Parenting In Early Childhood Socialization

Maccoby, E.E. (1992). The role of parents in the socialization of children: An historical overview. Developmental Psychology, 28, 1006-1017.

Some parents have huge expectations of their children and can put a lot of strain and worry on their children's shoulders thus causing emotional stress

Diana Braumind, a clinical and developmental psychologist, was known for her research of parental styles in the late 1960s. In her study, she and her research team followed more than 100 children of preschool-age. Baumrind 's primary research methods were interviews and observation. With her results, she was able to categorize three different types of parenting styles: Authoritarian, Authoritative, and Permissive. Elaborating on the work of Braumind, two researchers named Eleanor Maccoby and John Martin later added the classification of “neglecting” parenting.

One of our first theorist is Jean Piaget who was a Swiss psychologist that worked in child development. According to Piaget, people learn from four factors: bio-logical maturation, experience with the physical environment, experience with the social environment, and equilibration. (Schunk p.236). Piaget focuses on the interaction of children; cognitively and morally. He wanted to describe how children create the world around them, also agreeing that

“Just as our ancestors were left to their own devices to survive a hostile world full of wild animals, severe elements of nature, and a decided lack of vocabulary, we, too, are on our own when it comes to surviving today’s hostile world of wild bullies, fatal climate swings, economic stressors, and a persistent overload of information. These issues, along with many others, affect the way in which we parents our children but because we want the best for them and fear the worst if we don’t pull out all the stops, we sometimes succumb to unreasonable and extreme behavior. Despite our best intentions and an untestable desire to do our best for our kids, we can easily succumb to what we call overparenting” (Glass 3). Parenting; it doesn’t come with

Parenting styles have been widely defined by Baumrind into three categories, authoritative, authoritarian and permissive. Parenting styles can be defined as a pattern of attitudes in how parents choose to express and communicate with their children. These styles are categorized based on the level of nurturance, parental control and level of responsiveness (Dwairy, 2004). Authoritative style exhibits high levels of demand, responsiveness and nurturance; authoritarian style exhibits high levels of demand but low levels of responsiveness, permissive style exhibits low levels of demand but high in responsiveness and nurturance (Dwairy, 2004). These parenting styles have been proposed to have a significant impact on a child’s

One of the first things parents are supposed to do for their children is socialization. This is where the parents socialize children to function in the government, education, and the economy. However, socialization starts with the family. There are three main parenting styles are the authoritative, permissive, and authoritarian. The authoritative style is the recommended style, it combines high level of emotional support with consistent, moderate control of their children. The permissive style provides emotion support but exercise little control over their children. Lastly, the authoritarian style, combines low levels of emotional support with coercive attempts at control of their children. The main thing parents are supposed to do is to provide

Parenting is one of the most challenging yet rewarding experiences in an adult’s life. Parents can greatly affect their children’s behavior and development. Children are like sponges, they soak up everything they see a parent do and model what they see into their own lives and actions. It is important that parents are good examples and set high standards for their children. Negative examples can be harmful to a child’s development and will usually lead to bad behavior. Baumrind, who studied parenting styles during the early 1960s, concluded that there is four important areas: parental nurturance, discipline strategy, communication skills, and maturity. Incorporating these areas, she posted four types of parenting styles: authoritarian, authoritative, permissive, and neglectful.

Parenting styles are used to define in what manner a parent interacts with their child. A theory, first proposed by Baumrind, breaks down parenting styles into three different levels of control and warmth. Permissive parenting involves leniency and indulging the child’s needs, whereas authoritarian parenting involves high levels of control and punishment. In the middle lies authoritative parenting, a style of parenting that practices control, but also values communication and individuality (Karmakar, 2015). In North America, parents are often stuck between an authoritative and permissive style of parenting. Oftentimes, it is believed that a child receives greater happiness and growth from a warm family that directs little control over the actions of the child (Barton & Hirsch, 2014). However, the opposite is true; parents enforcing an authoritative style aided children in higher confidence, allowing them to tackle difficult activities (Hibbard & Walton, 2014). Due to the lack of benefits attained from a permissive style of parenting, it is encouraged that an authoritative style, focusing on warmth and control, be adopted.

