Chapter 2: Working With Families: The Five Protective Factors - Knowledge of Parenting and of Child and Youth Development


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Home > Strengthening Families and Communities: 2009 Resource Guide > Chapter 2: Working With Families: The Five Protective Factors - Knowledge of Parenting and of Child and Youth Development

Strengthening Families and Communities: 2009 Resource Guide

Author(s): Child Welfare Information Gateway, Children's Bureau, FRIENDS National Resource Center For Community-Based Child Abuse Prevention

Year Published: 2009

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Chapter 2: Working With Families: The Five Protective Factors
Knowledge of Parenting and of Child and Youth Development

Parents know their children best—their unique behaviors, interests, and abilities. But no parent can be an expert on all aspects of infant, child, and teenage development or the most effective ways to support a child at each stage. When parents are not aware of normal developmental milestones, interpret their child's behaviors in a negative way, or do not know how to respond to and effectively manage a child's behavior, they can become frustrated and may resort to harsh discipline or emotional withdrawal.

There is extensive research linking healthy child development to effective parenting. Children thrive when parents provide not only affection, but also respectful communication and listening, consistent rules and expectations, and safe opportunities that promote independence. Successful parenting fosters psychological adjustment, helps children succeed in school, encourages curiosity about the world, and motivates children to achieve. Parenting skills are not static; as children grow and mature, parents need to change the way they respond to their children's needs. In addition, parenting styles need to be adjusted for each child's individual temperament and unique circumstances.

Knowledge of parenting and child development also changes over time. Many parenting practices that were common only a generation ago—laying children to sleep on their stomachs, for example—are not recommended today. New research, social expectations, social structures, and even laws have combined to make parenting a different task than it was even 20 years ago. Parents need access to information that is grounded in the latest research.

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Exploring Strengths and Needs

All parents have questions about raising their children, and they need timely answers and support from someone they trust. One way to describe this is simply to acknowledge, "Parenting is part natural and part learned."

Parents may feel more comfortable voicing concerns and exploring solutions when providers:

Focus on the parents' own hopes and goals for their children.
Help parents identify and build on their strengths in parenting.
Model nurturing behavior by acknowledging frustrations and recognizing the parents' efforts.

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In order to explore . . .	Ask the parent . . .
The parent's view of their child's strengths	What does your child do best? What do you like about your child?
How the parent views his/her own role	What do you like about being a parent of an infant (or preschooler, or teenager)? What are some of the things that you find challenging as a parent?
How the parent observes and interprets the child's behavior	What kinds of things make your child happy? What kinds of things make your child frustrated, sad, or angry? What does your child do when happy? Frustrated? Sad? Angry? Why do you think your child (cries, eats slowly, says "no," breaks rules)?
Ways the parent is currently responding to the child's needs and behaviors How the parent encourages positive behavior through praise and modeling	What works best for your child when he/she is sad, angry, or frustrated? How have you let your child know what you expect? What happens when she/he does what you asked?
Whether the parent can identify alternative solutions for addressing behaviors Community, cultural, and ethnic expectations and practices about parenting	How have you seen other parents handle this? What would your parents have done in this situation? What teaching (discipline) methods work best for you? How does your child respond?
How the parent understands the child's development Any parental concern that the child's behavior appears to be outside the normal range	How do you think your child compares to other children his/her age? Are there things that worry you about your child? Have others expressed concern about your child's behavior?
How the parent encourages healthy development	How do you respond to your baby's attempts to communicate? How do you encourage your child to explore his/her surroundings, try new things, and do things on his/her own? What works in encouraging your child to be more independent and competent?

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Sharing Strategies and Resources to Strengthen Knowledge of Parenting and of Child and Youth Development

When parents share their concerns and perspectives on their children, there is an opportunity to explore solutions and share resources. Educational materials about parenting and child development may help parents more accurately assess their child's development relative to others of the same age, have realistic expectations for their child's behavior, and explore ways to communicate those expectations effectively.

Helpful resources for enhancing parenting knowledge and skills may include information and opportunities to practice in the areas of:

Child and youth development

What parents can expect and look for as the child or youth grows
The ability of children or teens to understand and control their behavior at different ages
Addressing developmental challenges such as inconsolable crying, bedwetting, eating or sleeping problems, lying, school issues, problems with peers, and puberty
How to keep children safe, including information on shaken baby syndrome, sudden infant death syndrome, childproofing strategies, appropriate child care, and safety in the community

Parenting

How a parent can guide a child's behavior and reinforce desired/appropriate behavior
Ways that a parent can model desirable behavior
Nonpunitive disciplinary/teaching techniques, such as setting routines and limits, redirecting attention or behavior, and logical consequences for actions

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To view or order materials available from the 2009 Resource Guide, please visit our website at: http://www.childwelfare.gov/preventing/res_guide_2009/

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway.

Updated on October 9, 2009

U.S. Department of Health and Human Services
Administration for Children and Families
Administration on Children, Youth and Families
Children's Bureau

Child Welfare Information Gateway
Children's Bureau/ACYF
1250 Maryland Avenue, SW
Eighth Floor
Washington, DC 20024
703.385.7565 or 800.394.3366
Email: info@childwelfare.gov