SYLLABUS

WORKING WITH CHILDREN IN A DIVERSE WORLD

SPRING 2015 HD 400: BA Degree Program
Course Section Information
HD 400-01P
Working with Children in a Diverse World
January 6 April 14, 2015
Tuesdays 4 7 p.m.
Room: TBA
Faculty
Susan Bernheimer, Ph.D.
E-mail: sbernheimer@pacificoaks.edu
Phone (626) 529-8231
Office hours: Monday 12 3, Tuesday 1:30 1:00 p.m., Thursday 12 3 or by
appointment
Course Description
This class examines the developmental needs of children and the different assumptions
which underlie developmental and constructivist approaches to working with children. It
includes an exploration of the uses of interpersonal power in settings where adults and
children encounter each other, opportunities to observe children in a variety of contexts,
and the examination and development of effective facilitative strategies for teaching,
counseling, parenting, and social and educational change. Emphasis will be on valuing
diversity and respecting the individual; active experiential learning; interaction between
theory and practice; and the impact of social contexts on oneself and others.

Institutional Outcomes
Development: Understanding of developmental theories.
Diversity: Understanding and valuing diversity, including an anti-bias approach.
Communication: Ability to communicate with others in a connective way.
Research: Ability to collect, process, and evaluate data through research.
Praxis: Ability to observe, critically reflect, implement theories and empower others.

BA Student Learning Outcomes

I.

Students will analyze the role of diversity and its construction within children's
development.

II.

Students will critically analyze their role within power relationships in settings
where adults and children encounter one another.

III.

Students will analyze the impact of systemic and institutional power upon
childrens diverse developmental styles.

IV.

Students will apply theory to practice by examining what it means to be a

culturally competent practitioner and develop practices grounded within
constructivism that bring about positive social and educational change.

V.

Students demonstrate growth in this class, indicated by an improvement in

writing or critical thinking skills, a willingness to take risks and authentically
engage with course material and classmates; or an openness to new
information and perspectives.

Course Requirements
Readings
Other Peoples Children, 6th edition, Lisa Delpit,
ISBN: 1595580743
Price: $17.95

Children of Immigration, Carola Suarez-Orozco and Marcelo M. Suarez- Orozco

ISBN: 0674004922
Price: $24.50

Preschool in Three Cultures, Joseph J. Tobin, David Y. H. Wu, Dana H. Davidson

(buy original book, not the revisited version)
ISBN: 0300048122
Price: $21.00

A World of Difference: Readings on Teaching Young Children in a Diverse Society, Carol

Copple
ISBN: 192889609X
Price: $22.75

Required books available on MBS or other book websites

In addition to required books, there will be handouts and articles given throughout the
course.

Assignments
Persona Doll:
Student is required to create a persona doll and its story. This doll is to represent the
development of your own personal, cultural identity. This assignment will include an oral
presentation as well as a 4-5 typed page written story describing the formation of your
identity.
Due: Sign-up for presentation
SLO I
Observation:
Students do in-depth observations of diverse groups of children. Each student is required
to do a minimum of 5 hours of observation (of children), at two or more locations. At
least one of the observations should involve children interacting with adults (minimum of
6 typed pages).
Due: February 24
SLO I, II, IV
Multicultural Curriculum:
Students are required to write a research paper, which creates an approach to a
multicultural curriculum bringing about true inclusivity for a diverse group of children.
The paper will include the following factors: Identity; Bias; Social Justice; Parent
Communication. This research paper will be between 6-7 typed pages, using references
and a bibliography in APA format. A minimum of 5 references are required.
Due: March 31
SLO I, II, III, IV
Final Self Evaluation Paper.
Students are required to write an in-depth reflection upon their experience in class, the
assignments and the readings. The paper will be 4-5 typed pages, following guidelines
for reflection.
Due: April 14
SLO I, II, III, IV
Journal Writing #1
Journal assignment will include questions covering the following issues:
A reflection on your particular cultural/familial background, and the strengths,
weaknesses and contributions you bring to working with children and families.
A reflection on Other Peoples Children, including how dynamics apply to your
life and ways ideas can be used to make a difference with children.
Due January 20
SLO I, II

