{
  "markdown": "# Parenting Frameworks\n\n**An intelligent meta-router that selects the optimal parenting and education framework for any situation.**\n\nDescribe your situation. The system analyzes the child's age, your role, and the context to automatically select and combine the best approach from 16 evidence-based frameworks.\n\nYou do not need to know which framework to use. Just describe what is happening.\n\n---\n\n## Table of Contents\n\n- [Why This Exists](#why-this-exists)\n- [Quick Start](#quick-start)\n- [Installation](#installation)\n- [The 16 Frameworks](#the-16-frameworks)\n- [Architecture](#architecture)\n- [Usage Examples](#usage-examples)\n- [Age Routing Chart](#age-routing-chart)\n- [Commands](#commands)\n- [Related Projects](#related-projects)\n- [License](#license)\n\n---\n\n## Why This Exists\n\nParents and teachers face hundreds of situations that require different approaches. A toddler's tantrum needs a different strategy than a teenager's refusal to communicate. A child with ADHD needs a different lens than a child struggling with exam anxiety.\n\nNo single framework covers everything. But choosing the right framework requires expertise most people don't have.\n\n**Parenting Frameworks solves this.** It acts as an intelligent routing layer: you describe the situation, and it selects, sequences, and integrates the right frameworks automatically.\n\n---\n\n## Quick Start\n\n```\n/parenting My 4-year-old throws a tantrum every time we leave the playground\n```\n\nThe system will:\n1. Detect: age 4, discipline/emotional situation, high emotion level\n2. Select: Emotion Coaching (primary) + Positive Discipline (secondary)\n3. Generate: A step-by-step strategy with conversation scripts\n\n---\n\n## Installation\n\n> 💡 **짧은 이름**: [래퍼 설정](https://github.com/ironyjk/claude-frameworks-marketplace#짧은-이름으로-쓰기-optional) 후 `/parenting`으로 호출 가능\n\n### Claude Code (Recommended)\n\nClone this repository into your Claude Code skills directory:\n\n```bash\n# Navigate to your project's .claude/skills/ directory\ncd your-project/.claude/skills/\n\n# Clone the frameworks\ngit clone https://github.com/ironyjk/parenting-frameworks.git\n\n# Or clone individual frameworks you need\ncp -r parenting-frameworks/positive-discipline .\ncp -r parenting-frameworks/emotion-coaching .\n```\n\nEach framework is a self-contained SKILL.md file that Claude Code can invoke directly.\n\n### Claude Projects\n\n1. Go to [claude.ai](https://claude.ai) and open your Project\n2. Navigate to Project Knowledge\n3. Upload the SKILL.md files from the frameworks you want to use\n4. The `parenting/SKILL.md` router should be uploaded first -- it orchestrates the others\n\n### Other AI Platforms\n\nThe SKILL.md files are plain Markdown with structured prompts. They work with any LLM that supports system prompts:\n\n1. Copy the contents of `parenting/SKILL.md` as your system prompt\n2. Add any sub-framework SKILL.md files as additional context\n3. The detection matrix and routing logic are embedded in the text\n\n---\n\n## The 16 Frameworks\n\n### Behavioral / Discipline\n\n| # | Framework | Author | Core Idea | Best For |\n|---|-----------|--------|-----------|----------|\n| 1 | [Positive Discipline](positive-discipline/) | Jane Nelsen | Kind AND Firm; belonging + capability | Daily discipline, family meetings, problem behavior |\n| 2 | [PET](pet/) | Thomas Gordon | I-messages, active listening, no-lose method | Parent-child communication, conflicts |\n| 3 | [CPS](cps/) | Ross Greene | \"Kids do well if they can\" -- lagging skills | Chronic behavior, explosive children, ADHD/ASD |\n| 4 | [Emotion Coaching](emotion-coaching/) | John Gottman | Acknowledge and label emotions; 5 steps | Emotional outbursts, regulation skills |\n\n### Parenting Strategies\n\n| # | Framework | Author | Core Idea | Best For |\n|---|-----------|--------|-----------|----------|\n| 5 | [Triple P](triple-p/) | Matthew Sanders | 5 levels of intervention; evidence-based | Systematic parenting plans, prevention |\n| 6 | [Attachment Parenting](attachment-parenting/) | Bowlby / Ainsworth | Secure base, sensitive responsiveness | Infant attachment, separation anxiety |\n| 7 | [SDT Parenting](sdt-parenting/) | Deci & Ryan | Autonomy, competence, relatedness | Intrinsic motivation, study conflicts |\n\n### Learning / Cognitive\n\n| # | Framework | Author | Core Idea | Best For |\n|---|-----------|--------|-----------|----------|\n| 8 | [Retrieval Practice](retrieval-practice/) | Roediger et al. | Pull information out, don't push it in | Test prep, study efficiency |\n| 9 | [Growth Mindset](growth-mindset/) | Carol Dweck | Ability grows through effort | Fear of failure, \"I can't\" mindset |\n| 10 | [UbD](ubd/) | Wiggins & McTighe | Backward design: goals > assessment > activities | Curriculum design, learning objectives |\n| 11 | [PBL](pbl/) | Larmer et al. | Learn through real-world projects | Inquiry learning, self-directed projects |\n\n### Early Childhood\n\n| # | Framework | Author | Core Idea | Best For |\n|---|-----------|--------|-----------|----------|\n| 12 | [Montessori](montessori/) | Maria Montessori | Prepared environment, self-paced learning | 0-6 environment, independence |\n| 13 | [DAP](dap/) | NAEYC | Match expectations to developmental level | Early childhood, play-based learning |\n\n### Special Needs / Inclusive\n\n| # | Framework | Author | Core Idea | Best For |\n|---|-----------|--------|-----------|----------|\n| 14 | [UDL](udl/) | CAST | Multiple means of representation and engagement | Inclusive classrooms, diverse learners |\n\n### Teacher Tools\n\n| # | Framework | Author | Core Idea | Best For |\n|---|-----------|--------|-----------|----------|\n| 15 | [Formative Assessment](formative-assessment/) | Black & Wiliam | Real-time checks during learning | Comprehension checks, learning gaps |\n| 16 | [Differentiated Instruction](differentiated-instruction/) | Tomlinson | Differentiate content, process, product | Mixed classrooms, individualized teaching |\n\n---\n\n## Architecture\n\n```\n                          User describes situation\n                                    |\n                                    v\n                    +-------------------------------+\n                    |     /parenting (Router)        |\n                    |                               |\n                    |  1. Parse situation            |\n                    |  2. Detect age, role, emotion  |\n                    |  3. Match via Detection Matrix |\n                    |  4. Apply Age Filter           |\n                    |  5. Apply Role Filter           |\n                    |  6. Design pipeline            |\n                    +-------------------------------+\n                          |         |         |\n                          v         v         v\n                    +---------+ +-------+ +--------+\n                    | Primary | | Secon | | Support|\n                    |Framework| | dary  | |        |\n                    +---------+ +-------+ +--------+\n                          |         |         |\n                          v         v         v\n                    +-------------------------------+\n                    |     Synthesis Layer            |\n                    |                               |\n                    |  - Integrate outputs           |\n                    |  - Resolve conflicts           |\n                    |  - Cultural adaptation         |\n                    |  - Conversation scripts        |\n                    +-------------------------------+\n                                    |\n                                    v\n                          Unified Strategy\n```\n\n### How Routing Works\n\n1. **Detection Matrix** -- Keywords and patterns in the situation are matched against framework signatures (e.g., \"tantrum\" maps to Emotion Coaching + Positive Discipline)\n2. **Age Filter** -- Frameworks inappropriate for the child's age are excluded (e.g., Retrieval Practice is not applicable for ages 0-2)\n3. **Role Filter** -- Parent, teacher, and caregiver roles have different core framework pools\n4. **Emotion Level** -- Crisis situations bypass frameworks entirely; high-emotion situations restrict to Emotion Coaching and Active Listening first\n5. **Pipeline Design** -- Multi-framework situations are sequenced (emotions first, behavior second, structure third)\n6. **Conflict Resolution** -- When frameworks disagree, priority rules apply (emotions > behavior, relationship > discipline, development > expectations)\n\n---\n\n## Usage Examples\n\n### Example 1: Toddler Tantrum (Age 3)\n\n```\n/parenting My 3-year-old screams and throws things when told \"no\"\n```\n\n**Router selects:** Emotion Coaching (primary) + Positive Discipline (secondary) + CPS (follow-up)\n\n**Pipeline:**\n- Phase 1 (Immediate): Emotion Coaching -- \"You're really angry right now. It's okay to be angry.