The Importance of Parenting Styles in Early Childhood Development

It is said that the he development of a child consist of the development of physical, motor, cognitive, communication, and social skills. We expect children from birth to age three to be developing in those fields. However, it is understood that each child develops at their own

The preschool period is a time of enormous growth and change in the areas of physical, cognitive and social / emotional development. During these years, children continue to integrate previously acquired skills into more complex and dynamic states (Berk, 2007). Like every living thing, I was growing and expanding physically. This physical development was remarkable in this stage due to the fact the brain functions such as neural pathways and activities of frontal lobe developing rapidly (Berk, 2007). Therefore, this normative brain development may have allowed me to improve motor skills such as running, skipping, throwing, kicking, jumping and balancing

In the article “School Readiness for Infants and Toddlers? Really? Yes, Really!” by Sandra Petersen, she discusses how from birth to age three are crucial for school readiness. The “exuberant period” which is the months before and after birth is the time when the brain creates connections, “each capturing a moment of learning.” During infancy, foundations are built in each developmental area – language, motor, cognitive, and social-emotional. These later develop into skills such as curiosity, paying attention, memory, gathering information, problem solving, and working through frustration are learned. These skills are established in infancy and toddlerhood, but they are used throughout your whole life. These are essential skills that teachers look for.

Toddlers develop a sense of autonomy by letting them explore new skills. Preschoolers develop a sense of initiative as by beginning to plan and initiate activities with others. School aged children develop a sense of industry by feeling confident in their ability to achieve goals. Evidence shows that experiences in the 1st years of life are extremely important for a child’s healthy development and lifelong learning. How a child development during this time affects future cognitive, social, emotional, and physical development, which influences school readiness and later success in life (“Early and Middle Childhood” n.d.)2)

Research in parenting styles has found a large amount of correlation between parenting behavior and certain long-term outcomes for children. Specifically, parenting styles have been shown to correlate to a child’s obedience level, school competence, delinquency, violence, sexual activity, antisocial behavior, alcohol and substance abuse, depression, anxiety, and self-perception. The members of your family are the most prevalent relationships you will have in your life. Therefore, they will have the most influence in your future behavior. This paper examines the similarities and differences among authoritarian, authoritative, permissive, and neglecting parenting styles and the effects on a child’s development and the resulting adolescent’s behavior.

Webster’s dictionary defines parenting as the process of raising and educating a child from birth until adulthood. As someone who parented four biological children, and earned the title of grandma, I can offer a lot of personal insight into the subject of parenting, and my first pearl of wisdom is that parenting is harder than one would think. Children do not come with an operation manual and it usually only takes new parents only a few days before they realize how blissfully delusional they were. Naturally, well meaning parents who understand the implications of their influence on shaping their child into happy, healthy, and successful adults, are naturally humbled with the awesome responsibility, and seek to develop a parenting strategy with positive empirical results.

There are several parenting styles which guide children throughout their life. These parenting styles can be either good or bad and this will have an effect on the child; either a positive or a negative one. This essay investigates the parenting styles from which emerge questions about the role of the mother and the father. It also focuses on the ways that either too much mothering or too much fathering might have an effect on the child’s identity later on in its life.

Early childhood is a crucial stage of life in terms of children's physical, intellectual, emotional and social development and of their well-being. The growth in children is both rapid and differential. A large proportion of

O’Byrne, Haddock, Poston, and Mid America Heart Institute (2002) investigated whether parenting style was a risk factor of smoking initiation and experimentation among adolescents and whether there was a relationship between parenting style and readiness to quit, and nicotine dependence among smokers. O’Byrne et al. (2002) defined current smokers as those who smoke regularly, experimenters as individuals who have smoked on one or two occasions, but have not smoked in the past month. Initiated smokers were considered both current smokers and individuals who smoked regularly in the past and then quit. Readiness to quit was categorized into four stages: precontemplation, for those who had no intent on quitting, contemplation, for those who may quit but not within the next 6 months, preparation, for those who will quit within the next 6 months and action, for those who will quit next month. Parenting style was measure by the Family of Origin Scale (FOS) which measured family intimacy and autonomy. This scale

For decades, researchers have been cognizant of the development of a child’s brain in the first five years of life, which is remarkable (NRCIM, 2000). First, brain development depends on the genes a person is born with and the experiences one has from birth. Second, the brain takes up to twelve years to become fully organized. Third, an infant’s relationship with their parents or primary caregiver has a profound effect on the composition of the brain. Lastly, early childhood interactions have a direct effect on how the brain is “wired”.

The years before kindergarten are among the most crucial time in a young child’s life to learn. School readiness, a multidimensional concept, has the ability to convey advantages in academic success in school. Children who enter school with early skills in math and reading tend to have more academic success, attain higher levels of education, and have a higher chance of securing employment (1). Their ability to recognize letters, read words in a book, write their own name, and count numbers are all factors that display early literacy and cognitive development, and in the past years, the number of young children with these qualities has increased over time. During the beginning years of a child's life, whether it’s from socioeconomics, ethnicity, daycare, or all of them combined, multiple factors influence a child’s readiness for school.

Attention to every stage of a child’s physical, emotional and educative development is “both critical and vital” (Alison Dunn, 2004). Research shows that the care young children receive has dramatic long-term effects on how children develop and learn, how they cope with stress, and how they react to the world around them. “Science tells us that consistently positive and stimulating experiences in their early years helps children’s brains to grow” (Frank Oberklaid, 2008); it can also affect how they continue to learn later on in life.

Brain development is most rapid in the first five years of life. Educators, economists, business leaders, and politicians all agree that high-quality early learning programs are a key factor in improving a child’s educational and social development for many years to come. These stakeholders are aware that children need the appropriate intervention in order to make meaningful gains across a variety of domains and succeed successfully in their academic development and achievement. They are mindful that providing pre-kindergarten services to children who are at-risk for learning can have a positive effect on future endeavors both in short and long-term circumstances.

Every builder knows "A house is only as strong as its foundation". They also know that they have to evaluate and become familiar the land before beginning to work. This rationale can be used as a guideline for teachers across the world, especially with the children in the early childhood stage, ages 2-6, because how teachers assist children in this stage will serve as the foundation for the life ahead of them. A child develops physically, cognitively and socially. It is important for the teachers to know how the child is developing in order for them to effectively teach the students because they lack of understanding can lead problems for the child. Additionally, if the teacher is aware of how the

Parent–child interaction is linked to a number of child outcomes, including levels of self–confidence and self–esteem, the quality of their close relationship and their emotional well–being (Parke and Buriel, 1998). One of the most difficult job of a person will ever have s being a parents. It plays an integral role in the development of a child and can influence child outcomes. Parenting styles have a great impact on a child’s attitude.