ECD641 - Socialization

Outline info
Last revision date 2018-07-20 12:11:00.285
Last review date 2018-07-20 12:12:15.494

Subject Title

Subject Description
This subject examines the relationship between the child, family, school and community. Special emphasis is placed on the influence of ethnic and racial background, socio-economic status, gender and individual differences as they impact on the development of personal identity and factors surrounding child abuse. Students explore their own attitudes, beliefs and values as they are shaped by their particular life circumstances and become aware of how these impact on themselves as Early Childhood Educators. The history of family and child care is also examined a detailed analysis of child abuse and the ethical and legal reporting procedure are identified. Students will be expected to apply their previously acquired knowledge of all age groups and draw on previous field placement experiences.

Credit Status
One credit in the Early Childhood Education Diploma Program. To obtain credit in both FWK641 and ECD641 students must successfully pass both subjects. Passing only one of these subjects will result in a failing grade for both subjects.

Learning Outcomes
Upon successful completion of this subject the student will be able to:

1. Analyze the complex process by which we become unique individuals and members of our society.

2. Examine and discuss family dynamics and values.

3. Develop strategies and techniques for supporting families as an integral part of the community.

4. Assess a parent group and create a plan of action.

5.Develop resources which are designed to meet the identified needs of families.

6. Conduct and assess a family interview designed to enhance the parent-teacher and teacher-child relationship.

7. Critique their own values and the impact this has on others.

8. Discuss appropriate strategies to use when helping children cope with grief.

9. Plan, implement and evaluate learning opportunities that promote prosocial behaviours in children, based on the developmental needs and interests of the children.

10. Analyze and appropriately handle abuse situations in accordance with the CAS requirements; demonstrating knowledge of the legal procedures for recording and reporting suspected child abuse.

11. Define child abuse and describe the role of an Early Childhood educator in recognizing possible indicators of abuse.

12. Demonstrate knowledge of the indicators of child abuse.

13. Discuss children's sexual development, recognizing healthy patterns.

14. Demonstrate an understanding of appropriate responses when a child discloses abuse.

15. Describe various treatments and prevention approaches.

16. Follow centre policies and procedures related to child abuse.

17. Identify issues and procedures related to accusations against staff.

18. Analyze and know how to respond to child abuse in the context of family violence and societal abuse.

19. Integrate professional practice skills into the support of children and families.

20. Identify the CECE standards of professional practice.

Upon completion of the Early Childhood Education diploma, students should have achieved the following generic outcomes and vocational skills.

Generic Skills Learning Outcomes
Early Childhood Education Programs

The graduate has reliably demonstrated the ability to

1. communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of audiences.
2. reframe information, ideas, and concepts using the narrative, visual, numerical, and symbolic representations which demonstrate understanding.
3. apply a wide variety of mathematical techniques with the degree of accuracy required to solve problems and make decisions.
4. use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks.
5. interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.
6. evaluate her or his own thinking throughout the steps and processes used in problem solving and decision making.
7. collect, analyze, and organize relevant and necessary information from a variety of sources.
8. evaluate the validity of arguments based on qualitative and quantitative information in order to accept or challenge the findings of others.
9. create innovative strategies and/or products that meet identified needs.
10. manage the use of time and other resources to attain personal and/or project-related goals.
11. take responsibility for her or his own actions and decisions.
12. adapt to new situations and demands by applying and/or updating her or his knowledge and skills.
13. represent her or his skills, knowledge, and experience realistically for personal and employment purposes.

Vocational Learning Outcomes
Early Childhood Education Programs

The graduate has reliably demonstrated the ability to

1. plan curriculum* that is based on a thorough understanding of child development*.
2. plan and implement individual programs and curriculum* to meet the developmental needs of children*.
3. utilize a variety of observation techniques* to enhance work with children*, families*, and co-workers.
4. maintain responsive relationships* with individual children* and groups of children*.
5. establish and maintain safe and healthy environments* which best meet the requirements of current legislation*, regulatory bodies, and program policies.
6. develop and maintain effective written, oral, nonverbal, and electronic communications with children*, families*, co-workers, employers, and individuals/agencies.
7. apply relevant legislation*, policies, procedures, and regulations to early childhood education programs and settings in a changing social context.
8. apply a personal philosophy of early childhood education within the framework of ethical and professional standards*.
9. act in a manner consistent with principles of fairness, equity, and diversity* to support the development and learning of individual children*, within the context of his/her family*, culture*, and society.

