Parenting Style and Social Behavior of Children

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Parenting styles – is the third year student –parent students’ way in bringing up their children which includes promoting and supporting the physical, emotional, social and intellectual development which could be described as Authoritative, Authoritarian, indulgent, and neglectful.

Authoritative parenting – is a style of parenting that stresses self-reliance and independence. Parents maintain open communication lines with children and give reasons when instilling discipline.

Authoritarian parenting – is a style of parenting that stresses obedience, respect for authority, and traditional values.

Permissive parenting – parents do not impose limits, rarely discipline the child, are warm and accepting, and often offer unconditional support.

Social behavior – is behavior directed towards society, or taking place between, members of the same species.

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REVIEW OF RELATED LITERATURE & RELATED STUDIES

This chapter contains the summary of all literature and studies helpful in the development of the research study. This includes references from local and foreign researchers, journals and information on reliable sources from the internet.

The researcher learns and found some insights that are to be useful in the development of this study.

Related Literature

Parent-child relationships are the earliest and most enduring of all interpersonal bonds. For most children, the relationship that they have with their parents is positive and beneficial and makes a substantial contribution to their overall sense of well-being. Positive parenting contributes to child development in many ways; most notably, it lays the foundation for future relationships with friends, classmates, teachers, and other adults in the community. Looking farther into the future, the romantic relationships that most individuals eventually enter into as adults are also significantly shaped by their childhood interactions with their parents; these patterns set the stage for their expectations about how they will be treated by a loved one and their views about how worthy they are of this attention and care (Collins & Steinberg, 2006).

Baumrind in 1971 suggested that her three parenting styles, authoritative, authoritarian, and permissive were representative of the styles parents used in the socialization of children based on high and low nurturing, maturity demands, communication and control of the child’s behavior. Maccoby and Martin (1983) using the same prototypes defined by Baumrind (1971) suggested that four parenting styles would be more representative of the differences in parenting when the permissive indulgent style was examined in terms the characteristics outlined by Baumrind. Permissive indulgent parents tend to be high warmth, nurturing and communication and low in maturity demands and control, while Permissive Rejecting/Neglecting parents tend to be low in warmth, nurturing and communication and low in maturity demands and control.

Henshaw (2009) in discussing what parenting style is best using three styles states that the “authoritative parenting style is considered to be the healthiest and most balanced approach to parenting, while: The permissive parenting style is an anything goes style. Children of permissive parenting usually engage in attention seeking behavior, also known as acting out.

Van Wagner (2009) using four styles based on Baumrind’s initial study and numerous researchers claims the following conclusions can be made: Authoritarian parenting styles generally lead to children who are obedient and proficient, but they rank lower in happiness, social competence and self-esteem. Authoritative parenting styles tend to result in children who are happy, capable and successful (Maccoby, 1991). Permissive parenting often results in children who rank low in happiness and self regulation. These children are more likely to experience problems with authority and tend to perform poorly in school. Uninvolved parenting ranks lowest across all life domains. These children tend to lack self-control, have low self esteem and are less competent than their peers.

Meyer (2004), in a study on secure attached young adults who reported having experienced authoritative or permissive parenting as a child, found few differences between these two groups. His subjects were similar in overall intimacy, interpersonal and affective intimacy. There were no reported differences in ego identity. In general there were no differences in an overall sense of well being. However, there were some differences in these two groups, in that young adults, who reported having an authoritative parent, reported being significantly more cheerful and less depressed than those reporting a permissive parental style. Young adults with authoritative parents reported they were more energetic and reported having more satisfying and interesting lives than did those participants who reported having experienced a permissive parental style. On the other hand the young adults with permissive parents reported having less emotional behavior and anxiety than did young adults with authoritative parents. Finally, in social problem solving the groups were equal in reporting the ability to engage in decision making and solution implementation. Young adults who reported having the authoritative parenting style were better in problem definition and formulation, and generating alternatives for problem solving.

Developmentally appropriate boundaries help children to structure and make sense of their inner worlds, scaffolding their ability to identify and manage difficult feelings like frustration and irritation, especially when their will is blocked and they are expected to compromise with another towards a shared goal. Emotion regulation is the foundation of all successful conflict resolution as it facilitates active listening, as well as the calm expression of one's own point of view. Children who have been socialized in this manner typically make pleasant and thoughtful playmates and students, and their future close friends and romantic partners are benefitted by their ability to maintain positive connections in the face of normative disagreements and feelings of stress (Calkins & Marcovitch, 2010).

Furthermore, (Belsky & Pasco-Fearson, 2009; Belsky & Pluess, 2009) posited as episodes of successful signaling and care accumulate; the infant comes to trust the parent and to anticipate ongoing need fulfillment in the infant-parent

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