PARENT EDUCATION – PRE-3 (24 – 36 mos.)
Program-Level Learning Outcomes
“What do they need to be able to do “out there” that we are responsible for “in here”?
The Team : Dawn Carlsen, Mary Margaret Brown
Updated by Betty Williams, 1/16/07, 2/10/07
Step 1: Identify specific workplace knowledge,
skills, attitudes
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Listen to all students empathetically
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Exhibit an anti-bias approach
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Recognize and respond effectively to diversity in:
o Ethnicity
o Race
o Age
o Sexual orientation
o Gender
o Communication styles and manners and
learning styles
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Listen and respond appropriately to individual and
cultural differences in approaches to parenting
and parenting techniques, as well as in teaching a
group of children
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Demonstrate an enhanced self-esteem
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Improve self-care skills
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Demonstrate sensitivity and emotional support for
others
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Advocacy
Group dynamics
Work with advisor
Recognize current adult developmental stage
Run a small business
Consult with teacher
Collaborative working together
Board: employer, tenant, assistant teacher
Quality program: how to recognize and evaluate
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Arrive on time
Demonstrate organizational skills (making
decisions) and leadership skills
Take responsibility for individual job
Demonstrate emotional intelligence
Use technology appropriately: information, list
serves and email etiquette
Demonstrate skills in observation of other adults
working with children
Exhibit application and use of parenting /teaching
information
Model appropriate behavior when working with
children in a group
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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
Step 2: Develop “robust” learning outcomes from the
specific knowledge, skills and attitudes
Family and Culture:
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Exhibit an understanding of individual differences,
temperaments, and cultural/family variations.
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Respond appropriately to individual and cultural
differences in approaches to parenting and parenting
techniques
Theme
Self-Esteem:
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Exhibit an increase in own self-worth through an
increased confidence in parenting abilities and ability
to provide and benefit from the social & emotional
support of a group.
Working Knowledge:
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Group process : Board, collaborative leadership, and
group dynamics
3
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3
Exhibit competency in the role of effective teacher
assistant.
Parenting / Guidance Skills:
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3
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
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Know and use a number of strategies for
preventing and coping with tantrums
Intervene appropriately when child hits, shoves or
bites another
Show understanding of basic child development
Understand value of child-directed & other kinds
of play
involve children in home life, family life and help
around home
Play following a child’s lead
Support child self-esteem
Teach social and emotional skills to children
Lead small group activities in a developmentally
appropriate way
Communicate effectively during small group
discussion and classroom collaboration
Demonstrate skills to support creativity in a group
process
Recognize and articulate one’s own and others’
values and goals for parenting
Demonstrate skills in group facilitation
Show how to have fun
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strategies for child guidance with individual children
and groups
Remain calm and firm in setting limits
Child Development:
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Exhibit basic understanding of child development
through age-appropriate responses to either real-life
situations or proposed scenarios.
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Model appropriate behaviors and language skills for
children.
Communication/Group Process:
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Work collaboratively with other adults in whole class
and small group activities
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Demonstrate ability to state and evaluate personal
and class goals and objectives
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Is aware of what is involved in the development of
emotional competence (of adults and children), and
how to foster it.
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