Ecology of Parenting

1
Chapter 4

• Ecology of Parenting

2
Chapter Objectives

• 1. Influence of political ideology, culture,
  socioeconomic status, ethnicity, and religion on
  parenting and parenting styles.2. Ways in which
  parenting has been conceptualized over historical
  time.3. The major internal characteristics of
  families that affect parenting.4. The outcomes
  associated with various parenting styles.5.
  Appropriate parenting practices to inappropriate
  practices and give examples, including child
  maltreatment.

3
Observation Packets

• Time card p. 17 in Study Guide and on-line
• Acceptance letter
• Response Sheet
• Scale Ratings/Evidence
• School and Family Interfaces
• Culture and School Interfaces
• School and Community Interfaces

4
Definition of Parenting

• What does it mean to parent?
• What one does
• to enable children to become responsible,
  contributing members of society.
• when children cry, are aggressive, lie, or do
  poorly in school.

5
LeVines Universal Parenting Goals

• What are your responsibilities?
• They involve
• ensuring physical health and survival,
• developing behavioral capacities for economic
  self-maintenance, and
• instilling behavior capacities for maximizing
  cultural values, such as morality, prestige, and
  achievement.

6
Macro-system Influences

• The big picture,
• that which influences your decisions.
• Beliefs
• Religion
• Values
• Morals

7
Political Ideology Macrosystem

• Autocracy
• one person has unlimited power over others
• Democracy
• those ruled have power equal to those who rule
  equality of rights

8
Why Autocracy Does Not Work?

• Parents find if difficult to raise children by
  the do it because I said so method.
• Children learn democratic ideals in school and
  from the media, so they are not willing to be
  ruled autocratically.
• This created a major change in parenting styles.

9

• Parenting Trends

10
Cooperative / Competitive Interdependent /
Independence
Collective Orientation
Individualistic Orientation
11
Parents spend less time with their children!

• Because of the nature of todays rapidly changing
  society
• A majority of mothers hold jobs outside the home.
• Fathers often must travel in connection with
  their work and are away for days or even weeks at
  a time.

12
Chrono-system Influences

• The era in which you live
• The trends of a decade
• History

13
Historical Trends Chronosystem

• Eighteenth century (Colonial America)
• Children were needed to do endless chores
• Families were autocratic
• Tradition and religion influenced child-rearing
  practices
• The father was the primary authority.
  (Autocratic authoritarian)

14
Historical Trends Chronosystem

• Children were to be seen and not heard immediate
  obedience was expected.
• Discipline was strict those who disobeyed were
  believed to be wicked and sinful and were
  severely punished.
• Spare the rod, spoil the child.
• Those who disobeyed were wicked and sinful.

15
Philosophers advocated for humanism18 and 19th
Century

• John Lockechilds mind as a blank slate (tabula
  rasa) before experiences. All though develops
  from experience. Teachers must mold their minds
  by providing optimal experiences.
• Jean Rousseauchildren, innately good, need
  freedom to grow, naturally seek out appropriate
  experiences and develop accordingly. Insensitive
  caregivers might corrupt them.(Maslow)
• Johann Pestalozzimother as the childs first
  teacher sensitive to childs needs important in
  the upbringing of the child.

16

• Twentieth century (1920)
• Child-rearing literature advocating rigid
  scheduling.
• John B. Watsons theory of behaviorism, involved
  conditioning of the child. Learning defined as a
  change in the way an individual responds to a
  situation.
• (Social Learning advocates include Ivan Pavlov,
  B. F. Skinner, E. L. Thorndike, and Albert
  Bandura)
• Sigmund Freuds theory of personality
  development, involved unconscious motives.
  Unobservable forces of the mind, and childs need
  to express not repress emotions. Harmful early
  experiences can harm the childs development

17
Parenting Trends

• The 1940s brought a change from rigid
  scheduling
• Benjamin Spock (book) advocating self-regulation
  of the child.
• Parents were advise to enjoy their children.
• mothers were told that children should be fed
  when hungry and be toilet trained, when they
  develop physical control.
• By the end of 1950 spanking was discouraged
  (Dewey, Freud)
• Dewey (experience key) Progressivism
  pragmatism
• http//www.amazon.com/Benjamin-Spock/e/B001IGFMOE/
  refsr_tc_2_0?qid1267131928sr1-2-ent

