Parenting styles

Under parenting styles are understood in psychology characteristic set of basic attitudes and behavior patterns which show parents, teachers and other parents in their educational activities.

Must be distinguished parenting styles of educational concepts and teaching philosophies. Educational concepts and philosophies are explicitly based on intentional elements such as educational objectives, standards, concepts and ideals. Parenting styles, however, are composed of educational attitudes and building upon behavioral tendencies that are not necessarily reflected. Among the psychologists who have defined " parenting style " in this sense ( and in German-speaking ), include Reinhard exchange, Klaus Schneewind, Helmut Lukesch, Heinz Walter Krohne and Michael Hock. The Christian, Marxist or anti-authoritarian education are examples of educational concepts. An authoritarian, authoritative, indulgent, permissive or negligible education are examples of parenting styles.

Because parenting styles based on basic human settings, they are usually quite stable in individuals. Your individual disposition and their own growth accordingly behave parents in educating, either compliant or consistently, undemanding or demanding, skeptical or optimistic, aggressive or friendly, resistant or responsive, self-centered or empathic. Parenting styles are individual bundles of such features that apply in a given culture as particularly characteristic.

The style of education research is a branch of socialization research.

• 3.1 permissive parenting style
• 3.2 authoritative parenting style
• 3.3 Neglect Santander parenting style
• 3.4 Authoritarian parenting style

History of parenting style research

Typological concepts

Precursor

The scientific exploration of parenting styles began in the 20th century. 1930 appeared Alfred Adler textbook of child rearing, in which he applied the individual psychological concepts on child development and on education in school and home. He praised its strict about that verwöhnend - verzärtelnde and the negligible education emerged as troublesome in the formation of character. One in the 1920s, designed by Ernst Vowinkel teacher typology was largely ignored.

Lewin, Lippitt and White; Glen H. Elder

As the founder of the parenting style research deals with the social psychologist Kurt Lewin, who performed in the late 1930s in the U.S., together with Ronald Lippitt and Ralph K. White Field experiments on the effects of different leadership styles on the performance of youth groups. The researchers distinguished between between an authoritarian, democratic and laissez -faire style and establishing a tradition of typological concepts that remained standard in the classification of parenting styles to the 1970s. Leading the way this study was also because here the first attempt was made to secure a distinction between parenting styles and empirically.

A control study of K. Birth and G. Prill Witz 1959 confirmed the findings of Lewin, Lippitt and White; the authors postulated three leadership styles not described by Lewin et al: a hidden authoritarian, a coach and a control style.

Glen H. Elder, who dealt with parenting styles, added in 1962 an autocratic, an egalitarian, a permissive and a miss -respecting ( ignoring ) the parental type.

Spranger

In the tradition of the liberal arts education is Eduard Spranger's classification of parenting styles. Spranger four distinct parenting styles:

For the empirical parenting style research Spranger classification had little significance. An even greater extent this applies to the designed entirely at your desk classifications of Hans Wollasch, Werner left and Johann Peter Ruppert.

Baumrind

In the 1940s, Alfred L. Baldwin developed today applied research methods for the analysis of parent-child interactions in the so-called rock - studies using questionnaires and long-term observations. These formed the basis for the comprehensive work of Diana Baumrind in the 1960s. Their studies and categorizations of parenting styles have greatly influenced later research. Baumrind difference between an authoritarian, an authoritative and permissive type of parental control:

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In Germany Christian Caselmann developed in the 1960s, a typology specifically for teachers; he differed logotrope ( science -facing ) and paidotrope ( the child facing ), authoritative and fellow human beings, scientific and systematic, artistic and organic and practical teaching styles.

Oversized concepts

From the 1970s to the typological concept of parenting styles came into question. Younger researchers who were trying to work empirically with tree classification beef, complained again and again that will not be seen here, cause what dimensions of parental behavior to which educational consequences. They proposed therefore to consider not only types ( authoritarian education, authoritative parenting, etc.), but also increases the dimensions on which the type form is based. Pioneer this oversized concept of parenting style research was an American social psychologist Earl S. Schaefer, who in 1959 designed a circumplex model of maternal education behavior. Developed by Schaefer scales are used in the research to date. The German psychologist Anne -Marie Reinhard exchange and exchange followed Schaefer, as they made an explicit distinction between a steering dimension (control, authority ) and an emotional dimension ( warmth, affection, esteem ) in the 1970s.

