Sequences of learning experiences should be flexible to respond to individual children's interests, strengths, and needs. Materials also include a specific process for guiding the next home visit plans. Early Childhood Learning & Knowledge Center, Head Start Collaboration Offices and State Systems, Exploring the Head Start Program Performance Standards. The curriculum specifies learning goals for children. PAT MODEL Texas Parents as Teachers Standardized training procedures include initial and ongoing training to support home visitors as they learn to implement a curriculum with fidelity. Aligning a curriculum with the ELOF identifies the extent to which ELOF domains and sub-domains are addressed in the curriculum. "Continued Learning" offers specific suggestions for parents to extend children's learning from the activities, such as asking open-ended questions and providing supportive language and ideas. Various resources in the curriculum provide tools, information, and specific strategies for home visitors to support the family-child relationship. The funding is administered by the Health Resources & Services Administration (HRSA) in partnership with the Administration for Children and Families (ACF) to states and tribes (Tribal MIECHV) and in a few cases, non-profit organizations. The curriculum guides home visitors to build relationships and interactions with families of diverse cultural backgrounds; to learn about families' expectations, practices, and preferences for supporting their child's learning; and to work with parents and families to incorporate their culture and traditions into home visits. The curriculum provides guidance on how to support parents and families in making the home a rich learning environment and in establishing developmentally appropriate routines. When children are age four, families in the program transition from Parents as Teachers home visiting and receive support via center-based care for their children to bolster family-school-community connections. St. Louis, MO 63146, Phone: Parents as Teachers Parents as Teachers Increasing parent knowledge with ASQ. To earn the Blue Ribbon, affiliates must meet all of the Essential Requirements and complete a comprehensive self-study that demonstrates they are meeting at least 80% of the Quality Standards. Standardized training procedures provide consistent content and delivery methods across training sessions. Home visitors and families reflect on their observations of the child and together plan how to support each child's learning and development. In fact, it has been called one of the best resources for homeschool families and educators alike. Services can begin prenatally or postpartum and continue through age 5 years. About Us. A: The research-based Foundational Curriculum is used by parent educators to inform services delivered to families of children prenatal to age three. 6 City Place, Suite 100St. In addition to the goals provided by the curriculum, home visitors collaborate with parents and families to identify individual goals for their child's learning and development. https://doi.org/10.1111/j.1365-2214.2008.00915.x. It involves partnering with families to intentionally support the development and learning of children who are dual language learners (DLLs). Parent educators, typically members of the tribal community, must have a high school diploma or general equivalency degree (GED), and be actively working toward obtaining an associates degree in child development. PDF Essential Requirements - Virginia Department of Health . The Parents as Teachers model aims to (1) increase parent knowledge of early childhood development and improve parenting practices, (2) provide early detection of developmental delays and health issues, (3) prevent child abuse and neglect, and (4) increase childrens school readiness and school success. Demonstrated ability to work with adults and their young children. The curriculum promotes rich learning experiences for children to support development across domains. Developers: Use Contact us to request updates to this information. Parents as Teachers Foundational Curriculum: Prenatal to 3 Parents as Teachers permits affiliates to offer additional strategies (beyond the four core model components) or to make model adaptations that may be needed to best address families needs at the local level. The Federally funded, Maternal, Infant, and Early Childhood Home Visiting (MIECHV) Program enables states, territories, and tribal entities to develop and implement evidence-based, voluntary home visiting programs. Parents as Teachers offers a myriad of well-organized resources with clear instructions on how to use them. The model is replicated by various types of organizations. The sample included families of children who were less than 4 months old when the study began. Measurable learning goals for children focus on skills, behaviors, and knowledge that are observable; developmentally appropriate learning goals are consistent with well-established developmental progressions. Morris: 973-620-9711. The Parents as Teachers evidence-based home visiting model is backed by nearly 40 years of independent research with proven outcomes on: The vast majority of families served have two or more high needs characteristics such as substance abuse, a parent with a disability, domestic violence, mental health issues, or having an incarcerated parent. Any organization that works with expectant families, teen parents, and/or families with children ages 0-5, can be a Parents as Teachers Local Implementing Agency (LIA). The Foundational Curriculum is