....Parenting Program: 33 Greta St, Thousand Oaks, CA 91360••••Parenting Program, 805-492-8837

The Parenting Program offers dual curriculums within one program. There is curriculum for the parent/caregiver, and curriculum for the children. Some sections of the curriculum overlap, as parents and children learn together. Unlike a traditional adult class, in The Parenting Program there are no grades, no pass or fail. The old adage remains true, "You will get out of it, what you put into it." The alumni of our program will attest that they received far more from our program than they put into it. (Please see Testimonials.) We understand that each student has unique reasons for joining our program, and we respect all abilities and levels of involvement.
Click Come Catch the Wonder for an beautiful Powerpoint overview of our playground.
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.Parental Curriculum
•  Active participation is required in class: Observing, learning, discussing and working together with teachers, children and other parents.

•  Formal group discussions during class time on basic parenting skills and subjects of interest and appropriateness to the group, such as discipline, self-esteem, brain development and conflict resolution.

•  Access to workshops and other enrichment classes.

•  Optional involvement in the Parent Support Group (PSG), where additional learning experiences are cultivated based on the personal interests and talents of the participating members. Members are encouraged to utilize and enhance their personal leadership skills for the benefit of the parenting community.

•  Access to the extensive Parenting library, where specific parenting information can be researched and/or current Parent Talk speaker books can be checked out.

•  Access to one-on-one consultations with teachers and the Program co-ordinator for individualized assistance with parenting.
Our butterfly—and caterpillar!—garden.
.Child Curriculum
You've probably heard our program described as "developmental". So what does that mean? It refers to the fact that our curriculum is developmentally appropriate.

The National Association for the Education of Young Children (NAEYC), the umbrella organization for the CAEYC (California Association for the Education of Young Children), has written a book titled Developmentally Appropriate Practice for the Teaching of Young Children from Birth to Age Eight , (DAP). This text has been adopted by The Parenting Program - CVAE as a guideline for teachers to use when designing curriculum to be used in their classroom. The hardcopy text is available for sale at The Parenting Program office for a nominal fee. You may also access the text online at www.NAEYC.org

From the NAEYC website, Excerpts from: " Developmentally Appropriate Practice in Early Childhood Programs Serving Children From Birth Through Age 8" by Sue Bredekamp, Editor, Copyright NAEYC.

A definition of developmental appropriateness

The concept of developmental appropriateness has two dimensions: age appropriateness and individual appropriateness.

  1. Age appropriateness. Human development research indicates that there are universal, predicable sequences of growth and change that occur in children during the first 9 years of life. These predicable changes occur in all domains of development-physical, emotional, social, and cognitive. Knowledge of typical development of children within the age span served by the program provides a framework from which teachers prepare the learning environment and plan appropriate experiences.

  2. Individual appropriateness. Each child is a unique person with an individual pattern and timing of growth, as well as individual personality, learning style, and family background. Both the curriculum and adults' interactions with children should be responsive to individual differences. Learning in your children is the result of interaction between the child's thoughts and experiences with materials, ideas, and people. These experiences should match the child's developing abilities, while also challenging the child's interest and understanding.

Teachers can use child development knowledge to identify the range of appropriate behaviors, activities, and materials for a specific age group. This knowledge is used in conjunction with understanding about individual children's growth patterns, strengths, interests, and experiences to design the most appropriate learning environment. Although the content of the curriculum is determined by many factors such as tradition, the subject matter of the disciplines, social or cultural values, and parental desires for the content and teaching strategies to be developmentally appropriate, they must be age appropriate and individually appropriate.

Children's play is a primary vehicle for and indicator of their mental growth. Play enables children to progress along the developmental sequence from the sensorimotor intelligence of infancy to pre operational thought in the preschool years to the concrete operational thinking exhibited by primary children. (Fein, 1979; Fromberg, 1986; Piaget, 1952; Sponseller, 1982) In addition to its role in cognitive development, play also serves important functions in children's physical, emotional, and social development (Herron & SuttonSmith, 1974). Therefore, child-initiated, child directed, teacher-supported play is an essential component of developmentally appropriate practice (Fein & Rivkin, 1986).

  Our classroom settings complement the children's social, emotional, mental, and physical development. In conjunction with developmentally appropriate practice, we provide an environment where children are encouraged to be curious and feel compelled to explore what interests them.

It is our belief that formal teaching, forced too early, does not prepare children for a creative and flexible response to a rapidly changing world. Academics are provided within the framework of developmentally appropriate practice, and through the active exploration of the rich variety of materials in our indoor and outdoor spaces.
The children develop a positive self concept and come to an understanding of the objects and people around them. Books, music, movement, drama, blocks, bikes, climbing equipment, swings, nature, animals, field trips, paints, art materials, puzzles, games, food preparation, and science experiments are all part of the daily activities at school.

For more information, call 805-492-8837, or e-mail Eilene Green at EileneG@ConejoAdultEd.org
Disclaimer: Every attempt is made to provide accurate information, including dates and costs, on this website. We regret any inconvenience caused by inadvertent errors. For a given course, the student shall be responsible for the correct fee, rather than that which has appeared in error. NONE of the following shall be held responsible in any way for website or print-catalog errors/changes: Conejo Valley Adult Education / School, Conejo Valley USD, the webmaster, administrator, counselor, coordinator, instructor/teacher, secretary, or any other District employee.
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