Families Can Do Coping: Parenting Skills in the Early Years

2014 ◽  
Vol 39 (2) ◽  
pp. 99-106 ◽  
Author(s):  
Erica Frydenberg ◽  
Jan Deans ◽  
Rachel Liang
Keyword(s):  
Coping Skills ◽  
Research Programme ◽  
Early Learning ◽  
Early Years ◽  
Parenting Skills ◽  
Parents And Children ◽  
Pencil And Paper ◽  
And Coping ◽  
The University ◽  
Programme Outcomes

Parenting programmes are very much a part of the international landscape in Western communities. Coping skills provide a useful resource for parents and children in managing their everyday lives, both together and individually. Following a 5-year research programme with parents and children in an early years setting, Families Can Do Coping was developed as a comprehensive parenting skills programme that incorporates parents’ understanding of their own coping and that of their children. The programme was delivered with the twin aims of teaching communication and coping skills to parents. In 2012, five 2-hour sessions were delivered to 19 parents in an Early Learning Centre at the University of Melbourne. The five-session programme focused on providing parents with information regarding coping skills and the use of visual tools to assist parents to engage with their children in conversations about coping. Additionally, parents completed a pencil-and-paper coping skills evaluation for their child. The programme outcomes included perceptions of parents’ enhancement of their wellbeing, and development of proactive and productive coping skills in both parents and children. After a 3-month period three parents provided feedback on their progress and use of the new tools and strategies for maintaining helpful parenting.

scholarly journals Developing Coping Skills in the Early Years: A Positive Educational Approach

2021 ◽  
pp. 369-393
Author(s):  
Erica Frydenberg ◽  
Jan Deans ◽  
Rachel Liang
Keyword(s):  
Coping Skills ◽  
Early Years ◽  
Social Emotional Development ◽  
Parenting Skills ◽  
Social Emotional ◽  
Educational Approach ◽  
Classroom Activities ◽  
Emotional Outcomes ◽  
Children's Coping ◽  
And Coping

AbstractThere are numerous ways to construe positive education in the early years, particularly as it relates to wellbeing and positive emotional outcomes. The teaching of coping skills provides tools for wellbeing within a positivist framework through emphasising the use of productive coping strategies and reducing the use of unhelpful, non-productive strategies. This chapter provides an example of teaching coping skills in early childhood: the Early Years Coping Project. The project helped young children articulate and understand coping constructs and provided tools to help parents and teachers to assess children’s coping. Visual tools facilitated the development of children’s coping skills in classroom activities. Parents were encouraged to develop their parenting skills and their own coping, utilising the emotion and coping language that is common to them and their children. The parent program was subsequently adapted in a format that was readily communicated to a culturally diverse population, using the generic frameworks and constructs of coping. Coping concepts and constructs have subsequently been incorporated into a COPE-Resilience curriculum. We highlight several applications and extensions of the curriculum. Coping skills provide a template for healthy social-emotional development that can be utilised in different contexts throughout life.

scholarly journals Geophysics at the University of Auckland

1969 ◽  
Vol 2 (4) ◽  
pp. 459-469
Author(s):  
A. C. Kibblewhite
Keyword(s):  
Small Group ◽  
Nuclear Physics ◽  
Driving Force ◽  
Research Programme ◽  
Early Years ◽  
University Education ◽  
Course Structure ◽  
Sophisticated Equipment ◽  
Physics Laboratories ◽  
The University

Over the last twenty five years the Department of Physics at the University of Auckland has grown from a small group into an organisation of considerable size and stature. Under the guidance first of
 Professor Burbidge and then of Professor Brown the Department has developed a comprehensive course structure at the undergraduate and graduate levels and established a high reputation widely recognised today. In spite of the difficulties facing all pioneers in University education in those early years, these men were also able to foster a research programme capable of giving substance to all courses, particularly to those offered at the graduate level. With their interest and enthusiasm as the driving force, research into nuclear physics, the field of their choice, increased steadily in scope, and today the Department of Physics boasts an impressive array of sophisticated equipment housed in its Nuclear Physics Laboratories.

The Early Years of the Jewish Presence at the University of Illinois

1992 ◽  
Vol 2 (2) ◽  
pp. 215-245
Author(s):  
Winton U. Solberg
Keyword(s):  
Higher Education ◽  
The United States ◽  
Early Years ◽  
Late Nineteenth Century ◽  
Characteristic Form ◽  
University Of Illinois ◽  
American Higher Education ◽  
Jewish Students ◽  
The University ◽  
The Church

For over two centuries, the College was the characteristic form of higher education in the United States, and the College was closely allied to the church in a predominantly Protestant land. The university became the characteristic form of American higher education starting in the late nineteenth Century, and universities long continued to reflect the nation's Protestant culture. By about 1900, however, Catholics and Jews began to enter universities in increasing numbers. What was the experience of Jewish students in these institutions, and how did authorities respond to their appearance? These questions will be addressed in this article by focusing on the Jewish presence at the University of Illinois in the early twentieth Century. Religion, like a red thread, is interwoven throughout the entire fabric of this story.

Early human relations set the foundation for adult health and working life

2018 ◽  
Author(s):  
Alan Sinclair ◽  
Tam Baillie
Keyword(s):  
Well Being ◽  
Early Years ◽  
Adult Health ◽  
Human Relations ◽  
Rights Of The Child ◽  
Parents And Children ◽  
Evidence Analysis ◽  
Before School ◽  
Child Health Research ◽  
Early Human

Investing in early years is close to magic, without being magic. The United Nations has given greater prominence to the early years through a General Comment on the Convention on the Rights of the Child. Health research is gravitating to a view that adult physical and mental conditions have their origins in the womb and the earliest months and years of life. More than any other skills, employers want people who can talk, listen, and work with others: attributes that are largely picked up before school. Economists have demonstrated that the best return on investment in ‘education’ is in supporting parents and children, in the years before school. While evidence, analysis, and experience, which we review, points in one direction, it leads to three questions. Where are we now in child well-being and supporting parents and their very young children? Why are we not doing better? What can be done?

The Early Years of Republic

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Educational Development ◽  
Early Years ◽  
Modern Education ◽  
British Raj ◽  
University Development ◽  
Regulatory Policies ◽  
Education In India ◽  
History Of ◽  
Post War ◽  
The University

The chapter is a prologue to the main narrative of the book. It offers an evaluation of Macaulay’s minute which paved the way for introduction of modern education in India, the idea of National System Of Education which dominated Indian thinking on education for over sixty years from the Partition of Bengal (1905) to the Kothari Commission (1964), and the division of responsibility between the Central and Provincial Governments for educational development during British Raj. It offers a succinct account of the key recommendations of the landmark Sarjent Committee on Post-War Educational Development, the Radhakrishnan Commission on University Development, and the Mudaliar Commission on Secondary Education, of the drafting history of the provisions relating to education in the Constitution, the spectacular expansion of access after Independence, the evolution of regulatory policies and institutions like the University Grants Commission (UGC), and of the delicate compromise over language policy.

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