18

• 1950s intellectual development
• Jean Piagets theories on cognitive development
  (construction of knowledge) were of great
  importance to professionals working with
  children.
• Giving children a stimulating environment
  knowledge gain though acting in ones
  environment.
• U. Bronfenbrenner
• Jerome Bruner
• Lev Vygotsky

19
Micro-system Influences

• Parenting Style
• Parenting Behavior
• Parenting Practices

20
Parenting Style (Section 2 B.) How do the
following influences impact how a child is
parented?

• Philosophies of the past (current)
• Age and Gender
• SES
• Parents occupation

21
Whiting and Edwards

• Examined the ideologies of six cultures in
• regards to expectations of children by age
• and gender. He found that
• societies vary their expectations of behavior
  according to age.
• Societies had different ideologies for boys and
  girls.

22
SES and parenting styles

• Rank or position within society is based on
  social and economic factors

• High
• high income
• respected occupations
• well educated
• talk to their children
• Democratic p- style

Middle medium incomes business workers decent
education
Low low income unskilled jobs poorly
educated obedience Physical punishment
23
Parental Occupations and Parenting

• Parental patterns linked to career orientation
• For example, army officers will behave in an
  authoritarian manner, giving commands,
• whereas lawyers will use logic, reason and
  explanation in performing their roles.

24
Parental Influences
25
Competence and AchievementDSIB 2

• Parents Provide
• a safe physical environment children could
  explore and discover things on their own.
• interesting things to manipulate.
• made themselves available to share in their
  childrens exciting discoveries.
• Set limits firm and consistent discipline.
• a powerful impact on a childs total development
  through informal education.

26
H.O.M.E.

• Home Observation Measurement of Environment
• Responsiveness
• Avoidance of Punishmentredirect
• Environment for Informal Education
• Appropriate Play Materials
• Parental Interaction
• Daily Stimulation

27
Characteristics of Children

• Age
• Temperament
• Gender
• Configuration
• Special needs

28
Family Characteristics

• Family dynamics and parenting styles are
  influenced by
• size (number of siblings)
• configuration (birth order, spacing, gender)
• parents stage of life
• marital quality
• ability to cope with stress

29
Competent/Incompetent Parenting DSIB 2

• Appropriate
• Developmental appropriateness
• Guidance
• Direction
• Demonstration
• Supervision
• Influence
• Discipline
• Punishment
• Correction
• Training

• Inappropriate
• Uninvolved Parenting
• Aloofness
• Distancing
• At Risk
• Child Maltreatment
• Intentional harm
• Endangerment
• Unkindness
• Violence

30
Time Out Vs. Spanking / The 5 R's of Discipline

• Respectful, Related, Reasonable, Revealed and
  Repeated
• http//www.youtube.com/watch?veKCoYQQIWsA
• Time Out Vs. Spanking / The 5 R's Respectful,
  Related, Reasonable, Revealed and Repeated (5
  min.)

31
Inappropriate Parenting Practices

• Maltreatment during childhood has far-reaching
  consequences in adulthood
• low self-esteem, depression, relationship
  problems, sexual problems, learning difficulties,
  eating disorders, and alcohol or drug problems.
• Signs
• Bruises and burns
• Broken bones
• Poor peer relations

32
Child Maltreatment

• Abuse is maltreatment involving assaults
• physical
• sexual
• psychological
• emotional
• Neglect is maltreatment involving
• abandonment
• lack of supervision or safety
• improper feeding
• inadequate medical/dental care
• inappropriate dress
• uncleanliness

33
Legality of corporal punishment in the United
States
34
Correlates and Consequences of Child Maltreatment

• Risk factors include
• parental history of being abused
• parents loss of job
• Resilient factors include
• childs easy temperament
• improvement in family finances

35
The Community and Maltreatment

• Society expects parents to socialize their
  children to behave acceptably, so to foster
  acceptable behavior, some parents use physical,
  or corporal, punishment.
• Occasional spankings could not legally be
  classified as child abuse.

