1) The document discusses parenting education and styles, as well as early childhood development. It provides information on parenting processes, education methods, and programs. 2) The summary observes parenting education activities at the Seto Gurans Early Childhood Development center in Bandipur, Nepal. Children are separated by age group and engage in age-appropriate activities to support holistic development. 3) A conclusion is that while the ECD center effectively supports child development through play and learning, parents could benefit from further education on nutrition and home management to fully support their children's growth.

1. Parenting Education
Seto Gurans
Early childhood development center (Bandipur, Nepal)

2. Parenting
 Parenting or child rearing is the process of promoting and supporting
the physical, emotional, social, and intellectual development of
a child from infancy to adulthood. Parenting refers to the intricacies of
raising a child and not exclusively for a biological relationship.

3. Parenting style
 A parenting style is indicative of the overall emotional climate in the home.
1. Authoritative parenting
Authoritative parents rely on positive reinforcement and infrequent use of punishment.
Parents are more aware of a child's feelings and capabilities and support the development
of a child's autonomy within reasonable limits. There is a give-and-take atmosphere
involved in parent-child communication and both control and support are balanced.
2. Authoritarian parenting
Authoritarian parents are very rigid and strict. High demands are placed on the child, but
there is little responsiveness to them. Parents who practice authoritarian-style parenting
have a non-negotiable set of rules and expectations that are strictly enforced and require
rigid obedience. When the rules are not followed, punishment is often used to promote and
insure future obedience.

4. 3. Permissive parenting
Permissive, or indulgent, parenting is more popular in middle-class than in working-
class families. In these settings, a child's freedom and autonomy are highly valued,
parents tend to rely mostly on reasoning and explanation. Parents are undemanding,
so there tends to be little if any punishment or explicit rules in this style of parenting.
These parents say that their children are free from external constraints and tend to
highly responsive to whatever the child wants at the time. Children of permissive
parents are generally happy but sometimes show low levels of self-control and self-
reliance because they lack structure at home.
4. Uninvolved parenting
An uninvolved or neglectful parenting style is when parents are often emotionally or
physically absent. They have little to no expectation of the child and regularly have
communication. They are not responsive to a child's needs and have little to no
behavioral expectations. If present, they may provide what the child needs for
with little to no engagement.

5. Parenting process
 Coordination
 Need identification
 Content selection
 Method selection
 Group formation
 Class conduction
 Evaluation of each section

6. Parenting education
 While parenting may come naturally to some, others may need additional support
and guidance to understand child development, to respond appropriately to their
child’s needs, and to cope with the challenges of parenting. Parent education
provides caregivers with knowledge, resources, and support to develop parenting
skills to enhance child and family well-being. It can also help parents or caregivers
learn the tools and strategies to provide a positive and nurturing home
environment where their children will thrive physically, emotionally, and cognitively.

7. Objective of parenting education
 Make the parents realized the importance of early education.
 Provide nutrients food to child and acknowledge parents how to prepare the
nutrients food as well.
 Provide training to the parents for health and sanitation.
 Provide education regarding how to motive and stimulate the child.
 Child friendly activities should be created.
 Suitable environment should be created to play for learning.
 Pre-reading and pre-writing activities should learn.
 No discrimination environment should be created by parents.
 Prepare them for schooling of the child.
 Different types of program are done in the school so that parents should be
involved.

8. Parent education program
 A parent education program is a course that can be followed to correct and
improve a person's parenting skills. Such courses may be general, covering the
most common issues parents may encounter, or specific,
for infants, toddlers, children and teenagers. These courses may also be geared
towards parents who are considering having a child, or adopting one, or
are pregnant.

9. Parenting education method
 Educated level
 In community level
 In community level : Bandipur community, Seto Gurans ECD center
• Use language of same community level.
• Role of play – Importance of play
• Use tools- pictures, drama, dohori, dance
• Share the story based on truth.

10. Skill required in parenting
 Parent-child relationship skills
 Encouraging desirable behavior
 Teaching skills and behaviors
 Managing misbehavior
 Anticipating and planning
 Self-regulation skills
 Mood and coping skills
 Partner support skills

11. What do we have to teach parents?
Parents have to understand the benefits :
 Memory
 Brain development
 Confidence
 Concentration
 Social skills
 Good working habits
 Improved family interaction
 Appreciate beauty
 Enjoyment of music
 Express themselves

12. Activities done at Bandipur (ECD)
Among 26 parents,
 We organized our teaching in a classroom where we have done a round sitting
arrangements.
 Starting introduction by playing game through music, “MERO NAME KANTI
CHOUDHARY HO, TIMRO NAME K HO” ?
 Story told based on truth
 Share about Multiple intelligence
 Taught important of play

13.  Played game with parents by picking a small piece of paper and doing what is
written over there like dancing, jumping, telling introduction, singing etc. These
play were making them concentrate on the sessions.
 Taught holistic child development
 Interact with parents.

