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Ecology of Parenting :silhouettes: - Coggle Diagram
Ecology of Parenting :silhouettes:
parenting
series of decisions
about child's socialization
bidirectional :two: :recycle:
parent reacts to child (INFLUENCING ADULT) =child influences own development
dynamic
parenthood =universal
parenting= highly variable
Macro system: political ideology :books:
children are raised to be citizens
many traditional societies =aristocratic political ideology
autocracy= one person with unlimited power
Ex: father head= women & children less rights
Democracy= modern societies
ruled and rulers=power
consensus + compromise
Religious influence
obedience to hierarchical order
children taught to control natural bases to please God
national influence
serve ones country
ethnic influence
interdependence valued
children raised to care for family
children need to serve family
progressive influence
low context macrocultures
like US. children raised to serve themselves
no allegiance to country, God, or family
achievements valued
Macro system-socioeconomic status :moneybag:
low socioeconomic status parents
require obedience, respect, cleanliness
authoritarian
short directives & varying tones on communication
economic distress leads to emotional problems and anxiety
= inconsistent authoritarian parenting styles
less time and effort methods
High socioeconomic parents
happiness, creativity, curiosity
independence & self control
democratic & listen to children's reasoning
talk more, reason, complex language
kids can be self centered & depressed
kids have false expectations of real life due to spoiledness
parenting differences due to interactional patterns due to level of stress
exosystem = parental occupation
middle class occupations influence on kids
deal with interpersonal relationships
office manager or teacher
handles ideas and symbols
prioritizing activities
self motivation
listen to kids feelings
considerate of others
intellectually curious
responsible
self controlled
lower class occupations influence on kids
construction worker/janitor
routine and firm expectations
conformity
judge kids behavior
good manners
do well in school
be obedient
macrosystem influence on parenting
religion
parents pass down religious morals/values
codes of conduct
culture
parenting goals/techniques
adult task expected by that culture
Ex: U.S adults need to read, write, compute, and be economically self sufficient
children expected to learn at school, value of money, and pressure to work at end of schooling
Universal parenting goals according to LeVine
1-ensure physical health & survival
2-develop behavioral capacities for economic self maintenance
Ex: US
3-Instill behavioral capacities for max. cultural values like morality, prestige, & achievement
cultures place different values on these 3 criteria
Ex: culture focus on physical = Gusii in Kenya= holding child is protection
Diverse parenting styles with Cultures/ethnicities/ and religion
collectivistic
kids shown to do something
Ex: parent distracts toddle with conversation
cooperative/interdependent
authority roles
based on hierarchy= age & status respected
patriarchal
particularism valued
individuals treated different due to rank
relationships
harmony valued
group needs above individual
children loyal to parent and care for elderly
children also socialized by extended family too
communication
more indirect
more non verbal
displays of emotion
some inward/ some outward
Ex inward: shunning or personal distance
Ex outward: facial expressions/sound/movement
discipline
age = knowledge
kids obey & imitate
dependency and physical closeness with parent
shame and guilt enables
kids socialized behavior to avoid shame
ex: hesitant to ask questions
skills
kids learn to get along with group
modesty/moderation
its okay to not be perfect
individualistic
kids told to do something
Ex: parent distracts child with toys while they eat
Authority Roles
achieved valued
hard work
rules apply to everyone=universalism
relationships
compartmentalized by school, family, friends ect...
