Early Parenting Fundamentals - PDM1179

Students will develop an understanding of the context, purpose and impact of working in early parenting roles. You'll explore conceptual ways of working with families engaged in early parenting programs, focussing on partnerships, strength-based, child-centred and parent-led approaches.

Students can choose to complete this short course either through a semester-based format delivered over 13 weeks, or through an intensive format delivered across 5 full days.

Teaching activities include lectures, workshops, peer-to-peer discussions and industry-based observations and learning. There is also self-directed learning and reflection, enabling students to connect current and/or past work experiences to the field of early parenting.

This course can be taken with or without an assessment component.

For further information, please refer to the short course homepage

Who should attend

This course is relevant to a wide range of professionals including but not limited to EPC employees, Maternal Child Health Nurses, Early Childhood Educators, Midwives and Paediatric Nurses, Paediatricians, Kindergarten Teachers, Department of Education, Local Government (Family & Children Services, Playgroups, Libraries, Kindergartens, Child Protection etc.), Family Services, Mental Health workers, Students doing a TAFE/University Course in a related field already i.e. not already working in the field

What you will learn

On completion of this course, students will be able to:

  • Critically analyse and synthesise the historical, legislative, practice and theoretical factors that influence early parenting experiences for parents/carers with children under 4 years of age.
  • Understand the importance of building parenting confidence and capacity, and apply theoretical approaches that foster this in early parenting.
  • Analyse approaches adopted in early parenting that empower the parenting role and optimise child outcomes.
  • Consider early parenting through a culturally diverse and inclusive lens, to create safe and welcoming places to learn, grow and parent.
  • Analyse and synthesise the evidence that informs child safety, with a focus on child abuse and harm, applying this knowledge in promoting child safety in early parenting and responding to child safety concerns when identified.
  • Understand the importance of social connectedness, recognising the roles that parents, families, community and agencies all play in fostering connection and reducing social isolation.

Program structure

Topic 1: Parents and parenting and the early years: who are they, what is it, why is it important and what past, present and emerging factors impact parenting today (3 hours)

Topic 2: Early parenting theories, concepts and approaches: understanding ways of working with families today (3 hours)

Topic 3: Building parenting confidence and capacity in early parenting (1.5 hours)

Topic 4: Parent-led early parenting: consumer voice and engagement (1.5 hours)

Topic 5: Health promotion in early parenting: parents and children as health promoters (3 hours)

Topic 6: Fostering optimal child outcomes: outcome-informed early parenting (3 hours)

Topic 7: Ensuring high-quality and safe early parenting (1 hour)

Topic 8: Keeping children safe and identifying risk (2 hours)

Topic 9: Early parenting and children’s first relationships: shaping child brain architecture (3 hours)

Topic 10: Inclusive early parenting practice: embracing diversity, culture and equity (3 hours)

Topic 11: Trauma-informed early parenting practice (3 hours)

Topic 12: Enhancing early parenting experiences through social connection (2 hours)

Course delivery: Semester model
Week no.Topic
Week 1 Topic 1
Week 2 Topic 2
Week 3 Topics 3 & 4
Week 4 Topic 5
Week 5 Self-directed assessment preparation
Week 6 Topic 6
Week 7 Topics 7 & 8
Week 8 Self-directed assessment preparation
Week 9 Mid-semester break
Week 10 Assessment online
Week 11 Topic 9
Week 12 Topic 10
Week 13 Topic 11
Week 14 Topic 12
Week 15 Self-directed assessment preparation
Course delivery: Intensive model
Week no.Topic
Day 1 Topics 1 & 2
Day 2 Topics 3, 4 & 5
Day 3 Topics 6, 7 & 8
Day 4 Topics 9 & 10
Day 5 Topics 11 & 12

Testimonials

From a student

I’m fairly new to the early parenting space, so it’s been really good to reinforce a lot of things, expand my resources and gain a deeper understanding of the theory. It has helped me reflect on my practice and identify areas where I can continue to improve.

From an organisation

They’ve shared very positive reflections on the course, particularly how effectively they can apply their learning in practice. Thank you for your flexibility in supporting our team to access the course and for facilitating a smaller group model.

Accelerate your qualification

Eligible participants who complete the micro-credential (short course with assessment) can receive 6 credit points of unspecified credit* towards the future Graduate Certificate of Early Parenting.

*Maximum credit limits and minimum course entry requirements apply, see the terms and conditions page for more details

Note: Successful completion of a micro-credential does not guarantee admission into an award course. Prospective students must meet the eligibility and admission requirements for the award course. A micro-credential can only be used as credit towards a single degree on one occasion, and is valid for 7 years.

For more details please email pgradenq@monash.edu or shortcourses.depm@monash.edu

Dr Mandy O'Connor

Dr Mandy O’Connor is a Developmental Psychologist with expertise in Intervention Mapping, Implementation Science, evaluations and program, framework and model development. Her research interests include parenting, parent-child relationships, child development, family violence, disability, and women’s health and wellbeing. She developed the Victorian Early Parenting Centres Outcomes Framework for the Victorian Government Department of Health and is leading the implementation of the framework across Victoria.

Dr O’Connor works as a research-in-residence with Monash’s Health and Social Care Unit (HSCU) industry partners, embedded in organisations, to ensure the translation of knowledge and research reaches clinicians, practitioners, co-ordinators and managers across the organisation. Her strength is building relationships with partners and across sectors and disciplines

Helen Cunningham (QEC)

Helen is a registered general nurse and midwife with post graduate qualifications in Management, Neonatal Intensive Care, Training and Assessment, Child, Family and Community Nursing and Master in Public Health. Helen has worked as a MCH Nurse, in clinical and senior roles across local and state government for 20 years. In 2017 Helen commenced as Director of Nursing and Clinical Services at the Queen Elizabeth Centre (QEC), Victoria’s leading Early Parenting Centre (EPC).

Since 2021, Helen has been QEC Director of Clinical Innovation and Development, leading the development of the Victorian EPC Outcomes Framework, Clinical Practice Guidance and Training and Development to support the rapidly expanding EPC sector.

https://www.monash.edu/medicine/sphpm/study/professional-education/terms-and-conditions

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