Journal Assignment #2
Journal assignment will include questions covering the following issues
A reflection on Children of Immigration, examining the complex dynamics of
immigrant families, unique conditions of modern times, and issues of immigrant
children.
A reflection of the ways this information can be used to support immigrant
children and families as a teacher.
Due February 10
SLO II, III
Journal Assignment #3
Journal assignment will include questions covering the following issues:
A reflection on Preschool in Three Cultures, examining the ways that preschools
reflect cultural values of the country.
Reflecting upon the challenges facing families and preschool programs in each
country.
Reflecting upon insights gained about American preschools and ways to apply
these to work with children and families.
Due March 17
SLO I, III, IV
Details of assignments will be reviewed at first class session.
Course Policies
Pedagogy
We will be using an approach of experiential and reflective learning, making use of many
different ways of engaging with the material. The pedagogy will include class
discussions, open dialogue, small group activities, personal reflection, role-playing, and
presentations. Our goal will be to gain a greater understanding of ourselves, others, and
become more effective in our work with children and their families in a diverse society.
In doing so we will explore oral and written communication with the goal of improving
our effectiveness.
Taking this course will provide an opportunity to learn new theory, skills, and techniques
which will enhance our voices. Learning is co-constructed between the instructor and the
students and student learning happens within a constructivist framework. Within
constructivism students are expected to apply the class content to their lives and
experiences and use this to construct further knowledge around the theories and issues.
The way in which instruction and participation is conducted in this course will hopefully
serve as a model for students in their teaching and work with children.
Participation
Class participation is an important part of the learning process. Taking risks in class
participation will allow students to gain greater knowledge and a greater ability to apply
this in their work with children. The environment in this class should be one of safety,

therefore it is important to respect one another's thoughts, ideas, and feelings, and to
listen with caring and engagement. It is important that we all adhere to standards of
confidentiality regarding information shared by classmates and instructor during class
discussions.
Attendance and timely completion of assignments
Please be on time for the class and plan to stay till the end of the day. This class requires
much practice and class participation. It is the students responsibility to acquire the
homework assignments and any handouts assigned each weekend, as well as turn in all
written work in a timely manner. Please talk with the instructor if you are unable to
attend class.
Evaluations
Faculty have two weeks after the official last day of the semester to complete and submit
student narrative evaluations to the Registrars Office. Should you require your
evaluation immediately due to employer reimbursement or some other reason, please see
me. Or if you need a grade in addition to the pass/fail narrative evaluation, please
follow the following procedure: Submit an official request stating the reason to the
Registrars Office.
Incomplete Policy
Attendance Component: Regular attendance, arriving on time, and timely
completion of class assignments is required. In terms of absences, you are
allowed no more than three (3) during a weeknight Fall or Spring semester class
that meets 15 times. For Summer weekday classes which meet 12 times, you are
allowed no more than two (2) absences (check with instructor, this depends upon
particular needs of a course). For Weekend and Weeklong courses, no absences
are permitted. If the student does not fulfill the attendance requirements, he or
she may receive an incomplete and be required to attend some or all of the class
sessions the following semester. Under certain limited circumstances,
arrangements might be made with your instructor to fulfill an unavoidable
absence.
Coursework Component: If the student is considered by the faculty member to be
in good standing, having completed a substantial amount of the work required for
the class, but has not completed all of the work required for the class, the student
can be considered for an Incomplete. The student must complete the final
coursework by the end of the following semester; faculty may set an earlier
deadline if they choose. The faculty member must complete the evaluation, and
submit it to College Records by the next semester's evaluation due date. Students
who fails to meet the conditions of the Incomplete contract will receive a grade of
No Credit. Students who have more than 7 units of Incomplete may not register
for the following semester until the course work has been completed. Other
reasons you may receive an Incomplete or No Credit: (1) Work not turned in at
regular intervals and/or preponderance of work turned in the last part of the
semester. (2) Student does not demonstrate comprehension of or engagement

