Over the years researchers have found the necessity to develop theories of behavior that are specific to family settings. These theories have been developed by people with a variety of areas of emphasis, from family therapists to gerontologists to child development specialists. In this chapter we will briefly discuss six such theories: Bioecological Model, Family Systems, Functionalism, Conflict Theory, Symbolic Interactionism, and Psychological Perspectives.

Early Childhood Education / ECE-102 Child, Family and Community

Examines the developing child in a societal context focusing on the interrelationship of family, school, and community and emphasizing historical and socio cultural factors. The processes of socialization and identity development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families.

Generic/Non-COC version (a derivative):
In Word: https://drive.google.com/file/d/1B4Y2EEp7HoECRBh_vXP3BCrg84QYOnjD/view?usp=sharing
In PDF: https://drive.google.com/file/d/11EETGrZW8__4DYWI_78e89Ru9S4OvM13/view?usp=sharing
The attribution for this derivative is: "Child, Family, and Community" by Rebecca Laff and Wendy Ruiz, College of the Canyons is licensed under CC BY 4.0 / A derivative from the original work

The COC version:
The Word version (to be easily edited) of the book can be found at https://drive.google.com/file/d/13xMpfZloGnrZyPQVOHvSIYwVYsH_24gX/view?usp=sharing
The PDF version of the book can be found at https://drive.google.com/file/d/1jOkejB_wKLZYpDaaUJpfRceQ01LA9Fth/view?usp=sharing

Welcome to Child Growth and Development. This text is a presentation of how and why children grow, develop, and learn. We will look at how we change physically over time from conception through adolescence. We examine cognitive change, or how our ability to think and remember changes over the first 20 years or so of life. And we will look at how our emotions, psychological state, and social relationships change throughout childhood and adolescence.

Textbook examining childhood development from conception to adolescence, including physical, cognitive, and social-emotional development.

This resource will be updated as needed. For the most recent version, visit: https://cod.pressbooks.pub/ecec1101/

A textbook covering conception through adolescence in physical, cognitive, and social emotional development.

The Word version of the book (to be downloaded for easy editing) can be accessed at: https://drive.google.com/file/d/1wjD-vdmYPhdirIWczCCqEDxqmeMzaA4-

The PDF version of the book can be accessed at: https://drive.google.com/open?id=1B4e6oKPTFeUE9tXsJMcjsczb6Kj7EfEb

Welcome to Child Growth and Development. This text is a presentation of how and why children grow, develop, and learn. We will look at how we change physically over time from conception through adolescence. We examine cognitive change, or how our ability to think and remember changes over the first 20 years or so of life. And we will look at how our emotions, psychological state, and social relationships change throughout childhood and adolescence.

Reviews available here: https://open.umn.edu/opentextbooks/textbooks/child-growth-and-development

Short Description:
This text is a presentation of how and why children grow, develop, and learn. We will look at how we change physically over time from conception through middle childhood. We examine cognitive change, or how our ability to think and remember changes over the first few stages of life. And finally, we will look at how our emotions, psychological state, and social relationships change throughout childhood.

Word Count: 105564

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
Explores the information and skills necessary for operating, managing, and supervising high quality early childhood programs.

Long Description:
The text supports coursework focused on the information and skills necessary for operating, managing, and supervising high quality early childhood programs. Topics include: Massachusetts Department of Early Education and Care (EEC) licensing regulations, QRIS and NAEYC standards, establishing program policies, administrative responsibilities, fiscal management, staff supervision and development, program evaluation, family involvement and rights, hiring procedures, health and safety, environments, selection of materials, and community resources. Meets EEC requirements for Director I.

Word Count: 49613

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

Choosing & Using Sources presents a process for academic research and writing, from formulating your research question to selecting good information and using it effectively in your research assignments. Additional chapters cover understanding types of sources, searching for information, and avoiding plagiarism. Each chapter includes self-quizzes and activities to reinforce core concepts and help you apply them. There are also appendices for quick reference on search tools, copyright basics, and fair use.

Short Description:
This e-book is a compilation of video, audio, and text-based essays prepared by the teacher candidates of EDUC 5202: Classroom Practice during the Winter 2022 semester at the University of Windsor. It explores a range of topics central to contemporary classroom practice and management in primary and junior classrooms in Ontario including mental health, teacher-student relationships, teaching for social justice, equity and diversity in the classroom, trauma-informed pedagogy, social-emotional learning, and more.

Word Count: 30300

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Weaving Climate, Environmental Justice and Civic Engagement into Your Courses

Short Description:
As the inequitable impacts of climate change become more evident and destructive, it is essential for climate and environmental justice, as well as methods of civic engagement, to be taught at a high-level to college-level students. This book provides real examples of how professors at the University of Washington integrated these critical issues into their teachings, both in targeted lessons and as throughlines across an entire course. These samples of how environmental and climate justice have been successfully integrated into higher-level education can serve as both a record of the UW's progress towards centering JEDI at the heart of all students, and as a model for future instructors to use as they work to incorporate more aspects of justice and engagement into their own material.

Long Description:
With the increased effect of anthropogenic climate change, the impact of environmental issues on human societies has never been more essential to understand. With science-backed research showcasing that human activities are actively worsening the effect of many environmental issues including severe temperatures, natural disasters, and biodiversity loss, there is severe need for all, whether we are scientists, activists, educators, or policy-makers, to take action. However, the global nature of both our society and the dangers we are facing necessitates careful consideration in analyzing and combatting environmental issues in a modern world. To properly adapt to and mitigate these issues, which may directly target specific communities or affect societies across the globe, not only do we need a proper grasp of environmental and climate science, but we need to ensure that solutions are mindful of the communities and ecosystems that are affected. We must not be content with climate and environmental solutions that fail to consider diversity, equity, inclusion, and accessibility as key tenets. In short, justice must be at the heart of our climate and environmental work going forward.

