Unit 4 - Child Rearing Around the World

Question 1

Parenting Styles and Future Outcomes

Answer 1

Physicist Diana Baumrind developed the theory in the 1960s that children’s behaviour (and their future adult behavior) correlates to parenting styles. She’s identified three styles of parenting

Maccobu and Martin (1983) took Baumrind’s theory and further categorized parenting styles into four types.

Question 2

Authoritarian (Disciplinary)

Answer 2

Parents’ word is the law. Parents have absolute control
Misconduct is punished
Parents try to control childs’ behaviour and attitude
They value unquestioned obedience
Children are told what to do, who to do it, where to do it, and when to do it.
Example: Parents set bedtime for 8 pm and rarely stray from this rule

Question 3

Authoritarian Outcomes

Answer 3

Obedient
Distrustful
Withdrawn
Hostile
Rebellious

Children from authoritarian homes are so strictly controlled by punishment or guilt that they are often prevented from making a conscious choice about particular behaviour because they are overly concerned about what their parents will do.

Question 4

Authoritative (Democratic)

Answer 4

Indirect, source control and guidance of a child’s behaviour
Stress freedom along with the rights of others sand the responsibility of all
Parents set limits and enforce rules
Willing to listen receptively to child’s requests and questions
Exert firm control when necessary, but explain the reasoning behind it
Example: Parents set bedtime for 8 pm but may allow children to stay up later on special occasions

Question 5

Authoritative Outcomes

Answer 5

Outcomes:
Mostly self-reliant
Cooperative
High-achiever
Less likely to be seriously disruptive or delinquent

Children whose parents expect them to perform well, fulfill commitments, and participate actively in family duties, as well as family fun, learn how to formulate goals. They also experience the satisfaction that comes from meeting responsibilities and achieving success.

Question 6

Permissive (Indulgent)

Answer 6

Parents allow their children to “do their own thing.”
Few rules and limited parental control
Parents make few demands on children
Parents are resources rather than standard makers
Rarely punish
Children may control the family
Example: Parents don’t set a bedtime. The child chooses when to go to bed

Question 7

Permissive Outcomes

Answer 7

Impulsivity
Sense of entitlement
Least self-controlled
Risk for drug abuse

Children from permissive homes receive so little guidance that they often become uncertain about whether they are doing the right thing. They rely more often on peers when making decisions.

Question 8

Neglectful (Uninvolved)

Answer 8

Parents are involved in the child’s life
Parents rarely check on their children
Child’s wants, and needs are ignored
Possibly a result of mental illness, substance abuse, or other serious problems
Example: Parents go to bed when they want and don’t check on their child

Question 9

Neglectful Outcomes

Answer 9

Impulsivity
Unable to self-regulate emotions
Delinquent behaviour
High risk for mental illness and drug abuse

Neglectful parenting is an issue many children face and could cause many societal problems as they are much more likely to have serious mental illnesses and continue the cycle of neglectful parenting

Question 10

Types of Families: Nuclear Families

Answer 10

A family with a husband, wife and one or more biological or adopted children
In some households, one parent may make most of the decisions
Parents usually take responsibility for different areas

Question 11

Type of Families: Single-Parent Families

Answer 11

One or more children live in a household by one parent
May result from divorce
Never-married parents may become parents through adoption or birth
Others are single due to the death of their spouse
Parenting is usually handled by one parent

Question 12

Types of Families: Blended Families

Answer 12

Contains a couple and one or more children from a previous marriage
If not biologically related to a child in the family, the parent is called a stepparent
There are special challenges faced by parents in blended families to ensure the well-being of all children

Question 13

Types of Families: Foster Families

Answer 13

Usually for children who cannot live with their parents
Sometimes foster parents care for children temporarily
Provide a stable home environment
Families work with government agencies to meet the needs of the child

Question 14

Types of Families: Adoptive Families

Answer 14

Children become a permanent part of the family though a legal process
It may be arranged through government, private or international agencies
Parents in adoptive families may face unique challenges when their child grows up

Question 15

Reasons for Misbehaviour

Answer 15

Stage of Growth: the child is behaving in a normal manner for the stage of growth he/she is in: power, attention, revenge, assumed inadequacy are normal

Unfulfilled Needs: The child’s needs are not being met and she/he is acting out in order to try to get his/her needs met.

Environment: The child is uncomfortable in or does not understand his/her environment.

Doesn’t know Better: The child has not been taught the concept he/she is dealing with

Question 16

What is Positive Guidance

Answer 16

It is a method of parenting, where an adult directs a child toward acceptable behaviour. Instead of focusing on punishment, this method focuses on the consequences to negative behaviour. It allows a parent to firmly set limits, while also reassuring the child that they are loved and respected.

Question 17

Positive Guidance:

Answer 17

Consistency is the key to positive guidance
In order for this method to be effective, parents must display confidence in their role.
Parents respond to aggressive behavior in non-aggressive ways
This method promotes self-discipline: the ability to direct one’s own behavior

Question 18

Types of Guidance Techniques: Natural and Logical Consequences

Answer 18

Natural Consequences: occur without interference, child can see the result of their the choices. (Cannot be used if the consequence will cause harm to self, others or property, or too far in the future.)
Logical Consequences: should be relevant to the misbehavior (eg: if Sally spills the paint, she must clean up the mess that is made)

Question 19

Types of Guidance Techniques: Positive Statements

Answer 19

Clearly states what is expected, then help them get started
When guiding children, phrase all requests in a positive manner
Talk to children at their eye level when giving directions
Example: say, “Let’s walk to the blocks,” rather than, “Don’t run to the blocks”

Question 20

Types of Guidance Techniques: Redirection

Answer 20

Children up to two years old can be easily distracted
Get them to focus on something else.
Example: if he is angry at the blocks area, lead him to a different area of the room and introduce a different activity

Question 21

Types of Guidance Techniques: Reverse Attention

Answer 21

When a child’s behavior is inappropriate, focus on a child who is displaying the appropriate behavior and make a positive comment
Ignoring the negative, reinforcing the positive
If the first child changes his behavior, he should be immediately reinforced with a positive statement.

