W5 DQ

Learning Resources

Required Resources

• Course Text: Child, Family, School, Community: Socialization and Support
• • Chapter 10, "Ecology of the Community" (pp. 334–367)
• Web Sites:
  

• • Sticking Up for Early Childhood Programs
    http://sparkaction.org/node/332

  • Early Childhood Advocacy Toolkit
    http://www.state.ia.us/earlychildhood/EC_resources/advocacy/advocacy_toolkit.html

  • Organizing Your Advocacy Efforts
    http://www.state.ia.us/earlychildhood/docs/Part7REVISED.pdf

  • Tools and Resources
    http://www.ounceofprevention.org/advocacy/advocacy-tools.php

Resources for Action Plan 5

Note: You may decide to develop your Action Plan for a different issue other than child care or poverty, in which case you will need to find resources about your topic of concern.

• Article: Children's Defense Fund. (n.d.). Quality child care helps parents work and children learn. Retrieved January 6, 2009, from http://cdf.convio.net/site/DocServer/quality_child_care.pdf?docID=794
  
  
• Article: Children's Defense Fund. (2005). Child care basics. Retrieved from http://cdf.convio.net/site/DocServer/child_care_basics_2005.pdf?docID=282
  
  
• Web Article: State Fact Sheets on Early Childhood Development, Children's Defense Fund
  http://www.childrensdefense.org/child-research-data-publications/data/state-data-repository/children-in-the-states-factsheets.html
  
  
• Web Article: Child Welfare League of America: 2008 State Fact Sheets
  http://www.cwla.org/advocacy/statefactsheets/statefactsheets08.htm
  
  
• Article: Children's Defense Fund. (2005). Defining poverty and why it matters for children. Retrieved from http://cdf.convio.net/site/DocServer/definingpoverty.pdf?docID=390
  
  
• Web Site: Kids Count Data Center: Data by State
  http://datacenter.kidscount.org/data/bystate/Default.aspx
  
  

• Web Article: Military Projects at Zero to Three
  http://www.zerotothree.org/about-us/funded-projects/military-families/

• Web Article: Children and Families of Military Personnel
  http://www.healthychild.net/TheMedicineChest.php?article_id=424

• Web Article: Talk, Listen, Connect: Deployments, Homecomings, Changes
  http://www.sesamestreet.org/parents/topicsandactivities/toolkits/tlc

Optional Resources

• Web Article: Zero to Three: Helping Young Children Succeed: Strategies to Promote Early Childhood Social and Emotional Development
  http://www.zerotothree.org/site/DocServer/helping_young_children_succeed_final.pdf?docID=1725&AddInterest=1157
  
  
• Web Article: Who's Missing at the Table? Leadership Opportunities and Barriers for Teachers and Providers
  http://www.ccw.org/storage/ccworkforce/documents/publications/whosmissing.pdf
  
  
• Web Article: NAEYC Advocacy Toolkit
  http://www.naeyc.org/files/naeyc/file/policy/toolkit.pdf
  
  
• Web Article: Transforming Schools Through Community Organizing: A Research Review
  http://www.hfrp.org/content/download/1190/48694/file/transform_community_organize.pdf

Reaching Out to Community Services

As a professional, you most likely will be in a position to link families who need support with the appropriate community services. Review pages 345–352 of your text, which offer an overview of the community as a support system. Then read the following case studies on pages 366–367:

• Case Study 2: The Johnson Family
• Case Study 4: The Meyers Family
• Case Study 7: The Lambert Family
• Case Study 9: The Nguyen Family

Choose the case study that interests you the most, then complete the following.

By Day 3:

Post:

• The title of the case study and a summary of the problem/concerns
• Your response to the question(s) posed at the end of the case study, including what community services you would recommend (In examples that ask you to respond as a teacher, respond as a professional working with children and families.)
• Two general suggestions to foster communication, clearheadedness, and the development of a collaborative plan of action