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
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Model and demonstrate appropriate problem –
solving
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Understand the developmental appropriateness of
turn–taking as sharing
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Use reflective listening
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Set limits on inappropriate behavior & hold firm
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Know a number of strategies for preventing and
coping with tantrums
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Intervene appropriately when child hits, shoves or
bites another
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View anger/rage and egocentrism as normal for
developmental stage
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Use strategies to help children express and
manage emotions (self-calming)
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Demonstrate ability to facilitate and play in an
interest area
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Show ability to remain calm and confident when
handling tantrums/acting out behaviors
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Articulate and recognize a full range of human
emotions
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Tolerate separation from child
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Understand value of child-directed & other kinds
of play
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Involve toddlers in home life, family life and help
around home
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Play following a child’s lead
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Understand traits of this developmental stage
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Have an increased range of ideas for at-home
activities with toddlers (play, art, music, etc.)
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Understand language development & necessity of
lots of talk
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Are able and willing to interact with other people’s
children
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Know the importance of child-centered learning
as opposed to adult-centered.
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Accept diversity in sleeping arrangements
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Understand signs of readiness for potty training
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Understand how to avoid power struggles around
bed time, toileting, eating, etc.
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Understand nutritional needs of toddlers
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Understand health & safety needs of toddlers
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Develop more self-confidence as a parent
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Develop an attitude of respect for diversity and
know how to support same attitude in children
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Understand the changes in family dynamics upon
the transition to parenthood
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Know about resources in community and how to
access them as needed
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Know the importance of self-care and are willing
to advocate in family for this
Step 2: Develop “robust” learning outcomes from the
specific knowledge, skills and attitudes
Parenting/Guidance Skills:
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Theme
2
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.
Child Development:
1
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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.
Parent Care:
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Are aware of the emotional and physical toll of
parenting a toddler and are able to implement
strategies of appropriate self-care.
3
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Demonstrate empathy for each parent’s role in
the family, knowing that working outside the home
and in the home has its stresses
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 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
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
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 and parenting
techniques
Demonstrate understanding of and sensitivity to
diverse familial and cultural perspectives on child
development
Working Knowledge:
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Exhibit competency in the role of assistant teacher.
Exhibit group process: Board, collaborative
leadership, and group dynamics
Adult Interaction:
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2
Interact effectively with other adults in ways that
support relationships and contribute to family and a
group’s shared goals.
3