Parenting style has a major impact on child development as experiences from childhood have a lasting impact on the emotional well-being of a child. Several studies have demonstrated the effects of parenting style on both a child’s emotional development and behavior. Identified by Diana Baumrind in the mid-1960s, there are three parenting styles including authoritative, authoritarian, and permissive which define the attitudes of parents towards their children. Each style brings about different positive or negative characteristics in children, with authoritative parenting proving to be the most positive and permissive being the most negative. Based on my research, I believe that the relationships we have with our parents greatly influences our
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In her first study of parenting styles, she identified three groups of preschool children who varied greatly in behavior. They were defined as follows: (1) assertive, self-reliant, self-controlled, buoyant, and affiliative; (2) discontented, withdrawn, and distrustful; and (3) little self-control or self-reliance, and retreat from novelty (Power, 2013). Selected out of a population of 110 children, they were rated by both a preschool teacher and psychologist to determine what group they should be placed. They were children who scored the highest or lowest on two of five dimensions and demonstrated similar behavior in the classroom and structured experimental tasks. Based on naturalistic observations, laboratory observations, and parent interviews, Baumrind identified three parenting styles which corresponded to high and low values of responsiveness (warmth) and demandingness (control) dimensions. Authoritative style was characterized by high levels of both responsiveness and demandingness and was associated with children who exhibited self-reliance and assertiveness. Authoritarian style was characterized by low responsiveness and high demandingness and was associated with children who were discontent and withdrawn. The last style, permissive, was characterized by high responsiveness and low demandingness and was associated with children who had low self-control and self-reliance. Psychologists Eleanor Maccoby and John Martin later defined an uninvolved parenting style characterized by few demands, low responsiveness, and minimal
In her first study of parenting styles, she identified three groups of preschool children who varied greatly in behavior. They were defined as follows: (1) assertive, self-reliant, self-controlled, buoyant, and affiliative; (2) discontented, withdrawn, and distrustful; and (3) little self-control or self-reliance, and retreat from novelty (Power, 2013). Selected out of a population of 110 children, they were rated by both a preschool teacher and psychologist to determine what group they should be placed. They were children who scored the highest or lowest on two of five dimensions and demonstrated similar behavior in the classroom and structured experimental tasks. Based on naturalistic observations, laboratory observations, and parent interviews, Baumrind identified three parenting styles which corresponded to high and low values of responsiveness (warmth) and demandingness (control) dimensions. Authoritative style was characterized by high levels of both responsiveness and demandingness and was associated with children who exhibited self-reliance and assertiveness. Authoritarian style was characterized by low responsiveness and high demandingness and was associated with children who were discontent and withdrawn. The last style, permissive, was characterized by high responsiveness and low demandingness and was associated with children who had low self-control and self-reliance. Psychologists Eleanor Maccoby and John Martin later defined an uninvolved parenting style characterized by few demands, low responsiveness, and minimal