Engaging in a brainstorming session to develop design principles that could guide the creation and continued improvement of a hybrid parenting program was enlightening. In advance, we asked our team to review Ben Brignell’s Design Principles (n.d.) and to consider our clinic’s mission, vision, and values, along with the science behind child development, which is the foundation of our approach. The lively session resulted in over 25 thoughtful principles, and we voted on our top 7.
- Design for knowledge building:
Gaining knowledge is an integral part of parenting. Learning about how brains develop, for example, can help parents set appropriate expectations for children at each age and stage of development.
2. Design for problem-solving:
Parents often reach out for support in reaction to a particular struggle they are experiencing with their child. Identifying the problem and then exploring what success looks like for them are essential first steps to finding, testing, and refining approaches that fit their and their child’s needs.
3. Design for mindset:
Developing a growth rather than a fixed mindset supports parents as they coach and guide their children to learn the skills necessary to reach their full, lifelong potential (Crichton & Childs, 2022, para. 6)
4. Design for choice:
Offer families the choice of treatment modality based on needs and preferences: face-to-face, virtual, and online.
5. Design for difference:
Create learning opportunities and environments that embrace learner differences, fostering engagement, representation, action, and expression (Takacs & Zhang, 2020).
6. Design for connection:
Leverage digital technology to reach a wider group of learners and create safe spaces and opportunities to learn from one another.
7. Design for adult learners:
Adult learning principles will inform our programs’ design and delivery, ensuring learners feel respected, informed, supported, heard, connected, motivated, and empowered to learn (Thoms, 2001, p.1).
As we refine our design principles over time, they could help align the design of our internal organizational culture, our programs, and the learning environments we are helping parents intentionally design that best support optimal family functioning and child development. All stakeholders, including practitioners, parents, and children, can learn to become expert learners to reach our potential and find motivation to contribute to the best of our abilities. Reflecting on our LRNT524 course content, it is apparent that constructivist learning theories and the Universal Design for Learning framework, which is based on the science of how people learn (Takacs & Zhang, 2020, p.33), are a good fit for our context.
Furthermore, in line with the article “Design for Learning in the Yellow House: a comparison of instructional and learning design origins and practices”, we can explore the fusion of both instructional and learning design approaches (Parchoma et al., 2020, p. 1009). Considering our curriculum and treatments include an ongoing integration of approaches, such as behavioral, cognitive, attachment, synergistic play, mindfulness, and social learning theories depending on the unique needs of the families, an integrated approach to design could likely be most appropriate and impactful.
Equipped with new knowledge, I am motivated and inspired to continue exploring ways to design innovative learning environments in support of a healthy and resilient next generation.
References:
Bignell, B. (n.d.). Design Principlces. https://principles.design/about/
Crichton, S., & Childs, E. (2022). Design Principles for Schools. https://k12.designprinciples.org
Takacs, S., & Zhang, J. (2020). Universal design for learning: A practical guide. Centre for Teaching, Learning, and Innovation. Justice Institute of British Columbia.
Parchoma, G., Koole, M., Morrison, D., Nelson, D., & Dreaver-Charles, K. (2020). Designing for learning in the yellow house: a comparison of instructional and learning design origins and practices. Higher Education Research & Development, 39(5), 997-1012.
Thoms, K. J. (2001). They’re Not Just Big Kids: Motivating Adult Learners. https://eric.ed.gov/?id=ED463720