1. Student Page Parenting: Guidance and Discipline
[Teacher Page]
WebQuest for a Child Development Course
Title
Introduction Designed by
Task Katie Quinn
Process
Process 2
Evaluation
Conclusion
Images from Microsoft Office Online Database
Credits Based on a template from The WebQuest Page

2. Introduction
Student Page
[Teacher Page]
Congratulations! You and your spouse are the proud parents of twins! You both are
pleased to announce the arrival of baby Annie and baby Charlie. You have planned
Title for this for several years and can’t wait to bring your two bundles of joy into your busy
Introduction lives. You and your partner settle into life with “the twins” soon enough and think that
life can’t ever possibly be rough with those two smiling faces in your lives!
Task …5 years later…
Screaming, crying, temper tantrums, name calling—and that’s all just between you
Process and your spouse! You look back and can’t remember where things went downhill. It
all seemed so simple before, what you wouldn’t trade for those early days when
Process 2 Annie and Charlie were babies. Now you and your spouse are trying to juggle work
schedules, kindergarten schedules, meal times, and so much more. Everything
seems to be amplified because there’s double of everything to do. Activities together
Evaluation as a family on the weekends stopped a few years ago. Often the evenings end with
the house in a mess, and the twins running around way past their bedtime and not
Conclusion listening to either of you. Often, the children throw tantrums in the grocery store over
a candy bar, usually you give in to avoid the screams and stares from other
customers. It’s all you and your partner can do to fall into bed every night exhausted,
facing yet another day of the same.
Concerned about your family, your friends Sam and Jen (whose children are the best
behaved on the block, of course) come over one evening to drop off some hand-me
down clothes for the twins. Soon the topic of conversation turns to parenting…Jen
tells you about a website for a parenting class she and Sam took a few years ago. As
you say your goodbyes, Sam mentions that they’ve been worried about you both and
urges you to give the number on the website a call, saying “it changed our lives”…the
next morning you find your spouse sitting at the kitchen table looking at the parenting
website on the laptop. You hand the phone over, sighing “Let’s do it- go ahead and
call”…
Credits

3. Student Page The Task
[Teacher Page]
Title “As a part of “Parenting: Guidance and Discipline”, it is our promise that when you
come out of this parenting course you will…
Introduction
• Complete a personalized discipline guide poster for your family situation
Task • Create a short role-playing script with your partner to illustrate 2 different
parenting styles
Process
Process 2
Evaluation
Conclusion
Parenting: Guidance and Discipline
gives you, the parents, the answers
you need to the important question:
What qualities characterize a
competent parent?
Credits

4. The Process
Student Page
[Teacher Page] “Welcome to our Parenting Seminar! You’re all here today because you
see something in your day-to-day family interactions that you want to
change. We believe that every parent is trying to do their best, and we
Title want to give you the tools to have a connected, strong relationship with
Introduction each and every one of your children and family members.”
Task • The first thing that we will need to do is help you determine what
type of parent you are. It is vitally important that you are aware of
Process how you approach your role as a parent. Go to this
PARENTING QUIZ and answer the 10 questions. What discipline
Process 2 style would you be if you were a parent? On your own sheet of
Evaluation notebook paper, write down the style, a short summary of the style
description and what the website says about how it affects your
Conclusion children.
• Now that we’ve determined what type of discipline you utilize the
most as a parent, let’s go over what discipline is. Go to
WHAT IS DISCIPLINE? Read the article and write down the 4 bold
headings. Write a 2-3 sentence summary of each topic.
3. We want to be sure that you as parents understand what effective
discipline and guidance looks like for your family. Go to
GOOD TIMES WITH GUIDANCE AND DISCIPLINE. As you read this
article, answer the following questions: A) Define Guidance. What does
guidance look like? B) Define Discipline. What does discipline look like?
C) What are the “6 Tools” listed? Read the situation with the caregivers
and Nicholas and Willy (In the middle of the article) Answer the following
on your paper: Which caregiver response would you choose? Why?
Credits Continue to
Process (page 2)

