- Current section: Introduction
- Learning outcomes
- 1 Parenting
- 2 What makes for quality parenting?
- 3 Why might help be required with parenting?
- 4 Exploring the explanations
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- Thursday 23rd May
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“I blame the parents!” How often is that phrase used to explain...
“I blame the parents!” How often is that phrase used to explain the ills of society and is it valid? This material will consider how important is quality parenting, who judges it, and is its provision the sole responsibility of parents – should parents just be left to get on with it? It explores what parenting actually means, what is meant by quality parenting and, how it can be enhanced and promoted. It is of interest to anyone who is, might become or works with parents.
By the end of this unit you should be able to:
- distinguish between parenthood and parenting;
- outline some of the reasons why parenting may require support from outside the immediate family;
- demonstrate how individual, environmental and structural factors can have an impact on parenting;
- challenge the notion that ‘problem’ parents and ‘problem’ families can be readily identified.
- demonstrate the development of key transferable study skills concerning the ability to summarise arguments, learn from personal experience and apply theory to issues and dilemmas in practice;
- critically reflect on key areas of theory and practice;
- demonstrate an understanding of the importance of comparative forms of study that look at different cultures, belief systems, customs and values.
- explore, and where necessary challenge, views and opinions on parenting;
- demonstrate how discriminating and oppressive views and opinions can be understood, challenged and countered;
- show how your ideas, values and beliefs can influence your current perspectives on and attitudes to parenting.
In the changing world of family life, parenting itself has come under closer examination. How important is quality parenting, who judges it, and is its provision the sole responsibility of parents – should parents just be left to get on with it? This unit explores what parenting actually means, what is meant by quality parenting, how it can be enhanced and promoted, and how services intended to promote quality parenting can be strengthened.
While working through this unit, you will be asked to reflect on your own experience of being parented, on being a parent and on working with parents. We shall also look at how parenting in the UK compares with parenting in other countries. Parenting within different cultures in the UK may vary too, and the unit invites you to consider this. Important issues are also raised about parental responsibility, preparation for parenthood, and how quality parenting is defined or assumed. However, we are not primarily concerned here with the psychology of fatherhood and motherhood or the parenting role. Rather, the unit takes a broader view. It encourages reflection on the social and political aspects of parenting, how current social policy is influenced by different political agendas about parenting, and how support for families is organised and delivered. That parenting has a political dimension cannot be denied, given government pronouncements on the value of good quality parenting, the importance of marriage, and initiatives to support and sustain ‘family life’ (Home Office, 1998). Yet parenting remains widely understood as an essentially private activity, in which the state should intervene only to protect a child in certain defined circumstances. This raises fundamental questions about the principles practitioners should apply when working with parents and about how support services for parenting might be developed, offered and evaluated.
The unit is divided into four sections. In Section 1 we explore ideas of parenthood and how they can differ from the experience of parenting. Section 2 looks at what makes for quality parenting and in Section 3 you will focus on the kind of help that may be required by some parents. Section 4 examines a range of different explanations for the need for support.
This unit is from our archive and it is an adapted extract from Working with children and families (K204) which is no longer in presentation. If you wish to study formally at The Open University, you may wish to explore the courses we offer in this.
This is an extract from an Open University course which is no longer available to new students. If you found this interesting you could explore more free Children and Young People course units or view the range of currently available OU Children and Young People courses.
Copyright & revisions
- Creative-Commons: The Open University is proud to release this free course under a Creative Commons licence. However, any third-party materials featured within it are used with permission and are not ours to give away. These materials are not subject to the Creative Commons licence. See terms and conditions. Full details can be found in the Acknowledgements section.
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