Parenting Styles

There are many different ways to raise children and many different parenting strategies and styles for caregivers to follow. The manner in which a child is cared for and parented may affect them cognitively as well as socially and emotionally. “A parenting style is an attitude that is expressed toward the child across a wide-range of situations, whereas practices or behaviors are expressed toward the child's behavior in specific situations (Williams et al., 2009). It is important of a parent or caregiver to know which parenting style they choose to use when raising their children and what the consequences of this choice may be.

The behaviors of a parent have less of an affect on a child than the child’s overall parenting style. “Although specific parenting behaviors, such as spanking or reading aloud, may influence child development, looking at any specific behavior in isolation may be misleading …. specific parenting practices are less important in predicting child well-being than is the broad pattern of parenting” (Darling, 1999). This is not to say that parenting behaviors may not negatively or positively affect a child; however the overall impact of these behaviors is less than the impact of the parenting style. According to Martin and Hite (2014) “there are four main categories of parent child interactions, based on their level of demandingness and responsiveness.” Diana Baumrind developed the system that breaks down parenting into four different styles. These parenting styles are Authoritarian parenting, Authoritative parenting, Neglectful parenting, and Indulgent parenting (Santrock, 2016, p. 170).

Authoritarian parenting can be divided up into two different types. These types include nonauthoritarian-directive parents who are directive but not intrusive or autocratic in their use of power over their children, and authoritarian-directive, who are highly intrusive in their children’s lives (Darling, 1999). Authoritarian parenting could be characterized by high parental control, verbal hostility, restrictiveness, and discipline strategies (Williams et al., 2009). Authoritarian parents are highly demanding and directive, but not responsive to their children. They provide their children with well-ordered structured environments with rules that are clearly stated and must be followed (Darling, 1999). According to Santrock, (2016), “Children of authoritarian parents are often unhappy, fearful, and anxious about comparing themselves with others; they also fail to initiate activity and have weak communication skills” (p. 170).

Authoritative parenting is both demanding and responsive in nature (Darling, 1999). They support their children’s constructive behavior but also expect independent age appropriate behavior from their children (Santrock, 2016, p. 171). These parents are assertive with their children but not intrusive or restrictive of their children like authoritarian-directive parents. “Authoritative parenting might include high warmth and involvement, clear communication of expectations, reasoning, democratic participation, and general pleasantness” (Williams et al., 2009). According to Santrock (2016), “children whose parents are authoritative are often cheerful, self-controlled and self-reliant, and achievement-oriented” (p. 171).

Neglectful parenting, also called uninvolved parenting is low in both responsiveness and demandingness. This style of parenting might encompass both parents who reject their children called rejecting-neglecting and regular neglectful parents (Darling, 1999). This type of parent sees their lives as more important than their children. The children who grow up in this situation are socially incompetent, have poor self-control, do not handle independence well, have low self-esteem, are immature, and often show patterns of truancy and delinquency (Santrock, 2016, p. 171).

Indulgent parenting is more responsive in nature than it is demanding (Darling, 1999). These parents provide lax and inconsistent discipline for the child, show ignorance to their child’s misbehavior, and are often not self-confident in their parenting (Williams et al., 2009). They often allow self-regulation and avoid confrontation with their children. There are two different types of indulgent parent’s nondirective parents and democratic parents who are lenient but are more conscientious, engaged, and committed to the child (Darling, 1999). According to Santrock (2016), children whose parents are indulgent might be domineering, egocentric, noncompliant, and have unsatisfying peer relationships (p. 171).

Parents can choose whatever parenting style they want to raise their children but the authoritative parenting style is the most popular. Sewell and Higgins (2014) stated that “many recognize the authoritative parenting style as the most suitable for proper parenting that generally yields plosive results in behavioral development in children”.  In a study of adolescents that reported being raised with authoritative parent’s research found higher levels of social development (Williams et al., 2009). According to Santrock (2016), “they tend to maintain friendly relations with peers, cooperate with adults, and cope well with stress”(p. 171). The increased amount of independent age-appropriate behavior expected of these children leads to them becoming capable. “Children of authoritative parents are usually capable, self-assured, and popular in their social life” (Martin & Hite, 2014). In a study parent-reported authoritative parenting was associated with less disruptive behavior in their 3 to 6 year old children (Williams et al., 2009).

References

Darling, N. (1999). Parenting Styles and Its Correlates. ERIC Digest. IL: ERIC Clearinghouse on Elementary and Early Childhood Education Champaign. Retrieved from http://www.ericdigests.org/1999-4/parenting.htm/

Martin, L. & Hite, V. (2014). How Do You Affect Your Child. Developmental Physiology at Vanderbilt. Retrieved from https://my.vanderbilt.edu/developmentalpsychologyblog/2014/04/how-do-you-affect-your-child/

Santrock, J.W. (2016). Essentials of Lifespan Development (4^th ed.). New York: McGraw-Hill

Sewell, A. & Higgins, P. (2014). Recognizing The Importance of Parental Influince in Social and Behavioral Development. Developmental Physiology at Vanderbilt. Retrieved from https://my.vanderbilt.edu/developmentalpsychologyblog/2014/04/recognizing-the-importance-of-parental-influence-in-social-and-behavioral-development/

Williams, L. R., Degnan, K. A., Perez-Edgar, K. E., Henderson, H. A., Rubin, K. H., Pine, D. S., Steinberg, L., & Fox, N. A. (2009). Impact of Behavioral Inhibition and Parenting Style on Internalizing and Externalizing Problems from Early Childhood through Adolescence. Journal of Abnormal Child Psychology, 37(8), 1063–1075. Received from