5. The Process
Student Page 4. You’re doing great! I believe that we’ve already given your family some great
[Teacher Page] starting points to make some changes in your home. Go ahead and look at this last
resource about NATURAL AND LOGICAL CONSEQUENCES. This is a great way to
approach discipline with your children, it makes it easy for the child to understand the
Title why behind the consequences you give them. Read through each page on the
website and click on the arrow at the bottom of the screen to move to the next page.
Introduction Make sure you notice the differences between natural and logical consequences.
Task 5. Now that you know a little about your parenting style and how that can affect your
interactions with your children, let’s create a situation so we can explore parenting
Process styles a little more. Open a Word document and write a short script (1/2 page) using
Mary (mom) and Jess (son). Show how Mary can use 2-3 of the “tools” you identified
Process 2 earlier to guide Jess.
-Here’s the scenario…..“Jess, age 6, just doesn’t follow instructions. His mother
Evaluation Mary, has to tell him 5 or 6 times to clean up his room or to pick up his toys. When
he’s called to dinner, he often doesn’t come. When he does come, Mary ends up
Conclusion nagging him to finish eating. Jess is nearly impossible to get dressed in the morning
because he dawdles and mom ends up nagging and getting his clothes on him, just
to avoid being late for school and work. When he is told to do something, he typically
whines, “I don’t wanna” or do I hafta?”
6. Finally, we want all our participants to leave our seminar with a personalized guide
to take home. This will make a great reference sheet for you and your spouse when it
comes time to guide and discipline your children.
In the same Word document, create a “Top 10” list of the best tips and tricks that
would be useful for you and your partner to use with your twins, Annie and Charlie.
See your rubric on the evaluation page for guidelines.
**You may be asked to present your short script and/or your poster to the class. Make sure
the poster is visually appealling and can be read from a distance.**
Credits

6. Evaluation:
Student Page
Date Created: Nov 03, 2008 09:51 am (CST)
[Teacher Page]
CATEGORY 4 3 2 1
Use of Class Time sed time well Used time well Used some of the
U Did not use class
Title during the class during the class time well during time to focus on
period. Focused period. Usually the class period. the project OR
Introduction on getting the focused on There was some often distracted
project done. getting the project
focus on getting others.
Task Never distracted done and never the project done
others. distracted others.but occasionally
Process distracted others.
Process 2 Mechanics Capitalization and
There is 1 error in
There are 2 errorsThere are more
punctuation are capitalization or in capitalization or
than 2 errors in
Evaluation correct throughout
punctuation. punctuation. capitalization or
Conclusion the poster. punctuation.
Content - At least 7 5-6 accurate 3-4 accurate Less than 3
Accuracy accurate techniques/tipsare
techniques/tips accurate
techniques/tips displayed on the are displayed on techniques/tips
are displayed on poster. the poster. are displayed on
the poster. the poster.
Short Script Script is very wellScript has 2-3 of Script contains 1 Script does not
developed and the parenting parenting tool andfollow
includes 3 or tools. Shows shows incomplete requirements,
more of the complete comprehension of evidence of little
parenting tools understanding of effective to no effort.
from the web effective parenting.
resource. parenting.
Notes Notes taken cover
Notes taken cover
Some missing Notes are missing
required elements
required elements
information, or contain minimal
and additional well. No missing covers majority of
information.
relevant information required
information elements.
Credits

7. Student Page Conclusion
[Teacher Page]
Great Job! Do you feel like you have some tools to take home with
Title
you and begin to change your relationship with Annie and Charlie?
Introduction It’s so important to remember that parenting isn’t easy; it takes hard
work and consistency. When both parents are on the same page
Task
with great guidance and discipline techniques, it won’t be long
Process before you both begin to see the benefits!
Process 2
Evaluation
Conclusion
Turn in the notes that you took during the WebQuest , your printed
short script and your printed poster.
Credits

8. Student Page Credits & References
[Teacher Page]
Websites:
Title http://www.parenting.com/article/Toddler/Behavior/When-Kids-Want-Discipline
http://www.ext.colostate.edu/pubs/COLUMNCC/cc061017.html
Introduction http://quizzes.familyeducation.com/quiz/discipline/55969.html?detoured=1
http://www.nncc.org/Series/good.time.guid.html
Task http://www1.dshs.wa.gov/CA/fosterparents/training/natlog/nat01.htm
Process Scenario used for Process step # 5 was adapted from Dr. Jennifer T. Aberle, PhD,
Colorado State University, Spring 2008
Process 2
Evaluation
Conclusion
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so
that others can acquire the latest version of this template and training materials.
Credits