Parent Education Core Curriculum Framework 2011.pdf - mnafee

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PARENT EDUCATION CORE CURRICULUM FRAMEWORK Example: *Domain – Parent Development; ** Component – Role of Parent; *** Category – Transition to Role; **** Indicator – Transition to their role as first-time parents Integrated Curriculum Planning Grid 7. Weeks/Sessions 6. Ideas for Child Development Link(s) (See Early Childhood Indicators of Progress [ECIP] for 3-5 year olds or 0-3 Early Childhood Guidelines) 5. Ideas for Parent- Child Interaction Questions/Activities 4. Ideas for Teaching Methods, References, & Resources 3. ****Indicator(s) “Parents support their children’s development when they:” 2. *Domain(s) **Component(s) *** Category(ies) 1. Parent Education Content/ Discussion Topics Week 3 Review sleep chart *Parent-Child Relationships (one or two sessions) Social and Emotional Development - Physical Health and Well Being On a scale of 1 to 10, how tired is your child today? (1 is very tired and 10 is well rested) Brainstorm strategies for good sleep Provide for the nutrition, shelter, clothing, health, and safety needs of their children. ** Nurturing Importance of routines: Naps, bedtime, and waking in the night ***Physical Care *Parent-Child Relationships Sleep is essential for health, learning, performance and good behavior Activities: Introduce soothing music, good bedtime books, soothing and calming activities (i.e., massage) Problem solving about individual sleep, family sleep, and community influence on sleep Manage daily family activities and routines to balance child and parent needs. Cultural influences ** Guidance Resource: Kurcinka, M.S. (2006). Sleepless in America. New York: HarperCollins ***Monitoring & Management Discuss parent exhaustion Support practices that enhance the well being of all children and families in the community. * Culture & Community **Family Support & Community Involvement ***Community Involvement & Social Change 30
PARENT EDUCATION CORE CURRICULUM FRAMEWORK Example: *Domain – Parent Development; ** Component – Role of Parent; *** Category – Transition to Role; **** Indicator – Transition to their role as first-time parents Integrated Curriculum Planning Grid 31 7. Weeks/Sessions 6. Ideas for Child Development Link(s) (See Early Childhood Indicators of Progress [ECIP] for 3-5 year olds or 0-3 Early Childhood Guidelines) 5. Ideas for Parent- Child Interaction Questions/Activities 4. Ideas for Teaching Methods, References, & Resources 3. ****Indicator(s) “Parents support their children’s development when they:” 2. *Domain(s) **Component(s) *** Category(ies) 1. Parent Education Content/ Discussion Topics Week 4, 5 and 6 Understand, appreciate, and work with their children’s temperaments, whether similar to or different from their own. * Parent-Child Relationships Temperament (3 sessions) Approaches to Learning - Risk-Taking - Persistence - Reflection and Interpretation How aware is your child of the lights, colors, smells, etc. in the children’s room? (Week 4) Interactive activities that lead to individual differences and reactions ** Relationship Skills Discovering who has come to live with you What types of activities does your child enjoy? What activities do you enjoy most? (Week 5) Example: What do you hear, see, sense, and smell in this environment that makes it difficult to focus? ***Temperament Matches and mismatches Physical and Motor Development - Gross Motor Development Understand and respond to their children’s interests and signals by observing and listening to their children. ***Observation Skills Introverts and extroverts Social and Emotional Development - Emotional Development - Self-Awareness and Self-Regulation - Social Competence and Relationships Reference: Kurcinka, M.S. (1999). Raising Your Spirited Child Workbook. New York: HarperCollins ***Sensitivity & Responsiveness Does your child seek space and quiet to recharge or people and activity? (Week 6) Understand and empathize with their children’s perspectives on given situations and use that understanding to sensitively respond. * Culture & Community Activities: Glurch, finger paints, large muscle (balls, trampoline), smell sorters and smelly markers, “surprise” activity (like a Jack-in-the-Box) ** Diversity-Ethnic, Economic, Ability, Other *** Cultural Identity, Acceptance, & Advocacy Teach their children appreciation and acceptance of all people and cultures.
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Page 5 and 6: INTRODUCTION A large and growing bo
Page 7 and 8: This framework is designed specific
Page 9 and 10: 4 Informing Program Standards and E
Page 11 and 12: Chart Form: Parent Education Core C
Page 13 and 14: FAMILY DEVELOPMENT CULTURE & COMMUN
Page 15 and 16: 11 PARENT-CHILD RELATIONSHIPS PAREN
Page 17 and 18: 13 EARLY CHILDHOOD DEVELOPMENT EARL
Page 19 and 20: 15 EARLY CHILDHOOD DEVELOPMENT 4. U
Page 21 and 22: FAMILY DEVELOPMENT FAMILY DEVELOPME
Page 23 and 24: Environment 1. Provide safe and sta
Page 25 and 26: PROCEDURES FOR USING THE PARENT EDU
Page 29 and 30: Phase II - Using the Parent Educati
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Page 43 and 44: Berns, R. M. (2010). Child, family,
Page 45 and 46: Shonkoff, J. P., & Phillips, D. A.
Page 47 and 48: Wilford, S. (1998). What you need t
Page 49 and 50: Related to Parent Education for Par

Parent Education Core Curriculum Framework 2011.pdf - mnafee

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