available in English and Spanish. For example, "Bilingual Families: A Special Advantage" describes the developmental benefits that children gain when they are spoken to in their home language (e.g., "cognitive advantages," "better selective attention"). The curriculum provides research-based content and parenting practices to support children's development and learning. Collaborate with program staff to conduct outreach, host community events, and engage . Please contact the model developer for additional information about the pre-service training requirement. Plan and conduct parent group connection meetings to focus on child development and parenting information. The curriculum has been implemented and directly studied in early childhood home visiting programs, and the research showed significant, positive effects on child outcomes. The four goals of Parents as Teachers are: Increase parent knowledge of early childhood development and improve parenting practices Provide early detection of developmental delays and health issues Prevent child abuse and neglect Increase children's school readiness and school success Logic Model "Child Development Charts" identify goals for children in four domainsLanguage, Cognitive, Motor, and Social-Emotionalfor every few months from birth to 36 months. Prefill your email content below, and then select your email client to send the message. A variety of curriculum materials have been translated into the following languages: Arabic, Burmese, Chinese, French, German, Greek, Korean, Nepali, Portuguese, and Turkish. The first study is a recent evaluation of Parents as Teachers (Lahti, Evans, Goodman, Schmidt & LeCroy, 2019). Contact the publisher for the most updated information on costs of the curriculum and current professional development offerings. Journal of Primary Prevention, 29(2), 103120. The curriculum provides limited guidance on how to incorporate learning materials that are accessible to children with disabilities, suspected delays, or other special needs. (2018). Child Welfare Information Gateway is a service of the, U.S. Department of Health & Human Services, Philosophy and Key Elements of Family-Centered Practice, Family-Centered Practice Across the Service Continuum, Creating a Family-Centered Agency Culture, Risk Factors That Contribute to Child Abuse and Neglect, People Who Engage in Child Abuse or Neglect, Overview: Preventing Child Abuse & Neglect, Public Awareness & Creating Supportive Communities, Child Abuse and Neglect Prevention Programs, Developing & Sustaining Prevention Programs, Evidence-Based Practice for Child Abuse Prevention, Introduction to Responding to Child Abuse & Neglect, Differential Response in Child Protective Services, Responding to Child Maltreatment Near Fatalities and Fatalities, Trauma-Informed Practice in Child Welfare, Collaborative Responses to Child Abuse & Neglect, Supporting Families With Mental Health and Substance Use Disorders, Introduction to Family Support and Preservation, In-Home Services Involved With Child Protection, Resources for Managers of Family Support and Preservation Services, Transition to Adulthood and Independent Living, Overview: Achieving & Maintaining Permanency, Recruiting and Retaining Resource Families, Permanency for Specific Youth Populations, Working With Children, Youth, and Families in Permanency Planning, Working With Children, Youth, and Families After Permanency, Resources for Administrators and Managers About Permanency, Children's Bureau Adoption Call to Action, Adoption and Guardianship Assistance by State, For Adoption Program Managers & Administrators, For Expectant Parents Considering Adoption and Birth Parents, Administering & Managing Child Welfare Agencies & Programs, Evaluating Program and Practice Effectiveness, ndice de Ttulos en Espaol (Spanish Title Index), National Foster Care & Adoption Directory, Child Welfare Information Gateway Podcast Series, Parents as Teachers: An Evidence-Based Home Visiting Model. In addition, the sections on "Parenting Behaviors" and "Development-Centered Parenting" offer resources and activities for home visitors and parents on different parenting topics. Sample and Generalizability: The Parents as Teachers evaluation included children who were enrolled in the Arizona public schools whose participated in Parents as Teachers as young children. PDF Essential Requirements - Oklahoma.gov In addition, "Supporting Learning in the Early Years" highlights strategies for adapting activities based on a child's interests. The following are the Essential Requirements for an organization to become and remain a Parents as Teachers affiliate with approval to implement the PAT model. About Us | Parents as Teachers Illinois State Office The PAT model is designed to serve families from pregnancy until age five. Information gathered through observation helps home visitors and families support children's individual interests and needs. Adaptations of the Parents as Teachers model are available for highly rural and/or indigenous populations such as aboriginal populations in Australia and Canada, and numerous American Indian tribes. The PAT model includes four core components: personal home visits, supportive group-connection events, child health and developmental screenings, and community resource networks. Please contact the model developer for additional information about these guidelines. Parents as Teachers Essential Requirements - Center for Schools . The curriculum should support the selection of developmentally appropriate learning materials from the home and culture that foster children's open-ended