Different parenting styles and child rearing

Since 1930, scientists have been worried about questions like "What's the ultimate way to teach children?" and "What exactly are the consequences that may be caused in the introduction of children increased by different parenting styles?" (Darling and Steinberg, 1993).

During the early 1960s, psychologist Diana Baumrind conducted a report on more than 100 preschool-age children (Baumrind, 1967). Using naturalistic observation, parental interviews and other research methods, she discovered four important proportions of parenting: Disciplinary strategies, heat and nurturance, communication styles and expectations of maturity and control. The theoretical model of Baumrind (1966) about the types of parental styles was a landmark on the studies which may have been made about the parent-child education, serving as the basis for a fresh concept of parenting style that integrates mental and behavioural aspects. From her research, Baumrind (1966) suggested a model for classification of parents with three prototypes of control: authoritative, authoritarian and permissive. He proposed the authoritative parental style to be far better than the others parental styles.

This author identified the authoritative parents as those who make an effort to direct the activities of their children in a logical and concentrated, encourage dialogue, showing with the kid the reasoning behind the way they action, they ask their objections when they won't agree, exert organization control at things of divergence, putting their adult perspective, without restricting the child, recognizing they have got hobbies and particular ways, not bottom decisions on consensus or the desire of the kid. When there is a problem, the authoritative father or mother rests down with the child and explores options, allowing the kid to express his thoughts and emotions, understanding that the parents have the ultimate expression. This model is aimed at mutual respect. Both the electric power of the father or mother and the child is utilized in the problem solving process.

According with Baumrind (1966) the Authoritarian parents, always try to maintain control and exert their control on the kids. These parents placed strict rules to try to keep order, plus they usually do that without much appearance of comfort and love. They attempt to set strict specifications of conduct and are usually very critical of children for not getting together with those benchmarks. They tell children how to proceed and they will not provide children with options or options plus they have a tendency to not explain why they want their children to do things. On the extreme, some highly authoritarian parents resort to physical or emotional misuse in their makes an attempt to control their children, which naturally can cause long lasting psychological damage.

Permissive parents make an effort to behave in a non-punitive and receptive before the desires and activities of the kid, offered to her as a resource for attaining your desires and not as a model or as agent in charge of shaping or directing their behaviour. They give up most control with their children and make few, if any, guidelines, and the rules that they make are not often consistently enforced. They don't want to be tied right down to routines plus they want their children to feel free. They do not set clear limitations or expectations for his or her children's behaviour and tend to accept in a warm and loving way, however the child behaves.

The uninvolved parenting style was advised by Maccoby and Martin (1983). The uninvolved parents are unresponsive, undemanding, and permissive and established few clear restrictions, largely because they don't really really care very much. Unlike authoritative parents, they are neither warm nor stable plus they do not keep an eye on their children. Instead, they may be laid-back and unresponsive with an extent that can sometimes appear reckless. In extreme cases, uninvolved parenting may stray into outright overlook.

The impact of Parenting styles

Children of the authoritative educator model grow up feeling treasured, recpected, have high self-esteem, and figure out how to be cooperative and respectful with others. This iq a menu for adult success.

Children raiced by authoritarian parants tend to develop up as fearful, overly submissive, low-esteemed men and women. The other response is to retaliate against parents as they grow older and bigger, sometimes becoming unmanageable when children attack back, utilizing their electricity against their parents. These children feel unloved and rejected.

Children of permissive parents often expand up selfish, uncooperative and demanding in all their associations. They, too, feel unloved because there is no love in the parents who are victims. Parents feel no love but feel tons of resentment. When these children increase up, they may become violent to their spouses and children.

Uninvolved parenting, because of this, young adults generally show similar habits of behaviour as adolescents brought up in permissive homes plus they may also demonstrate impulsive behaviours credited to problems with self-regulation. They have low self-esteem and are less capable than their peers.

Why do parenting styles change?

The parents are delivering their experiences, ethnic differences, backdrop, socio-economic status, education level and religious beliefs. Child behavior and temper could influences parenting style as well. Whereas a cooperative, determined, and responsible teenager might become more likely to have parents who exercise an authoritative parenting style, an uncooperative, immature, and irresponsible young may become more likely to elicit a parenting trend that is authoritarian or uninvolved. Parenting styles might also fluctuate between parents (e. g. one father or mother could be permissive as the other father or mother is authoritarian). In this example, parents should discuss, in private, acceptable and undesirable child behaviours and the ones areas where they can reach arrangement in parenting the youngster to avoid favouritism for one of the parents, discord and argument between your couple.

Learning Theories

According with psychologists learning is a relatively change in behaviour, which is the consequence of experience, this is a fundamental process in every animals.

