Please enable JavaScript.
Coggle requires JavaScript to display documents.
Relationships with Parents - Coggle Diagram
Relationships with Parents
Dimensions and Styles
Ensuring safety and health of children, Preparing children for adulthood and independence, and Sharing cultural values and social norms are main objectives of parenting.
High warmth parents → Affectionate, involved, responsive to emotions, engage in children’s daily lives. Children feel secure, behave well, have high self-esteem.
Low warmth parents → Uninvolved, sometimes hostile, focus on their own needs rather than their child’s. Children often feel anxious, misbehave, and have lower self-esteem (Pettit, Bates, & Dodge, 1997; Rothbaum & Weisz, 1994).
High control parents → Dictate most aspects of children’s lives, restricting independence. Limits exploration, prevents children from learning to self-regulate.
Low control parents → Set few rules, allow excessive freedom. Fails to teach behavioral and cultural standards, leading to accountability issues.
Family as a System
Early views (e.g., Watson, 1925) suggested parents were the sole influence on child development. Modern view: Families are systems where parents and children mutually influence each other (Parke & Buriel, 1998).
Parents affect children directly and indirectly
Parent relationships impact children
Sibling interactions affect parents
External systems affect family dynamics positively or negatively.
Indigenous families have been affected by: Residential schools, urbanization, and educational changes.
Differences in Warmth Control
European cultures → Prioritize happiness and self-reliance, balancing warmth with moderate control (Goodnow, 1992; Spence, 1985).
Asian & Latin American cultures → Emphasize cooperation and collaboration over individualism (Okagaki & Sternberg, 1993).
China (Confucian influence) → Parents exert high control, prioritize family harmony and obedience, and show less overt affection (Chao, 1994; Lin & Fu, 1990).
parenting styles: authoritarian, authoritative, permissive, and uninvolved.
Parental Behaviour
DIrect Instruction/Coaching-More effective than just giving commands
Learning by Observing-Children learn through observational learning (watching parents & others).
Imitation → Child mimics observed behaviour.
Counterimitation → Learning what not to do (e.g., seeing a sibling get punished for misbehaving).
Disinhibition → Exposure to aggressive/impulsive behaviour can increase bold/aggressive tendencies (Hirshfeld Becker et al., 2007).
Inhibition → Seeing others punished can reduce certain behaviours.
Influence of Temperament on Learning- Parental influence + child’s temperament = Developmental outcomes. Children with disinhibited temperaments (bold/aggressive) are more likely to develop behavioural & mood disorders (Hirshfeld Becker et al., 2007).