Impact of parenting styles on preschoolers’ behaviors

Abstract

In this editorial, I comment on the article “Association of preschool children behavior and emotional problems with the parenting behavior of both parents” which was published in the latest issue of “World Journal of Clinical Cases” that demonstrates the prevalence of behavioral disorders in preschool children. Therefore I am focused on parenting which is the most effective factor shown to affect the development and continuity of these behaviors. The management of child behavior problems is crucial. Children in early ages, especially preschoolers who are in the first 5 years of life, are influenced by dramatic changes in various aspects of development, such as social, emotional, and physical. Also, children experience many changes linked to different developmental tasks, such as discovering themselves, getting new friendships, and adapting to a new environment. In this period, parents have a critical role in supporting child development. If parents do not manage and overcome their child’s misbehavior, it could be transformed into psychosocial problems in adulthood. Parenting is the most powerful predictor in the social development of preschool children. Several studies have shown that to reduce the child’s emotional and behavioral problems, a warm relationship between parents and children is needed. In addition, recent studies have demonstrated significant relationships between family regulation factors and parenting, as well as with child behaviors.

Key Words: Behavioral problems, Children, Emotional problems, Parenting style, Preschool

Core Tip: Positive supporting behavior of parents towards their children is associated with children's increased prosocial behaviors. Conversely authoritative, coercive and permissive behavior styles are shown to be related to increased hyperactivity, conduct problems and emotional maladjustment of preschoolers.

INTRODUCTION

Preschool children are in a critical period of their lives related to developing socio-emotional behaviors[1,2]. Parenting style is the first effective factor in physical, social, emotional, motor, and cognitive development[3-5]. There is great evidence that parenting behavior is a significant risk factor for children's functioning and has been linked with children's misbehaviors[6-8]. The vast majority of studies have focused on parental anxiety and lack of parental social support, which have been linked with children’s functioning and development[4,5,6].

Parent psychopathology is also a predictive factor in children’s behavioral and emotional problems[8]. For example, parents may have symptoms of psychopathology, may be less available or skilled at caretaking, may have difficulty facilitating children's activities, or may have difficulty in the relationship with their children. This situation may lead children to misbehave in their social life. The findings of many studies have linked the authoritarian behavior of the father to depression and emotional behavioral problems in children, while the authoritarian style of motherhood has been linked to anxiety, depression, as well as behavioral and emotional disorders[4,9]. In addition, having an authoritarian parenting style in relationships contributes to an antisocial, deviant, or delinquent personality in adolescence for children[10]. Although negative parental behavior negatively affects child development, positive parental support has such positive effects on and special importance for a child's social and emotional growth and has the potential to avoid emotional and behavioral difficulties[11]. For example, positive parenting behaviors and positive support in relationships and engagement in activities, such as play and learning with the child, are key elements for desired changes in child behaviors[12].

To prevent the development of behavioral disorders, modifiable factors and increased symptoms need to be identified at early ages. Also, permissive parenting style has been associated with problem behaviors, social skills, and school misconduct[13]. Furthermore, emotional and social misbehavior are found to predict anxiety, recurrent depression, and attempted suicide in adolescents[14].

Uninvolved, oppressive, and permissive maternal or paternal behaviors are one of the reasons for reduced positive interactions with children[15]. When these dysfunctional interactions are repeated, strengthened aversive behaviors and increased behavior problems often occur. Preschoolers are susceptible to the family environment to such an extent that they mirror their parents in their interactions. Studies have shown that systematic changes in parenting behaviors, such as close and warm communication, and requesting instead of ordering can lessen the frequency of a child's conduct disorder[14,16]. In addition, understanding and assessing the role of parenting style in children’s development can also be further advanced by building a stronger knowledge base regarding the role of parents in preschoolers’ development.

CHARACTERISTICS AND OUTCOMES OF THE MOST COMMON BEHAVIORAL DISORDERS OF PRESCHOOLERS

Anxiety disorder

Characterized by a lack of overcoming the fears and worries that are typical[17]. If this fear interferes with the activities or relationships at school, home, or in the social environment, an anxiety disorder can be diagnosed.

Depression

Defined as feeling persistent sadness and hopelessness in daily life[18]. If the child has changes in sleeping or eating patterns or does not enjoy fun activities, depression disorder may be diagnosed.