with course concepts. It is not required nor even encouraged for you to agree with
the instructors for the sake of agreeing. What is required is that you engage in
critical thinking and inquiry.
Assessment
Assessment will be based on the quality and completion of all course
assignments. The student learning outcomes (Appendix B) will be used as criteria
to assess the quality of assignments in addition to the students writing ability.
One aspect of the assessment process will be the students final reflection and
evaluation of their learning experience in the class. In addition, assessment will
consider student participation as well as students sensitivity to the participation
of everyone and their ability to listen to others. Attendance and timely completion
of assignments will be included in the assessment process.
Appendix A
B.A. Program Learning Outcomes
Students have upon the completion of their degree program:
Development: Students comprehend and analyze developmental theories.
Diversity: Students value diversity, demonstrate commitment to social justice, and
analyze the dynamics of institutional and individual biases and use of power.
Communication: Students communicate clearly and effectively. They implement and
analyze individual, dyad and group communications for appropriate audience reception,
authenticity, and experience of empowerment for self and others.
Praxis: Implementation, Field Work, or Observation: Students implement a
philosophy of education reflecting developmental theories guided by observation, and
analyze these actions according to results and impact on other persons (ethics, values,
principles and empowerment). Students observe and comprehend developmentally and
culturally appropriate practice with children. Praxis experience may involve activities
such as practica, field work, or students teaching.
Research: Students are able to distinguish between observations and theory (reality and
fantasy, data and inferences/assumptions). Students collect verifiable and reliable data,
present their findings, and link their research with existing literature in the field.
The PLOs for BA Working with Children in a Diverse World, include development,
diversity and praxis.

Appendix B
BA Student Learning Outcomes Assessment Rubric
Learning
No credit
Emerging
Competent
Outcomes
Students will
Student does
Student has a
Student can
analyze the
not address
growing
apply
role of
diversity in any understanding
understanding
diversity and
of the class
of the role of
of culture and
its
assignments
culture and
diversity to
construction
and is unwilling diversity and its their own lives
within
to examine
impact on their and to
children's
issues of
own lives and
children's
development.
culture and
children's
development
diversity and
development.
within multiple
their impact
contexts.
upon their own
lives and
children's
development.

Excellent
Student is able
to analyze the
role of culture
and diversity
within their
own lives and
children's
development
throughout
multiple
contexts,
gaining a
nuanced
understanding
their dynamics.

Students will
critically
analyze their
role within
power
relationships
in settings
where adults
and children
encounter one
another.

Student does
not recognize
or understand
their role within
power
relationships
between adult
and child.

Student is
beginning to
recognize their
role within
power
relationships
between adult
and child.

Student is able
to understand
the dynamics of
power relations
and their role in
relationships
between adult
and child.

Student is able
to observe and
analyze the
dynamics of
power
relationships
between adult
and child as
well as their
role in these
relationships.

Students will
analyze the
impact of
systemic and
institutional
power upon
childrens
diverse
developmental
styles.

Student is
unwilling to
examine the
ways that
institutional
systems treat
individuals in
different ways,
and lacks an
understanding
of system
dynamics and
oppression.

Developing an
understanding
that systems
treat individuals
in different
ways, is not
fully aware yet
of the
connections
between ones
identity and
ones
experience.

Student
understands
system
dynamics and
oppression as
well as its
effects on
children.
Beginning to
identify some
societal causes
of oppression,
not yet

Understands
system
dynamics and
oppression and
sees how others
are treated
differently. Can
identify some
of the societal
causes and how
this effects
education.
Has begun to

connecting this
to effects on
childrens
education.

seek ways to
alter oppressive
dynamics in
order to be
more inclusive
of children's
diversity.

Students will
apply theory
to practice by
examining
what it means
to be a
culturally
competent
practitioner
and develop
practices
grounded
within
constructivis
m that bring
about positive
social and
educational
change.

Research paper
does not reflect
understanding
the principles
of an inclusive
multicultural
curriculum.
Literature is
inadequate and
not integrated
with subjects.

Beginning
understanding
of the concept a
research paper
and applying
learning to
develop a
multicultural
curriculum,
with pieces
missing,
literature not
integrated
around
subjects,
opinion mixed
in with results.