(1) @2002, Ontario Ministry of Training, Colleges and Universities

*see web site at:

Cheating and Plagiarism
Each student should be aware of the College's policy regarding Cheating and Plagiarism. Seneca's Academic Policy will be strictly enforced.

To support academic honesty at Seneca College, all work submitted by students may be reviewed for authenticity and originality, utilizing software tools and third party services. Please visit the Academic Honesty site on for further information regarding cheating and plagiarism policies and procedures.

All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Disabilities Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.

All courses in  Modules 1, 2 and 3.

Students without required prerequisites must consult the program co-ordinator before registering.
-All required documentation: Current Police Check, First Aid/CPR Level C, Seneca Medical Form.

NOTE: ECE Intensive Stream - can be taken concurrently with ECD340/FWK340.
Mandatory: FWK641 - Fieldwork

Topic Outline
1. Theories of socialization

2. Family and community dynamics

3. Child abuse and reporting procedures

4. Professional practice in supporting children and families

5. supporting multicultural families

6.. bias-free programming and diversity

Mode of Instruction
This course will involve short lectures, use of audio-visual materials, and involvement of students in interactive processes. 

Prescribed Texts
Partnerships: Families and Communities in Early Childhood, 6th edition
By Lynn Wilson;  Nelson Education, ISBN#0-17-659431-0 (13 digit: 9780176594312)

Making A Difference: the Community Responds to Child Abuse
By Rimer,  Toronto Child Abuse Centre: ISBN#0-00434-000-B

Positive Child Guidance, 8th Edition, 2016;
By Darla Ferris, Thomson Delmar Publishers, ISBN#978-1-305-08899-3

ELECT -"Early Learning Learning for Every Child Today- A framework for Ontario early childhood settings"

How Does Learning Happen?

College of ECE of Ontario

Reference Material
A Writer's Resource, 3rd edition
By Maimon, Peritz, Rubens, McGraw Hill, ISBN#9780070685840

Required Supplies

Promotion Policy

Grading Policy
A+ 90%  to  100%
A 80%  to  89%
B+ 75%  to  79%
B 70%  to  74%
C+ 65%  to  69%
C 60%  to  64%
D+ 55%  to  59%
D 50%  to  54%
F 0%    to  49% (Not a Pass)
EXC Excellent
SAT Satisfactory
UNSAT Unsatisfactory

For further information, see a copy of the Academic Policy, available online ( or at Seneca's Registrar's Offices.

Modes of Evaluation
Student must pass both the class and field placement requirements of both co-requisite courses. Failure to pass either the class or the field placement course will result in a failing grade in the co-requisite course as well.

Students must retain a duplicate of all assignments.  All assignments are due in hard copy form at the beginning of class. Late assignments will be subject to the following penalties:
After the start of class to one week late: 10% of total assignment grade will be deducted.
Second week late: 20% of total assignment grade will be deducted . If the assignment is not submitted within the two weeks after the due date it will be assumed that the student chooses not to submit the assignment and a grade of 0 will be assigned. The final grade will be calculated by adding the grades for the assignments submitted.

Students must request an extension for assignments in writing before the assignment due date. Extensions will be granted on an individual basis and many require submission of documentation to verify lateness. The instructor will determine any grade penalty that may apply.
Assignments / Presentations are to be grammatically correct, and marks will be deducted for errors in spelling, grammar, capitalization and punctuation.  It is expected that students have a sufficient command of the English language to express their thoughts clearly in both written assignments and class discussions.

All assignments / presentations must be cited.  Students are referred to the recommended Text "A Writer's Resource or the following web site for Seneca College library APA Style Guide for citation and Guide to Integrating Quotations (APA Style):

Students are strongly encouraged to attend all classes and assessments.  It is your responsibility to cover any missed materials.  Presentations or exams missed without sufficient documented reason, will result in a grade of zero for the missed assessment(s).

 The student must attain a combined grade of at least 50% on the term work and the final exam to pass the course. For further information on evaluation and academic standing, see a copy of the Academic Policy available at Seneca registration offices or online at:

Students will be assessed with the understanding that they have and can apply the knowledge from Modules 1, 2 and 3.

Grading is based on the following marking scheme:

        25% - Individual or group project
        15% - Mid-Term Quiz
        30% - Family  Interview assignment
        30% - Child Abuse Exam


Approved by: Sandra Noble