Childhood oppositional defiant disorder

Characterized by an angry or argumentative mood and/or vindictiveness[18]. Children with oppositional defiant disorder (ODD) often argue with their parents, refuse to comply with their requests, and intentionally annoy others. A high level of ODD symptoms in preschoolers has been examined[18,19].

Attention deficit/hyperactivity disorder

Characterized by inattention and hyperactivity-impulsivity that interfere with functioning. It is one of the most common psychiatric disorders in preschoolers[18]. The typical symptom of attention deficit/hyperactivity disorder (ADHD) is having difficulty sustaining focus both at home/school or in the social environment. The child has excessive motor activity and/or talkativeness, in addition to having actions without forethought[19].

Conduct disorder

Is a prevalent chronic developmental disorder of childhood that is characterized by iterative and persistent behaviors in which the rights of others are violated[14]. At the same time, conduct disorder (CD) involves behavior one would consider cruel to animals[20]. Studies have shown that this kind of cruel behavior, albeit not so common in preschoolers, is possible[18].

Previous studies have shown that the disorders mentioned above are normative and common among preschool children[18,21]. These studies involving children with behavioral disorders have demonstrated a lesser degree of parental warmth and a higher degree of parental depression, anxiety, and stress. In addition, a considerable amount of research links parenting with behavioral disorders in preschoolers[14,22-24].

The present study focuses on the effects of parenting styles on the behavioral problems of preschoolers[23]. The study was conducted in seven kindergartens in Ma’anshan city from October 2017 to May 2018. Data was collected with the “Children’s Strength and Difficulties Questionnaire”[25], and 2253 valid responses were received from parents. The study concluded that parenting styles were closely related to children's behavioral and emotional problems. Findings showed that high levels of mother and father support and participation were inversely related to abnormal children conduct problems. This conclusion is in line with previous studies[14,22,24,26,27]. One study in literature revealed that some parental characteristics and styles, such as permissive, negligent, authoritarian, and inconsistent/harsh/punitive discipline, were considered to increase the risk for emotional and behavioral problems in children[22]. Conversely, in a previous study, Haslam et al[24] explained that parenting styles with cultural values impacted child development rather than parenting characteristics alone. The same parenting styles may have differential effects on child development depending on the socio-cultural context. The authors pointed out that authoritative parenting and permissive behaviors of parents may not be suitable in individualist cultures but it is suitable in collectivist cultures that promote interdependence and obedience. The differences in these studies may stem from the design and the related factors. In addition, the growing child is constantly affected not only by parenting but also several factors in the environment.

Another study showed suggestive evidence of the bidirectional effects that parenting has on child misbehaviors and that child misbehavior may affect parenting[27]. In addition, they found that more authoritarian, overprotective, and permissive parenting behaviors are related to greater child behavioral disorders, such as ADHD, ODD, and CD. At early ages, child misbehavior predicted greater paternal authoritarian parenting.

In detail, the authors emphasized that the effects of parenting also varied according to age levels. These results supported the findings of the main study that was conducted by Wang et al[23]. It showed evidence that maternal and paternal coercion/hostility and authoritativeness were related to conduct problems, hyperactivity, and peer communication problems. In contrast, there are supportive studies on reciprocal relations that focus on parenting and child misbehaviors, like the one by Allman et al[27].

In existing literature, there is growing evidence for the hereditary role in the development of prosocial behaviors and conduct problems in children[28-30]. It is of course possible that genetic influences are one of the reasons for the maturing basis for behavioral problems that endure throughout childhood.

Studies are clearly demonstrating that parenting that contributes to maladaptive child development constitutes both the absence of positive and supportive parenting behaviors. In a parent-child relationship, the child experiences the most immediate influences. In conclusion, parenting always impacts children’s adjustment.

CLINICAL IMPLICATIONS

Effective and supportive practices in child-parent relationships are positively associated with normal development for preschoolers. Parenting is shown as the first predictive factor in reducing prosocial behavior problems in children at early ages, and research suggests that behavioral and emotional disorders emerge in early childhood.

CONCLUSION

Concerning the findings, studies suggest that positive parenting styles are related to emotional and behavioral disorders. Future research can seek to indicate the effective factors on children's misbehavior and development. Also, more intervention research is needed to explore the impacts of parenting on children's misbehaviors.

ACKNOWLEDGEMENTS

Thanks to the authors of the main study who are focused on parenting style and preschoolers' behavioral problems and give an opportunity to me to comment on this issue.