My Observation Of A Nurturing Parenting Class

“We all need more help with this, the most important job we’ll ever have.” - David Cameron. Parenting is the most important job we could ever have. Parents can be the best they can be, with the help they need. While not all parents are bad, parents should have parenting class because, many children have struggles, many children grow up in unstable environments, and many parents need help understanding how to be a parent.

The four primary parenting styles are Authoritarian, Permissive, Authoritative, and Uninvolved parenting styles. Authoritarian parents are very controlling and strict with their children. They expect obedience form their children and don’t tolerate expressions of disagreement. In contrast, Permissive parents are more relaxed and provide inconsistent feedback. They require little of their children and don’t see themselves as responsible for their children’s behavior. They also don’t set limits or control over their children. Authoritative parents are firm and set clear and consistent limits for their children. While they tend to be strict they show love and emotional support for them as well. These parents tend to reason with their child as to why they should behave a certain way. These parenting styles also encourage the child to be independent. The fourth parenting style is uninvolved parenting style. These parents show interest in their children and display indifferent or rejecting behavior towards them. They detach emotionally and only see themselves as providers of materials goods such as shelter, food, and clothing.

As a toddler teacher, I was interested in attending an ECFE class with children between the ages of 16 months and 24 months. Therefore, I contacted the STMA (St. Michael/Albertville) school district to set up an appointment for their Terrific Toddlers class. After getting a background clearance, I was contacted to set up a time to observe the Terrific Toddlers class. On October 24, 2017, I observed this ECFE class. The class goes from 8:30am to 10:00 am, and it was led by parent educator Ms. Liz. The class was a non-separating class, as the children are at the side of their parent(s) the entire time. I was particularly interested in attending a non-separating class because as a toddler teacher, I have never been in a classroom setting with both the child and parent(s) present. This ECFE class meets for eleven weeks every Tuesday; therefore, I observed their 5th session. In this class, the majority of the participates are stay at home mothers.

Parents Meetings / Evenings– to inform the parent of their child’s progress throughout the school year and where they need to improve.

Parent Time that incorporates issues significant to social differences, acculturating guardians into the American training framework, readiness for successful support of the child's education, life and parenting abilities, techniques for parent association in their child's training in school and at home, initiative and school choice open doors, benefit learning and group challenges, urban engagement and volunteerism, family support, proficiency and essential aptitude advancement, and business related

Parents and children will be divided into groups and on occasion join together for group sessions (“Strengthening Families Program”, n.d.). The age of the children are broken down into 4 groups consisting of: pre-school 3-5 years, elementary school 6-11 years, junior high 10-14 years, early teens and high school 12-16 years (“Strengthening Families Program”, n.d.). The group of children that I will be facilitating is the early teens and high school. The outlines for the sessions are as follows: session 1: getting started and dreams, session 2: speaking and listening, session 3: staying cool in conflicts, session 4: being who you want to be, session 5: speaking for yourself, session 6: speaking up in your family, session 7: handling peer pressure and temptation, session 8: alcohol and drugs, session 9: problem Solving, session 10: friends dating and sexuality, session 11: managing emotions, session 12: handling criticism, session 13: coping with anger, and session 14: resources, review and

Describe two specific strategies that you would use in your own childhood care and education program for each of Epstein’s six types of family involvement. (10 points). One of the strategies I would use in my own childhood care/education program is to make each student feel safe and welcome. This strategy will help me a lot in demonstrating each children’s a parenting style. Another strategy would be communication, for instance, involving each children’s family to come and volunteer. I would like to include each family to come for parent’s conference to know more about their children’s evolution in the classroom. Also, to send home activities. That way parents help their child’s learn at home. Last strategy would be collaborating with the community in collecting cans, clothes, money, and other resources to help the community.

Children who participate in Developmental Playgroup on Fridays have parents who are attending a group in order to become acquainted with health and literacy. For example, parent(s) who are

Group training for parents, “targets antecedent strategies and specific client needs” as they come together and learn from trainers and, “involves

According to Michael Seville, a writer for Eutopia Magazine, “… parental involvement is a key ingredient in how well a student learns.” The idea of parental involvement in their school is not a concept exclusive to charter schools. There are many traditional public schools that are launching programs to do just that. In Saratoga, California, an elementary school has made it mandatory for parents to volunteer and attend a seven-session STEP (Systemic Training for Effective Parenting) class. This class is designed to help improve the parent’s usefulness when they appear in class. According to the principal of the McAuliffe Elementary, Michael Kalb, even single working parents are able to find a few hours a month to help out, even if it is in the evening. Since the inception of this program, teachers have noticed more cooperative behavior of their students and a willingness that was not present before. These types of programs could be and should be incorporated into any traditional public school in any part of the country and would create a synergy within the school of parents, teachers, and students.

Chapter One opens with a discussion of how the modern family has molded and changed over the years. The “traditional family” is not so traditional anymore and early childhood facilitators are learning how to cope with these changes. For example, several early childhood care facilities are starting to move to more developmentally appropriate practices. A developmentally appropriate practice is one that is appropriate for the individual, society, and the child’s age. Child guidance is very important in the development of a child. Children look up to and strive to be like their adult figures so it is crucial that parents and early childhood facilitators are positive role models throughout their development. The chapter give several examples of

There are several parenting styles which guide children throughout their life. These parenting styles can be either good or bad and this will have an effect on the child; either a positive or a negative one. This essay investigates the parenting styles from which emerge questions about the role of the mother and the father. It also focuses on the ways that either too much mothering or too much fathering might have an effect on the child’s identity later on in its life.

Parenting is different for everyone, but is any one way really better than the other? Amy Chua, a professor at Yale University, believes that the strict parenting style of Chinese mothers is the way to go. She believes that her strict and often harsh parenting style contributed to the success of her daughters. Chinese parents believe that if their children are successful, it is a reflection of the parents. Hanna Rosin, a contributing editor for the Atlantic, has very different views from Ms. Chua about the correct parenting style. Ms. Rosin believes that the more relaxed, nurturing, and self-led style of Western parenting is the better way to raise children. She believes that placing your children under immense pressure can produce

These classes often provide necessary social, emotional, or financial support that will aid in coping with the stress and difficulties of having children. In addition, as cited by Pecora, Sanders, Wilson, English, Puckett & Rudlang-Perman (2014), programs need to “influence deeply ingrained caregiver cultural norms or values that may contribute to child maltreatment.” (Rodríguez, et al. 2011) (p. 326).

“We are open to all parents coming to the school but due to safety reasons there is a high level of security that can deter parents from being more involved. We view parents as a valuable part of a child’s early learning however in our title environment we often see a lack of involvement that hinders their child’s early learning.”