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Parenting
Parenting Styles
• Authoritarian: parents attempt to control, shape
and evaluate the behavior and attitudes of
children in accordance with a set code of
conduct
• Democratic/Authoritative: adolescents
participate in the decisions affecting their lives
• Permissive/Laissez-faire: children have the final
say; parents are less controlling and have a nonpunishing, accepting attitude toward children.
• Uninvolved parents: egocentric in childrearing,
uncommitted to the role of a parent and distant
from their children.
Style
Emotional
Involvement
Authority
Autonomy
Authoritative
Parent is warm,
attentive and
sensitive to child’s
needs and interests
Parent makes reasonable
demands for the child’s
maturity level; explains/
enforces rules
Parent permits child
to make decisions in
accord with
developmental
readiness
Authoritarian
Parent is cold and
rejecting; frequently
degrades the child
Parent is highly
demanding; may use
coercion by yelling
commanding, criticizing
and reliance on
punishment
Parent makes most
decisions for the
child; rarely listens to
child’s viewpoint
Permissive
Parent is warm but
may spoil the child
Parent makes few or no
demands-often out of
misplaced concern for
child’s self esteem
Parent permits child
to make decisions
before the child is
ready
Uninvolved
Parent is emotionally
detached, withdrawn
and inattentive
Parent makes few of no
Parent is indifferent
demands-often lacking in to child’s decisions
interest or expectations
and point of view.
for the child
Observed correlation: as permissive parenting
increases, children’s self-control decreases
Permissive
parenting
causes
Children’s lack
of self-control
Children’s lack
of self-control
causes
Permissive
parenting
Other factors,
such as genetic
tendencies, poverty,
and sociohistorical
circumstances
Permissive
parenting
cause
both
and
Children’s lack
of self-control
Possible Explanations for Correlational Data
Figure 2.9
Attachment Theory
• Imprinting: a sudden,
biologically primed form
of attachment displayed
by newborn animals
when they encounter new
stimuli in their
environment (Lorenz’s
goslings) Humans: about
6 months of age, after
object permanence is
learned.
• Attachment refers to the
strong emotional bond
that develops between
children and their primary
caregivers
– Indiscriminate Attachment
Behavior: newborns cry
and smile toward everyone,
eliciting care
– Discriminate Attachment
Behavior: 3 mos.+ infants
direct their attachment
toward familiar caregivers
– Specific Attachment
Behavior: 7-8 mos.
Meaningful attachment is
formed; caregiver is a
secure base from which to
explore
Attachment Theory:
Harry Harlow
• Monkeys raised with
two artificial mothers.
• Frightened or
stressed: preferred
the cloth mother
• Demonstrated the
importance of
physical comfort in
the formation of
attachment.
Attachment Theory:
Mary Ainsworth
• Placed human infants into
novel situations.
• Observed infant reaction
when their parents left
them alone for a short
period of time.
• Secure attachment (66%):
explored the novel
environment while parents
were present, are distressed
when they leave, come to
parents when they return
• Avoidant attachment (21%):
resist being held, will explore
the novel environment, do
not return to parents for
comfort when they return
• Anxious/Ambivalent
attachment (12 %): show
extreme stress when parents
leave, but resist being
comforted when they return
Anxiety caused by Attachments
• Stranger Anxiety: distress
over contact with
unfamiliar people
– Begins: 6-7 mos
– Ends: 18 mos
• Separation Anxiety:
distress over being
separated from a
primary caregiver
– Begins: 12-16 mos
– Ends: 2-3 years
Attachment Deprivation
• Being raised without a • Victor, the wild boy of
secure attachment to
Aveyron vs.
a real, interactive
Czechoslovakian
caregiver produces
Twins
long-term social
impairment.
Child-Care Controversy
Stay-at-home care vs. Daycare
• National Institute of Child
Health and Human
Development Early Child
Care Research Network’s
2007 Study
– 1,400 American children
studied from birth
– High-quality ‘daycare’ vs.
parental care
• High quality: stimulating
environment, low staff
turnover, low child to
caregiver ratio
Results
• Attachment: not disrupted by
daycare, even when they
attended for many hours per
week; compounding negative
factors (low SES, insensitive
parents) increased the risk of
insecure attachment
• Social Behavior: virtually no
significant differences through
age 4 ½; some behavior
problems were increased, but
disappeared by third grade
• Cognitive Performance: no
significant differences through
age 4 1/2 .
Effects of Chores
• While long hard work may teach discipline,
responsibility and appreciation, there is little
evidence that it produces positive changes in
cognitive development.
• American children also spend less time doing
school work than children in other developed
countries (though more than American children
did in the past).
Leisure Time
• U.S. children have more free
time than children in any other
country.
• In nonindustrialized societies,
children average 6 hours of a
day working at some sort of
chores or labor.
• The typical American child
spends less than ½ hour doing
chores.
• A good portion of American
children’s time is spent
watching TV, talking on the
phone, surfing the internet, or
“hanging out.”
• Many children spend the
majority of their free time in
structured activities like clubs
or sports teams.
• Are our children spending their
time productively?