programme

Building Partnerships with Parents

Home/ Building Partnerships with Parents
Course TypeCourse CodeNo. Of Credits
Foundation CoreSVS1EC2032

Semester and Year Offered: Semester-2, winter 2018

Course Coordinator and Team: Sunita Singh and Fariha Siddiqui

Email of course coordinator: fariha@aud.ac.in

Pre-requisitesNone

Objectives

The specific objectives of the course can be stated as follows:

  • To emphasize the role of family in early childhood
  • To discuss the changes in the structure and functioning of families in India and its impact on children and child care services. 
  • To emphasize the importance of understanding, respecting and including the family context in provisioning and implementation of child care services.
  • To describe the strategies and methods for communicating and building partnership with families.
  • To develop an understanding of the challenges faced in the process of developing partnership with families.
  • To develop the skills required for working in partnership with families through the praxis of the theoretical understanding in the field.

Course Outcomes:

After completion of this course, students will be able to:

  • Describe the changes in family structure and its impact on child care provisioning
  • Demonstrate understanding of the significance of building partnership with parents
  • Develop different strategies for communicating with the family of the child
  • Outline the ways to involve parents of the child in early childcare centres and work as a team for the holistic development of the children

Brief description of modules/ Main modules:

Module 1: The family Context

The first module introduces students to the importance of family in early years of development of children. It discusses the theoretical perspectives related to child development and stages of child development in relation to the role of the family. The module also describes the Changes in structure and functions of the family in Indian context and its impact on children and child care services. It includes a description of the provisions, policies and programmes that highlight developmentally and culturally appropriate child centred practices. It also discusses the importance of understanding, respecting and including the context of the families in child care centres.

Module 2:  Strategies for Communicating and working with families

This module discusses the significance of creating a partnership between child care centre and parents/families. It will also discuss the strategies and methods for building partnership with parents and families and the challenges faced in the process.

Assessment Details with weights:

S. No.

Assignment

Weightage

1.

Assignment-1 Group task

30%

2.

Assignment-2 Case study

30%

3.

Term End Exam

30%

4.

Attendance and  in-class participation.

10%

 

Reading List:

  1. S. Gregory. (2009). Changing Family Structure in India: Impact and Implications. Journal of the Institute for Research in Social Sciences and Humanities.  4(1). Pg. 77-93.
  2. IGNOU.(2017). Indian Family in transition. Retrieved fromhttp://egyankosh.ac.in/bitstream/123456789/30503/1/Module-1.pdf
  3. https://www.zerotothree.org/early-development
  4. CECED. (2017). Family and Community Participation in Early Childhood Education. Unpublished Policy Brief.
  5. Sherwindt, M.E. (2008). Family Centred Practice: collaboration, competency and evidences. Support for Learning. 23(3). Pg. 136-144.
  6. Nage, N.G., & Wells, J.G. (2009). Honouring Family and Culture- Learnings from New Zealand. Young Children.  64(5). Pg.40-44.
  7. Tuli, M. (2012). Beliefs on Parenting and Childhood in India. Journal of Comparative Family Studies.  43(1). Pg. 81-91.
  8. IGNOU. (2017). Involving the family and the community. Retrieved from http://egyankosh.ac.in/bitstream/123456789/13438/1/Module-32.pdf
  9. Mc- Bride, S.L. (2009). Family Centred practices. Young Children. Pg. 62-68
  10. Cohrssen, C., Church, A., &Tayler, C.(2010). Victorian Early Learning and Development Framework. Evidence paper. Practice Principle 1: Family Centred Practice. Department of Education and Early Childhood Development. Melbourne Graduate School of education.
  11. Halgunseth, L.C., Peterson, A., Stark, D.R& Moodie, S. (2009). Family Engagement, Diverse Families and Early Childhood Education Programmes: An integrated Review of Literature. NAYEC.

ADDITIONAL REFERENCE:

  1. Rogoff, B. (2003). The cultural nature of human development.Oxford University Press.
  2. Schaub, M. (2015). Is there a home advantage in school readiness for young children? Trends in parent engagement in cognitive activities with young children, 1991–2001. Journal of Early Childhood Research, 13(1), 47-63.
  3. Chatterji, S. A. (2007). The family in flux: The decimated family in RituparnaGhosh’s films. In, M. Lal& S. Dasgupta (Eds.), The Indian family in transition: Reading literary  and cultural texts. (pp. 243 – 279). New Delhi: Sage.
  4. Chaudhary, N. (2007). The family: Negotiating cultural values. In J. Valsiner and A. Rosa.Cambridge handbook of social psychology. (pp. 524 – 539). Cambridge, MA: Cambridge University Press.
  5. Chaudhary, N. (2009). Families and children in poverty: Objective definitions, subjective lives. In A. C. Bastos& E. P. Rabinovich (Ed.), Living in poverty: Developmental poetics of cultural lives. Charlotte, NC: Information Age.
  6. Anandalakshmy, N. Chaudhary and N. Sharma. (1999). Researching families and children: Culturally appropriate methods. (pp. 233 - 241). New Delhi: Sage.