Parenting Education
Saskatchewan

Parenting Education

Parenting Education Saskatchewan is a project of Family Service Saskatchewan and was established in 1992 as the result of several agencies coming together to promote the value and importance of parenting throughout the province.

Parenting Education Saskatchewan links parenting services across the province and provides support and information to those facilitating or organizing parent support/education services.

Statement of principles guides the work of Parenting Education Saskatchewan.  These principles are consistent with the United Nations Convention on the Rights of the Child and apply to parent learners as well as to others who care for children.

Parenting Education Principles:

Best Interest 
I. The safety and best interest of the child shall be the primary consideration when decisions affecting the child are made.

Healthy Parenting
II. Healthy parenting shall be encouraged and promoted by actively supporting positive parenting practices.

Prevention
III. Prevention shall be the overriding consideration at all times in delivering parenting education services.

Culturally Appropriate
IV. Responses to the needs of children and families of all cultural groups shall be developed in partnership with their broad cultural communities.

Support Bonds
V. The many family, kinship and community relationships which nurture the child and to which the child is attached shall be protected and supported.

Collaboration
VI. Partnerships among all sectors within government and communities shall be sustained and developed to respond effectively to the needs of children and families.

Community
VII. Programs shall meet identified needs in the community I nwhich the program is being delivered and be based on information received from that community.

Comprehensive
VIII. Services to children and families shall be multi-disciplinary, holistic, comprehensive, child and family centered and flexible.  A continuum of services shall be provided including specially designed resources targeted to those most in need.

 

Principles to Guide Actions in Facilitation of Parenting Education:

Start with Learner
I. The learner’s own frame of reference determines the direction of the parenting education programming.  Every person has unique experiences, knowledge and skills which shall be recognized.

Empowering
II. Parent learners shall be empowered to exercise control of their own learning experiences.  This entails setting their own learning objectives and priorities.

Mutual support
III. An important part of the learning process is individual and group strength gained from mutual support and from shared experiences.  In addition to increasing parenting knowledge and skill, mutual support fosters personal and family growth.

Life Long Learning
IV. Parenting education is a part of life long learning which begins in childhood and continues throughout life.

Learning through Practice
V. changes in knowledge and behaviour are achieved through a variety of learning strategies.  Opportunities shall be provided to integrate new knowledge through practice.

Equal Relationship
VI. Parenting educators shall foster an equal and positive relationship with parent learners.  They work as partners, each bearing responsibility for learning and change.

                                         

Funding provided by:
Saskatchewan Departments of Community Resources and Employment and Health.

Contact

Bev Digout
Coordinator
306, 506 25th Street East
Saskatoon, Sk.  S7K 4A7
306.934.2095
306.934.2087 Fax
[email protected]

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Findings from Canada’s National Longitudinal Survey of Children and Youth (J. Douglas Willms) reveal that:

• the extent to which parents are responsive to their children declines steadily as children get older.

• only about a third of parents can be considered to have an authoritative parenting style.

• parenting practices were not strongly related to socio-economic status (SES) or family structure.

• parenting practices have important effects on a child’s social and cognitive outcomes and on the likelihood that a child is vulnerable in some way.

• parenting practices do not account for the relationship between children’s outcome and SES.

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