32 Supportive Ethnography of Childhood Development, Cognition, and Learning Angela DeBeer Sociology

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Supportive Ethnography of Childhood Development, Cognition, and Learning

Angela DeBeer

Sociology Department, Mary Baldwin University

Senior Seminar Soc 400

Professor Andrew Raridon

March 14, 2023

Abstract

This study aimed to determine the impact of structure, communication, and social engagement on the developmental aspects related to a child’s: social, cognitive, and emotional learning. Considering how these faculties contribute to optimal growth in children, the study sampled data drawn from a daycare institution. Using a coding approach, the research underscored some critical outcomes associated with parenting style, including authoritative, authoritarian, permissive, and uninvolved models. The findings revealed that while every parenting model is associated with strengths and weaknesses, the best approach to address children’s developmental outcomes should be integrative. Adopting the strengths associated with the parenting styles makes it possible to develop an integrative approach that can help children grow in well-rounded ways, consequently helping them realize optimal growth across all the developmental faculties. Based on the findings, adopting integrative models in interventions is essential. Such an approach can help underpin the critical concerns related to parenting and environmental aspects that help realize desirable social outcomes.

INTRODUCTION

Background Information

The need to help children cope in their interactions within different environments has prompted the need for comprehensive research on cognitive, social, and emotional skills. Based on the consensus evident from the researchers’ perspectives, optimal development in children is determined by growth across all three domains. When implementing interventions that target effective development, it is integral that they address all these faculties.

Regarding the first domain, in children, cognitive growth refers to thinking, exploring, and figuring out things as they interact within their environments. There are four stages to cognitive information development. They are, reasoning, intelligence, language, and memory. Between 6 and 9 months of age, babies can easily recognize the look, sound, and touch of familiar people. They also can recall the memory of an object or a person, like a parent, when that person or object isn’t there. This cognitive skill is called object permanence. A child’s cognitive growth expands quickly. They play with toys, listen to their parents speak and sing, look at books, play make-believe anything that catches their attention helps build their cognitive development. Some attributes associated with this domain include knowledge development, skills, and problem-solving. Therefore, when designing a child’s intervention, the primary focus of this developmental faculty is to help them think more critically about the world and understand what constitutes their surroundings. From birth through age five, a child develops many neural pathways. In fact, during this stage, the child’s brain develops more than it will at any other time of life. For that reason, focusing on helping those neural connections develop is vital. This is when the idea of numeracy, language, and object permanence gets solidified in the child’s mind. It is also an important time for pre-reading and vocabulary building.

By the time a child goes to kindergarten, their knowledge of the alphabet is one of the most significant predictors of how well they will read by 10th grade. This means that cognitive development in early childhood is essential. It is in these early years that teachers and parents alike can set the stage for future educational success. Missing this early window can create deficiencies that follow the child into elementary and high school. Based on some research, including those of Ahmed et al. (2023), encompassing this subject area, it is recommended that parents foster this growth area in children as soon as they are born, because it is essential in promoting a child’s success in school and later in life. Per expert recommendations, this faculty can be improved in children by engaging them in daily quality interactions. Social development is closely related to cognitive growth as it also entails aspects of the child’s learning to interact with others around them.

Nonetheless, unlike the former, this area mainly encompasses the aspect of interaction. The faculty is associated with several elements, including developing language skills, building self-esteem, strengthening learning skills, resolving conflicts, and establishing positive attitudes. When professionals work to improve a child’s social competencies, the noted areas are the focus areas (Firat & Bildiren, 2024). Emotional skills are equally vital in a child’s optimal development as they impact how they interact with others. This growth faculty encompasses children’s ability to recognize, express, and manage feelings. Part of this growth includes the child’s ability to manage their emotions and respond effectively to others’ emotions. Thus, the child must learn to express empathy towards others they interact with in their respective environments.

A critical part of understanding a child’s optimal growth includes understanding how the household environment shapes developmental skills. The findings reported by the Urban Child Institute convey how the dynamics of a home environment can impact a child’s developmental process. They suggest that a child’s surroundings significantly affect their wellbeing as they dictate how and with whom they interact. They based this perspective on the understanding that when a child is in a safe, nurturing home, they can grow, learn, and explore more effectively. In contrast, when a child is placed in a problematic environment, their growth is marked by adverse intellectual, social, and emotional outcomes.

In the findings reported in several investigations, including Helander et al. (2024) and Maugan et al. (2024), suggest that adverse outcomes related with children include poor language skills, behavioral problems, and challenges related to school readiness. Besides, the environment may have long-term consequences on the child’s developmental process, impacts that can be noted in their ability to graduate, teen parenthood, and adult employment.

A vital area of this research encompasses different parenting styles and their impacts on a child’s development. The first model that will be covered is the authoritarian parenting style. This style is associated with high restrictions, being overbearing and having excessive expectations on children. Some key features marking the model include rigid rules and the expectation of obedience without questioning or explanation. It is also associated with subjecting the child to severe punishments if they fail to meet the expectations.

The second parenting model is authoritative parenting, attributed to some specific parental characteristics. Such attributes mark this type of parenting as nurturing, responsive, and supportive. However, the parent also sets firm limits for the child. The parent takes on the role of instructing the child’s behavior by modeling the desired behavior, and providing the child with relevant, nurturing, guidance. Authoritative parents use positive reinforcement, praise, and reasoning to guide their children. They avoid resorting to threats or punishments. A child raised by authoritative parents is more likely to become independent, self-reliant, socially accepted, academically successful, and well-behaved. They are also less likely to report depression and anxiety, and less likely to engage in antisocial behavior like delinquency and drug use. Research suggests that having at least one authoritative parent can make a big difference (Fletcher et al 1999).

The third parenting style to be addressed is the permissive parenting model. Permissive parenting is sometimes known as indulgent parenting. The key features of this style are that parents are usually loving but also lax, being reluctant to impose limits on their child. Such characteristics mark this attribute as a lack of boundaries, or any close monitoring of children’s activities, but simultaneously expect the children to convey appropriate behavior when needed. With permissive parenting a child does not have many, if any, responsibilities and are allowed to regulate their own behavior and the majority of their choices. When a parent is permissive, they look at their child more as an equal rather than a parent-child relationship. Some characteristics of children raised using this model include impulsivity, rebelliousness, domineering, aggression, and low self-reliance.

