Development and Implementation of an Early Childhood Parenting Curriculum for Preschool Teachers

Development and Implementation of an Early Childhood Parenting Curriculum for Preschool Teachers

Theresa J. Canada (Western Connecticut State University, USA)
DOI: 10.4018/978-1-7998-5557-6.ch012
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This chapter describes the development and subsequent implementation of a parenting curriculum in an early childhood education classroom. The purpose of the study is to provide a curriculum for preschool teachers to improve the quality of early childhood education. The study was implemented in several classrooms of an early childhood center. The center was located on a university campus of an urban city in the state of Connecticut, USA. The innovation in this work was the idea that curriculum for early childhood providers could be created in a way that started from parent perceptions, rather than from telling parents how they need to change to meet school needs. The results of this study suggest that teachers who implement the parenting curriculum would be better prepared to work with both parents and children in a preschool setting.
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Scope And Sequence Of The Curriculum

The key skills and information that teachers needed to complete the Parenting Curriculum was based on Canada and Bland’s (2014) findings. Their study was funded by the William Caspar Graustein Memorial Fund. It identified the following nine specific topics parent participants had highlighted:

  • 1.

    The criticality of preservice and continuous teacher training to parents.

  • 2.

    The importance of teacher’s affective characteristics to parents.

  • 3.

    Parents fears of high teacher turnover rate.

  • 4.

    The importance of parent-teacher relationships and communications.

  • 5.

    Parents advocacy of cultural diversity in preschools.

  • 6.

    The influence of the physical characteristics of the Early Childhood Education facility on parents perceptions.

  • 7.

    Parents views of a quality preschool curriculum.

  • 8.

    Parent expectations of support for their involvement in preschools.

  • 9.

    Constraints on parent preschool choices.

Key Terms in this Chapter

Quality Early Childhood Care: Care that is “good for the child.” This includes the type of settings and individuals who work with young children.

Parent Involvement: This is concerned with the ways in which parents interact with those who care for their child.

Curriculum: The type of lessons taught in an early childhood classroom.

Multicultural Approach: How diverse cultures, ethnic groups, different racial identities, and those whose first language is not English are discussed in the classroom.

Parent Engagement: This expression is used to indicate how parents are involved in their young child’s early care.

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