The Relationship between Parenting Style and Preschool Children's Social-Emotional Development

2021 ◽  
Vol 9 (8) ◽  
pp. 1581-1588
Author(s):  
Yalemeshet Mamo Zena ◽  
PJH Heeralal
Keyword(s):  
Parenting Style ◽  
Emotional Development ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Relationship

scholarly journals Relationships between Parenting Skills and Early Childhood Development in Rural Households in Western China

2020 ◽  
Vol 17 (5) ◽  
pp. 1506 ◽  
Author(s):  
Jingdong Zhong ◽  
Yang He ◽  
Yuting Chen ◽  
Renfu Luo
Keyword(s):  
Emotional Development ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Western China ◽  
Social Emotional Development ◽  
Parenting Skills ◽  
Social Emotional ◽  
Socioeconomic Characteristics ◽  
Development Outcomes ◽  
The Relationship

This paper empirically investigates the relationships between caregivers’ parenting skills and early cognitive, language, motor, and social-emotional development of children aged 6–24 months. The study is based on data from a survey conducted in 100 villages in a typical poor rural area in western China. A total of 1715 households were enrolled in the study. In the study, Parent and Family Adjustment Scales (PAFAS), Bayley Scales of Infant Development version III (BSID-III), and a socioeconomic questionnaire were used to measure caregiver’s parenting skills, child’s development outcomes, and socioeconomic characteristics in sample households, respectively. Multivariate regression was used to estimate the relationship between a caregiver’s parenting skills and the child’s development outcomes. The results show that, first, parenting skills are positively and significantly associated with children’s cognitive, language, motor, and social-emotional development, and the link between parenting skills and social-emotional development is the strongest; second, the correlation between parenting skills and development outcomes varies across socioeconomic characteristics and parenting skill dimensions. The results provide evidence for the relationship between parenting skills and early childhood development in rural households in western China. Our findings also suggest that interventions aimed at improving caregivers’ parenting skills during the early stages are necessary for human capital development in rural China.

scholarly journals Hubungan Pola Asuh Ibu dan Perkembangan Sosial Emosional Anak Usia Prasekolah di Bogor

2020 ◽  
Vol 4 (2) ◽  
pp. 67
Author(s):  
Fitri Windiastri ◽  
Nani Nurhaeni
Keyword(s):  
Parenting Style ◽  
Parenting Styles ◽  
Emotional Development ◽  
Design Research ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Chi Square ◽  
Cross Sectional ◽  
Positive Behaviors ◽  
Preschool Aged Children

ABSTRAKLatar Belakang: Pola asuh ibu merupakan faktor yang memengaruhi perkembangan anak, khususnya perkembangan sosial emosional anak. Perkembangan sosial emosional dapat mengidentifikasi kemampuan sosial, emosional, intelektual, dan perilaku positif lainnya pada anak usia prasekolah. Tujuan: Untuk mengetahui hubungan pola asuh ibu dan perkembangan sosial emosional anak usia prasekolah di PAUD Desa Parakan Jaya, Bogor. Metode: Desain penelitian menggunakan deskriptif analitik dengan pendekatan cross sectional pada 103 responden ibu. Pengumpulan data dilakukan dengan menggunakan kuesioner parenting styles and dimensions questionnaire (PSDQ) dan kuesioner perkembangan sosial emosional anak usia 4-5 tahun dan >5-6 tahun. Chi-square digunakan untuk analisa data bivariat. Hasil penelitian: tidak terdapat hubungan yang signifikan antara pola asuh ibu dengan perkembangan sosial emosional anak usia prasekolah 4-5 tahun (p=0,225) dan >5-6 tahun (p=0,108). Faktor lain seperti usia ibu, pendidikan ibu, pekerjaan ibu, dan jenis kelamin anak tidak menunjukkan hubungan yang bermakna dengan perkembangan sosial emosional anak. Namun demikian, pada penelitian ini ditemukan bahwa mayoritas perkembangan sosial emosional anak diklasifikasikan dalam perkembangan yang meragukan. Oleh karena itu, perlu dilakukan screening sejak dini untuk mendeteksi adanya penyimpangan perkembangan sosial emosional anak. Kesimpulan: tidak ada hubungan yang bermakna antara pola asuh dan perkembangan sosial emosional pada anak usia pra sekolah.Kata Kunci: Pola asuh ibu, perkembangan sosial emosional anak, anak usia prasekolahThe Correlation Between Mother’s Parenting Style and Social-Emotional Development of Preschool-aged Children in BogorABSTRACTBackground: Parenting style is a factor that influences a children’s development, especially for social-emotional development. Social-emotional development begun to identify social, emotional, intellectual, and other positive behaviors in preschoolers. Objective: to know the correlation between mother’s parenting style and social-emotional development of preschool-aged children (4-6 years old) in PAUD at Parakan Jaya Village of Bogor. Design research use analytic descriptive approach cross sectional at 103 respondents. Data collection is conducted by parenting styles and dimensions questionnaire (PSDQ) and social-emotional development questionnaire for 4-5 years old and >5-6 years old. Chi-square is used to analyze bivariate data. Results: there is a no relationship of the correlation between mother’s parenting style and social-emotional development of preschool-aged children 4-5 years old (p=0.225) and >5-6 years old (p=0.108). Other factors such as age, education, employment, and sex show there is a no relationship with the children’s social-emotional development. However, this research found that majority of the children’s social-emotional development is questionable. So, screening is necessary to identify the deviation of the children’s social-emotional development. Conclusion: there is no significant correlation between mother’s parenting style and social-emotional development of preschool-aged children.Keywords: Mother’s parenting styles, social-emotional development, preschool-aged children