The last parenting model to be investigated is the uninvolved parenting style, marked by unresponsiveness, unavailability, and rejection. Uninvolved parenting, sometimes referred to as neglectful parenting, is a style characterized by a lack of responsiveness to a child’s needs. Uninvolved parents make few to no demands of their children and they are often indifferent, dismissive, or even completely neglectful. Some of the traits related to children raised using this parenting style include low self-esteem, little self-confidence, and seeking inappropriate models to substitute for the neglecting parent. According to research, the uninvolved parenting style is the one most likely to have negative effects on children. Although many children brought up by uninvolved parents become independent, they often do so out of necessity and as a means of survival. Studies have found that a child raised in this parenting style may have difficulty managing their feelings, don’t develop healthy emotional coping mechanisms, and may have both academic and social challenges. These difficulties can endure into adolescence and beyond. Studies indicate that teens raised by uninvolved parents are more likely to engage in illegal behavior, such as theft, vandalism, rape, and assault. They’re more likely to abuse alcohol and smoke cigarettes, and they might experience low self-esteem, increased rates of depression, and increased behavioral issues. These parenting techniques are critical areas of interest in this study as parental techniques are highly associated with how individuals interact with children in their respective households.

Problem Statement

The problem this research is looking to address includes the deficit in children’s cognitive, social, and emotional skills because they are placed in environments that do not support growth. Previous research reveals an increase in children with deficiencies in the developmental areas. Evidence exists that positive interactions in the home environment improve a child’s cognitive, social, and emotional faculties. For instance, in the book Unequal Childhoods: Class, Race, and Family Life, Annette Lareau reports how children’s background can impact their social outcomes. Her report affirms some of the common perspectives in the sociological field, including research by Cooper and Stewart (2021) and Marsh et al. (2020), conveying that households that do not integrate aspects of effective communication, structure, and social engagement are likely to produce children with deficiencies in their cognitive, social, and emotional faculties. Such studies emphasize comprehensive research on how parenting approaches could improve children’s social outcomes. Furthermore, by determining how to improve parenting models, it is possible to influence how households contribute to children’s optimal growth as they develop into higher phases of life.

Research Gap

Several studies have been published in the past ten years encompassing parenting models and children’s social outcomes. Most of these investigations focus on the independent parenting models contributing to a child’s behavior. Furthermore, these studies have been done from the parental point of view, whereby parents provide the researcher with information on the specific criteria they use to address their child’s needs (Gonzalez et al., 2020). However, such an approach can be highly misleading and obscure in true knowledge encompassing households’ role in addressing children’s cognitive, social, and emotional growth. Consequently, a possible gap to explore in this research is analyzing these outcomes from the perspective of another caretaker, a daycare practitioner.

The responsibility of this profession is equivalent to that of a teacher, mentor, role model, if not more. Daycare providers are tasked with roles such as supervision, educational activities, health and hygiene, communication, behavior management, nurturing, record-keeping, child advocacy, and collaboration (Bjorklund et al., 2020). Within such a comprehensive responsibility, a daycare provider has access to vital information that can help to build extensive knowledge regarding the impacts of parenting styles. Moreover, the provider frequently interacts with the parents and understands the parenting techniques they employ to address the child’s needs. Devoid of the parent-child relationship aspect, a study conducted from the daycare provider’s point of view is likely to include less bias and, more so, provide an impartial perspective of the strengths and weaknesses associated with the parenting areas.

D. Research Objective

This research aims to reveal that children raised in households with limited communication, structure, and social engagement are likely to produce children lacking in cognitive, social, and emotional skills. In addressing this issue, the research will evaluate some of the records I have generated being a director and teacher within a daycare. This assessment will analyze 148 files on 148 children who have sought services at the daycare. This sample data will comprise relevant information about a child’s development correlating to parenting style and how it relates to a child’s cognitive, social, emotional and physical development.

Research Questions

How do effective communication, structure, and social engagement within a household affect a child’s social, cognitive, and emotional growth?

Do children of uninvolved parents have more aggressive behaviors than those of involved parents?

Significance of the Study

Evaluating the role of households in children’s growth and development is essential for several reasons. The study can help model parental roles and responsibilities to improve children’s developmental process. This aspect is critical, especially considering that many professionals are currently working to develop early intervention programs that can help improve children’s interactions within their respective environments. The study can, therefore, benefit these interventions by providing insights into how these approaches can be modeled to make them more effective. The study will target the dimensions of social, cognitive, and emotional wellness of the child. Deductions made in these areas can provide insights into how to improve the interventions that target parent-child interactions.

The study will also target policy development regarding policies and programs that target family dynamics and support systems. The information can target local, state, and national initiatives to improve children’s outcomes and developmental goals. The research will also provide relevant parental education, helping parents appreciate the implications of different parenting styles and how they can improve their techniques to impact their children’s developmental domains. Besides the noted areas, this study can help improve practices related to education as it can foster children’s understanding, helping to determine how to implement teaching strategies in the classroom.

Conceptual Framework

This study will employ the Social Cognitive Framework (SCT) to analyze the impact of the different parenting approaches on developmental outcomes. This framework is popular in sociological research and encompasses how social interactions, cognitive processes, and environmental factors impact an individual’s behavior. Developed by Albert Bandura, the SCT contents that behavior is subject to the interaction of these factors. Considering that the study seeks to underscore the impact of different parenting models on children’s developmental outcomes, the SCT can help provide insights into how the three areas interact when addressing the problem.

Using the model to assess the concerns depicted in the research objective will focus on the model’s dimensions. One of the critical applications of the SCT, making it the best candidate for this study, is observational learning. Within this area, the SCT is crucial for assessing how individuals from a target population acquire new behaviors and skills, especially by observing others. This aspect is qualified by the interactions where children interact with their parents and imitate their behavior. Another relevant application of the model in this research encompasses the cognitive application, marked by how cognitive factors interact with environmental stimuli and behavior, consequently leading to specific outcomes.