Authoritative parents are warm, responsive, attentive, patient, and sensitive to their child’s needs. When it comes to control, they make reasonable demands for maturity and consistently enforce and explain them. They also allow their children to make decisions in areas where he/she is ready to do so (Berk, 2014). This parenting style often utilizes the learning and cognition concept of shaping in order for the children to learn or modify their behavior. For example, when D’Angelo was first learning how to eat with utensils, his authoritative mother would praise him even on the failed attempts. Over time, however, she expected improved performance before offering praise. When children are in a position to receive warm, responsive, attentive, patient, and sensitive feedback about good behavior, then they will continually strengthen that behavior. In general, the extent to which we are successful or unsuccessful provides the necessary reinforcement for gradual modifications of the behavior (Powell et al.,

There are many contributing factors to ways in which a child is structured into an adult, usually they have to do with the way the child is brought up, and the parenting style that the child were exposed to. The main styles of parenting include authoritative, authoritarian, permissive, and uninvolved (Baharudin & Kordi, 2010) (Ribeiro 2009). Out of the four the different types of parenting styles authoritative parenting is given much praise due to the fact that most of the children who were raised in such manner turned out to be the normal average adult in their given community. It is noted that an authoritative parenting style is generally considered advantageous to many aspects of

There are four different parenting styles of Child rearing which include, the uninvolved parent, the Authoritarian parent, the permissive parent, and the authoritative parent. Each style has different characteristic that can be beneficial or harmful to a child’s emotional and social development. The first child rearing style is the uninvolved parent which is exactly like it sounds. These parents aren’t engaged with their child and are emotionally detached, they make little to no demands and let their child do as they please. Next is the authoritarian parent who is overly aggressive. They tend to be cold and rejecting toward their children and make so many demands that their child doesn’t get a chance to make any choices. Thirdly there is

When children age, not only are their bodies altered, but their minds and thought processes change as well. Additionally, a child’s abilities and goals largely have to do with what stage of childhood he or she is in. In order to more accurately understand the vast differences between children of varying ages, it is imperative to observe several age groups in the same setting. While babysitting, I was able to observe various marked differences between three children, each of which are in different stages of development. Namely, these variations became apparent through the interactions between seven year old Noelle and her neighbors, four year old Helena and two year old Perry. Among the apparent distinctions observed, the following will be discussed: play, temperament and attachment, coordination and information processing, language learning, self-awareness maturation, Piaget’s stages of cognitive development, and Erikson’s stages of psychological development. It is important to comprehend each of these theories and constructs, and the best way to gain a full understanding is to see how each theory changes and develops through the different stages of childhood.

Authoritative parents are demanding and responding. They are being supportive, accepting, and child centred. Authoritarian parents are highly demanding and not responding. They give orders to their children, require them to obey it, and follow the rules that they have given. Permissive parents are more demanding and responding. They are highly involved in children’s lives, given absolute freedom to their children, and not restricted their negative behaviours. Neglectful parents are low in both demanding and responding. They are not involved in children’s lives and being as little interaction as possible with them. Responsiveness is one of the critical characteristic in early childhood development. A responsiveness parent is more likely to provide an immediate and repeated response to the infants and that makes higher levels of stimulation. Stimulation such as language, and facial expression gives a special influence on infant’s brain organisation (Rovee-Collier, 1995), so the frequencies and levels of stimulation from parents can influence early brain development. Theologically, parents should be one of the people that infants can most interact to during the pre-school period. In

Some initial work involving parenting styles in the 1950s included (e.g., Sears, Maccoby, & Levin, 1957) who recognized parenting styles as, “adults who were nurturing and able to exert control were especially influential on children's development of self-regulated and disciplined behavior” (Wentzel & Russell, 2009). German-American psychologist, Kurt Lewin, had slightly different