14. Importance of play
 Increase their self-awareness, self-esteem, and self-respect
 Improve and maintain their physical and mental health
 Give them the opportunity to mix with other children
 Allow them to increase their confidence through developing new skills
 Promote their imagination, independence and creativity
 Offer opportunities for children of all abilities and backgrounds to play together
 Provide opportunities for developing social skills and learning
 Build resilience through risk taking and challenge, problem solving, and dealing with
new and novel situations
 Provide opportunities to learn about their environment and the wider community.

15. Findings (observation)
 There are children’s up to 5 years old. Every age group is differentiated by the
color. They have 4 colors: Yellow, Green, Red and Blue. Yellow is for up to 2 years of
age, Red is up to 3years, Green is up to 4 years and whereas Blue is up to 4.5 years
of age of children’s. Total number of child in the ECD center is 75-85. In average 2
teachers were there in one class room. Each child has to pay Rs. 75 for their
monthly fee. If they can’t pay the fee than they have to give some grains according
to the school rules. In daily basis two mothers have to come and do the work in the
center. If mothers cannot come and work in the school then they have to pay Rs.
300 to pay another Mother. In this case children’s also get the affection of their
mothers and in case of busyness of the mothers their payment can help another
mother to get paid.

16.  Children’s play the game according to their team wise. In yellow group there are
children’s up to 2.5 years. There are 16 kids in a group. They study s, v and plays
games like painting in stones and painting their palm shape in a paper. In Red
group there are 20 kids. They learn completely by play. They introduce animals
from pictures and don’t focus much in books. Play through painting. Green group
mainly focus dance. Babies are made to dance. There are 17 kids in Green group.
They also play ball passing games. In Blue group, there is up to 4.5 years of age
group of children. They play Montessori game. In this game a child have to walk in
one defined line with any one object like bell, flowers etc. It is also for balancing. In
this game the bell should not ring, if it rings then we can know that the child is not
balancing the bell. The child can also put pebble (गुच्चा) in one spoon and have to
balance it so that the pebble does not fall.

17.  A holistic approach to child development seeks to simultaneously address the
physical, emotional, cognitive, Social, Cultural and Language aspects of a child’s
life. The importance of the Holistic Approach is that it Children learn different
things at different stages, e.g. walking, talking, fine motor skills etc. Holistic
development is the overall development of all areas of development in children.
They learn by play. We saw that play is very important in learning phase of
children’s. Holistic approach is very important for learning. Physical development is
very important for a child. It helps in development of competent organs. As
directed they can tear the papers, sewing corn thread, whistling, clapping hands
etc.
 Cognitive Development helps for solving problems, telling daily activities, explain
the situation, puzzle making, identify shape, size and color, and explain body parts.

18.  Emotional Development was critical for all other areas to develop, giving and accepting
love, confident, empathetic and curious. They show their emotions like if they are happy
then they and if they are sad or angry they cry. They say their name, age, sex, act
different in different situation.
 Social development we saw them as they were adjusting them with anyone. They were
showing positive behaviors with strangers also. They were showing respect, they have
proper communication, self-introduction, and take responsibilities of daily activities.
They have unity and do group works, help each other, give and take responsibilities to
others.
 Cultural development was there. Every children was there by accepting each other’s
culture. There was all caste of children. They did not hesitate to sit with anyone. They
have accepted each other’s culture.
 Language development is the process by which children come to understand and
communicate language during early childhood. Children express their feelings by
language. Children’s communicate each other by language. Language development is
very important in learning process.

19. CONCLUSION
 The overall observation of parenting education was good.
 The Seto Gurans ECD Center we got chance to learn about how important is early
childhood stage in child’s life.
 We found the raw materials were properly used.
 The space for children well managed.
 The class room was properly managed.
 The teacher were very child friendly.
 Discipline was taught very properly.
 Leadership technique was developed.

20.  Local language was focused.
 We found parents involvement in ECD for everyday so, that they can observed
what their kids are doing.
 We found lunch management was good but home management was not so good.
They were given junk food for their lunch. Because of lack of awareness and busy
schedule they were unable to give healthy foods to their child.
 We found children was always given same task in every age.
 The observations taken have helped explain why the children carry out certain
behavior and have leaded us to understand more about child development theory.

21. Signature by participate parents

22. Photos during ECD Bandipur

25. PREPARED BY:
KANTI CHOUDHARY