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A parenting style is a pattern of behaviors, attitudes, and approaches that a parent uses when interacting with and raising their child. The study of parenting styles is based on the idea that parents differ in their patterns of parenting and that these patterns can have a significant impact on their children's development and well-being. Parenting styles are distinct from specific parenting practices, since they represent broader patterns of practices and attitudes that create an emotional climate for the child. Parenting styles also encompass the ways in which parents respond to and make demands on their children. Children go through many different stages throughout their childhood. Parents create their own parenting styles from a combination of factors that evolve over time. The parenting styles are subject to change as children begin to develop their own personalities. During the stage of infancy, parents try to adjust to a new lifestyle in terms of adapting and bonding with their new infant. Developmental psychologists distinguish between the relationship between the child and parent, which ideally is one of attachment, and the relationship between the parent and child, referred to as bonding. In the stage of adolescence, parents encounter new challenges, such as adolescents seeking and desiring freedom. A child's temperament and parents' cultural patterns have an influence on the kind of parenting style a child may receive. The parenting styles that parents experience as children also influences the parenting styles they choose to use. Early researchers studied parenting along a range of dimensions, including levels of responsiveness, democracy, emotional involvement, control, acceptance, dominance, and restrictiveness. In the 1960s, Diana Baumrind created a typology of three parenting styles, which she labeled as authoritative, authoritarian and permissive (or indulgent). She characterized the authoritative style as an ideal balance of control and autonomy. This typology became the dominant classification of parenting styles, often with the addition of a fourth category of indifferent or neglectful parents. Baumrind's typology has been criticized as containing overly broad categorizations and an imprecise and overly idealized description of authoritative parenting. Later researchers on parenting styles returned to focus on parenting dimensions and emphasized the situational nature of parenting decisions. Some early researchers found that children raised in a democratic home environment were more likely to be aggressive and exhibit leadership skills while those raised in a controlled environment were more likely to be quiet and non-resistant. Contemporary researchers have emphasized that love and nurturing children with care and affection encourages positive physical and mental progress in children. They have also argued that additional developmental skills result from positive parenting styles, including maintaining a close relationship with others, being self-reliant, and being independent. Distinction with parenting practices According to a literature review by Christopher Spera (2005), Darling and Steinberg (1993) suggest that it is important to better understand the differences between parenting styles and parenting practices: "Parenting practices are defined as specific behaviors that parents use to socialize their children", while parenting style is "the emotional climate in which parents raise their children." Others such as Lamborn and Dornbusch Darling and Steinberg assisted in the research focusing on impacts of parenting practices on adolescence achievement. One study association that has been made is the difference between "child's outcome and continuous measures of parental behavior." Some of the associations listed include: Support, Engagement, Warmth, Recognition, Control, Monitoring, and Severe punishment. Parenting practices such as parental support, supervision and strict boundaries appear to be associated with higher school grades, fewer behavioral problems and better mental health. These components have no age limit and can start in preschool all the way through college. Theories of child rearing Beginning in the 17th century, two philosophers independently wrote works that have been widely influential in child-rearing. John Locke's 1693 book Some Thoughts Concerning Education is a well-known foundation for educational pedagogy from a Puritan standpoint. Locke highlights the importance of experiences to a child's development and recommends developing their physical habits first. In 1762, the French philosopher Jean-Jacques Rousseau published a volume on education, Emile: or, On Education. He proposed that early education should be derived less from books and more from a child's interactions with the world. Among them, Rousseau is more in line with slow parenting, and Locke is more for concerted cultivation. Jean Piaget's theory of cognitive development describes how children represent and reason about the world. This is a developmental stage theory that consists of a Sensorimotor stage, Preoperational stage, Concrete operational stage, and Formal operational stage. Piaget was a pioneer in the field of child development and psychology and continues to influence parents, educators and other theorists with a significant effect on science. Erik Erikson, a developmental psychologist, proposed eight life stages through which each person must develop. In order to move through the eight stages, there is a crisis that must occur. Then there is a new dilemma that encourages the growth through the next stage. In each stage, they must understand and balance two conflicting forces, and so parents might choose a series of parenting styles that helps each child as appropriate at each stage. The first five of his eight stages occur in childhood: The virtue of hope requires balancing trust with mistrust, and typically occurs from birth to one year old. Will balances autonomy with shame and doubt around the ages of two to three. Purpose balances initiative with guilt around the ages of four to six years. Competence balances industry against inferiority around ages seven to 12. Fidelity contrasts identity with role confusion, in ages 13 to 19. The remaining adult virtues are love, care and wisdom. Rudolf Dreikurs believed that pre-adolescent children's misbehavior was caused by their unfulfilled wish to be a member of a social group. He argued that they then act out a sequence of four mistaken goals: first they seek attention. If they do not get it, they aim for power, then revenge and finally feel inadequate. This theory is used in education as well as parenting, forming a valuable theory upon which to manage misbehavior. Other parenting techniques should also be used to encourage learning and happiness. He emphasized the significance to establish a democratic family style that adopts a method of periodic democratic family councils while averting pun.... Discover the Dr Shimi Kang popular books. Find the top 100 most popular Dr Shimi Kang books.