\"\n- Phase 2 (After calming): Positive Discipline -- \"It's okay to feel angry AND throwing things is not okay.\"\n- Phase 3 (Later): CPS -- If recurring, identify the lagging skill and solve collaboratively.\n\n### Example 2: Homework Refusal (Age 10)\n\n```\n/parenting My 10-year-old hates homework and fights us every night about it\n```\n\n**Router selects:** SDT Parenting (primary) + Growth Mindset (secondary) + Retrieval Practice (support)\n\n**Pipeline:**\n- Diagnosis: SDT -- Is autonomy being crushed? Does the child feel incompetent? Is there a relationship issue with the teacher?\n- Mindset: Growth Mindset -- Shift from \"I'm bad at math\" to \"I'm not good at this yet.\"\n- Method: Retrieval Practice -- Replace ineffective re-reading with active recall and spaced repetition.\n\n### Example 3: Teen Communication Breakdown (Age 14)\n\n```\n/parenting My 14-year-old won't talk to me anymore. Just grunts and goes to their room.\n```\n\n**Router selects:** PET (primary) + SDT Parenting (secondary) + CPS (support)\n\n**Pipeline:**\n- Listening: PET -- Active listening without advising. Determine problem ownership.\n- Autonomy: SDT -- Reduce control. Expand choices. Provide rationale instead of commands.\n- Negotiation: CPS -- Use Plan B to co-create household rules.\n\n### Example 4: Classroom with Wide Skill Gaps (Teacher)\n\n```\n/parenting I teach 3rd grade and have students ranging from pre-K to 5th grade reading levels\n```\n\n**Router selects:** UDL (primary) + Differentiated Instruction (secondary) + Formative Assessment (support)\n\n**Pipeline:**\n- Design: UDL -- Multiple means of representation and engagement. Remove barriers from the start.\n- Execution: Differentiated Instruction -- Tier content, process, and product by readiness.\n- Monitoring: Formative Assessment -- Exit tickets, traffic lights, peer teaching for real-time checks.\n\n---\n\n## Age Routing Chart\n\n| Age Band | Available Frameworks | Primary Strategy | Not Effective |\n|----------|---------------------|-----------------|---------------|\n| **0-2** (Infant) | Attachment, Montessori, DAP | Secure attachment is the foundation. Sensitive responsiveness. | PET (no language), Retrieval Practice, Growth Mindset |\n| **3-5** (Early Childhood) | Montessori, DAP, Positive Discipline, Emotion Coaching, Attachment, Triple P | Label emotions, offer choices, prepared environment, play-based learning | CPS (limited), UbD, PBL |\n| **6-9** (Lower Elementary) | **All 16 frameworks** | Habit formation. Growth Mindset + Retrieval Practice for learning. Positive Discipline for self-discipline. | -- |\n| **10-12** (Upper Elementary) | **All 16 frameworks** | Increasing autonomy demands. SDT for intrinsic motivation. PBL for inquiry. | -- |\n| **13-15** (Middle School) | SDT, PET, CPS, Growth Mindset, Emotion Coaching, Retrieval Practice | Puberty. Active listening is critical. Respect autonomy. Negotiate. | Be cautious with \"firm\" Positive Discipline |\n| **16-18** (High School) | SDT, PET, CPS, Growth Mindset, Retrieval Practice, PBL | Nearly adult. Coaching mode. Maximize autonomy. | Montessori (age-inappropriate), Triple P (independence phase) |\n\nFor a complete age-based guide with developmental milestones, see [docs/AGE-GUIDE.md](docs/AGE-GUIDE.md).