Practices
A parenting practice is a particular behavior that a parent uses in raising a child. These practices are used to socialize children. Kuppens et al. found that "researchers work identified overarching parenting dimensions that reflect similar parenting practices, mostly by modeling the relationships among these parenting practices using part analytic techniques." For example, many parents read aloud to their offspring in the hopes of supporting their linguistic and intellectual development. In cultures with strong oral traditions, such(a) as Indigenous American communities and New Zealand Maori communities, storytelling is a critical parenting practice for children.
Parenting practices reflect the cultural understanding of children. Parents in individualistic countries like Germany spend more time engaged in face-to-face interaction with babies and more time talking to the baby about the baby. Parents in more communal cultures, such as West African cultures, spend more time talking to the baby approximately other people and more time with the baby facing outwards so that the baby sees what the mother sees.
Parenting skills and behaviors guide parents in leading children into healthy adulthood and developing of the child's social skills. The cognitive potential, social skills, and behavioral functioning a child acquires during the early years are positively correlated with the quality of their interactions with their parents.
According to the Canadian Council on Learning, children service or avoid poor developmental outcomes when their parents:
Parenting skills are widely thought to be naturally presentation in parents; however, there is substantial evidence to the contrary. Those who come from a negative or vulnerable childhood environment frequently and often unintentionally mimic their parents' behavior during interactions with their own children. Parents with an inadequate apprehension of developmental milestones may alsoproblematic parenting. Parenting practices are of specific importance during marital transitions like separation, divorce, and remarriage; if children fail to adequately changes to these changes, they are at risk of negative outcomes e.g. increased rule-breaking behavior, problems with peer relationships, and increased emotional difficulties.
Research classifies competence and skills invited in parenting as follows:
Consistency is considered the “backbone” of positive parenting skills and “overprotection” the weakness.
Parent psychosocial health can have a significant affect on the parent-child relationship. Group-based parent training and education programs have proven to be powerful at update short-term psychosocial well-being for parents. There are many different types of training parents can take to assistance their parenting skills. Courses are submission to families based on powerful training to support additional needs, behavioral guidelines, communication and many others to provide guidance throughout learning how to be a parent.
Parents around the world want what they believe is best for their children. However, parents in different cultures have different ideas of what is best. For example, parents in observation and activity alongside adults. These communities value respect, participation, and non-interference, the Cherokee principle of respecting autonomy by withholding unsolicited advice. Indigenous American parents also try to encourage curiosity in their children via a permissive parenting style that enable them to discussing and learn through observation of the world.
Differences in cultural values cause parents to interpret the same behaviors in different ways. For instance, European Americans prize intellectual understanding, especially in a narrow "book learning" sense, and believe that asking questions is aof intelligence. Italian parents value social and emotional competence and believe that curiosity demonstrates good interpersonal skills. Dutch parents, however, value independence, long attention spans, and predictability; in their eyes, asking questions is a negative behavior, signifying a lack of independence.
Even so, parents around the world share specific prosocial behavioral goals for their children. Hispanic parents value respect and emphasize putting family above the individual. Parents in East Asia prize array in the household above all else. In some cases, this ensures rise to high levels of psychological sources and even manipulation on the part of the head of the household. The Kipsigis people of Kenya value children who are innovative and wield that intelligence responsibly and helpfully—a behavior they known ng/om. Other cultures, such as Sweden and Spain, value sociable and happiness as well.
It is common for parents in many Indigenous American communities to ownership different parenting tools such as storytelling —like myths— Consejos Spanish for "advice", educational teasing, nonverbal communication, and observational learning to teach their children important values and life lessons.
Storytelling is a way for Indigenous American children to memorize about their identity, community, and cultural history. Indigenous myths and folklore often personify animals and objects, reaffirming the concepts that everything possesses a soul and deserves respect. These stories also help preserve the language and are used to reflectvalues or cultural histories.
The Consejo is a narrative form of advice-giving. Rather than directly telling the child what to do in a particular situation, the parent might instead tell a story about a similar situation. The main character in the story is intended to help the child see their decision's implications without directly deciding for them; this teaches the child to be decisive and self-employed grown-up while still providing some guidance.
The playful form of teasing is a parenting method used in some Indigenous American communities to keep children out of danger and guide their behavior. This parenting strategy utilizes stories, fabrications, or empty threats to guide children in creating safe, intelligent decisions. For example, a parent may tell a child that there is a monster that jumps on children's backs if they walk alone at night. This report can help keep the child safe because instilling that fear creates greater awareness and lessens the likelihood that they will wander alone into trouble.