II. LITERATURE REVIEW

Within the past ten years, researchers have delved into parenting style research to understand the implications of parenting and household structures on children’s behaviors. These studies provide insights into how parental approaches can impact different developmental faculties in children’s developmental process. This section of the paper will employ a thematic approach to analyze the issue. The perspectives conveyed in this section will consequently inform the deductions regarding the impact of communication, structure, and social engagement on the developmental process in children.

A. Impact of Household Communication

Some studies delve into the impact of household communication on children’s outcomes. Cooper and Stewart (2021) conducted research in the backdrop of previous studies revealing that low-income households tend to have lower developmental skills than their peers. In their findings, the researchers noted that household income positively affects the children’s outcomes. Another crucial part of this research is the deduction that the income range is also associated with cognitive, emotional, and socio-behavioral development. Their findings also reveal that household income interacts with some immediate factors that are also interrelated with a child’s self-acceptance, esteem, and self-concept. These areas included maternal health, mental health, parenting roles, and home environment. Cooper and Stewart (2021) conveyed that from a general perspective, children from low-income backgrounds are associated with poor health outcomes.

Furthermore, the findings revealed that the children performed poorly on cognitive, social, and cognitive development tests. Huang et al. (2020) also contribute to this conversation, noting that children’s life quality is a crucial predictor of their behavior. The researchers addressed this concern from the perspective of children diagnosed with dyslexia. One of the key findings they reported was that the quality of the environment in which the children were placed contributed significantly to their outcomes. Based on the outcomes recorded using the Quality-of-Life Scale, the researchers noted a significant interaction between the children’s backgrounds and their socio-cognitive attributes.

In their findings, Schulze and Saalbach (2022) report the interactions between children’s socio-cognitive skills, language acquisition, and pragmatic competencies. Their research is primarily centered on understanding parental socioeconomic status (SES), which they analyzed regarding its influences on children’s practical abilities, such as inferring intentions from relevant implicatures. The researchers found that while socio-cognitive engagement has been overlooked, it plays a vital role towards a child’s communication abilities. Schulze and Saalbach (2022) analyzed this concern compared to the parental educational background, consequently finding that the latter characteristic did not substantially impact the child’s development.

Based on the findings they reported in their article, the researchers further contended that communication is a highly socio-cognitive task. They further found that these characteristics are linked with the child’s outcomes in other areas, including socio-emotional regulation. Choi and Lapierre (2023) also reported similar outcomes, revealing the interactions between parental communication and children’s outcomes. In their investigation, the researchers focused on parental engagement as the core of their research. Their finding reported that a child’s ability to process information, and their mental health, are strongly related to engagement and that the parental role is the main contributor in this development. The research’s key outcome revealed a significant interaction between socio-cognitive skills and children’s mental state communication. The overall perspective of the studies investigating interactions between household communication and children’s outcomes reveals a positive interaction between the two factors.

B. Conceptual Frameworks

Some studies, through conceptual frameworks, provide insights into the nature of the impacts parental modeling has on children’s outcomes. These paradigms are critical in understanding the approaches that can be employed when developing interventions that target the social group. These perspectives conveyed using these concepts are especially vital toward understanding the critical relationships between the structure and relationships at a child-parent level and ways to utilize them in improving children’s developmental milestones and outcomes.

The SCT Framework

The SCT framework is among the mainstream lenses that sociological researchers employ when analyzing behavior in the children population. One of the scholars who studied this model regarding children’s behavior is He et al. (2022). In their research, the scholars sought to understand the interactions between parental perceived social cognitive factors and child objectivity. Their assessment assessed the concerns from the perspective of physical activity behaviors observed in children. Using the SCT framework, the researchers underscored several factors crucial to the interaction. The critical areas highlighted included self-efficacy and goal-setting. In application, the conceptual framework was essential in determining how the environmental, behavioral, and cognitive characteristics contributed to the parent helping the child set goals and understand the outcomes of their behavior.

From such a perspective, using the SCT was equally essential in appreciating the interactions of the child and external characteristics, which also aided in determining the outcomes of their social interactions. Peter et al. (2021) also contributed to using the SCT framework by focusing on how the model is used by evaluating factors that influence children’s prosocial behavior. In their findings, the researchers noted that the nature of interactions. They conveyed that one of the key aspects contributing to children’s attaining knowledge includes what they observe within their respective environments. Based on this point of view, the researchers deduced that role models, including the individuals who interact with them frequently, influence their behavior in many ways.

Bronfenbrenner’s Ecological Systems Theory

Some of the studies that have addressed children’s social, cognitive, and emotional development utilize the Bronfenbrenner Ecological Systems Theory as a model for analyzing children’s social, emotional, and cognitive development. One of the studies that used this paradigm in its assessment was by Crawford (2020). In this study, the researcher sought to underscore the nature of interactions between individuals and other systems, including the environment, and how these attributes influence their lived experiences. In the evaluation, Crawford (2020) suggests using a theoretical model whereby different processes impact and shape human development. Based on his analysis, these attributes can be analyzed from various perspectives, including microsystems, mesosystems, exosystems, chronosystems, and macrosystems.

In application, the researcher contends that the application of the model can be realized in the assessment of biological, psychological, and spiritual attributes that can help analyze the behavior of individuals across all backgrounds. Crawford (2020) contends that Bronfenbrenner’s perspective has played a critical role in understanding the nature-nurture role that many researchers have opted to assess regarding children’s development. Consequently, the input of such models in researching behavior in the children population has resulted in beneficial outcomes, including a comprehensive understanding of how interactions across different settings contribute to various social outcomes.

Antony (2022) also analyzes the input of the Bronfenbrenner Ecological model in assessing concerns related to the child population. More specifically, the research is localized within the understanding of concerns that impact resilience in children, including the nature of relationships associated with household environments. Antony (2022) makes some critical deductions, noting that when individuals experience adversity, some key elements must be present to help them overcome the situation. The core of Antony’s argument in this article was that resilience is a trait that can be taught in childhood. However, interventional input from different stakeholders, including parents and children, is required.