36
Think-Pair-Share

• Pick a buddy
• Do assessment (S.G. p. 98) individually, then
  discuss.
• Read and discuss page (S.G. p. 116-121.Parenting
  Styles

37
3 Parenting Styles

• Three dimensions or degrees
• Authoritative (democratic)
• Authoritarian (parent-centered)
• Permissive (child-centered)
• Other dimensions
• Uninvolved (disengaged)

Parents never simply fit into one category,
they are a mixture.
38
Parents Behavior by Diana Baumrind

• Authoritative parents are firm, flexible, and
  give positive encouragement. They use reason and
  logic to discipline.
• Authoritarian parents are strict and regimented,
  stressing adult domination. They use punitive
  discipline measures.
• Permissive parents lack the ability to parent,
  often plead with child to get them to mind.

39
As a Result Childrens Behavior by Diana
Baumrind

• Authoritative - self-reliant, self-controlled,
  explorative, content, and cooperative.
• Authoritarian discontent, aimless, withdrawn,
  fearful and distrustful.
• Permissive least self-reliant, impulsive,
  aggressive, least explorative and least
  self-control. They lack social responsibility and
  are dependant.

40
Parenting Behavior

• Authoritative parenting is not the norm among
  various ethnic groups within the United States
  and other countries.
• The Authoritarian style is utilized by Asian
  Americans, Hispanic Americans, and African
  Americans.

41
Think-Pair -Share

• What steps can a parent take to boost their
  childs I.Q.?
• Is there a correlation between Quality Care
  practices and students I.Q.?
• Why or Why Not? What do you think? (See pp.
  161-163???? in textbook)

42
Family Dynamics

• Parenting involves a continuous process of
  reciprocal interaction that affects both parents
  and children.
• When individuals become parents, they rediscover
  some of their own experiences.
• Characteristics of children that influence family
  dynamics and parenting styles..

43
Age

• As children get older, parent-child interactions
  change.
• Infancy feeding, changing, bathing, comforting
• Preschool years reasoning, instruction,
  isolation, withdrawal of privileges,
  reinforcement, rewards
• Adolescence discussion, collaborative problem
  solving, compromise

44
Temperament

• Innate characteristics that determine
  individuals patterns of social interaction.
• Activity level
• Rhythmicity
• Distractibility
• Approach/withdrawal
• Adaptability
• Attention span and persistence
• Intensity of reaction
• Threshold of responsiveness
• Quality of mood

45
Goodness of Fit

• The accommodation of parenting styles to
  childrens temperaments
• Easy children adapt well to various styles of
  child rearing
• Slow-to-warm-up do best with a moderate amount
  of encouragement coupled with patience
• Difficult children need consistent, patient,
  and objective parents who can handle their
  instability

46
Family Dynamics cont.

• Gender
• Parents provide different socializing
  environments for boys and for girls, most likely
  due to their own socialization.
• Play activities differ for boys and for girls.
• Presence of a special need
• Special needs and disabilities influence family
  dynamics and parenting styles.
• Reactions vary enormously.

47
Configuration (Birth Order, Spacing, and Gender
of Siblings)

• First born
• Youngest male born after two females differ from
  the interactions of the youngest male born after
  two males.
• The patterns change, too, if there are six years
  between siblings versus two years.
• Only child
• Second born

48
The Community and Maltreatment

• Environmental factors that correlate highly with
  abuse are
• poverty
• unemployment
• social isolation of families
• transient lifestyles
• lack of recognition of childrens rights
• cultural acceptance of corporal punishment
• limited help for families in crises

49
Equitable Education/Curriculum for All Learners

• How to teach? Methodology
• What strategies? Pedagogy
• Caring, fair, equitable, education for diverse
  learners
• Consider discrimination, divorce, duel income,
  poverty
• Impact on learning outcomes due to above social,
  behavioral, emotional, cognitive

50
How do we provide an Equitable education?

• Equal education for education for all students
• No discrimination
• No judgments
• Meet the education needs of all children
• Poverty needs, family needs, caring needs,
  social-emotional needs, behavioral needs,
  cognitive needs.

51
Parenthood

• http//www.youtube.com/watch?vRgrbuRNc-AQ
• Fantasy or reality Are modern families like this
  one? Discuss
• How was your family like this? or not like this
  one?
• Which movie would illustrate your family growing
  up or your current family now