1. Parenting

2. Parenting Styles Authoritarian: parents attempt to control, shape and evaluate the behavior and attitudes of children in accordance with a set code of conduct Democratic/Authoritative: adolescents participate in the decisions affecting their lives Permissive/Laissez-faire: children have the final say; parents are less controlling and have a non- punishing, accepting attitude toward children. Uninvolved parents: egocentric in childrearing, uncommitted to the role of a parent and distant from their children.

3. StyleEmotional Involvement AuthorityAutonomy Authoritative Parent is warm, attentive and sensitive to child’s needs and interests Parent makes reasonable demands for the child’s maturity level; explains/ enforces rules Parent permits child to make decisions in accord with developmental readiness Authoritarian Parent is cold and rejecting; frequently degrades the child Parent is highly demanding; may use coercion by yelling commanding, criticizing and reliance on punishment Parent makes most decisions for the child; rarely listens to child’s viewpoint Permissive Parent is warm but may spoil the child Parent makes few or no demands-often out of misplaced concern for child’s self esteem Parent permits child to make decisions before the child is ready Uninvolved Parent is emotionally detached, withdrawn and inattentive Parent makes few of no demands-often lacking in interest or expectations for the child Parent is indifferent to child’s decisions and point of view.

4. Other factors, such as genetic tendencies, poverty, and sociohistorical circumstances Children’s lack of self-control Permissive parenting Children’s lack of self-control Permissive parenting Permissive parenting Children’s lack of self-control and causes both cause causes Observed correlation: as permissive parenting increases, children’s self-control decreases Figure 2.9 Possible Explanations for Correlational Data

6. Attachment Theory Imprinting: a sudden, biologically primed form of attachment displayed by newborn animals when they encounter new stimuli in their environment (Lorenz’s goslings) Humans: about 6 months of age, after object permanence is learned. Attachment refers to the strong emotional bond that develops between children and their primary caregivers –Indiscriminate Attachment Behavior: newborns cry and smile toward everyone, eliciting care –Discriminate Attachment Behavior: 3 mos.+ infants direct their attachment toward familiar caregivers –Specific Attachment Behavior: 7-8 mos. Meaningful attachment is formed; caregiver is a secure base from which to explore

7. Attachment Theory: Harry Harlow Monkeys raised with two artificial mothers. Frightened or stressed: preferred the cloth mother Demonstrated the importance of physical comfort in the formation of attachment.

8. Attachment Theory: Mary Ainsworth Placed human infants into novel situations. Observed infant reaction when their parents left them alone for a short period of time. Secure attachment (66%): explored the novel environment while parents were present, are distressed when they leave, come to parents when they return Avoidant attachment (21%): resist being held, will explore the novel environment, do not return to parents for comfort when they return Anxious/Ambivalent attachment (12 %): show extreme stress when parents leave, but resist being comforted when they return

9. Anxiety caused by Attachments Stranger Anxiety: distress over contact with unfamiliar people –Begins: 6-7 mos –Ends: 18 mos Separation Anxiety: distress over being separated from a primary caregiver –Begins: 12-16 mos –Ends: 2-3 years

10. Attachment Deprivation Being raised without a secure attachment to a real, interactive caregiver produces long-term social impairment. Victor, the wild boy of Aveyron vs. Czechoslovakian Twins

11. Child-Care Controversy Stay-at-home care vs. Daycare National Institute of Child Health and Human Development Early Child Care Research Network’s 2007 Study –1,400 American children studied from birth –High-quality ‘daycare’ vs. parental care High quality: stimulating environment, low staff turnover, low child to caregiver ratio Results Attachment: not disrupted by daycare, even when they attended for many hours per week; compounding negative factors (low SES, insensitive parents) increased the risk of insecure attachment Social Behavior: virtually no significant differences through age 4 ½; some behavior problems were increased, but disappeared by third grade Cognitive Performance: no significant differences through age 4 1/2.

12. Effects of Chores While long hard work may teach discipline, responsibility and appreciation, there is little evidence that it produces positive changes in cognitive development. American children also spend less time doing school work than children in other developed countries (though more than American children did in the past).

13. Leisure Time U.S. children have more free time than children in any other country. In nonindustrialized societies, children average 6 hours of a day working at some sort of chores or labor. The typical American child spends less than ½ hour doing chores. A good portion of American children’s time is spent watching TV, talking on the phone, surfing the internet, or “hanging out.” Many children spend the majority of their free time in structured activities like clubs or sports teams. Are our children spending their time productively?