PARENT EDUCATION - TODDLERS

Program-Level Learning Outcomes

“What do they need to be able to do “out there” that we are responsible for “in here”?

The Team: Betty Williams, Elizabeth Crary, Beth Goss, Deborah Woolley

Updated by Betty Williams, 1/16/07; Val Donato, 2/25/07

Step 1: Identify specific workplace knowledge, skills, attitudes / Step 2: Develop “robust” learning outcomes from the specific knowledge, skills and attitudes / Theme
  • Model and demonstrate appropriate problem – solving
  • Understand the developmental appropriateness of turn–taking as sharing
  • Use reflective listening
  • Set limits on inappropriate behavior & hold firm
  • Know a number of strategies for preventing and coping with tantrums
  • Intervene appropriately when child hits, shoves or bites another
  • View anger/rage and egocentrism as normal for developmental stage
  • Use strategies to help children express and manage emotions (self-calming)
  • Demonstrate ability to facilitate and play in an interest area
  • Show ability to remain calm and confident when handling tantrums/acting out behaviors
  • Articulate and recognize a full range of human emotions
  • Tolerate separation from child
/ Parenting/Guidance Skills:
Learn and practice parenting techniques/styles that acknowledge individual child’s temperament and age appropriate developmental needs.
Use a variety of age-appropriate, culturally sensitive strategies for child guidance with individual children and groups
Remain calm and firm in setting limits
Are aware of what is involved in the development of emotional competence (of adult and children), and how to foster it. / 2
  • Understand value of child-directed & other kinds of play
  • Involve toddlers in home life, family life and help around home
  • Play following a child’s lead
  • Understand traits of this developmental stage
  • Have an increased range of ideas for at-home activities with toddlers (play, art, music, etc.)
  • Understand language development & necessity of lots of talk
  • Are able and willing to interact with other people’s children
  • Know the importance of child-centered learning as opposed to adult-centered.
  • Accept diversity in sleeping arrangements
  • Understand signs of readiness for potty training
  • Understand how to avoid power struggles around bed time,toileting, eating, etc.
  • Understand nutritional needs of toddlers
  • Understand health & safety needs of toddlers
/ Child Development:
Are knowledgeable about developmental stages and temperamental differences of toddlers, understands how these factors manifest in toddler behavior, and are able to support their development.
Are aware of a variety of approaches to supporting toddlers’ health & safety issues (sleep, eating, toileting) and are able to implement approaches that suit family needs and values. / 1
  • Develop more self-confidence as a parent
  • Develop an attitude of respect for diversity and know how to support same attitude in children
  • Understand the changes in family dynamics upon the transition to parenthood
  • Know about resources in community and how to access them as needed
  • Know the importance of self-care and are willing to advocate in family for this
  • Demonstrate empathy for each parent’s role in the family, knowing that working outside the home and in the home has its stresses
/ Parent Care:
Are aware of the emotional and physical toll of parenting a toddler and are able to implement strategies of appropriate self-care. / 3
  • Listen to all students empathetically
  • Exhibit an anti-bias approach
  • Recognize and respond effectively to diversity in:
  • Ethnicity
  • Race
  • Age
  • Sexual orientation
  • Gender
  • Communication styles and manners, and learning styles
  • Listen and respond appropriately to individual and cultural differences in approaches to parenting and parenting techniques
  • Have a support network
  • Select and practice discipline techniques from student’s belief system
  • Identify both personal and family values
  • Understand different temperaments and how to support them for healthy development
  • Understand the impact of culture on development
/ Family and Culture:
Exhibit an understanding of individual differences, temperaments, and cultural/family variations.
Respond appropriately to individual and cultural differences in approaches to parenting and parenting techniques
Demonstrate understanding of and sensitivity to diverse familial and cultural perspectives on child development / 2
  • Arrive on time
  • Demonstrate organizational skills (making decisions) and leadership skills
  • Take responsibility for individual job
  • Demonstrate emotional intelligence
  • Use technology appropriately: information, listservs, and email etiquette
  • Demonstrate skills in observation of other adults working with children
  • Apply and use parenting /teaching information
  • Model appropriate behavior when working with children in a group
  • Advocate for children, parents, cooperative preschools
  • Work effectively in groups
  • Work with advisor
  • Recognize current adult developmental stage
  • Run a small business
  • Consult with teacher
  • Work collaboratively
  • Board: employer, tenant, assistant teacher
  • Quality program: how to recognize and evaluate
/ Working Knowledge:
Exhibit competency in the role of assistant teacher.
Exhibit group process: Board, collaborative leadership, and group dynamics
Adult Interaction:
Interact effectively with other adults in ways that support relationships and contribute to family and a group’s shared goals. / 3