Some psychologists think that behavior is the amount of several simple stimulus-response contacts. However there are other psychologists who feel that stimulus-response is too simplistic and that even simple replies to stimuli require the processing of a vast amount of information.

Classical conditioning

Pavlov developed the idea and the key points of classical fitness; this approach also is known as stimulus substitution. Pavlov set up an experiment to determine if the pet dogs could be trained to salivate at other stimuli including the sound of the bell or a light, normally, pups only would salivate when food is offered.

The Classical Fitness Procedure

In scientific conditions, the procedure for this is as follows.

1- Food is the unconditioned stimulus or UCS. By this, Pavlov supposed that the stimulus that elicited the response occurred naturally.

2 -The salivation to the meals can be an unconditioned response (UCR) that is clearly a response which occurs naturally.

3 -The bell is the conditioned stimulus (CS) since it is only going to produce salivation on condition that it's presented with the food.

4 -Salivation to the bell only is the conditioned response (CR), a reply to the conditioned stimulus.

Classical conditioning will involve learning by connection that is associating two occurrences which happen at exactly the same time.

Examples

John B. Watson, the father of behaviourism completed a classical conditioning experiment with a child (Little Albert) by making a loud noises behind the child's brain (smashing two bars along) as the child was playing with a rabbit. Although child was quite happy playing with the rabbit up until that time, he had become terrified of the rabbit. Watson, demonstrated as well a youngster who possessed no concern with rats could be conditioned to dread rats (Hopko, Robertson, & Lejuez, 2006).

Another powerful example of classical conditioning is tastes aversion. Flavor aversion is a case where someone learns with an aversion to the flavor or smell or other characteristics of some food or drink.

Classical conditioning is vital in rearing children. For example

When the parents are present frequently when pleasant things happen, such the child seems warm, comfortable and cuddled, this works as a conditioned stimuli for enjoyable feelings.

- If they do something wrong, and we present a negative stimulus by punishing them for some reason, this will then lead to a lower occurrence of the undesired patterns.

Positively if they do something we want those to do and you praise them for this, this will lead to a higher frequency of the required behavior.

Operant conditioning

B. F. Skinner developed operant conditioning and built on the traditional fitness work of Ivan Pavlov. Operant Fitness involves learned behaviour; it affiliates a stimulus and a response. Skinner believed that habit is a function of its repercussions. The learner will replicate the desired patterns if positive reinforcement (a pleasant consequence) employs the behavior. Reinforcement is favourable circumstances that employs behaviour and helps it be repeated, whilst unfavourable circumstances are known as a consequence which follows behavior and triggers it to stop.

Skinner carried an experiment where he puts rats and pigeons in a pack, when the rats pressed a lever resulted in food being dispensed. Inadvertently, they knocked on the lever and they quickly learned to intentionally press it to get food. Any others responses by the rats and pigeons would not be reinforced and for that reason became extinguished.

In real life our behaviours are formed by the connections of stimuli. For instance when someone seems a scent, or notice a tune could result in fairly intense thoughts and emotions, although is not the aroma or song that causes the emotions however the things that is connected with, this could be a place, a loved one, a pal or a pet. Without realizing we do these links and they have a great impact on us, which means that we have been classically conditioned.

Positive reinforcement

Positive reinforcement, or 'rewards' can include verbal encouragement such as 'That's great' or 'You're certainly on the right track' or providing a person with something that they like, want or need a: money, sweets, attention.

Negative reinforcement

Negative reinforcement also strengthens a behavior and refers to a situation whenever a negative condition is halted or avoided because of the behavior. Punishment, on the other palm, weakens a behavior because a negative condition is unveiled or experienced because of the behavior and teaches the individual not to replicate the behavior which was negatively strengthen.

Punishment

People might think that, negative reinforcement and punishment will be the same, although their purpose is different; abuse is used to stop the unwanted patterns, whereas negative reinforcement is to create wanted behavior.

We experience this every day in our lives. For example when we made a mistake, we probably remember that fault and try to do things in other way when the situation arises again. In that sense, we have learned to do something differently based on the natural consequences of ours earlier actions. Exactly the same for positive action; If something we performed results in a confident outcome, we are likely to do this same activity again.

Positive reinforcement is the most effective, researchers experienced found. Adding a positive to increase a reply not only works better, but allows both functions to focus on the strengths of the situation. Abuse, when applied rigtht after the negative behaviour can be effective, but ends up with extinction when it's not applied regularly. Abuse can also lead to other negative reactions such as anger and resentment.

Strengths and limitations of behavioural methods

A strength of methods used in this approach is they have been developed to be utilized in correcting poor behavior of children, providing encouragement, for example: accumulating play time- this is named token current economic climate.

A limitation - corresponding with others analysts learning can happen just from watching others rather than necessary by a reinforcement.