\n\n---\n\n## Commands\n\n| Command | Description |\n|---------|-------------|\n| `/parenting` | Full situation analysis with framework routing and integrated strategy |\n| `/parenting:select` | Quick framework selection -- top 3 recommendations with fit scores |\n| `/parenting:age` | Age-based developmental guide with applicable frameworks |\n\nEach sub-framework also has its own commands:\n\n| Framework | Commands |\n|-----------|---------|\n| Positive Discipline | `/positive-discipline`, `:goals`, `:tools`, `:meeting` |\n| PET | `/pet`, `:ownership`, `:listen`, `:imessage`, `:nolose` |\n| CPS | `/cps`, `:alsup`, `:planb`, `:plans` |\n| Emotion Coaching | `/emotion-coaching`, `:style`, `:steps`, `:vocab` |\n| Triple P | `/triple-p`, `:level`, `:strategies`, `:self-reg` |\n| Growth Mindset | `/growth-mindset` |\n| And 10 more... | See individual framework SKILL.md files |\n\n---\n\n## Framework Comparison\n\nFor a detailed comparison of all 16 frameworks -- when to use each, compatibility matrix, and parent vs. teacher applicability -- see [docs/FRAMEWORKS.md](docs/FRAMEWORKS.md).\n\n---\n\n## Related Projects\n\n- [How to Talk](https://github.com/ironyjk/parenting-frameworks) -- Meta communication router for 16 interpersonal communication frameworks (NVC, Crucial Conversations, Never Split the Difference, etc.)\n- [Counsel](https://github.com/ironyjk/parenting-frameworks) -- Meta-router for 14 psychological counseling frameworks (CBT, ACT, IFS, SFBT, etc.)\n- [Think](https://github.com/ironyjk/parenting-frameworks) -- Strategic thinking router for 29 business/analysis frameworks (TOC, TRIZ, Wardley, Porter, etc.)\n\n---\n\n## References\n\n### Core Texts\n\n1. Nelsen, J. (2006). *Positive Discipline*. Ballantine Books.\n2. Gordon, T. (2000). *Parent Effectiveness Training*. Three Rivers Press.\n3. Greene, R.W. (2014). *The Explosive Child*. Harper Paperbacks.\n4. Gottman, J. & DeClaire, J. (1997). *Raising an Emotionally Intelligent Child*. Simon & Schuster.\n5. Sanders, M.R. (2012). *Every Parent*. Penguin.\n6. Bowlby, J. (1988). *A Secure Base*. Basic Books.\n7. Deci, E.L. & Ryan, R.M. (2017). *Self-Determination Theory*. Guilford Press.\n8. Brown, P.C. et al. (2014). *Make It Stick*. Harvard University Press.\n9. Dweck, C. (2006). *Mindset*. Random House.\n10. Wiggins, G. & McTighe, J. (2005). *Understanding by Design*. ASCD.\n11. Larmer, J. et al. (2015). *Setting the Standard for PBL*. ASCD.\n12. Montessori, M. (1967). *The Absorbent Mind*. Holt Paperbacks.\n13. NAEYC (2020). *Developmentally Appropriate Practice*. 4th ed.\n14. CAST (2018). *UDL Guidelines* version 2.2.\n15. Wiliam, D. (2011). *Embedded Formative Assessment*. Solution Tree Press.\n16. Tomlinson, C.A. (2014). *The Differentiated Classroom*. ASCD.\n\n### Integration\n- Siegel, D.J. & Bryson, T.P. (2011). *The Whole-Brain Child*. Delacorte Press.\n- Siegel, D.J. & Bryson, T.P. (2014). *No-Drama Discipline*. Bantam.\n\n---\n\n## Attribution & Trademarks\n\nThis project implements well-known parenting and education frameworks for educational purposes. The following trademarks are acknowledged:\n\n- **Triple P®** (Positive Parenting Program) is a registered program of The University of Queensland / Triple P International Pty Ltd.\n- **Parent Effectiveness Training® (P.E.T.)** is a registered program of Gordon Training International.\n- **Collaborative & Proactive Solutions® (CPS)** is a registered approach developed by Dr. Ross Greene and Lives in the Balance (livesinthebalance.org).\n- **Understanding by Design® (UbD)** is a registered trademark of the Association for Supervision and Curriculum Development (ASCD). Based on the work of Grant Wiggins & Jay McTighe.\n- **Circle of Security®** is a registered program of Circle of Security International LLC.\n- **Gold Standard PBL™** and the 7 Essential Design Elements are defined by PBLWorks (formerly Buck Institute for Education, pblworks.org).\n- **Universal Design for Learning (UDL)** guidelines are developed by CAST (cast.org) and published under Creative Commons Attribution license.\n- **Positive Discipline®** concepts developed by Jane Nelsen (positivediscipline.com).\n\nAll other framework names reference published academic works and are used descriptively.\n\nThis project is not affiliated with, endorsed by, or sponsored by any of the above trademark holders.\n\n## License\n\nMIT License. See [LICENSE](LICENSE) for details.\n",
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