Parenting Styles and Family Dynamics

Parenting Styles and Practices

• Authoritative: Warm, responsive, reasonable demands.
• Authoritarian: Less warm, high demands, low responsiveness.
• Permissive: Warm, low demands, high responsiveness.
• Neglectful: Low warmth, low demands, low responsiveness.
• Parenting practices: Specific attempts in a particular context. Differ from styles.

Family Stress Model

• Economic hardship leads to parental emotional and behavioral problems.
• Not immediate child behavioral problems, direct improvements in family relationships, or increased family income.

Play Development

• Solitary play: Playing alone.
• Parallel play: Playing alongside, but not with others.
• Associative play: Sharing materials, but without a shared goal.
• Cooperative play: Playing with a shared goal.
• Children typically spend 30-40% of their day interacting with peers during ages 7-11.
• Pretend play is typical in preschoolers.
• Play fosters development in physical skills, cognitive abilities, and social skills, not financial literacy.

Socioemotional Development

• Sociometric status: Measured by social behavior. Includes factors like physical attractiveness and athleticism.
• Infants show interest in each other around 3 months of age, not birth.
• Same-sex friendships are more common in adolescence (not infancy, toddlerhood, or age 6).
• Peer relationships are symmetrical because peers have equal knowledge and authority.

Adolescent Development

• Dunphy's model describes stages of group-to-group interactions (stages 1-4).
• Family Investment Model: Focuses on parental investments of time, money, and support.
• Friendship in adolescence: Characterized by shared attitudes and self-exploration, not instrumental relationships or only physical proximity.
• Peer influences: Significantly determined by the context of interaction (and not age alone, individual personality, or physical appearance).

Socioeconomic Status (SES)

• Measured by family income, parent education, and occupation.
• Growing up in poverty is associated with poorer academics, behavioral issues, and mental health challenges. Not increased family wealth.
• Economic pressure leads to parental emotional and behavioral problems (not improved family relationships, no change in dynamics, or increased child happiness).
• SES impacts child development through family investments and resources, not solely genetic factors or a child's motivation.

Developmental Stages

• Preschoolers are engaging in symbolic and pretend play (not infants, toddlers, or adolescents).
• 4-year-olds spend about 30-40% of their day interacting with others, not 10%, 20%, or 40%.
• First year of social interactions is in part one-sided.

Bullying

• Bullying is most often driven by the desire to gain social status, not making friends, lacking academic skills, or lacking hobbies.
• Growth mindset was developed by Dr. Carol Dweck, not Diana Baumrind.

COVID-19

• COVID-19-related job loss was associated with parents' psychological maltreatment. (Not improved parenting practices, increased family income, or better child well-being).

Additional Key Concepts

• Parenting practices differ from styles in that they are specific attempts in a particular context