Question 22

Types of Guidance: Limited Choices

Answer 22

Do not give him an unlimited choice unless he can really have what is chosen.
Only give choices that are available.
Example: “Do you want carrots or cucumber to eat?” rather than, ‘What would you like to eat?

Question 23

Types of Guidance: Time Out

Answer 23

Use a place where there are no distractions or positive reinforcers
When a child has disobeyed a rule, she will be sent to a predetermined place to distance herself from the problem and gain composure.
Should be the last option, limited use

Question 24

A Child’s Image

Answer 24

Their image of themselves becomes a reflection of their parents image of them.
They then behave the way they see themselves and become whatever that image is.

Example: A parent who thinks children are brats treats a child as though he/she is a brat. The child believes he/she is a brat, and acts like a brat, therefore, becomes a brat! A parent who thinks a child is wonderful, treats, him/her like he/she is wonderful. The child believes he/she is wonderful, and becomes wonderful!

Question 25

Self-Fulfilling Prophecy

Answer 25

It states that you become what you think you are.
As long as you do not give your child the impression that he/she is better than others, but every bit as good, you cannot give your child too much confidence.

Giving your child that sense of personal worth gives him/her the ability to survive the hazards and hurts of growing up.

Question 26

Provide more successes than failures for a child:

Answer 26

Plan successes. Give the children many things to do that they can do well.
When there are many failures, help the child back up to a point where success is achieved, then move on more gradually.
(For example, if Johnny is having trouble tying his shoes, get him some slip-on shoes that he until it’s easier for him to learn to tie.)

Question 27

Give the freedom to fail with acceptance:

Answer 27

As long as there are more successes than failures, children learn not to let a few failures get them down. They will learn to simply try again.

A child who is over-protected and not allowed to fail will learn to try only if success if guaranteed. (Do not help Tim get dressed every time. If he gets his shirt on backwards, show him how to put it on correctly and let him keep trying until he can do it)

Question 28

Give lots of encouragement:

Answer 28

Recognize the effort and improvement, not just the final accomplishment.

“I know you can do it.” “You handled that really well.” “It’s coming right along.” “You will make it next time.”
Show appreciation. “Thanks, you were a big help.”

Question 29

Give unconditional love:

Answer 29

Let the child know that even when you are mad at her, even when you do not approve of her behavior, she is still greatly loved.

Accept children as they are, not as they could be.

Respect your child.

Show them how much you care about them. Hug them, tell them they are terrific. Tell them you love them.

Question 30

Allow independence:

Answer 30

If a child can do it for himself, let him.
Don’t interfere when a child is working through a problem. It gives the message that you do not believe he can do it. Give suggestions and help only when help is wanted.

Give him/her choices to make as early and as much as possible. Let a toddler decide what he wants for lunch. “Do you want soup or a sandwich today?”

Caution: do not offer choices if you do not plan to honor the choice.

Question 31

Eliminate the negative:

Answer 31

Tell children what they can do, not what they cannot do. “Instead of finger-painting on the table, put some newspapers under your picture.”

Catch your child doing something good more often than when he’s doing something wrong. Children naturally want to do the things for which they get recognition.

Question 32

Do not set unreasonably high:

Answer 32

Their room does not need to be cleaned perfectly, they do not have to win every game, they do not need to get 100% on all her spelling tests.

Know your child’s abilities and let him work within them.

Children are not miniature adults. They have to start out sloppy in order to learn to be neat, slow in order to be fast, unskilled in order to be skilled.

Make sure you are not overestimating her maturity.

Question 33

Avoid ridicule:

Answer 33

Avoid cute, but degrading nicknames like “grinner” or “shorty” and labels like “lazy,” “clumsy,” or “chubby”

Do not make fun of children, especially in front of others.

Question 34

Allow exploration and ask questions:

Answer 34

Instead of keeping infants in playpens all day, let them crawl, explore, and find out about their world so that they feel comfortable in it.

Give toddlers a chance to feel their food, to find out what happens when rocks are dropped in water, to push a toy car down a ramp, etc.

Question 35

Set limits:

Answer 35

Let the child know what the limits are and let him feel secure that you will not let him go too far.

Question 36

Help your child develop talents:

Answer 36

Every child needs to feel that she is good at something, whether it is music, soccer, painting, leadership, dog training, rock collecting, or any other positive interest your child has. Give her encouragement, books to read, lessons, and many opportunities.

Question 37

Take their emotions and feelings seriously:

Answer 37

Do not belittle them by saying, “Oh, that is nothing to cry about,” “That is no big deal,” or “You will get over it.”

Question 38

Be a good role model:

Answer 38

Improve your own self-image and let your children see that you value and feel good about yourself.
Let your children see you make mistakes, learn from them, and try again.

Question 39

Give your children responsibility:

Answer 39

Give children chores that are appropriate to their ages. Two-year-olds can help set the table, put away their toys, and put dirty clothes in the hamper. A ten-year-old can wash the car, baby-sit, and pack his own suitcase.
Each child should have a family job at least once a day.
Children feel useful and valued when they are contributing to the family’s welfare. Say, “we need your help to get things running smoothly around here

Question 40

Be available:

Answer 40

Give children support when they need it.
Spend time together, talking and sharing activities you both enjoy, working together.