exploration and inquiry. The information in this implementation profile reflects feedback, if provided, from this models developer as of the above date. Qualifications: BA in Early Childhood Education, Human Services, or Social . Alignment with the ELOF: A thorough review of all the curriculum materials indicates that Parents as Teachers is fully aligned with the ELOF domains and sub-domains. Individualization Based on Strengths and Needs: Parents as Teachers provides specific guidance on how to tailor home visits to be responsive to individual children's strengths and needs. "The Benefits of Activity Pages" briefly mentions the importance of appropriate materials for a child with a disability, but no guidance is provided on adapting the home learning environment within this curriculum. The "Goal Setting" section provides information on creating SMART (specific, measurable, attainable, realistic, timely) goals; a process for evaluating progress; and reflection questions to support the process. Kansas Parents as Teachers - Kansas State Department of Education During these visits, Imprints Cares family educators provide parenting tips and learning activities to help parents prepare their children for school. The curriculum also provides strategies to bring families together in groups to facilitate peer support. A three-day "Foundational Training" is required in order to purchase and use the curriculum. Parents as Teachers (PAT) is a home-visiting parent education program that teaches new and expectant parents skills to promote positive child development and prevent child maltreatment. For example, "The Benefits of Activity Pages" includes specific strategies for adapting activities based on the child's strengths and needs (e.g., "Consider the child's current developmental level and choose an activity that interests the child in order to enhance existing skills and encourage emerging ones."). Guidance for Ongoing Surveillance Using the Milestones by School Readiness Domain describes the importance of parents and home visitors regularly observing children and using the data they collect to inform home visit planning. The second study investigates implementation of Parents as Teachers as part of the Zurich Equity Prevention Project with Parents' Participation and Integration (ZEPPELIN) intervention (Schaub, Ramseier, Neuhauser, Burkhardt, & Lanfranchi, 2019; Neuhauser, Ramseier, Shaub, Burkhardt, & Lanfranchi, 2018). A: Parents as Teachers can service anyone either expecting a child or with a child up to five years old. Families can enroll at any point along this continuum. Q: According to FFPSA, treatment may be provided for up to 12 months. Additionally, the "Milestones" and "Child Development Charts" include these domains as the overarching areas of child development. In addition, some activities include prompts to explore the home language (e.g., "Helping Parents Share Music with Their Child"). Home visits last a minimum of 60 minutes. Baby FACE uses the Parents as Teachers curriculum, adapted to each communitys culture. Parenting Practices and Interventions: Parents as Teachers offers general guidance on how to adapt the curriculum's learning experiences for a child with a disability, suspected delay, or other special need. Each resource in the curriculum is labeled with the intended audience (e.g., parent educator and/or parent) and includes specific instructions for use. Parents as Teachers goes the extra mile to provide what states, Local Implementing Agencies (LIAs), and Affiliates needfrom initial preparation to ongoing guidanceto reach state goals and ensure families get the support they need for child success. U.S. Department of Health and Human Services. The Parents as Teachers model requires that, each month, full-time parent educators participate in a minimum of two hours of individual reflective supervision and a minimum of two hours of staff meetings. In a series of handouts ("Your Baby's Social-Emotional Development," "Your Baby's Cognitive Development," "Your Baby's Motor Development," and "Your Baby's Language Development"), the curriculum provides specific strategies to support children's learning and development at different age levels (birth to 36 months). Responsive Interactions with Parents and Families: The curriculum provides specific guidance on how to engage in responsive interactions with diverse families. Local sites offer at least 12 hour-long home visits annually with more . Parents as Teachers provides support for MIECHV state leads and LIAs (local implementing agencies) including use of a robust data system, Penelope, to manage MIECHV specific data.Robust system of support: local to national level, For more information, contact Kerry Caverly, Senior Vice President/Chief Program Officer at Kerry.Caverly@Parentsasteachers.org or Tiedra Marshall, Director of Expansion at Tiedra.Marshall@Parentsasteachers.org. Learning experiences support children's progress toward the learning goals. We also provide ongoing technical assistance throughout the life of a program to ensure long-term success. Linguistic responsiveness refers to practices that support the learning, development, and engagement of children from diverse linguistic backgrounds. Email: Parent as Teacher: What do We Know? | SpringerLink The Parents as Teachers model serves families with high-needs characteristics. While scores on nurturing and attachment were slightly higher at post-test, the difference was not significant. St. Louis, MO. "When utilizing these first two roles, parent educators create time, space, and a safe atmosphere in which families