Curriculum Guide for Parenting Programs

 

When counting your parenting program as Work Based Project Learner, use the Life Skills Checklist.

The parenting curriculum guide can be divided into two parts:  Reading Skills and Life Skills.

 

THE READING COMPONENT SHOULD BE THE CORE PART OF THE ADULT EDUCATION PROGRAM AIMED AT IMPROVING THE ABILITY OF PARENTS TO FUNCTION EFFECTIVELY IN THEIR ROLES AS FAMILY MEMBERS, WORKERS AND MEMBERS OF THE COMMUNITY.

IN ADDRESSING THE READING ISSUE WITH PARENTS, FOCUS SHOULD BE PLACED ON THE READING SKILLS OF THE PARENT AND HIS/HER ABILITY TO:

IDENTIFY READING MATERIALS APPROPRIATE FOR THE CHILD AT VARYING STAGES OF DEVELOPMENT

READ TO THE CHILD

USE READING AS A MEANS OF INTERACTING WITH AND ENCOURAGING THE SKILL DEVELOPMENT OF THE CHILD

A BOOKLIST IS INCLUDED HERE.

 

Two-Year-Old VISM List

2000-2001

Title

Pat The Bunny book and Bean Bag

Brown Bear Book and Puppet

Wheels on the Bus

Mother Goose Boardbook (Tomie dePaola)

Are You My Mother?

Put Me in The Zoo

Pancakes for Breakfast

Run Away Bunny

Mary Wore Her Red Dress

Corduroy

We’re Going on a Bear Hunt

Goodnight Moon and Rabbit

Inside, Outside, Upside Down

Bugs, Bugs, Bugs / School Supplies

Three-Year-Old VISM List

2000-2001

Title

I Like Me / Telephone

Mother Goose

Quick as a Cricket

Peter’s Chair

The Very Lonely Firefly

The Snowy Day

Whistle for Willie

The Little Engine That Could

Best Word Book Ever

Little Red Hen / Tape

Big, Red Barn

If You Give a Mouse a Cookie

Flower Garden

The Eye Book / School Supplies

LIFE SKILLS COMPONENT

 

THE LIFE SKILLS COMPONENT OF THE ADULT EDUCATION PROGRAM FOR PARENTS MAY INCORPORATE CURRICULUM FROM ANY OF THE TITLES LISTED BELOW. EACH MODULE OF INSTRUCTION IS APPROXIMATELY ONE HOUR IN LENGTH AND IS APPROPRIATE FOR DELIVERY IN A CLASSROOM SETTING. A SUMMARY OF EACH MODULE IS INCLUDED HERE. COMPLETE COPIES MAY BE OBTAINED BY CALLING THE STATE DEPARTMENT OF EDUCATION’S WORKPLACE RESOURCE CENTER.

Basic Life Skills

Objectives- Participants will be able to:    

Banks and Credit Unions

  • Describe the difference between banks and credit unions

  • Define interests

  • Demonstrate the ability to enter information into a check register and balance a checking account

  • Demonstrate their understanding of a bank statement

  • Describe at least four types of transactions available with a checking account

Identifying and Practicing Good Work Habits

  • Identify correct work habits

  • Recognize poor work behavior and the consequences that may result

  • Identify strategies for improving individual work habits

Managing Your Money/Personal Budgets

  • Define budget

  • State the advantages of a budget

  • Define various terms associated with household budgets

  • Develop a budget

Managing Your Money/Making Wise Decisions

  • Define “wise decision”

  • Describe the steps in the decision-making process

  • State the difference between name brand and generic/store brands

  • Define “unit price” and state its importance

Quality of Life

  • Describe what quality means

  • State the meaning of personal characteristics

  • Relate personal characteristics to their workplace

  • Describe how positive characteristics affect their quality of life

Stress Management/Problem Solving

  • Identify stressors and stressful situations

  • Recognize their personal symptoms and signs of stress

  • Know how to deal with stress, mentally and physically

  • Understand stress management techniques

  • Recognize the elements of the problem solving process

Communication

  • Discuss the process of communication

  • Understand the role of the sender in the communication cycle

  • Recognize and use assertive communication skills

Time Management

  • Recognize the importance of scheduling activities

  • Identify strategies required in prioritizing and sequencing activities

  • Identify organizational skills that maintain focus on a plan of action

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