BC's Indigenous Public Post-Secondary Institute

AECL-177 - Authentic Relationships - 3.00 Credits

AECL-177 - Authentic Relationships - 3.00 Credits

Course Details
Working with families provides an opportunity for learners to develop effective culturally inclusive skills for use in working with children and families. Learners will explore the importance of valuing the diverse nature of families and promoting family involvement in Early Childhood Education programs. The United Nations Convention on the Rights of the Child will be discussed.
Part of the:
  • Corequisites : Admission to the program
    Course Outline
    Instructors Qualifications: Relevant Master's Degree
    Office Hours: 1.5 per week
    Contact Hours: 45
    Student Evaluation
    Assignments 50-70%, Final 30-50%, Total 100%. Grading procedures follow NVIT policy.
    Learning Outcomes: Upon successful completion of this course students should be able to:
  • Respect and value different parenting practices, family systems, and the diverse nature of families. Describe ways to encourage families to share their cultural beliefs and child rearing practices.

  • Demonstrate respect, acceptance, and an attitude of inclusion while building trusting positive relationships.

  • Plan ways to adapt programs Respect and value different parenting practices, family systems, and the diverse nature of families.

  • Describe ways to encourage families to share their cultural beliefs and child rearing practices.

  • Develop, maintain, and share accurate, current, and complete information about community services and resources including the role of supported child care. Recognize the socio-economic and cultural characteristics of the community you will work in. Develop awareness of other child care services available in your community.

  • De
  • scribe ways to support families in their initial and on-going contact with other agencies and services and respond promptly to their request for information and resources.

  • Discuss infant, toddler, and child rights in accordance with the UN convention on the rights of the child.

  • Acknowledge and respond to emerging issues that affect infants, toddlers, young children, families, organizations, and/or communities.

  • Discuss the importance of building relationships with family and community support systems and understand the role of the teacher within an Aboriginal context.

  • Advocate on behalf of, and with, infants, toddlers, young children and their families.

  • Apply systems theory to the family and discuss the implications of viewing families as systems.

  • Locate current data about the structure and needs of families, significant changes in community, and significant development plans for the community.

  • Explore ways to offer support for parents by facilitating networking opportunities for families and offering a range of strategies and suggestions to augment their parenting skills.

  • Explore ways to maintain cooperative on-going communication with other services for families’ infants, toddlers, and children who require additional support.

  • Keeping culture in mind, discuss a variety of ways to attentively listen to families and encourage families to express their needs.

  • Describe ways to employ a variety of strategies to communicate with families about their infant, toddler, or young child’s progress in ways that meet each family’s needs and preferences.

  • Discuss the importance of developing and maintaining a consistent relationship with each family as well as providing families with opportunities to participate in decision-making through a variety of user-friendly and supportive methods.

  • Describe ways to communicate with and offer current information to families through a variety of creative and respectful methods.

  • List ways to maintain confidentiality in all verbal and written communications with, and about, families in keeping with legislative, professional, and organizational requirements.

  • Discuss the importance of providing families with positive feedback about their infants, toddlers, and young children's development and the importance of self-esteem.

  • Develop service philosophy, policies, and procedures that respect and reflect family diversity and describe the primary role of families in the care of their children. Describe methods of ensuring that this information is accessible.

  • Discuss the importance of sharing information about infants, toddlers, young children and families respectfully and confidentially, as required by legislative, regulatory, and policy requirements according to the Freedom of Information and Privacy regulations regularly in response to expressed family needs, respond promptly to family input and feedback, and encourage families to observe, visit, and participate in ECE programs.

  • Discuss ways to respond respectfully to families’ needs for resources (e.g. books, extra clothing, bedding, field trip fees, and access to laundry facilities).

  • Welcome and involve other significant people in infants, toddlers, and young children's lives. Discuss the role of the extended family and elders in the care of Aboriginal children.

  • Develop and implement individual service plans with the full and active participation of family members, their advocates, and other relevant agencies.

  • Discuss infants, toddlers, and children’s rights to participate in decisions that affect them to their maximum capacity.

  • Describe ways to listen to and respond to each family’s views and needs in a manner that supports and respects the individual family.

  • Discuss ways to integrate infants, toddlers, and children’s cultural celebrations, practices, and cuisine into program activities.

  • Provide referrals to a wide variety of community services.

  • Develop, implement, and maintain a coordinated, individual plan in collaboration with families, caregivers and other relevant service providers for the successful inclusion of each infant, toddler, and child.

  • Develop and discuss the implementation of various strategies for informing all families about the benefits of inclusion.
  • Text and Materials: Shimoni, Rena, and Joanne Baxter. Working with Families. Current Edition. Toronto. Pearson Education Canada.
    Other Resources:
    Transfer Credits: For more information visit: www.bctransferguide.ca
    Other Information: Education Council approved October 31, 2012.