PARENT EDUCATION – INFANTS
Program-Level Learning Outcomes
“What do they need to be able to do “out there” that we are responsible for “in here”?
The Team : Irene Wagner, Mary Hull
Role Description:
Updated by Betty Williams 10/9/06, 1/16/07
Step 1: Identify specific workplace knowledge,
skills, attitudes
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Understand one’s parenting style and values
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Understand child’s and own temperament
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Understand behavior management
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Develop realistic expectations of infants/toddlers
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Understand and respond to children’s needs
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Model and demonstrate appropriate problemsolving skills
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Knowledge of transitional objects and how to
soothe one’s infant
Step 2: Develop “robust” learning outcomes from the
specific knowledge, skills and attitudes
Parenting/Guidance Skills:
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Child Development:
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Understand attachment and bonding, gender
differences, language development, separation
anxiety, and the concept of
equilibrium/disequilibrium
Knowledge of infant/young toddler milestones
(crawling, cruising, walking, talking, etc.)
Understand ages and stages of infants/toddlers
Accept emergent curriculum such as sign
language
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1, 2
Learn and use parenting techniques/styles that
acknowledge individual child’s temperament and
developmental needs.
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Understand child development and develop realistic
expectations.
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Understand and respond to the physical and
emotional needs and development of infants.
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Theme
2
Understand the social behavior of infants and
toddlers
Understand Infants’ and young toddlers’ sleep
patterns
Knowledge of health concerns (such as teething)
to develop appropriate decision-making strategies
Provide safety at home and in public places
Understand nutritional needs of children
Listen to all students empathetically
Exhibit an anti-bias approach
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
Listen and respond appropriately to individual and
cultural differences in approaches to parenting
and parenting techniques
Have a support network
Select practices, discipline techniques from
student’s belief system
Work towards positive family life
Recognize the importance of the transition to
parenthood as a life stage. Understand the impact
of this transition on the partner and family
Family and Culture:
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Exhibit an understanding of individual differences,
temperaments, and cultural/family variations.
Respond appropriately to individual and cultural differences in
approaches to parenting, parenting techniques and child
development
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To understand the phase of the new family
3
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relationships.
Interact and get along with extended family
Develop new rituals as a new family
Awareness of how work outside the home affects
parenting
Arrive on time
Demonstrate organizational skills (making
decisions) and leadership skills
Take responsibility for individual job
Demonstrate emotional intelligence
Use technology appropriately: information, list
serv and email etiquette
Advocacy
Group dynamics
Working with advisor
Recognize current adult developmental stage
Running a small business
Consult with teacher
Collaborative working together
Board: employer, tenant, assistant teacher
Quality program: how to recognize and evaluate
Access community resources, including child care
and babysitting resources
Understand importance of support from others
Issues of stay at home and working
parents/guardians
Working Knowledge:
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Exhibit competency in the role of effective teacher
assistant.
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Group process: collaborative leadership, and group
dynamics
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To identify and implement strategies for establishing
support networks for the parent, child, and family
3