I have maintained Academic Integrity in my work by adhering to the values of honesty and integrity. I declare that this work respects APA requirements as well as policies within the Faculty of Health Sciences & Wellness.
Student’s Digital Signature: Stephanie Anderson
Student Number: n01411805
1. State the topic of you research as cited in your Research/Proposal Plan or modified based on faculty feedback. Include the target age range you focused on and original topic statement.
The topic of research decided on is Parenting Styles and Child Development.
The target age group is early school ager (4-6 years old).
2. Answer the questions you posed in your proposal with complete responses including in-text citations to support your learning, findings, and understanding. This section must be answered using the two peer review articles selected in your proposal.
What is the relationship between authoritative parenting style and
social/emotional development in early school age children (4-6 years old)? https://journal.univpancasila.ac.id/index.php/mindset/article/download/735/481
The relationship between authoritative parenting style and social/emotional
development in early school age children that are four to six years old can be identified through various skill development domains listed in the ELECT document. A study done amongst 126 parents by Boediman & Desnawati (2019) demonstrates the effects of parenting style on emotional development specifically. In this study, parents were to fill out the Parenting Styles and Dimensions Questionnaire Short Version (Robinson, Mandleco, Olsen, & Hart, 2001) in order to measure parents’ parenting style, as well as the Emotion Regulation Checklist (Shields & Cicchetti, 1997) in order to measure parents’ views of children’s emotional regulation (Boediman & Desnawati, 2019). The study defined emotional regulation as Emotional regulation as “the ability to regulate emotions in order to function adaptively and optimally in the environment (Boediman & Desnawati, 2019).” The first five years of life is essential to the development of a healthy emotional skillset (Boediman & Desnawati, 2019) . The ability to regulate emotions as demonstrated by the ELECT document is a substantial indication of healthy development in children (Boediman & Desnawati, 2019). Children who are able to regulate their emotions have a healthier psychological, social, and academic standpoint (Boediman & Desnawati, 2019). Like indicated in the ELECT social and emotional domains, these children are able to form close friendships and engage in positive interactions with peers, adapt more easily in new environments, and cope better with stress (Boediman & Desnawati, 2019). These children are also better able to pay attention, work hard, and excel in school (Boediman & Desnawati, 2019). However, children with poor emotional regulation tend to exhibit behavioral problems, develop mental health issues, and have social and academic difficulties (Boediman & Desnawati, 2019). The study also suggests that emotional regulation in children does not develop automatically and that in early life children require large amounts of support and guidance from parents to regulate their emotions (Boediman & Desnawati, 2019). The results of this study revealed that there was a positive significant relationship between authoritative parenting style and the development of children’s emotional regulation, and there were negative significant relationships between authoritarian and permissive parenting styles and children’s emotional regulation (Boediman & Desnawati, 2019). This study denotes that the authoritative style of parenting provides the best support for the development of emotional regulation among children (Boediman & Desnawati, 2019).
What are the various parenting styles?
https://parentingscience.com/authoritative-parenting-style/ Moglia, P. (2022). Parenting Styles and Strategies. Salem Press, Incorporated
In 1966, a psychologist (Diane Baumrind), developed a system to classify the
different types of parents (Dewar, 2023). These parenting styles are known as permissive parenting, authoritative parenting and authoritarian parenting (Dewar, 2023). She defined the various forms of parenting as permissive parents who are responsive but do not hold firm boundaries with their children (Dewar, 2023). Authoritarian parents have little to no warmth and constrict their children to obedience always potentially through punishments, threats and psychological control (Dewar, 2023). Authoritative parents however, are warm and hold firm boundaries with the expectation of maturity and cooperation for their respective developmental level while coaching behavior through reasoning and logic with their children (Dewar, 2023).