scholarly journals Parenting styles and social-emotional development of preschool children

2021 ◽  
Vol 8 (12) ◽  
pp. 1952
Author(s):  
Pooja A. Sukumaran ◽  
Bhavani B. Balakrishna
Keyword(s):  
Preschool Children ◽  
Parenting Style ◽  
Emotional Development ◽  
Rating Scale ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Authoritarian Parenting ◽  
Social And Emotional ◽  
Point Rating Scale ◽  
Authoritative Parenting Style

Background: A preschool aged child’s social emotional development can be influenced in many ways; one of which being the early style the parent uses to raise them. Identifying social emotional development in pre-schoolers by behaviours related, but not limited to: play, self-esteem, tantrums, interaction with people, disposition, transitions, are used to assess the child’s social emotional development. The purpose of this study was to examine the relationship between social emotional development of preschool children and parenting styles.Methods: A non-experimental survey design was adopted for the study. 200 parents having preschool children were selected by purposive sampling technique. Data were collected using a 5-point rating scale for identifying the parenting style. A 3-point rating scale was used to assess the social emotional development of preschool children.Results: Majority (88.5%) of the parents used authoritative parenting style, 8.5% used authoritarian parenting style and 3% used permissive parenting style. Majority of the children had near optimum social emotional development. The present study revealed that the correlation value between Social emotional development of preschool children and authoritative parenting style (r=0.286, p≤0.001) and authoritarian parenting style (r=0.452, p≤0.001) were highly significant at 0.001 level. There was no significant correlation between permissive parenting style and social emotional development of preschool children (r=0.052, p=0.461).Conclusions: The overall finding of the study showed that parenting style influenced the social and emotional development of preschool children. In this study majority of children had near optimum social and emotional development.

The Relationship Between Parental Attention and Social-Emotional Development of Elementary-Age Children

2021 ◽  
Vol 9 (4) ◽  
pp. 588
Author(s):  
Fenny Angraeni ◽  
Syuraini Syuraini
Keyword(s):  
Emotional Development ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Relationship

Penelitian ini dasarkan pada fenomena rendahnya perkembangan sosial emosional anak usia sekolah dasar di Jorong Lubuk Ameh. Hal ini diduga karena kurangnya perhatian yang diberikan oleh orang tua di Jorong Lubuk Ameh. Penelitian ini bertujuan untuk mengungkap gambaran perkembangan sosial-emosional anak usia sekolah dasar, perhatian orang tua, dan mengungkap hubungan perkembangan sosial-emosional anak usia sekolah dasar di Jorong Lubuk Ameh. Populasi penelitian ini berjumlah 60 orang, sampel yang dipilih sebanyak  30 dengan menggunakan teknik simple randon sampling. Jenis data penelitian ini adalah kuantitatif korelasional. Sedangkan teknik pengumpulan data menggunakan angket, teknik analisis data menggunakan rumus persentase dan rumus korelasi Spearman Rho. Hasil penelitian ini menunjukkan bahwa: 1) Perhatian orang tua terhadap anak rendah; 2) perkembangan sosial emosional anak usia sekolah dasar masih rendah; 3) Melihat hubungan antara perhatian orang terhadap perkembangan sosial emosional anak usia SD di Jorong Lubuk Ameh. Saran : bagi orang tua untuk memperhatikan perkembangan sosial emosional anak agar kedepannya dapat bersosialisasi dengan baik dan dapat mengontrol emosinya dan bagi pihak sekolah agar mengajarkan cara bersosialisasi dengan memberikan tugas kelompok dan memberikan permainan kelompok kepada anak berinteraksi dan mampu mengontrol emosi.

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