golden rule
informality
democratic decision making
communication
direct and independent of context
Ex:memorandum
indirect and dependent on context
Ex:face to face meeting
display of emotion
individualistic & collectivistic
some open with others
some closed with others
some open with intimate relationships only
open with all others
discipline/guidance
kids agent to themselves
children socialized to solve problems
kids learn preventative behaviors
skills
independent decision makers=kids
individual achievement
self expression
personal choice
competition promotes performance
personal responsibility for pass/fail
generalizations in both diverse groups
authority roles
communication
display of emotion
discipline/guidance
skills emphasized
Chronosystem influences on parenting
family is becoming more isolated with less relatives
occupational mobility
broken down neighborhoods
separation of residential and work spaces
consolidated school districts
separating patterns of social life with age groups
childcare outside of home
parents spend less time with children
mothers work outside of home
todays parents lack a support system
historical trends
18th century
parenting adult centered
humanism
ideals & interest of humans/ not spiritual focus
tabula rasa
mind= blank slate until experiences (Locke)
child neither good or bad
parent/teacher mold child
kids seen and not heard
Rousseau = child innately good & needs freedom to grow
Pestalozzi =mother first teach for child
19th century
Hall like Rousseau
Children grow naturally into self controlled adults if not over directed
parent centered parenting style
strict child rearing practices
mothers
expect obedience
ignore tantrums
restrict physical handling
20th century
watson= behaviorism
behavior provides data for psychology not what s in the mind
conditioned by reinforcement and rewards
conditioning children's behavior must start early
Freud
personality develop.
unconscious forces in mind for parents to apply to parenting kids
children need to express themselves
harmful experiences result into fixations
mid 2oth century
let go of strict schedules and let the child guide
find joy in parenting
John Dewey= children learn by doing
Late 2oth century
parents encouraged to hold and love children
end of 1950's spanking more neg affects found
development natural and cant be pushed
= Gesell
Norms depending on ages appropriateness
biologically programed for healthy growth
Piaget
children need stimulating environment & experiences to grow
more child centered parenting styles
Family Dynamics and Changes over time :wind_chime:
dynamics
what activities/who child plays with and the effects of that overtime
reciprocal interaction between parent and child
Children's Characteristics
Age & Cognitive Development
maturation with age
rewards and consequences learned
reasoning and compromise with adolescents
parenting practices change according to Childs age
emotional and self control goals maintained overall
Temperament
innate characteristics that form a child's sensitivity to experiences
influences interaction with others
parenting styles adhere to childs temperament
Ex: active child is told what to do multiple times
parent modify parenting style due to temperament
Ex: irregular eating habits from child
Chess & Thomas general temperaments
1- Easy
Ex: positive mood, regular body function moderate reactions
children adapt well to diff. parenting styles
2- Difficult
Ex: slow to adapt, neg moods, irregular body functions, high intensity
patient, objective, and consistent parents
active
3- slow to warm up
Ex: low activity levels, withdrawn in new situations, low intensity
adjust at own pace/ moderate encouragement and patience needed
Goodness to fit
parents accommodate parenting styles to fit Childs temperament
sets tone for interaction
Gender
due to parents socialization= boys and girls have different socializing enviornments
fathers more likely to do this
more punishing/ less reward with same gender children
parents of girls =politeness and cooperation
parents of boys= independent & self reliant
play activities different
research
girls taught to be more dependent affectionate and emotional
boys taught more freedom
Disability
parents can feel guilt and grief, even anger when coping
parenting more complicated and difficult
Family Characteristics
Size
large families
more interaction
more resources
company
playmates
emotional support
can be more authoritarian due to increase responsibilities
configuration
multi generational families making a comeback
due to cost of living and survival in todays economy
spacing and gender of siblings
first born= more attention/affection/verbal stimulation and disciplined stricter
mothers of first born apply more achievement pressure and help problem solve more than other children
siblings help with cooperation, competition, empathy, aggression, leading, following ect..,
parents encourage rights/fairness and interpret age differences= enhance pos. sibling relationships
only children perform better in school
6 stages of expectation & practices that change for parents
