will result in a zero for the assignment with no opportunity to redo the assignment. The student will be required to meet with the professor to continue in the course. A verbal or written warning will be reported to Academic Affairs.

Additional incidences of academic dishonesty or failure to meet with the professor will result in course failure with no opportunity for the student to withdraw. The student will be reported to Academic Affairs and the incident of Academic Dishonesty will appear on the students record. Student found to be consistently violating the student code of conduct could potentially be suspended from the institution.

If a student utilizes AI in their assignment, they must include an acknowledgment specifying how AI was used. The use of AI should not make up more than 25% of the total assignment.

Code of Conduct

Students need to adhere to the Code of Conduct located in the college catalog.

Expectations for Classroom and Online Behavior

Guest Speaker Conduct

We will have several guest speakers this semester. You are expected to treat the guest speaker with respect. This includes but not limited to, distributive behavior when the speaker is presenting, or rude comments. Disciplinary action will be taken if a student for violating the guest speaker code of conduct.

Classroom expectations

Students are expected to actively participate in class discussions, activities, and group work, as engagement is essential to learning. Technology should be used only for course-related purposes during class time; non-academic use of phones, tablets, or laptops should be limited to avoid distractions and maintain a focused learning environment.

Course Calendar

Week 1

Class 1/13

Introductions

Course Overview & Syllabus Explanation

Importance of Child, Family, and Community Relationships

Introduction discussion due 1/16

Week 2

Class 1/20

CH1- Diversity of Experience

-What influences a family? -External Factors

-Understanding Families -Types of Diversity

Guest Megan’s Family

Read Chapter 1

Chapter one Day in the Life. Due 1/20

Week 3

Class 1/27

CH 2. Families Today

-Defining Family -Understanding Family Characteristics -Family Influences

Guest Family Panel

Read Chapter 2

What defines a family Due 1/27

Week 4

Class 2/3

CH 3. Parenting

-Roles that Parents Play - Parental Emotional Responses

 

Read Chapter 3

Parenting questions due 2/3

Parenting Styles due 2/3

Parenting Style Reflective paper 2/3

Week 5

Class 2/10

CH 4. What Is Family Involvement?

-Defining Family Involvement -History of Family Involvement

-Motivations & Models -Importance of Family Involvement

 

Read Chapter 4

Family Involvement Due 2/10

Family/Teacher Approval paper 2/10

Week 6

Class 2/17

CH 5. Benefits and Barriers in Teacher-Family Partnerships

-Child benefits -Family Benefits -Teacher Benefits

-Barriers to partnership

 

Read Chapter 5

Benefits & Barriers Due 2/17

 

Week 7

Class 2/24

CH6. Foundations of a Successful Partnership

-Attitudes that support relationships -Behaviors and environmental factors

-Exemplary family involvement

Read Chapter 6

Chapter 6 questions Due 2/24

Family/Practitioner Due 2/24

Week 8

Class 3/3

CH 7. Good Beginnings with Parents and Children

-Steps to establishing a relationship

-Separation Experiences

Read Chapter 7

Chapter 7 Questions Due 3/3

Family/Practitioner Due 3/3

Mid-Term (Chapters 1-7) Due 3/6

 

 

-- SPRING BREAK—

3/9-3/13

Week 9

Class 3/17

CH 8. Informal Communication with Families

-Communication methods

 

 

Read Chapter 8

Welcome Letter Due 3/17

Resource Approval 3/17

 

Week 10

Class 3/24

CH 9. Parent-Teacher Conferences

-Benefits -Facilitating -Pitfalls to avoid -Managing difficulties

Guest Speaker Laura Bivona from KSD111

Read Chapter 9

Chapter 9 Question Due 3/24

 

Week 11

Class 3/31

CH 10. Families in the Classroom

-Advantages and disadvantages -Methods of encouraging involvement

-Facilitating parent observations -Families as a resource

Read Chapter 10

Family Volunteer Due 3/31

 

Week 12

Class 4/7

CH 12. It Takes a Village: Teachers, Families, and Communities

-Importance of Community -Community collaborations

-Resources -Legislation -Advocacy

Read Chapter 12

Family Collaboration plan 4/7

 

Week 13

Class 4/14

 

CH 11. Parent Education

-What is Parent Ed? -Benefits/ rationale -Planning and Implementing

Guest Speaker First Taste

 

Read Chapter 11

Parent Education Due 4/14

 

Week 14

Class 4/21

CH13. Working with Families from Diverse Backgrounds

-Diversity -Culture -Personal Attitudes -Cultural Sensitivity

Work on Resource Fair with group

Read Chapter 13

Chapter 13 Questions Due 4/21

Week 15

Class 4/28

CH14. Working with Families in Particular Circumstances

-Divorce/ Blended Families -Children with Exceptionalities -Adoptive Parents

-Working with infants -Difficult Situations (Abuse, Neglect, DV)

Mock Resource Fair

 

Read Chapter 14

Resource Fair Reflection Due 4/28

Week 16

Class 5/6

CH 15. Working to Resolve Challenging Attitudes and Behaviors

-Hostile Situations -Considerations -Resolutions -Overcoming

- Overly Involved Parents -Frequent Causes of Tension

Read Chapter 15

Chapter 15 Question Due 5/6

 

Final

Course syllabus/calendar is subject to change.

 

 

College Policies, Resources and Supports

College Policies

For information related to the Student Code of Conduct Policy, Withdrawal Policy, Email Policy, and Non- Attendance/Non-Participation Policy, please review the college’s Code of Campus Affairs and Regulations webpage, which can be found at catalog.kcc.edu under the Academic Regulations & Conduct Guide. 

Resources

KCC offers various academic and personal resources for all students. Many services are offered virtually, as well as in person. Please visit Student Resources - Kankakee Community College to access student resources services such as:

  • Clubs and organizations
  • Counseling and referral services
  • Office of disability services
  • Student complaint policy
  • Transfer services
  • Tutoring services, etc.