Child Rearing Practices New
Child Rearing Practices New
Child rearing practices are critical concepts to shape any child life. In fact,
children rearing practices play an important role in the development of children's
lives. Children require love, care and support from their parents to go forward in their
lives [1]. Parental relationship is significantly associated with the growth either in the
cognitive, or psychological or social context. Through the child's life paths, parents
reflect their life experiences and cultural beliefs to manage their children's behaviors
and teach them what is wrong and what is right.
It is highly believed that the way parents grow up their children has a big impact
on their overall lives. There are four types of child rearing practices which influence
the children's outcomes:
1- The first one is indulgent parents in which the parents give little directions to their
children and let them take their decisions lonely. [2]. For example, indulgent parents
do not share their children what they want to study at university. They don't set rules
on their children's behaviors. For example, if the child's bedtime must be at 7: pm,
they let their child to stay until 10 pm. As a result, we can find that children of the
indulgent parents usually face a lot of obstacles in their lives and do not get good
marks in school.
2- The second type is authoritarian parents in which parents strictly control their
child's behaviors. Those parents set firm rules for their children with hard
punishments if they break them [2]. For example, authoritarian parents punish their
child with shaming in front of guests if he\she breaks the glass accidentally. Another
example, the parents punish their children if they lose one mark in the exam and do
not encourage them instead. As a result, their children fill in a lot of life problems and
troubles with people around them.
3- The third one is the authoritative parents in which the parents are known to be
balanced with their children, encouraging them to be independent and put rules that
reflect positively on their children without fear [3]. For example, those parents listen
to their child in an open discussion about the child's requirements to get full mark in
exams. Also, they usually listen to their children plans and discus them together
loudly. For example, the parents set a bedtime for their children at 8 pm. They don't
say "go to bed and sleep now" they say instead "It is healthy if you go to sleep now
then your body and brain become healthy". As a result, children of authoritative
parents get high marks in their study and they become academically successful.
4- The fourth type is uninvolved parents in which parents show less responsibility for
their children's' requirements and usually do not share their feelings with their
children. [3]. For example, those parents are not concerned about their child
achievements in the football game in the school. They are usually busy with their own
social life with friends. For example, the parents receive invitation from the school
soccer team in which their child is a member to attend the final soccer game. The
parent is busy at this time going with friends to watch a movie in the cinema. So, the
parents go with friends and forget about their child soccer game. As a result, children
of uninvolved parents usually have physiological problems such as anxiety and
depression.
Among the four types, authoritative parents are considered the best because the child
becomes independent and successful in later life while uninvolved parents are the
worst because the child becomes a victim of parents' carelessness.
In conclusion, children rearing practices are different because children are different
as well. It is believed that when the parents' parental style fits the child's character,
then, parents can successfully apply the appropriate rearing practices and the child's
character will grow healthy and correctly.
References
[1] Yunus, K., & Dahlan, N. (2013). Child-rearing Practices and Socio-economic
Status: Possible Implications for Children's Educational Outcomes. Procedia - Social
And Behavioral Sciences, 90, 251-259.
[2] Carlson, S., Gerhards, J., & Hans, S. (2016). Educating Children in Times of
Globalisation: Class-specific Child-rearing Practices and the Acquisition of
Transnational Cultural Capital. Sociology, 51(4), 749-765.
[3] George, S., & Rajan, A. (2012). Factors of Child-rearing Practices: A Qualitative
Analysis. Journal Of Psychology, 3(2), 99-105.