In a study done by Zervides & Knowles, 2007, a group of 65 Greek-Australians/
Anglo-Australians were instructed to fill out self reports that discussed parenting styles in their culture. The Greek-Australian population reported that their parents often used more of an authoritarian child rearing style in the upbringing of their children significantly more than did their Anglo-Australian counterparts (Zervides & Knowles, 2007). What was interesting is that both second generation Greek-Australian parents and their Anglo-Australian counterparts reported that they were significantly more authoritative parents than were the previous generation of parents (Zervides & Knowles, 2007). These results also displayed that males from both generations were likely to display a more authoritarian parenting style than females; and that females from both generations were likely to display a more authoritative parenting style than males (Zervides & Knowles, 2007). This study also indicated that males from either generation did not have a more permissive style of parenting than females, which was interesting to note (Zervides & Knowles, 2007). A generational change in parenting styles towards a more lenient and democratic style may have occurred according to these results, but also does not provide the basis to say that these results were culturally based however suggesting that this reflected an overall societal trend towards an authoritative child rearing style (Zervides & Knowles, 2007). The results of this study are interesting to denote however because although it does not indicate an overall basis to say that the authoritative parenting style was a cultural way of rearing children, it did suggest that culture indicated how the first generation of this population was more authoritarian in Greek-Australians versus Anglo-Australians.
Rothenberg, W. A., & Bornstein, M. H. (2021). Parenting across Cultures from
Childhood to Adolescence.: development in nine countries . (J. E. Lansford, W. A. Rothenberg, & M. H. Bornstein, Eds.). ROUTLEDGE. https://doi.org/10.4324/9781003027652
Lansford, J. E., Foo, K. H. (2019). Intercultural parenting :how Eastern and
Western parenting styles affect child development. Routledge.
Consult the ELECT document, your text, to describe what domain(s), developmental area(s) and skills are most influenced/impacted by the issue/topic of your research? What might be some signs exhibited by the child to alert the educator that support is needed? (This prompt relates to the role of the educator and synthesis of theory)
The domains and developmental areas/skills that are most influenced by the various forms of parenting styles, specifically authoritative parenting are displayed through the social and emotional domains according to the ELECT documents. For instance, the social domain denotes skills 1.7 empathy, 1.8 taking another’s point of view and 1.9 interacting with adults, as an indication of skill in social development of children. These three skills can be seen by the health development of: sharing emotions, communicating and expressing feelings with adults and peers, sharing experiences, relating and respecting each other, beginning to see the world from another’s perspective, beginning to identify with others, putting themselves in the other person’s shoes, seeing an injustice and taking action to change it. As well as, describing their ideas and emotions, recognizing that other people have ideas and emotions, understanding the ideas and emotions of others, beginning to accept that the ideas and emotions of others may be different from their own, adapting behaviour to take other people’s points of view into consideration, beginning to respond appropriately to the feelings of others • beginning to take another’s point of view, engaging in the exchange of ideas and points of view with others, approaching adults as sources of security and support, engaging adults in activities in positive ways, seeing adults as resources in exploration and problem solving.
With regard to emotional development, the ELECT document indicates these as skills the children should display if they are developing emotionally healthy: 2.3 self esteem, 2.4 recognizing and expressing emotion and 2.5 regulating emotion, attention, behaviour. According to the document, this looks like: asserting own choices in the face of stereotype, judging themselves as worthy individuals, seeing themselves as a valued member of the group, setting goals for themselves and working towards them, acting responsibly towards others, identifying their emotions, increasing or decreasing emotional energy in keeping with the situation, expressing negative emotions in ways that do not harm others. They also denote that, increasingly expressing emotions appropriately, focusing attention, avoiding distracting stimulation, returning attention after checking in or after a distraction • stopping and starting their own actions, delaying gratification, persisting when frustrated, using language to communicate needs and regulate emotions, gaining control of their behaviour, increasingly coping with challenges and disappointments and using effective strategies for self calming are important skill indications that the child is developing emotionally.
3. As an Early Childhood Educator, how can you demonstrate responsiveness to the
child experiencing the issue/topic? Consider what would be developmentally appropriate. (This prompt relates to applying theory to practice)
As an early childhood educator, I can demonstrate responsiveness to the child
experiencing the lack of authoritative parenting style by being aware of the child’s needs and developmental skills according to the emotional and social domains. This could look like specific programming based on the areas that they are struggling. For instance, activities that require social conversations and appropriate emotional regulation. This can also look like creating a space in the milieu for open conversation with the children themselves and even parents during time spoken with parents at pick up and drop off etc. It can also look like attending professional development seminars or lectures in order to better educate myself, and even the parents of the children in my care in order to better increase the development of the children in our care. Creating a space for teamwork and a relationship with the parents so that they understand what we the educators are trying to do to develop their child, and having daily check ins with them so they can keep up with the childrens education as well at home should help shift the parenting to the preferred style of authoritative parenting. 4. Consult Indigenous knowledge materials provided via BB, including the interview with Rebecca Lyon to write inclusive practices in the classroom from an Indigenous perspective.
