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Parents as developing adult learners
Catherine Marienau1, Joy Segal
1School for New Learning, DePaul University, Chicago, USA.
Child Welfare
|December 16, 2006
Summary
Parents are continuous learners, using reflection on experiences to foster growth. This perspective offers professionals new approaches for supporting parental development and learning.
Area of Science:
- Adult learning and development
- Parenting studies
- Educational psychology
Background:
- Parenting is often viewed as an innate skill rather than a developmental process.
- Limited focus on parents as active learners in existing literature.
- Need for evidence-based strategies to support parental growth.
Purpose of the Study:
- To present parents as continuous learners.
- To explore how critical reflection on parenting experiences facilitates adult growth.
- To identify theories and models for professionals supporting parental learning.
Main Methods:
- Literature review of adult learning and development theories.
- Analysis of reflective practices in parenting.
- Synthesis of theoretical frameworks applicable to professional practice.
Main Results:
- Parents actively learn and develop through critical reflection on their experiences.
- Adult learning theories provide a framework for understanding parental growth.
- Existing models can be adapted to enhance professional support for parents.
Conclusions:
- Viewing parents as continuous learners enhances understanding of their development.
- Professionals can utilize reflective practices and adult learning principles to better support parents.
- Further research can explore specific interventions based on these principles.
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