Research paper
is largely
correct, with an
inconsistent
understanding
of an inclusive
multicultural
curriculum.
Literature is
complete, but
not well
integrated with
subjects.

Basic research
paper is correct,
including a
clear
understanding
of an inclusive
multicultural
curriculum.
Next challenge
is to develop
depth and
detail, to
speculate and
see where
change can
happen.

Students
demonstrate
growth in this
class, indicated
by an
improvement
in writing or
critical
thinking skills,
a willingness to
take risks and
authentically
engage with
course
material and

Student does
not question
assumptions
and beliefs that
impact their
own and others
development
and education.
Is unwilling to
move beyond
limited beliefs.
Writing is of
poor quality,
does not use
APA format.

Student is
beginning to
question
assumptions
and limited
beliefs that
effect children
in a diverse
society.
Writing is
inconsistent in
clarity and use
of APA format.

Student has
gained the
ability to
question
assumptions
and limited
beliefs that
impact children
in a diverse
society. Is
gaining the
ability to move
past
assumptions,
but is still

Student is able
to question and
move beyond
past
assumptions
and limited
beliefs that
impact children
in a diverse
society. Has
started taking
actions that
reflect a greater
understanding
of the needs of

classmates; or
an openness to
new
information
and
perspectives.

inconsistent in
maintaining this
ability.
Writing could
use greater
clarity and
better use of
APA format.

diverse
children,
moving beyond
limited beliefs.
Writing has
clarity and uses
APA format.

Appendix C
Academic Policies
Academic Integrity
Participation in this course assumes that each student has read and understands the
Academic Honesty requirements of Pacific Oaks. If you have questions about
what constitutes Academic Honesty, please ask me. Note: The Academic
Integrity Statement appears on Page 37 of the current catalog.
Confidentiality
Classes at Pacific Oaks are interactive, drawing on the rich experiences of faculty
and student alike. Often in the course of these discussions, information of a
personal or potentially damaging nature is shared. It is the expectation of the
college that such information will remain confidential, allowing all to share freely
without fear of disclosure outside other classroom. Breaches of confidentiality
damage the building of community and trust and are not acceptable.
Students with Disability
Any student in this course who has a disability that might prevent him/her from
fully demonstrating his/her abilities should contact Pat Meda of the student CARE
Center immediately to discuss disability verification and accommodations that
may be necessary to ensure full class participation and completion of course
requirements.
Bibliography
Ayers, William, Hunt, Jean Ann, Quinn, Therese. (eds.) Teaching for Social Justice
Carini, Patricia F. Starting Strong: A Different Look at
Children, Schools, and Standards.
Christensen, Linda. Reading, Writing, and Rising Up: Teaching About Social Justice
and the Power of the Written Word
Cohen, Monroe, D. (ed.) Valuing Each Other: Perspectives on
Culturally Responsive Teaching.

Derman-Sparks, Louise & Brunson-Phillips, Carol Teaching

and Learning Anti-Racism: A Developmental Approach.
Diller, Jerry, Jean Moule. Cultural Competence: A Primer for Educators
Gonzalez-Mena, Janet. Multicultural Issues in Child Care
Gonzalez-Mena, Janet. Foundations: Early Childhood Education in a Diverse Society
Hooks, bell. Teaching to Transgress: Education as the Practice of Freedom
Igoa, Christine The Inner World of the Immigrant Child.
New Jersey: Lawrence Erlbaum Associates, Inc.
Kohl, Herbert I Won't Learn from You and Other Thoughts
on Creative Maladjustment.
Kozol, Jonathan. Savage Inequalities: Children in Americas Schools
Lee, Enid, Menkart, Deborah, Okazawa-Rey, Margo (eds.) Beyond Heroes and Holidays
Marshall, Patricia. Cultural Diversity in Our Schools
Peters, Ray De V., Leadbeater, Bonnie, et. al. Resilience
in Children, Families, and Communities: Linking Context to
Practice and Policy.
York, Stacie. Roots and Wings: Affirming Culture in Early Childhood Programs