1-image making
2- nurturing
3-authority
4- interpretive
5-interdependent
6- Departure
parents relationship with their parents affect parenting styles
Marital Quality
united parents manipulated less by children
marital conflict =parenting diminish
divorce affect parenting style
custodial parent= more authoritarian
non custodial parent = permissive
paternal job loss= more violence
mothers and coping
pattersen
the number of stressful experience= how irritable a mother is
Parenting Styles
emotional climate in which child rearing behaviors are expressed
acceptance/responsiveness
Authoritarian = low
authoritative= up
Permissive = up
uninvolved = down
uninvolved
demandingness/control
Authoritarian = high
authoritative = up
Permissive = down
uninvolved = down
Microsystem:Interactions between Parent/Child impact
attachment
affectionate tie between two people
infants securely attached= comply with parent standards
secure attachment
child explores with mother around
upset when she leaves
seeks comfort when she comes back
baby forms secure attachment when parents are sensitive and responsive
insecure attachment
resistant attachment
doesn't explore/ resists strangers
clings to mother
avoidant attachment
confused with stangers
little distress when mother leaves
ignores mother when she returns
disoriented attachment
very upset with strange situations
seek contact and then withdraw
prosocial behavior
behavior that benefits other people
Ex: sharing/cooperation
authoritarian and permissive parenting unrealistic beliefs
parenting styles pg. 151 detailed
authoritative = pos. correlation with teen school performance
authoritative/permissive neg correlated w/ school performance with teens
authoritarian not norm for various religious, ethnic, or socioeconomical groups
self regulation
process of bringing ones own thoughts, emotions and behaviors under control
competence
pattern of effective adaptation to one's environment
preschool kids that are competent= lead to positive academic, social, and psychological results
use adults as resources
get attention in socially acceptable ways
get along with others
plan and do complicated tasks
use and understand complicated sentences
incompetent children
disruptive/ remain unoticed
need a lot of direction
difficulty getting along with others
lack ability to anticipate consequences
simplistic vocabulary
between ages 10-18 months is when a parenting style is revealed according to harvard
mothers of competent & incompetent children pg. 153/154
parenting style fosters competence
HOME scale pg. 154
achievement motivation
tendency to approach challenging tasks with confidence and mastery
uninvolved parenting= insensitive
overinvolved= invasive & anxious control
parents tend to mix parenting styles
Mesosystem influences on parenting style: parent interaction with others
Family/School/Community collaborate = positive outcomes
parents take time to talk with kids about school
School activities can support parenting
family friendly communities=
quality schools, good neighborhoods, safe, parks, easy childcare, affordable housing
informal supporters
friends/family
formal supporters
employers/ psychologists
Appropriate parenting
parents know what a child is capable of
Child at Risk Field System
consider Childs age capacity
maintain reasonable expectations
consider and work with childs strengths/limitations
use a range of acceptable discipline
give basic care & nurturing
model self control
developmental appropriateness
knowledge of child's normal growth pattern and individual differences
preventive socialization with expectations
use corrective socialization like feedback/punishment
collaborate and let child learn by doing
Understand the Why?
parenting practice methods table pg. 159
Inappropriate parenting
Child at Risk criteria
orientated with own needs
impossible child expectations
ignore Childs strengths and limitations, show aversion
harsh discipline approaches
generally don't provide basic care
deliberate in taking frustration out on child
Child Maltreatment
intentional harm or endangerment of child
broader term than just neglect and abuse
parents fail to meet childs physical and emotional needs
cultures and community expectations can enable maltreatment
Ecological model of risk & resilient factors in Child Maltreatment pg. 161
risk factors
ongoing?
Ex: loss of job
ongoing abuse
resilience factors
Ex: childs easy temperament
financial support
communities who have no support to guide and discipline kids
CAPTA LAW pg. 158
neglect
abuse
physical
psychological/emotional
usually these parents have their own psychological problems that result in abusing kids
sexual abuse
phases
secrecy 1
helplessness 2
entrapment 3
delayed disclosure 4
retraction 5
Cycle must be broken or child maltreatment becomes self perpetuating
Role reversal
Ex: alcoholic parent looks to child to meet their needs (psychological)
Robert D. Hales
hold family councils
leave door to our heart open
liken scriptures to ourselves
parents should take advantage of every day teaching moments
trust the good shepherd