5. Provide an example of a learning experience that addresses the
topic/issue selected (e.g., speech & language, behaviour….) and can support child’s development. Use the template provided below to complete question #6. This component will be presented in class in small groups.
Title of the Activity: Tale of the four families
List the materials you would use for the experience and record what you think the children will do and talk if they were to explore and play with these materials. A storybook prepared for this activity with picture props of each family and short, simple description of each parenting style. Drawing and coloring materials for after story discussions.
Explain the Activity?
During Circle time the educator will tell the children a story about four different families living in the forest and how all of those families have different rules(parenting styles) in the house. After the story, children are invited to act out some scenes from the story in the dramtic area. Discuss the story with the children. Ask them how they felt about each family. What did they think was good or bad? How did the children in each family feel? Try to guide the conversation towards understanding that different styles can affect children differently. Lastly, invite the children to draw a picture of their family and talk about the rules they have at home. Reinforce the understanding that different families have different rules, and it's okay. What areas of development will be enhanced and address the issues presented by the topic of your research? Cognitive Development: The activity encourages children to think critically about different family structures and the rules within them. They have to consider the perspectives of different characters. Social-Emotional Development: By exploring the feelings and reactions of each animal child to their respective parenting styles, children are encouraged to empathize with different emotional responses. This can improve their ability to understand their emotions and the emotions of others. The discussion also allows for exploration of topics such as fairness, kindness, and respect. Language Development: The activity involves storytelling, discussion, and role-play, all of which provide opportunities for language use and development. Children can expand their vocabulary, improve their listening skills, and practice expressing their thoughts and feelings verbally. This activity provides a simplified representation of the four main styles: authoritative, permissive, authoritarian, and neglectful. By using animal families to represent these, children can understand that there are different ways families can function and that it's okay to have different rules and expectations. Furthermore, by discussing how the animal children might feel, children can begin to understand the impact of different parenting styles on a child's feelings and behavior
Time & description of the setting/environment where you are
planning to set up your activity.
Title: "The Tale of the Four Forest Families"
Once upon a time, in a bustling forest, lived four animal families: the Bear family, the Bunny family, the Owl family, and the Deer family. Each family was unique and had its own set of rules.
The Owl Family (Authoritarian): Up in the Owl's tree, it was all about strict rules. Mama Owl and Papa Owl were very stern. "You must read three books before bedtime, Little Owl," Mama Owl would insist. "And always keep your feathers clean," Papa Owl would command. Little Owl knew the rules, but he sometimes felt overwhelmed and wished he had a chance to play and explore more.
The Bunny Family (Permissive): In the Bunny's burrow, it was always hopping with fun. Mama Bunny and Papa Bunny let Little Bunny do as he wished. "You want to eat berries for dinner, Little Bunny? Sure thing!" or "Stay up past bedtime? Why not!" Life was filled with freedom and excitement, but sometimes Little Bunny felt confused because he didn't have clear rules to follow.
The Bear Family (Authoritative): In the bear's cozy den, Mama Bear and Papa Bear always made sure Little Bear knew the forest rules. "Little Bear," Mama Bear would say, "Always look both ways before crossing the stream." Papa Bear would add, "And remember not to talk to the sly fox; he can be tricky." They guided Little Bear with love and firmness, helping him understand why the rules were essential for his safety.
The Deer Family (Neglectful): Over at the Deer's glade, Little Deer often felt alone. Mama Deer and Papa Deer were always busy, rarely around to set any rules or to play. Little Deer was free to do what he wanted, but he often felt lonely and wished his parents would spend more time with him. So, in the bustling forest, these four families lived, each unique, each with their rules and ways. And though they were different, each little one learned and grew in their own special way. This story aims to help children understand that different families have different rules, and that's okay. It's meant to be interactive, with questions posed to the children throughout the story. For instance, after introducing each family, you could ask, "How do you think Little Bear/Bunny/Owl/Deer feels about his family's rules?" This will encourage the children to think and engage in conversation.
