CAPEA Philosophy and Values

CAPEA believes that:

  1. Pregnancy, birth and parenting are normal and significant and transformational life events for most families.
  2. Birth can safely take place in hospitals, birth centres and homes with appropriate monitoring and professional health care.
  3. Childbirth and early parenting education is an integral component of maternity, as well as maternal, child and family health care.
  4. Childbirth and early parenting education is a significant primary health initiative that has the potential to influence not only the health and well-being of women, parents and their immediate families, but those of future generations.
  5. Childbirth and Early Parenting Educators advocate for laws, policies, guidelines and care that promotes normal birth, breastfeeding, and the rights of parents to choose what is best for them and their family.
  1. All expectant and new parents and their families have the right to respectful and professional care.
  2. Childbirth and parenting education is based on contemporary evidence-based knowledge and the appropriate application of adult learning principles and group facilitation skills.
  3. Excellent, accessible and responsive childbirth and parenting education should be available for all expectant and new mothers, fathers, parents and their families, and can be provided within and externally to maternity and parenting services.
  4. The childbirth and early parenting learning needs of all expectant and new parents, co-parents and carers of infants and young children should be recognised regardless of age, gender, ethnic origin, sexual orientation, family structure or disability.
  1. Childbirth and early parenting education should be provided in a non-judgmental, unbiased way to anyone seeking the service.
  2. Fathers of the infant, being husbands, male partners, non-resident fathers, step-fathers and other father figures, have a central role in supporting women during pregnancy, labour and birth as well as supporting each other when roles change during the early parenting period. Fathers have specialised educational needs in the transition to parenthood and this can be achieved without jeopardising the notion of woman-centred care.
  3. The parents, co-parents or carers of the baby may be in a same-gender, single parent, blended or multi-generational family, or be adoptive parents or legal guardians.  These parents also have specialised educational needs in their transition to parenthood.
  4. The early development of the parent-infant relationship is crucial for the future physical and mental health of the infant. This is achieved through the parent/s and significant others identified by the parent actively engaging in providing sensitive, timely and appropriate responses to their infant’s cues for interaction and assistance.
  5. Childbirth and Parenting Educators are accountable and responsible for their own practice and professional development.
Pregnant women taking prenatal lesson in park. Teacher explaining baby growth inside belly with pictures and drawings.

National Competency Standards developed by CAPEA

The CAPEA National Competency Standards for Childbirth and Early Parenting Educators aim to promote competent educators from a range of backgrounds and are the basis for assessment and recognition as a CAPEA Certified Educator or Trainer. Beginner and experienced educators, as well as coordinators or managers of childbirth and early parenting education services, can use the Standards in a variety of settings.

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