The ecological model can help underscore the key factors related to the issue, including risks and protective elements that can help reduce the likelihood associated with reduced adverse outcomes. The scholar also provides insights into the approaches that can be utilized in enforcing personality traits, consequently ensuring that the individual copes more effectively with the adversities they experience. El Zaatari and Maalouf (2022) also add to this conversation, noting that the Bronfenbrenner can help students develop a sense of belonging. They make this argument from the resilience perspective, noting that the input of ecological elements can help young learners understand how to navigate the challenges they experience within different environments. The researchers also convey that the model can be adopted for school-based interventions that target learners with heightened cognitive and socio-emotional qualities.

Transactional Model of Development

The Transactional Model of Development is popularized in evaluating how individuals continuously interact with their environment. One of the key attributes associated with this model, especially when assessing concerns related to children, is the idea that children are subject to different experiences, which consequently impact their behavior and experiences. Studies using the model in evaluating children’s developmental process have found this helpful paradigm because it can help assess the population’s cognitive, social, and emotional development dimensions. Based on the deductions they reach in these studies, the researchers determine the key concerns that could contribute to positive outcomes in the population.

Kochanova et al. (2022) incorporated the Transactional Model of Development in evaluating the impact of parenting stress and how children internalize and externalize problems. The population of focus for this research was low-income households, which the author notes as essential because longitudinal studies that study interactions between parenting stress and internalizing behaviors are limited. In their findings, Kocahanova et al. (2022) found a significant interaction between parenting stress and internalizing problems, especially in early childhood. They also found a positive interaction between externalizing problems at the adolescent level and parenting stress. Based on these outcomes, they found that the transactional outcomes were more prevalent in the internalizing issues related to early childhood than adolescent groups.

The input of the Transactional Model in this research aided in making relevant deductions concerning the interactions between developmental outcomes in children and desirable outcomes. Roubinov et al. (2022) also contribute to this discussion, noting the use of the Transactional Model in addressing the maternal depressive symptoms that may develop between parent and child in the developmental process. The transactional model in this research was utilized to assess the transactional associations between the parent and child, looking to understand how children internalize problems they experience in early childhood.

C. Gaps in Literature

i. Longitudinal Studies

Some studies provide insights into the gaps in studies encompassing household impacts on childhood development. These perspectives are essential in understanding the current focus in current literature and, more so, approaches to addressing the gaps. Dankiw et al. (2020) conducted a systematic literature review focusing on the impacts of unstructured play on the health of early childhood development. In their evaluation, one of the critical areas they recommend as an essential research focus includes longitudinal studies. They make this recommendation based on the finding that most of the studies conducted in the area are either cross-sectional or retrospective. They recommend conducting longitudinal studies to understand the long-term impacts of social engagement, communication, and structure at a household level. Such a point of focus is essential as it would aid in underpinning children’s cognitive, social, and emotional skills across different developmental stages. Petagna et al. (2023) also addressed the need to conduct longitudinal studies to understand how parental engagement and communication can impact children’s developmental growth in the long term. They suggest the need for this study to develop intervention approaches that can lead to desirable outcomes eventually.

ii. Mediating/Moderating Attributes

Some studies have suggested the need to understand more comprehensively how such aspects as communication, social engagement, and household structures impact development in children. These investigations suggest the need for comprehensive research, citing that the interaction of these attributes is not yet effectively understood. Chen et al. (2023) are one of the studies suggesting the need to evaluate the mediating factors that can help in interacting elements of communication, social engagement, and household structures. From their point of view, the researchers contend that other specific mechanisms also impact the interactions. Some of the mediating factors that the researchers suggest as potential areas of interest include parenting styles and child temperament, which, based on the findings, can impact the individuals’ cognitive development. Tang et al. (2023) also contributes to this discussion, noting the need to analyze such attributes as parental mental health, which they suggest is a potential area to explore to develop a more comprehensive understanding of factors that impact children’s cognitive development. They indicate that parental mental health can affect a child’s understanding and interaction with others. Groeniger et al. (2023) suggest the need to assess the socioeconomic status related to the child’s background to understand the cognitive development aspects related to individuals. They recommend evaluating parental background in how children navigate emotions and other issues that they experience within their environment.

iii. Intervention Modeling

Some studies cover the issue of childhood development, looking to underscore the intervention approaches that could help address the concerns that undermine the developmental process. One of the consensuses, evidenced by these studies, is the need to develop better interventions that can help improve children’s developmental process. For instance, Benvenutti et al. (2023) addresses the use of technology in changing children’s behavior. Based on their recommendations, they suggest the need to establish better approaches that can mitigate developmental challenges. They suggest using recent technology to provide insights into the problems, leading to desirable solutions. Kulasinghe et al. (2023) recommend implementing psychological models to help improve the relationship between mother and child. They suggest that the best approach to realizing this goal is to assess previous models and develop integrated strategies that could improve the population’s social outcomes.

D. Parental Models

Some studies focus on the specific parental models, providing insights into how these approaches can be used to impact children’s behavior. These approaches include authoritative, authoritarian, permissive, and uninvolved. These perspectives are vital in understanding the strategies that can help develop interventions to improve cognitive, social, and emotional development.

Authoritative Parenting

Yaffe (2023) analyzed authoritative parenting, noting that in modern times, parenting techniques are becoming increasingly democratic. In this study, the researchers evaluated the effectiveness of authoritative parenting in Western families using the Parental Authority Questionnaire. In their findings, the researchers reported that authoritative parenting was the preferred style as the sample reported. This outcome was reported across all the racial demographics engaged in the research process, including Jewish, Arab, and Bedouin. The researchers also note that the input of this parenting technique had some notable dynamics.

The preferred parenting style differed based on aspects of the child’s gender and parental level of education. The outcome of this research generated a more authoritative parenting style than the non-authoritative model, concluding that the parents preferred the latter model in nurturing their children’s development. In this study, the researchers found an interaction between parenting styles and Big Personality traits. While they noted that several gaps exist in the literature, the researchers contended that authoritative parenting was associated with developing neuroticism qualities such as emotional stability, moodiness, and irritability. Based on this perspective, they attribute authoritative parenting to emotional concerns that can consequently hinder optimal development in children.

