EARLY CHILDHOOD INTERVENTION IN TRIBAL COMMUNITIES Syllabus
Course Learning Objectives
This course will prepare you to be able to do the following:
- Discuss early childhood programs, intervention research, and community/cultural considerations related to family and school-based approaches to promoting early childhood development in tribal settings
- List basic concepts of research study design, implementation, and analysis within tribal contexts
- Identify a research question relevant to early childhood development in tribal communities and suggest appropriate research methodologies to answer that question
- Use research to inform early childhood program, practice, and intervention improvement
Examines a constellation of economic, social, historical and cultural challenges to American Indian families that potentially compromise optimal early child development. Reviews opportunities for tribal grantees to assess needs and develop early childhood intervention strategies funded through the Affordable Health Care Act. Explores methods and theoretical approaches to early childhood development and intervention research in tribal contexts. Considers optimal systems of early childhood care in low resource settings. Examines unique aspects of tribal research and culture, emphasizing the importance of community-based and community-engaged approaches.
American Indian and Alaska Native tribal early childhood program directors and staff, health and education professionals and paraprofessionals, and others interested in early childhood development and intervention research.
Methods of Assessment
Grading Policy: • For credit: Class Attendance/Participation 10%; Group Project 30%; Daily Reflection paper 20%, Final Paper 40% due 1 week after the class ends. • For non-credit: Class Attendance/Participation 10%; Group Project 30%; Daily Reflection paper 60%
Grading Restrictions: Letter grade
Academic Ethics Code
The code, discussed in the Policy and Procedure Memorandum for Students, March 31, 2002, will be adhered to in this class:
Students enrolled in the Bloomberg School of Public Health of The Johns Hopkins University assume an obligation to conduct themselves in a manner appropriate to the University's mission as an institution of higher education. A student is obligated to refrain from acts which he or she knows, or under the circumstances has reason to know, impair the academic integrity of the University. Violations of academic integrity include, but are not limited to: cheating; plagiarism; knowingly furnishing false information to any agent of the University for inclusion in the academic record; violation of the rights and welfare of animal or human subjects in research; and misconduct as a member of either School or University committees or recognized groups or organizations.
Disability Support Services
If you are a student with a documented disability who requires an academic accommodation, please contact Betty H. Addison in the Office of Student Life Services: firstname.lastname@example.org, 410-955-3034, or 2017 E. Monument Street.