Application of theory, research, and developmental practice to
understand the parent-child relationship from birth through
adolescence. Diverse ways in which caregiving can be enacted,
measured, and understood, as well as how to evaluate programs and
practices aimed at supporting adults, children, and families.
Additional Requirements for Graduate Students: Graduate students will have additional readings relevant to the
course and their programs of study. Graduate students will also
give a short series of presentations to the undergraduates. In
addition, they are required to develop a research-based program
aimed at supporting adults, children and families.
Athena Title
Parenting and Child Guidance
Undergraduate Prerequisite
(HDFS 2100 or HDFS 2100E or HDFS 2100H) and (HDFS 2200 or HDFS 2200E or HDFS 2200H or HDFS 2950 or 2950E)
Graduate Prerequisite
Permission of department
Semester Course Offered
Offered fall and spring
Grading System
A - F (Traditional)
Student learning Outcomes
Students will identify, define, and describe the theories, research, and best practices related to parenting and child guidance.
Students will apply knowledge of parent-child relationships to the development of programs and practices aimed at supporting adults, children, and families.
Students will provide opportunities to develop skills in both written and oral presentation.
Students will develop the ability to critically evaluate education programs, research, and beliefs related to caregiving that are propagated by individuals and mass media.
Students will identify the diverse ways in which caregiving can be enacted, measured, and understood.
Students will work effectively as a professional person in human development, family science, and family life education as students work cooperatively with peers and generate course work.
Topical Outline
I. Foundational Concepts
a. Historical and Theoretical Perspectives on Parent-Child Relationships
b. Family Contextual Factors
c. Contexts and Culture of Parent-Child Relationships
d. The Transition to Parenthood and Determinants of Parenting
II. Evidence-Based Practices: Design, Implementation, and Evaluation
a. Infants and Toddlers
b. Preschoolers
c. School-Aged Children
d. Adolescents