Authoritarian Parenting

Vasiou et al. (2023) evaluated the impacts of authoritarian parenting, noting how this model relates to different phases of child development. In the analysis, the researchers advocated for using an integrated parenting model that aligned with the specific characteristics of the child. One of the key considerations in their study was the role of authoritarian parenting, to which they remarked that such attributes do not characterize it as parental responsiveness and emotional availability. Their findings also deduced that one of the outcomes associated with the model was that it limits independence in children. They also advocated using an integrated rather than authoritarian parenting model as this framework was related to such attributes as valuing blind obedience, which can negatively affect the child’s developmental process.

Permissive Parenting

Based on the finding reported by Ali et al. (2023) provide comprehensive insights regarding permissive parenting, there are several attributes associated with the approach. One of their key contentions they make is that permissive parenting is associated with academic performance outcomes. Most of the parents who employ this type of parenting are guided with the need to improve their children’s outcomes. Ali et al. (2023) reported that the main goal reported by the parents who used the parenting technique was to improve their children’s performance. The key attributes associated with the parenting model include limited parental guidance, and impulsive qualities in children.

Uninvolved Parenting

Lanjekar et al. (2022) evaluated the input of the uninvolved parenting method on children’s outcomes. Based on their assessment, good parenting should meet the child’s needs and, more so, change from generation to generation. In their evaluation of what uninvolved parenting comprises, the researchers noted that it relates to certain qualities, including less interaction between the parents and children. Additionally, they remarked that this parenting model is associated with specific cognition of the parent, which is that the parent administers an approach where they do not want to bother the child and wants them to make their own decisions, as they are engaged with other concerns that they feel are more engaging.

Consequently, Lanjekar et al. (2022) found that some of the qualities in children’s cognitive development associated with the parenting model include such qualities as impulsive behavior and self-regulation, which implies that they are less likely to take instructions from anyone. Wang (2023) also contributed to this subject area, noting that the parenting approach is the least desirable as it compromises the relationship between the parent. The approach is associated with children developing the least desirable behavior as the environmental factors contribute more significantly to the child’s developmental processes. Consequently, the parenting model is attributed to adverse outcomes, especially regarding how children process and interact with other factors within their environment.

Summary

The literature underpins some of the critical perspectives related to the developmental processes in children. These studies reveal a significant relationship between household communication and children’s developmental process. Some of these studies focus on conceptual frameworks, including SCT, the Transactional Model of Development, and Bronfenbrenner’s Ecological Systems Theory, which help understand how to approach the subject more comprehensively. Some articles encompass different parenting styles, providing insights into the techniques’ pros and cons. The studies also reveal literature gaps, including the need to conduct longitudinal studies, mediating factors, and intervention models that could lead to desired outcomes in the population.

III. METHODOLOGY

Introduction

This study aims to prove that a child raised in a household with less communication, structure, and social engagement demonstrate the least social, cognitive, and emotional development. Based on this goal, it is imperative to ensure that the study employs an appropriate methodology to help underscore all the relevant ideas, concepts, and ideas related to the subject area. Considering what this approach seeks to accomplish, the most preferred approach to take in the assessment is the qualitative method. Tenny et al. (2022) provide insights into what a qualitative study comprises and the advantages of using the approach in research. More specifically, the author suggests that the approach is used to explore and provide deeper insights into real-world problems. An essential area where the approach finds its usefulness includes the generation of hypotheses by assessing participants’ experiences, perceptions, and behavior (Tenny, 2022). In the research looking to evaluate the ethnography of childhood development, there is a need to assess aspects of behavior, both from the child and parental perspective, consequently helping to develop relevant deductions about the interactions. Tenny (2022) further makes the specification, noting that qualitative research is essential as it can help answer the how and why related to the phenomenon of interest. When applied to the ethnography of childhood development, the qualitative approach would answer how parenting models impact childhood development and why these changes lead to the noted outcomes.

More specifically, the qualitative study will use document analysis. This approach entails assessing different types of documents to analyze information and, consequently, using them to arrive at relevant deductions regarding the subject area. Certain types of documents can be employed in the evaluation when employing this technique in assessments. These materials include texts, reports, letters, newspapers, organizational records, policies, and other types of records that can be analyzed systematically to arrive at relevant deductions and conclusions about the topic area of interest.

Selection of Documents

The study will employ children’s records at a daycare regarding this topic. These records include developmental milestone forms, notes, and journals regarding the developmental aspects of the children. The evaluation will use a random number generator to sample 50 files from 148 files on the daycare’s children. These records will be entered in an Excel spreadsheet, incorporating the children’s unique identifiers. These records will include such attributes as the children’s age, race, caregiver marital status, parenting style, cognitive, social and emotional development, and behaviors. As part of the inclusion criteria, the study will utilize my observational records that I have recorded. This approach is meant to ensure familiarization with the key concerns that impact the children’s cognitive development and, more so, the ability to derive the deductions from an informed point of view.

Familiarization with the Documents

Because of the need for a concise assessment of the documents, it is integral to adopt steps to ensure better familiarization. The first step of this approach will include going through the documents available at the daycare and shortlisting the ones I recorded. Therefore, I will review and read them, noting the information that can help in the research, and, more so, the ones that can be assessed and interpreted. The documents stored at the daycare include registration, attendance, medical, permissions, developmental observation notes, communication logs, incident reports, authorization forms, parent communication records, and milestone charting. For this research, the documents analyzed and shortlisted for the assessment included the developmental evaluation, observational notes, and learning journal. These records contain relevant developmental information, including the children’s cognitive, social, and emotional progress; as well as behavior issues.

After collecting the information, the next step was to annotate the notes in ways that are relevant to the research and could help arrive at meaningful deductions on the impacts that social engagement, communication, and social structure have on the child’s cognitive, social, and emotional development. At this stage of the evaluation, the primary objective was to derive the first impression of the information, noting how it applies in underscoring the interactions between the factors to be explored. The notes that will be taken at this point will comprise mainly the specific child’s thoughts, reactions, and observations. It will also include identifying notable patterns and recurring themes throughout the documents. This will consist of noting specific terminology related to the explored area.

