PARENTING STYLES 1

PARENTING STYLES 2
Parenting styles can be viewed in many ways, one may define parenting as a constellation of attitudes towards a child and communicated to the child that taken together creates an emotional climate in which the parent’s behaviors are expressed.
These behaviors include goal directed behaviors such as parenting practices and non-goal directed parental behaviors such as gestures, tone of voice, or spontaneous expression of emotion (Darling & Steinburg, 1993). It is argued that an environment can help or hinder a child no matter what type of parent is in charge but, it is known that somebody has to be in charge. Whether or not, it is one parent, multiple parents, guardians, just simply a group of people or a teacher there should always be a hindrance of maturity and control around students. Traditional views of parenting usually result in the outcome of how a child acts and acquires values and standards. “Psychologist Diana Baumrind focused on the relationship between parenting styles and the development of competent behavior in young children. During her study, she refers to warmth-coldness and restrictivenesspermissiveness. She created four parenting styles based on whether parents are high or low on the two dimensions” (Rathus, 2011). These four styles of parenting are authoritative, authoritarian, permissive-indulgence, and rejecting-neglecting.
The first being high in restrictiveness and control, warmth and responsiveness, authoritative parents, have the most control over their child’s development. They can be very controlling and almost force the child to become more mature at times, however, they do reason with their children and provide warmth, positive support, and love. These parents usually know what they want for their children and may at times be very hard on them, but at the same time, show respect for their decisions. One could assume, because of the control and warmth, these students have greater self-reliance, independence, and

PARENTING STYLES 3 self esteem. A student of authoritative parents exploratory behaviors are increased to provide a challenge and social competences are increased because of the drive to do well and the warmth provided at home. Typically, these types of parents provide children comfort and confidence to do particularly well in school.
Secondly, authoritarian parents are more or less the “do it because I said so” type parents. They view of obedience as an important virtue and draw a strict line between right and wrong. They do not show respect for their children’s viewpoints and are cold and rejecting. In Baumrind’s research it was found that boys have been “hostile and defiant,” (Rathus, 2011) while girls tend to be more dependent and less dominant. All of the children under authoritarian parents’ control tend to be less competent socially and academically. This could be due to the fear of failure. Darling & Steinburg state, “parents whose control practices warranted “permissive” or authoritarian were found also to make fewer maturity demands, communicate less effectively and more unilaterally and act less nurturant and controlling than authoritative parents” (1993). Therefore, the children of authoritarian style parents could possibly struggle in school because there was never a high demand for maturity, communicative skills, affection, or control in their home environment, therefore, obstructing their behaviors in the outside world such as school.
There are possibilities throughout the duration of school for conflicts, anxiety, irritability, and unfriendliness during social interactions or other moments throughout the day.
The next style of parenting is permissive-indulgence. These types of parents provide love and warmth to their children but demand little mature behavior or control.
They are very easygoing and unconventional. The reason children like this type of parenting style is because they themselves (children) have the control, but they are

PARENTING STYLES 4 praised often and welcomed into a warm environment. The type of student brought up in a permissive-indulgent home shows less competence in school and more deviant behaviors because they can get away with the actions at home. They are very high in social competence and self confidence because they are not being controlled at any given time. The view of right and wrong is hindered by the love and warmth being provided to the child and the barrier of obedience is knocked down. These children also tend to be demanding and selfish. An educator should be able to tell when a child whose parents are permissive-indulgent due to their unruly behaviors. Permissive indulgent parents are more likely to also be overprotective too. This brings a whole new set of problems into the life of a child who tends to be drowned and smothered by their parents with warmth.
Lastly, the reject and neglect parenting style, rated both low in warmth and responsiveness. “The neglecting parent is associated with poor outcomes for children. By and large, the children of neglectful parents are the least competent, responsible, and mature and most prone to problem behaviors” (Rathus, 2011). These students tend to be very low in all aspect areas of self-reliance and confidence. “When extremely wary individuals come into contact with other children, they typically demonstrate a rarity of social initiations, a lack of social assertiveness, as well as visible discomfort and anxiety.
This demonstration of wary behavior in the peer group often "marks" the child for rejection by peers” (Rubin, 1998). “Thus, the individual characteristic of inhibition produces a social interactive profile that is best described as minimally existent…this wary behavioral style appears to result in less than positive peer relationships. By late childhood and early adolescence, socially wary children experience the intra-individual concern that they are lacking in social skill and have poor relationships with peers…

PARENTING STYLES 5 loneliness and depression are two potential "outcomes" for these children.”(Rubin, 1998)
A prime example of why this occurs could be because they do not know how to properly interact with their peers and they never seem to try because there was never a reward or
“good feeling” that was exerted by their parents. It is the “I don’t care attitude” that has destroyed the child emotionally.
As stated in the introduction, parenting styles are not a one way street and there are many environmental factors that can deter a child’s particular behavior. “While many researchers have found a clear relationship between parenting style and the behavioral outcomes of children, other studies have found that there is not.... Thus, it is important to note that the influence of parenting style is often moderated or mediated by a number of variables such as temperament” (Terry, 2004). This behavior pattern just outlines
Baumrind’s findings for parenting situations to provide the best future for children. There is always parental authority that crosses the line between the four styles stated and other parenting attributes can make a difference in a child’s education and future as well. The claims parents make on children to become integrated into the family as a whole, by their maturity demands, supervision, disciplinary efforts and willingness to confront the child who disobeys develops early on. It is extremely important and will shape a child for a good future.

PARENTING STYLES 6
Darling, Nancy, & Steinburg, Laurence. (1993). Parenting Style As Context: An
Integrative Model. American Psychological Association , 113 (3), 487-496.
Dornbusch, Sanford M. (2008). Patterns of Competence and Adjustment
among Adolescents from Authoritative, Authoritarian, Indulgent, and
Neglectful Families. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1467
8624.1991.tb01588.x/abstract
Rathus, Spencer A. (2008) Childhood: Voyages in Development. United States:
Wadsworth Pub Co.
Rubin, Kenneth. (1998). Social and Emotional Development From a Cultural
Perspective. Developmental Psychology. Vol. 34. No. 4.
Retrieved from http://www.rubinlab.umd.edu/pubs/Downloadable%20pdfs/kenneth_rubin
/cross%20cultural/DevPsycheditorial98.pdf
Terry, Danielle J. (2004). Investigating the Relationship between Parenting Styles and
Delinquent Behavior, McNair Scholars Journal , 8: (11).
Retrieved from http://scholarworks.gvsu.edu/mcnair/vol8/iss1/11