are able to wonder and consider. Essential Functions: Knowledge, Skills & Abilities a. Linguistic Responsiveness: Throughout the curriculum materials, including resources for home visitors and parent handouts, Parents as Teachers provides specific guidance on how home visitors can intentionally support parents and families in using their home language as well as in providing experiences that expose children to English. It found positive parenting outcomes for caregiver interactions during play, as well as for a variety of protective factors (i.e., family functioning, social support, and concrete support). Ncpat | Ncpat What Are the Requirements to be an Elementary School Teacher? - Learn.org "Facilitating," a section of "The Parent Educator's Role in the Personal Visit," describes strategies for supporting responsive interactions with families (e.g., "Observing, listening and learning," "Gaining parents' perspectives," "Responsiveness and flexibility"). Criteria for Infant and Toddler Curricula, How to Navigate the Curriculum Consumer Report, https://parentsasteachers.org/foundational-training-curriculum, Parenting Curricula for Home-Based Delivery Database, https://link.springer.com/article/10.1007/s10935-008-0132-1, Promotes a variety of research-based home visiting practices for building positive and responsive relationships with families, Promotes research-based parenting practices to support children's development and learning, Supports children's development and learning in all Head Start Early Learning Outcomes Framework (ELOF) domains, Includes a comprehensive process for setting and supporting family-level and child-level goals, Describes a specific process for ongoing child observation, Provides tools and resources for home visitors and families to jointly plan home visits and group socializations, Offers comprehensive, standardized training and materials to support implementation, Promotes rich learning experiences for parents and children based on children's interests and strengths, Encourages ample opportunities for infants and toddlers to engage in movement, play, and active exploration, Provides specific guidance on culturally responsive interactions and learning experiences, Includes specific guidance on how to support the development and learning of infants and toddlers who are dual language learners (DLLs), Provides limited guidance on how to ensure the home environment, learning materials, and learning experiences are accessible to children with disabilities, suspected delays, or other special needs. It offers strategies to support parents in these interactions. There are many programs currently serving families in the child welfare system. The curriculum's learning goals are objectives for children's development and learning across domains. Families with one or fewer stressors receive at least 12 personal visits annually and families with two or more stressors receive at least 24 personal visits annually. Curriculum materials to support implementation include resources that come with a curriculum to help home visitors understand how to use it. Parent educators working half time or less are required to participate in a minimum of one hour of reflective supervision and two hours of staff meetings. PDF Essential Requirements - Maine Children's Trust The parent worksheet "Goal Setting: Begin with the End in Mind" provides specific prompts for families to reflect on, a proposed timeline for goals, action steps needed to achieve goals, information about the resources required, and space for check-ins and progress made. The home learning environment should include age-appropriate materials and supplies. In addition, these offices provide oversight of the Parents as Teachers affiliates in their state or country. The curriculum is aligned with the ELOF. Our tribal affiliate programs are culturally specific, locally implemented and use community-based paraprofessionals, which support the local workforce development. . Parents as Teachers model affiliates have two primary staff positions: (1) certified parent educators who provide home visiting services and (2) their affiliate supervisors. Individualization Based on Interests: The curriculum provides specific guidance embedded throughout the materials on how to individualize both the overall home visit and the learning experiences based on children's interests. HomVEE requests input and feedback from the model developers on their profiles. Additionally, a research-based home visiting curriculum promotes parenting knowledge, attitudes, and practices that are shown to support children's learning and development. Supervisors are required to have at least a bachelor's degree in early childhood education, social work, health, psychology or a related field (or equivalent degree); at least five years of experience working with families and young children; strong interpersonal skills; and a commitment to reflective supervision, data collection, and continuous quality improvement. Affiliates that offer services to families with children age 3 years through kindergarten entry must attend a second (Foundational II) training. U.S. Department of Health and Human Services, Administration for Children and Families, Home Visiting Evidence of Effectiveness (2019) Beginning July 2020 Essential Requirements Measurement Criteria The aliate confirms that it is designed to be able to provide at least two years of services to families with age-eligible children.2 100% of the aliate's parent educators have at least a high school diploma, GED, or equivalent degree in countries outside the United States.