- 21 diciembre, 2020
- Posted by: admin-fenocol
A fourth group (fig. 2) was identified, which gave below-average values for both parents on all partial scales; without obvious visual differences between mothers and fathers. These parents do not show strongness and commitment with their child, and also do not provide significant rules or discipline of undesirable behavior. Because these parents had below-average values in both dimensions, we characterized this group as a congruent and non-involved educational style. Later, the researchers added a fourth style, unsurlused parenthood (Maccoby and Martin, 1983). And Ruth Chao argues that the authoritarian style of education – as defined by Western psychologists – has no exact counterpart in the traditional education of Chinese children (Chao, 1994). Pratt MW, Kerig P, Cowan PA and Cowan CP. 1988. Mothers and fathers who teach 3-year-olds: self-parenting and adult scaffolding for the learning of young children. Developmental psychology. Volume 24 (6): 832-839. Martin, A., Ryan, R.M., Brooks-Gunn, J.
(2007). The common influence of mother and fatherhood on the child`s cognitive outcomes at age 5. Early Childhood Research Quarterly, 22, 423-439. A study of Spanish teenagers showed that children from generous households were as well-behaved and well-placed as children from authoritarian homes. And an international study reported that the results for licensed education were as good as the relevant results — and sometimes even better (Calafat et al 2014). Dornbusch, S.M., Ritter, P. L., Liederman, P. H., Roberts, D.
F., Fraleigh, M. J. (1987). The relationship between the style of education and the education of young people. Child Development, 58, 1244-1257. A second point is that existing research offers little knowledge about the coexistence of maternal and paternal educational styles and their common impact on children`s development. Although Baumrind associates both parents with their studies, she has assigned everyone an educational style (predefined). In some studies (1991), data were limited to mothers when a different style of education was assigned to both parents. in others (1971) families were totally excluded in such cases. Research on educational styles in general is less attentive to the effects of common educational styles on children`s development (Martin et al. 2007; McKinney and Renk 2008; Simons and Conger 2007, but focused mainly on the unique, differential or interaction effects of maternal and paternal educational styles that have a variable geometry perspective (for example.
B Beato et al. 2016; Miranda et al. 2016). Children in the homes of both parents are influenced by the combined practices of both parents (Martin et al.