Yet, facilitating just solutions cannot be done while the institutions that teach the next generation fail to highlight climate and environmental justice in their teachings. Without a natural and focused inclusion of DEIA values in environmental courses in higher education, there is reduced capacity for students who wish to engage to garner an understanding of what just solutions look like and how to implement them. This book seeks to remedy that gap.

Throughout this book, we synthesize the current efforts towards including climate, environmental justice, and civic engagement in courses taught at the University of Washington – Seattle. These examples range from specific lessons on environmental injustice to course-long integration of climate justice values, and include course details, lesson plans, and other resources provided by course instructors in an easy-to-access format. The chapters in this book each constitute a real method of integrating climate and environmental justice into a course, and thus provide a bounty of instruction for increasing the inclusion of justice in course material for instructors across any discipline. Lessons will be regularly added to the book as they are implemented and adapted. The existence of this book marks not only the history of environmental justice in courses at the UW, but also the emphasis on the topic of justice that the college is placing in the current day, as well as serving as a guide or model for instructors to use as more courses begin to fully integrate justice into their curriculum. Through this work, we can be more reliably assured that the people we are training to practice civic engagement and climate and environmental action can not just protect the planet, but preserve the life of the people, communities, and ecosystems who depend on it.

This book has been created with support from the University of Washington Program on Climate Change, the UW Program on the Environment, and the University of Washington College of the Environment, especially from material created at our annual Climate and Environmental Justice Faculty Institute.

Word Count: 9944

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
Each chapter focuses on a different current climate change topic, strong emphasis on using data to explore global, regional, and societal issues.

Long Description:
Modules, games and labs focused on teaching climate change. Developed by graduate students and faculty associated with the UW Program on Climate Change, a cross departmental collaboration to research, teach and communicate climate science. Updated regularly.

Word Count: 35823

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Word Count: 61026

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This book is about co-creating multimodal texts with young children up to 8 years of age. The authors of each chapter reflect upon their journey in being an active adult collaborator with a child to create a digital text. Each chapter highlights the authors’ planning, decision-making and literacy teaching strategies they employed to help the child they worked with achieve their creative, meaning-making goals. You’ll also find insights from the authors about what worked well in this activity, what should be avoided and how to make the experience successful and enjoyable.

Long Description:
This book is about co-creating multimodal texts with young children up to 8 years of age. The authors of each chapter reflect upon their journey in being an active adult collaborator with a child to create a digital text. Each chapter highlights the authors’ planning, decision-making and literacy teaching strategies they employed to help the child they worked with achieve their creative, meaning-making goals. You’ll also find insights from the authors about what worked well in this activity, what should be avoided and how to make the experience successful and enjoyable.

Word Count: 37101

ISBN: 978-0-6456796-2-5

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

A Guide for Authors, Adapters & Adopters of Openly Licensed Teaching and Learning Materials

Word Count: 17752

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This open education resource (OER) discusses how to collaborate with students when co-creating virtual gaming simulations (also known as virtual simulations). The various steps are described and how to get your students involved throughout the process. The OER highlights resources available at Centennial College, and how to search for similar resources at your institution. Various examples are shared by the team about their experiences developing virtual gaming simulations. This OER was generously funded by the Centennial College Applied Research and Innovation Fund (ARIF).

Word Count: 34132

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

College ESL Writers: Applied Grammar and Composing Strategies for Success is designed as a comprehensive grammar and writing etext for high intermediate and advanced level non-native speakers of English. We open the text with a discussion on the sentence and then break it down into its elemental components, before reconstructing them into effective sentences with paragraphs and larger academic assignments. Following that, we provide instruction in paragraph and essay writing with several opportunities to both review the fundamentals as well as to demonstrate mastery and move on to more challenging assignments.

Short Description:
College Success is adapted from a work produced by a publisher who has requested that they and the original author not receive attribution. This adapted edition is produced by the University of Minnesota Libraries Publishing through the eLearning Support Initiative.
Word Count: 160677
ISBN: 978-1-9461350-6-3

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

College Success takes a fresh look at what it means, in today’s world, with today’s students, to be successful in college.Although many of the topics included—from study skills to personal health, from test-taking to managing time and money—will look familiar to those who have used student success texts that have been around for many editions, College Success takes a new approach. The focus is on realistic, practical tools for the students who need them. This is a book designed, frankly, for students who may have difficulty with traditional college texts. The style is direct and to the point. Information is presented concisely and as simply as possible. This is not a weighty tome that discusses student success—this is a manual for doing it.College student demographics have changed considerably in recent decades. More than a third of all students enroll not directly from high school but after a delay of some years. More students are working and have families. More students come from varied ethnic and cultural backgrounds. More students are the first in their family to attend college. More students have grown up with electronic media and now read and think in ways different from the previous generation. With these and so many other cultural changes, more students are not well prepared for a college education with the study skills and life skills they need to become successful students.For each student to get the most out of College Success and their college experience they must understand who they are as it relates to college. To that end, in every chapter students explore themselves, because success starts with recognizing your own strengths and weaknesses. Students make their own goals based on this self-assessment, determining what success in college really means for them as individuals. Interactive activities then help students learn the choices available to them and the possibilities for improving their skills. Skills are presented in step-by-step processes, tips for success in manageable highlighted displays. Most important, students always see the value of what they are reading—and how they can begin to apply it immediately in their own lives.College Success is intended for use in Freshmen Orientation, Study Skills or Student Success courses. A 2009 study revealed that currently nationwide, 34% of college freshmen do not return to their college for their sophomore year. This book is designed to help change that.