Behaviourism has also been criticised to be too deterministic and thus neglecting free will. It is because it makes humans appear to be controlled by their environment, rather than being free to choose their own behaviour. A deterministic view argues that a person does not have much choice over how they respond but that behaviour is a response to the surroundings.

Behaviourists relied seriously on the observational laboratory approach to research. The direct strength of the experimental methods is managed conditions: direct cause and effects but there are also limitations. You can put it on to the real world and it lacks ecological validity. Also, they often used family pets in their studies and generalized the leads to humans. This experiment has problems because it does not take into account individual differences between man and pet. On ethical factor there was no prepared consent or right to withdraw.

Power as means of Behaviour Changes and Moral Development

Moral development will involve the forming of a system of values on which to basic decisions concerning "right" and "incorrect" or "good" and "bad. " Values are root assumptions about requirements that govern moral decisions.

Hoffman reviewed a large variety of correlational studies relating parental-rearing techniques with measures of either moral reasoning or moral behavior. He categorized the dominant parental techniques into "love focused willpower" or "love drawback which threatened drawback or passion or endorsement, "power assertive self-control" -using power to threaten, physical consequence or withholding privileges, and "induction"- detailing the results of activities and what should be change to emphasizing how it impacts other people. Based in many reports we it seems that "induction" is associated with moral maturity, whereas "power assertion" is commonly associated with moral immaturity. Induction is comparable to affective explanation as it is in the framework of the close parental romantic relationship. Research suggests that providing cognitive explanations enhances positive exhortation in inducing prosocial behavior, and is also effective as a disciplinary strategy. Likewise, experimental studies have recommended that the most effective way to induce resistance to enticement is to combine the risk of punishment with an explanation or cognitive rationale (Parke, 1977).

Hoffman ( 2000) thought that the being successful formula is an assortment of frequent induction, power assertions and a lot of devotion. Effective parents also use proactive strategies to prevent misbehaviour and reduce the need of correction or discipline-techniques such as distracting small children form temptations and explicitly older children prices ( Thompson et al 2006).

Social learning

"Learning would be exceedingly laborious, not to mention harmful, if people had to rely exclusively on the effects of their own actions to inform them what to do. Fortunately, most individuals behaviour is discovered observationally through modelling: from observing others one forms a concept of how new behaviours are performed, and on later occasions this coded information acts as a guide for action. "

-Albert Bandura, Social Learning Theory, 1977

The social learning theory suggested by Albert Bandura has become perhaps the most influential theory of learning and development. It emphasizes the value of observing and modelling the behaviours, behaviour, and emotional reactions of others. Known as observational learning (or modelling), this type of learning can be used to explain a multitude of behaviours.

Observational Learning

Modelling refers to imitating the behaviour of somebody who acted as a role model. For instance a teenager may start smoking because their preferred superstar seen smoking a cigarette.

In his famous "Bobo doll" studies, Bandura confirmed that children learn and imitate behaviours they have got observed in others. The kids in Bandura's studies seen an adult performing violently toward a Bobo doll. When the kids were later permitted to play in a room with the Bobo doll, they started out to imitate the ambitious actions that they had previously noticed. So we can say that mere exposure to a model behaving aggressively results in observational and hostile behaviour.

All these variations allowed Bandura to determine that there have been certain steps mixed up in modelling process

Attention- The learner have to focus on the model to become able to replicate their behaviour. A number of the things that influence attention require characteristics of the model. If the model is colourful and remarkable, we pay more attention. In the event the model is of interest, or exclusive, or is apparently particularly skilled, you can pay more attention. These types of variables directed Bandura towards an examination of television and its results on kids!

Retention - the observer must be able to retain, remember the actual model has done. This is where imagery and vocabulary come in: we store what we've seen the model doing by means of mental images or verbal information. When stored, we can later "bring up" the image or explanation, so that we can reproduce it with our own behavior.

Production- We have to translate the images or descriptions into actual behavior. So we must have the ability to reproduce the behavior to begin with. We can watch Olympic snow skaters the whole day, yet not be able to reproduce their jumps, because we can not ice skate in any way! On the other hand, if we're able to skate, our performance would in reality improve if we watch skaters who are much better than I are.

Motivation- we have to be determined to imitate, i. e. until we've some reason for carrying it out. Bandura mentions lots of motives: earlier reinforcement, guaranteed reinforcements (incentives) or vicarious reinforcement. Definitely, the negative motivations is there as well, giving us reasons not to imitate someone, like: earlier punishment, promised consequence (dangers), vicarious punishment.

Culture and environment have an enormous impact on child development. The amount that either will impact will change over time. For instance whenever a child is predominately ornamented by family at a young age group, culture may have more of an impact. But as that child ages other environmental factors such as peers human relationships might have the bigger impact

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