Developing a Coding Scheme and Extraction

The document analysis approach employed a coding scheme method for the data evaluation. One fundamental approach in this regard included identifying the key themes from the daycare records. The themes will consist of the types of variables that will be analyzed. These will include both word and sentence forms. The codes assessed include types of behaviors, parenting, cognitive change, social skills, and intervention. The next step will consist of establishing coding categories, reviewing the data compiled, and identifying the key themes and concepts that emerge from the compiled data. A systematic data extraction approach was employed to outline and establish the specific data points to extract the information from the documents. Nonetheless, the extraction was also undertaken based on a predetermined dataset in the data extraction plan. A standardized process was also relevant, addressing all the elements that qualify as ambiguous or unclear. Once the relevant information is extracted from the documents, the following process includes categorizing the information in codes.

Data Analysis

The data analysis will include evaluating the trends and patterns emerging from the data frame. This will consist of a thematic analysis, which includes evaluating the coded data to create meaning. Part of this assessment will evaluate the frequency of these codes across the existing code categories to determine the nature of the relationship, including the interaction between the types of behavior and parenting styles. The approach also includes an in-depth exploration of the underlying meanings in the trends, which will be assessed based on the research objectives.

Part of the analysis process will consist of comparing information from the documents encompassing the children’s observational data and evaluating them based on previous literature findings. This assessment approach aided in identifying some critical points of analysis, including the variations, content, and perspectives related to the information. The approach will also help in the triangulation approach, corroborating the findings deduced from the patterns of the data frame with those incorporated in the secondary literature consulted for the analysis. It was also essential to conduct a contextual analysis, considering some perspectives relayed in the records, including their interaction with the secondary documents. This assessment included evaluating the specific aspects of parenting culture and situations in which the parenting methods were employed. Finally, the analysis assessed the possible anomalies and contradictions that might lead to ineffective conclusions regarding the subject matter. The approach included identifying possible discrepancies, including the underlying assumptions that could help interpret the information.

IV. FINDINGS

In employing the document analysis to evaluate the impacts of household communication, social engagement, and structure, the study intended to assess how these attributes impacted children’s cognitive, social, and emotional development. These findings, conveying the emerging themes and patterns provide comprehensive insights on how the variable interact. Furthermore, these interactions are essential in establishing that the realization of optimal childhood outcomes depends on several factors. When implementing intervention models, teaching development skills, and imparting these values to the children to improve their problematic behaviors is integral. Overall, these findings reveal these interactions, including the suggestions on approaching situations where children are exposed to factors that hinder optimal growth and limit their social, emotional, and cognitive development.

A. Social Limitation and Social Intervention Codes

When assessing the patterns emerging from the data frame, one critical pattern identified was intellectual limitations, thinking and reasoning. Under this category, the key aspects of interactions were evident in the parental approaches the children’s parents employed and the outcomes noted, especially in their developmental characteristics. For instance, across the group of the 50 children whose data was assessed, the children subjected to the authoritarian parenting model conveyed lower levels of verbal communication, a more limited vocabulary, and less reasoning skills; as they interacted much less with the other children and were not actively using their words to communicate and were more aggressive in their physical interactions with their peers. Nonetheless, in this category of children, some key observations also included that the authoritarian parenting style children had a higher degree of sustained attention, auditory processing, and short-term memory, as they are subjected to a parenting model that exerts high expectations. These expectations are substantial when it comes to academics, and therefore having the ability to remember information is crucial to the child’s feelings of acceptance by their parent. Based on their developmental records, it was observed that the children exhibited limited social skills, considering the number of interactions they had with other students. Based on these outcomes, some approaches can be used to teach the children to help improve their problematic behaviors. This population’s problematic behavior includes the lack of social interaction and their inability to realize emotional regulations.

Some interventions were underscored as necessary for this population. One of these interventions includes greater interaction with peers in an engaging activity with supervision, and one on one activities with a peer to improve their level of verbal interactions and emotion regulating. For instance, engaging them in a similar activity would require them to share ideas and solve problems together. Furthermore, because of the limited emotional regulation, children in this category require affirmation to understand what qualifies as positive or negative behavior. Therefore, in undoing the impacts of authoritarian parenting, one of the key intervention approaches is to praise the children, especially when interacting with other kids. The approach affirms to them that social engagement with others is a positive action; thus, they are encouraged to partake in it more frequently. It is also essential to improve concerns related to social interactions. For instance, informing them to maintain eye contact enforces social skills. It helps them to avert the meekness that is imposed by the parenting model and the lack of social engagement related to their household backgrounds. Lastly, regarding the social intervention approach, the students within this code category must be placed in a leadership position to guide the group on an activity. This aspect ensures that they build self-esteem, develop social skills, and learn the ability to interact more effectively with others.

B. High-Level Interaction/Engagement and Poor Cognition/Emotional Regulation

The analysis of some documents unveiled that some of the research participants (daycare children) were associated with high-levels of family interaction and engagement. These attributes were evident in the children whose parents used the authoritative parenting model to guide their child’s behavior. Some of the critical perspectives identified under this code included stronger verbal communication, and proper language use. Furthermore, while these children are more emotionally and physically sheltered, it is done to a healthy extent for the child’s emotional regulation and mental well-being. Other relevant aspects covered in this section of the code include parent-child interactions in such activities as traveling, learning about new cultures, hugging, singing and listening to music together, as well as reading books together.

