Parenting Styles

Even with considerable appreciation for the importance that nurturing, involved mothers and fathers
have in the lives of children, it is important to recognize that mere presence does not assure positive
contribution. The parents emotional availability, mental health, and reasonableness all affect what it
feels like for the child to be with the parent. Even the good effects of having an involved, nurturing
father disappear if the father is a highly restrictive, authoritarian disciplinarian (Radin, 1982).
The term parenting styles describes the normal variation in patterns of how parents try to control
their children (Baumrind, 1991). Parenting style includes both parent responsiveness and parent
demands (Maccoby & Martin, 1983). Four parenting styles are commonly identified in the literature:
indulgent (or permissive), authoritarian, authoritative, and uninvolved.
Indulgent (or permissive) parents are highly responsive but seldom demand mature behavior from
their child, depending instead on the childs self-regulation.
Authoritarian parents are demanding, but not responsive. They demand obedience to extensive
sets of rules.
Authoritative parents are demanding and responsive. They hold high standards for their children
but are supportive in their discipline.
Uninvolved parents are neither responsive nor demanding, but not to the point of being neglectful.
(Baumrind, 1991)
In Western cultures, parenting styles are related to child outcomes, especially in adolescence.
Children of indulgent parents have higher self-esteem but are more likely to have problems in school
and in their behavior. Children from highly authoritarian families do well in school but tend toward
poor self-esteem, depression, and poor social skills. Children whose parents are authoritative are
rated more socially and intellectually competent than those of other parents. Children of uninvolved
parents do most poorly in all areas (Darling, 1999). However, parenting style is also related to
culture. In America, with a predominant emphasis on individualism and freedom, authoritarian
parents seem restrictive and constraining. However, children of Chinese families with highly
authoritarian styles develop very well, possibly reflecting the cultural attitude toward authority as
serving the harmony of the group (Chao, 1994), and because strict and extensive rules are usually
paired with great warmth and closeness (Marcus & Kitayama, 1991).
Implications for teachers.
Infant-toddler teachers may find it helpful to share this information on parenting styles with the
families they serve. However, this may also be useful information for self-reflection: As an infant-
toddler teacher, you have a relationship with your children that is very similar to that of a parent.
Reflection on whether your style of relating to the children is permissive, authoritarian, authoritative,
or uninvolved could be very enlightening.