At the same time tried researchers in Marburg for the first time to a learning theoretical foundation of parenting style research. On the basis of Orval H. MOWRER revised two-factor theory of learning developed Kurt Hermann Stapf, Aiga Stapf, Theo Herrmann and Karl H. Stäcker a two-component model of parental affirmation (also called " Marburger two-component model " ), the Heinz Walter Krohne later a two- process model of parental education effect built. Central dimensions of the two-component model were parental support and rigor.

Eleanor Maccoby and John A. Martin extended tree cow model 1983 four parenting styles. Developed by them categorization is the most widely used today (see also below).

As critics have noted time and again, in theory-building in the style of education research has not yet reached to date on a satisfactory high level.

Dimensions of parenting styles

With regard to the dimensions that are relevant to parenting styles, there is only a certain degree of unity in the research. The most common are:

• Caring, empathy (Parker / Tulping / Brown, Goleman )
• Support ( Krohne / Hockenheim )
• Emotional warmth ( Rohner )
• Responsiveness
• Restriction
• Severity ( bark )
• Mild / sharp discipline ( Wagner / Cohen / Brook )
• Overprotection / independence
• Consequence

Parenting styles according to Maccoby and Martin

Permissive parenting style

At the permissive parenting style prevail acceptance and high responsiveness and the control dimension is kept low. The parents are characterized by high tolerance and acceptance of child behavior. There are rarely exercised control or punishment. The permissive parenting style is a moderate form of laissez -faire style education. The parent holds in the education rather back, a set of boundaries occurs rarely.

Authoritative parenting style

→ Main article: Authoritative education

The authoritative parenting style is characterized by high control and high responsiveness of the parents. This scenario is shown in the literature due to definitional problems and a lack of theoretical foundation very inconsistent, however, been mostly favorable ratings than for the child's development.

Neglect Santander parenting style

Here, the parents behave rejecting and not controlling. The extent to which parents feel obliged for the child is very small, they only invest minimal cost in time and effort in the child and are very strong distant. Overall, this parenting style can be described as the most unpleasant for a child. This may result, among other things, that the children have disturbances in attachment behavior and have severe deficits in various areas ( self-esteem, self-concept, intellectual development ). What is striking is the low degree of self-control and lack of aggression control.

Authoritarian parenting style

It is characterized by high control and low responsiveness. The teachers here are the controlling to parents to very rejecting and strong. There are established strict rules and the authority must not be questioned. When undesirable behavior, severe punishment is applied, which can also be physical. Numerous studies have shown that authoritarian behaved children themselves are more prone to aggression later and are characterized by a low social skills and low self -esteem. The authoritarian style, which is accompanied by an interventional education concept, relies heavily on the means of education reward and punishment and less on persuasion, but usually gives security. The opinion of the parents is to be accepted, but in the end determines the educator who fades into the background until later. An extreme form of authoritarian education style is the black pedagogy that focuses primarily on punishment.

Determinants and acquisition of parenting styles

The parenting style is determined inter alia by the personality and lifestyle ( Individual Psychology ) of the educators and their acquired and mostly unconscious view of education. The experienced in their family of origin parenting style seems to pertain to your own parenting style. Studies of Harry Harlow showed that acquired also in primates of parenting style and not inherited. When acquiring the education style play alongside the role model ( model learning ) of the educators in the home and school with their specific educational content and objectives, the socio- cultural situation ( social class of the family) with their specific educational norms, the individual's social environment, family constellation and dynamics ( siblings ) and also the overall social and cultural situation, acting on the family, a role. Walter Toman examined the formative influence of sibling positions and established him empirically and theoretically.

Parenting style and goal of education

Many authors, including about Herbert Gudjons, the belief that certain educational goals are tied to certain parenting styles are. For example, let a liberal- democratic parenting style of self- development of a child more beneficial than a restrictive, authoritarian parenting style.

Parenting styles and eating disorders

An Israeli research team undertook a study in 2009 on the relationship between parenting style and eating disorders in the child. The empirical study were data on 53 families with eating disorders based children. It was found that children who described her father as authoritarian, lean significantly more often or dissatisfied with their bodies were as children who perceived their fathers as authoritative. The parenting style of the mother had no strong effects on these quantities.