The authoritative model contributes to children who are highly engaging and active. This attribute is evidenced by the child’s passion for outdoor activities and participation in such activities as arts and crafts, reading, and pretend play. Nonetheless, this parenting style involves a lot of calm communication, negotiation, and parental modeling, which can be challenging for parents short on time or patience. Under this code, some developmental skills are vital, especially in ensuring that the child develops in an all-rounded way. Based on the characteristics associated with the child population and authoritative parenting style, some problem attributes, and behaviors to be addressed included poor problem-solving abilities, limited attention span, and impaired executive functioning skills. Under this category, some of the interventions employed in improving the lacking areas included engaging the child in problem-solving tasks that force them to think critically, consequently aiding them to develop higher cognitive abilities. The daycare provider also would use a reward system for completing tasks and overly praise when the child is able to regulate their own emotions. This approach is possible considering that students already possess practical communication skills that can help follow instructions.

C. Lack of Boundaries and Limited Interactions

Under this theme, one of the critical patterns noted included characteristics associated with the uninvolved parenting, whereby the child is subjected to a condition with no structure, boundaries, or limits. Furthermore, the problematic behaviors underscored in this criterion include the lack of parental interaction. Some behaviors to be addressed under this criterion include being unruly, disrespectful, and inability to follow instructions. Furthermore, some of the behaviors underscored included the potential for feelings of self-entitlement and narcissism. Based on the observational notes report under this category, some of the concerns presented by the parents included transitioning problems whereby the children become increasingly problematic in following any instruction within the home, tantrums, screaming and noncompliance of any request made of them.

The solution recommended for the children under this category comprises more specific approaches that can improve the nature of parental-child interactions, and more so, the approaches that can be used to address the behavioral red flags. The first consideration is establishing and enforcing a structure within the home using the behavioral approach, which rewards and praises positive behavior and is unaccepting of negative behavior. Furthermore, developing a scheduled routine would instill the need for boundaries, structure, listening, and compliance. Ensuring that the environment is structured, nurturing, loving, and includes specific activities that help create the interaction between the child and parent is also an essential intervention in ensuring the child forms positive relationships and bonds with other people. It was also suggested to the parents by the provider that they also find silly things to laugh about with their child. Psychologists tell us that laughter helps children to make sense of their world and enjoy life. It promotes sociability, empathy, self-esteem and problem solving. Laughter balances the left and right side of the brain encouraging clarity, creativity and assists the growing of intelligence. Laughter’s ability to diffuse stress is just one of many reasons why it’s a critical part of a child’s development. Having a sense of humor plays an important role in developing self-esteem, learning to problem solve, and honing social skills. Another benefit is that humor helps children develop creativity because it teaches them to look at things from an unusual perspective other than the most obvious.

D. Low Demand and Responsiveness

The observational and developmental notes assessed made some notable deductions encompassing the permissive parenting model, also referred to as “free-range parenting”. Other characteristics that were identified under these codes included loving and caring, evident from how parents who use this model in shaping their children behavior tend to convey a nurturing behavior. Furthermore, this parenting model is also associated with other characteristics, including the sense of warmth, and averting the need to impose limits on the child. The observational notes also revealed from the parents’ perspective that children who live unstructured, are not subjected to any forms of limit, and more so, that the parents are reluctant to keep the children under any form of “control”. The parents believe that the best outcomes for their children can only be realized by creating an emotionally stable environment for them and that means allowing them the freedom to freely explore their world, to not have chores, and to be free to express their emotions in any form.

Under the low responsiveness and low demand code, specific attributes emerge as problematic behavior that requires addressing. Some of these attributes include children exhibiting a lack of manners and responsibility for their actions. Permissive parenting does not include any forms of boundaries, which implies that the child might indulge in unruly behavior without the fear of having negative repercussions for their actions. The risk exposure that can be so beneficial for children’s learning may also increase the chance that they’ll encounter genuine harm. Permissive parents who failed to implement certain restrictions also did not teach the child to respect themselves and others, which was negatively impacting the way they interacted with teachers, peers, and authoritative figures. Consequently, based on these observations, the improvement in the children’s developmental qualities requires the input of some skills that can aid in them realizing optimal development across the social, emotional, and cognitive faculties. These approaches include imposing some boundaries and providing the parents and child with insights on the benefits of complying with them. Setting rules for the child to follow, and explaining to the parents how rules and limits are necessary for helping children understand expectations and how to behave appropriately in various settings. It is necessary for the parents to really understand that a child raised by permissive and indulgent parents may have difficulty controlling their behavior and respond negatively to rules. They may act out at school or engage in delinquent activities. Additionally, children of permissive parents have a tendency to be more open to substance or alcohol experimentation. The provider educating the parents on how some boundaries are actually creating the healthy home environment they want for their child was the main intervention that the daycare provider listed.

V. DISCUSSION

The findings of this research revealed significant interactions between parenting and children’s developmental process. Through the parenting styles, it was evident that children’s behavior can vary in significant ways. This section of the paper will comprise a more comprehensive interpretation of these results, noting how the deductions in the codes intersect with other ideas conveyed in the literature review. Furthermore, the deductions made in this section will align with the objectives the study sought to address.

To recap the findings expressed in the previous chapter, the parenting techniques employed in nurturing children contribute to the outcomes they convey. In many ways, these outcomes can include positive or negative behaviors and require interventions that address the lacking aspects to ensure that the child develops in an all-rounded way. The first code encompasses authoritarian parenting. One of the critical attributes reported is high expectations, high demands, and low responsiveness, which also characterize it. From the perspective of such psychologists as Diana Baumrind, the input of this parenting style can have dire impacts on a child’s growth, especially considering some of its associated attributes. One key aspect of the parenting model is the limited feedback and nurturing.

Furthermore, based on the research conducted on the parenting models, one of the key considerations is that mistakes are punished harshly. Some of these perspectives convey that feedback is often negative when given in such parenting. These perspectives are equally valuable in underscoring why some parents convey preference for the authoritarian parenting style. Because of the negative implications associated with the model, it is integral to understand the full implications associated with a parenting style. Such understanding would provide comprehensive insights into the best approaches to integrate parenting intervention.