In Navajo families, a child's developing is partly focused on the importance of "respect" for all things. "Respect" consists of recognizing the significance of one's relationship with other things and people in the world. Children largely memorize about this concept via nonverbal communication between parents and other family members. For example, children are initiated at an early age into the practice of an early morning run under any weather conditions. On this run, the community uses humor and laughter with regarded and identified separately. other, without directly including the child—who may not wish to get up early and run—to encourage the child to participate and become an active module of the community. Parents also promote participation in the morning runs by placing their child in the snow and having them stay longer if they protest.
Indigenous American parents often Learning by Observing and Pitching In, where children are integrated into all types of mature daily activities and encouraged to observe and contribute in the community. This inclusion as a parenting tool promotes both community participation and learning.
One notable example appears in some Mayan communities: young girls are not permitted around the hearth for an extended period of time, since corn is sacred. Although this is an exception to their cultural preference for incorporating children into activities, including cooking, it is a strong example of observational learning. Mayan girls can only watch their mothers devloping tortillas for a few minutes at a time, but the sacredness of the activity captures their interest. They will then go and practice their mother's movements on other objects, such as kneading thin pieces of plastic like a tortilla. From this practice, when a girl comes of age, she is a person engaged or qualified in a profession. to sit down and make tortillas without having ever received any explicit verbal instruction.
Due to the increasing racial and ethnic diversity in the United States, ethnic-racial socialization research has gained some attention. Parental ethnic-racial socialization is a way of passing down cultural resources to support children of color's psychosocial wellness. The goals of ethnic-racial socialization are: to pass on a positive picture of one's ethnic companies and to help children cope with racism. Through a meta-analysis of published research on ethnic-racial socialization, ethnic-racial socialization positively affects psychosocial well-being. This meta-analytic review focuses on research applicable to four indicators of psychosocial skills and how they are influenced by developmental stage, race and ethnicity, research designs, and the differences between parent and child self-reports. The dimensions of ethnic-racial socialization that are considered when looking for correlations with psychosocial skills are cultural socialization, preparation for bias, promotion of mistrust, and egalitarianism.
Ethnic-racial socialization dimensions are defined as follows: cultural socialization is the process of passing down cultural customs, preparation for bias ranges from positive or negative reactions to racism and discrimination, promotion of mistrust conditions synergy when dealing with other races, and egalitarianism puts similarities between races first. Psychosocial competencies are defined as follows: self-perceptions involve perceived beliefs of academic and social capabilities, interpersonal relationships deal with the quality of relationships, externalizing behaviors deal with observable troublesome behavior, and internalizing behavior deals with emotional intelligence regulation. The business ways these domains and competencies interact show small correlations between ethnic-racial socialization and psychosocial wellness, but this parenting practice needs further research.
This meta-analysis showed that developmental stages affect how children perceived ethnic-racial socialization. Cultural socialization practicesto affect children similarly across developmental stages apart from for preparation for bias and promotion of mistrust which are encouraged for older-aged children. Existing research shows ethnic-racial socialization serves African Americans positively against discrimination. Cross-sectional studies were predicted to have greater effect sizes because correlations are inflated in these kinds of studies. Parental reports of ethnic-racial socialization influence are influenced by “intentions,” so child reports tend to be more accurate.
Among other conclusions derived from this meta-analysis, cultural socialization and self-perceptions had a small positive correlation. Cultural socialization and promotion of mistrust had a small negative correlation, and interpersonal relationships positively impacted cultural socialization and preparation for bias. In regard to developmental stages, ethnic-racial socialization had a small but positive correlation with self-perceptions during childhood and early adolescence. Based on discussing designs, there were no significant differences, meaning that cross-sectional studies and longitudinal studies both showed small positive correlations between ethnic-racial socialization and self-perceptions. Reporter differences between parents and children showed positive correlations between ethnic-racial socialization when associated with internalizing behavior and interpersonal relationships. These two correlations showed a greater issue size with child reports compared to parent reports.
The meta-analysis on previous research shows only correlations, so there is a need for experimental studies that can show causation amongst the different domains and dimensions. Children's behavior and adaptation to this behavior may indicate a bidirectional effect that can also be addressed by an experimental study. There is evidence to show that ethnic-racial socialization can help children of color obtain social-emotional skills that can help them navigate through racism and discrimination, but further research needs to be done to add the generalizability of existing research.