In some studies, the parenting model has been criticized and associated with other parenting approaches, including the Chinese parenting style, which is also characterized by certain qualities associated with authoritarian parenting. These characteristics include a high degree of parenting style, a vital part of the Chinese parenting model. Some key attributes related to the model include strict rules enforcement, high standards, and punishment. With such perspectives, it is also evident that the type of parenting is related to the different parenting styles in many ways. Some researchers associate the parenting style with the gentle parenting model, which also falls within the authoritative parenting category. However, compared to the other models, the gentle parenting style is associated with some characteristics, including empathy, respect, understanding, and clear boundaries. Based on how these attributes interact with psychological and physiological outcomes, it is possible to underscore the best methods parents could adopt to ensure that their children develop across all four domains.

One of the best approaches that could be used in addressing concerns related to parenting and children’s social outcomes is cross-cultural models. The studies incorporated in the review reveal that within diverse setups, the goals and social outcomes related to the children population can be equally broad. This consideration implies the need to adopt interventions that target desirable outcomes relative to the specific social contexts. Using the cross-cultural approach can help interventionists determine how best to approach concerns related to children’s social, cognitive, and emotional functionalities. However, the adoption of these strategies can also be achieved within specific social contexts, especially when employed in homogeneous populations. Such instances require employment of specific cultural lenses that can guide the interventionist on the best qualities associated with the children population. However, for such interventions to work effectively, it is integral that the social worker has the relevant competency that could enable them interact with individuals from different social contexts. While this concern is among the key challenges reported in working with children from different demographics, social workers could adopt existing models that guide them on how to approach children development from a cultural level and provide the best solutions that can help the child realize the best outcomes across the social, cognitive, and emotional domains.

Based on the evaluation of the codes, the permissive parenting model can be associated with different parenting aspects. Considering the perspectives conveyed, some attributes relate to the parenting style. Some of these elements include responsibilities, freedoms, limits, and affection. Based on these considerations, it is possible to underscore some key pros and cons related to different parenting styles. One of the critical challenges associated with the parenting model is limited rules and disciplines that can lead to unhealthy habits and affect sleeping patterns. These perspectives align with some of the literature associating this type of parenting with such aspects as health problems, sleeping patterns, and unhealthy eating habits. Based on these considerations, some recommendations for addressing the habit include approaches that can effectively impose self-control and regulation on the children.

Based on the considerations related to the parenting model explored, one of the critical areas of inquiry that remains unanswered encompasses the best parenting model to consider. The answer to this question is underlying the determination of how these models impact or undermine children’s growth. One of these perspectives contends that because all families are unique, ensuring that the best parenting models are chosen based on their unique characteristics is integral. It is essential to consider the children’s ability to make decisions and whether adequate structures could facilitate their ability to make decisions that are beneficial to their wellbeing and others related to them. Besides, these perspectives convey that parenting techniques differ based on what a culture advocates. The proponents of this perspective reveal that concerns associated with one culture might be non-existent in another. Therefore, when adopting a parental technique, it is integral to ensure that the solution also aligns with the culture in which it is adopted.

Adopting therapeutic approaches is the best approach that can help address concerns related to developmental domains in children. Because of the rewards and challenges related to parenting models, it is integral for parents to consider approaches that could afford them support along the way. These aspects are however acceptable at a cultural level, they might impose adverse outcomes. Therefore, while being administered at a cultural level, it is integral that the administration is done sparingly and with consideration for the desired outcomes.

While the study effectively underscored the interactions associated with different households and parenting models, there were some limitations that should be considered in future studies. One of these limitations included the sampling process utilized in the study. While the sample included children in the daycare, several attributes might have contributed to the parenting style used. Furthermore, a key assumption incorporated into this research was the use of different parenting methods depending on the children’s cultural backgrounds. These aspects could be qualified as the confounding variables, which could impact the interactions between parenting styles and child outcomes. Based on the perspectives covered in previous studies, some of the key considerations that should be put into consideration include the socioeconomic status, family structure, and parental mental health. In future studies, it is integral that researchers analyze the impact of these confounding variables in ways that could help improve children’s outcomes.

Furthermore, there are some predispositions associated with children’s developmental processes. These attributes should comprise a vital part of the parenting interventions. Another possible limitation of the research process included the generalizability of the findings. Considering the students’ diverse backgrounds, including the key factors that impacted their developmental outcomes, it was challenging to achieve generalizability in the results. Based on this consideration, it is integral to ensure that parenting norms and practices are considered in future research. The contexts associated with the background of the sample could ensure that the outcomes are better generalizable and can be used in developing interventions.

VI. CONCLUSION

In summary, this research reveals that in households with limited structures, social engagement, and communication, children are likely to depict limitations in their developmental faculties. Based on the social outcomes reported in children admitted to daycare, some notable outcomes were evident based on the type of parenting employed in the population. The study reveals the essentiality of the home environment and the need to develop optimal conditions that support children’s developmental process. The input of parenting methods, including authoritarian, authoritative, permissive, and uninvolved, have distinct impacts on children’s outcomes. When choosing the best model to adopt in raising children, there are several considerations, including developmental goals and contexts. The parenting model choice can also be influenced by such attributes as a culture that can normalize such elements as punishment. Through the input of the SCT model, the research revealed that the nature of interactions between parents and children contributes to different outcomes.

Based on the recommendations developed from the model, it is integral to find approaches that could help improve the environmental structure and contexts in ways that allow a more effective developmental process. The input from the findings, combined with the literature review, also reviews some approaches that could help improve parenting styles, consequently improving the social outcomes associated with the children’s population. While every parenting style has strengths and weaknesses, the best approach to address the limitations is integrating the vital attributes within the parenting models to realize the best outcomes. Nonetheless, when partaking in interventions targeting children’s developmental output across the faculties, it is integral to consider several factors, including culture, and ensure that the intervention complies with all the relevant attributes related to targeted developmental outcomes. In light with future research, it is imperative to conduct studies that are more population-focused. This aspect emerges as highly relevant considering the dynamics of parenting styles, and more so, the specific expectations associated with the models. Taking such aspect into consideration can help in developing new models or improving the existing ones, consequently underscoring how they can be adopted across different households. It is also imperative to develop approaches that can help assess existing challenges, including the misconceptions associated with household environments and parental roles. This approach could include the comprehensive assessments of current approaches, and through integrated research, finding more solutions in terms of the precise impacts on the children’s developmental faculties.

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