Parental Influence Running head: PARENTAL ROLE IN DEVELOPMENT

Parental Influence on the Develop ent of !hildren "el#e$ %harpe !reighton &niver#it$

Parental Influence A(#tract

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Thi# paper e)a ine# the role the environ ent pla$# in the develop ent of children in the &nited %tate#* The paper #pecificall$ focu#e# on the influence parent# have on the develop ent of their children +hether the$ are (iological, adoptive, or guardian parent#* In ter # of the parental role in develop ent, the paper e)a ine# ho+ parent# influence the e otional, develop ent of their children* oral, and #ocial

Parental Influence Parental Influence on the Develop ent of !hildren At conception, the hu an egg and #per (eginning of hu an life* I eet and fu#e into a .$gote, the one cell

ediatel$ after conception, the .$gote (egin# the infinite a ount of

itotic divi#ion# to produce an e (r$o, fetu#, and eventuall$ a (a($* Throughout each pha#e of gro+th and develop ent, the DNA of the child directl$ influence# it# develop ent* The child/# geno e +ill (eco e it# o#t di#tingui#hing feature0 it# DNA i# different fro ever$one el#e/#

DNA* 1o+ever, the child/# geno e i# directl$ influenced ($ the chro o#o e# the (iological parent# of the child pa##ed in their egg and #per * In thi# #en#e, the child +ill develop (a#ed on the gene# it received fro hi# or her parent#0 the child/# (od$ #hape, e$e color, hair color,

co ple)ion, and te pera ent a# +ell a# nu erou# other characteri#tic# +ill ari#e (a#ed on it# inherited gene#* Therefore, it i# evident that parent# directl$ influence the develop ent of their child in the genetic #en#e* Once the child i# (orn, ho+ever, the child enter# into a ne+ environ ent in +hich the parent# are the #ole ean# of #urvival and interaction +ith the +orld*

A# a re#ult, a 2e$ 3ue#tion ari#e#0 to +hat e)tent do parent# influence the develop ent of their child (e$ond genetic#4 1o+ do the environ ental interaction# +ith parent# influence the develop ent of a child4 %tudie# #ho+ that parent# greatl$ influence the develop ent of their child in all area# 5Papalia et al*, '66'70 ho+ever, parental influence on develop ent i# o#t

nota(le in the area# of p#$cho#ocial develop ent* 8urther ore, parent# pla$ a vital role in the e otional, oral, and #ocial develop ent of their child or children* E otional Develop ent E otional develop ent include# all a#pect# of per#onalit$ and identit$ develop ent* Throughout life, one/# per#onalit$ and identit$ are greatl$ influenced ($ gene# a# +ell a# environ ental influence# #uch a# parent#* 8or e)a ple, at (irth, one ha# a particular

Parental Influence te pera ent or characteri#tic di#po#ition and ethod of approaching and reacting to #ituation#

5Papalia, Old#, : 8eld an, '66'7* A child/# te pera ent i# e##entiall$ the e otional #elf; regulation of a child +hen he or #he re#pond# to #ituation#, ho+ #ocia(le the child i#, and it# activit$ level* According to re#earch, te pera ent i# a fairl$ #ta(le characteri#tic of an individual (a#ed ainl$ on heredit$ 5Papalia et al*, '66'7* 1o+ever, one/# te pera ent can (e

influenced and altered to a certain degree (a#ed on the interaction# of the child +ith a parent* If a child +ith a difficult te pera ent ha# a parent +ith a difficult te pera ent, the parent theoreticall$ +ill (e a(le to addre## the child/# te pera ent and a2e adapting to ne+ #ituation#

and variou# change# ea#ier0 thi# i# referred to a# the goodne## of fit (et+een parent and child 5Papalia et al*, '66'7* 8or e)a ple, Par2, <el#2$, Putna , and !rnic 51==>, a# cited in Papalia et al*, '66'7 found that fearful and #h$ ale toddler# +ho +ere encouraged ($ their parent# to

e)plore ne+ #ituation# (eca e le## inhi(ited over ti e* 1o+ever, toddler# +ho +ere not encouraged to e)plore aintained their #h$ and fearful nature* De#pite the relative #ta(ilit$ of

te pera ent, parental involve ent doe# influence the develop ent of a child* In addition to te pera ent adaptation#, parent# influence the per#onalit$ develop ent of their child* According to Eri2 Eri2#on and hi# p#$cho#ocial develop ental theor$, individual# encounter a #pecific cri#i# at variou# #tage# of develop ent* 8or e)a ple, at the fir#t #tage of develop ent, toddler# encounter the tru#t ver#u# i#tru#t cri#i#* At thi# #tage, a child u#t

e)perience enough tru#t in #ituation# and relation#hip# to e#ta(li#h the virtue of hope 5Papalia et al*, '66'7* A child at thi# age largel$ onl$ interact# +ith hi# or her parent#0 therefore, the$ are the ain #ource of tru#t and i#tru#t in the child/# life* If parent# have a tru#ting and #upportive

relation#hip +ith their child, then the child overco e# the cri#i# and e#ta(li#he# the virtue of hope* In a later #tage, Eri2#on identifie# the cri#i# of identit$ ver#u# identit$ diffu#ion in +hich

Parental Influence one u#t full$ e)plore relation#hip# and occupation# and then co it in order to reach identit$

achieve ent* Eri2#on #tate# that parent# and co

u#t allo+ a child to full$ e)plore hi# or her option#

it on hi# or her o+n in order to o(tain identit$ achieve ent* Eri2#on #tate# that if

parent# force a child into a career or relation#hip, then the child +ill not reach identit$ achieve ent 5Papalia, Old#, : 8eld an, '66-7* In thi# #en#e, parental influence i# pivotal to a child reaching identit$ achieve ent0 if a child i# not allo+ed a #pecific a ount of autono $, the child +ill not overco e thi# cri#i#* Parental influence on the per#onalit$ develop ent of a child al#o include# the develop ent of e otional and (ehavioral #elf;regulation* E otional regulation, or the a(ilit$ to control e otion# and e otional re#pon#e#, #te # fro the level of re#pon#e and involve ent of

parent# in a child/# life* 8or e)a ple, parent# act a# a re#ource for their child in #ocial referencing* @hen a child i# placed in a fear;inducing #ituation, if a parent i# pre#ent, the child +ill loo2 to+ard the parent and e)a ine facial e)pre##ion#* If the parent doe# not #ho+ e otional di#tre##, then the child +ill di#pla$ le## di#tre## and ore engage ent in the #ituation

5<orn#tein, '66'7* A# a re#ult of the e otional regulation and #ocial referencing, a child al#o e)perience# a level of e otional #ta(ilit$ 51a$ : A#h an, '66-7* Li2e e otional regulation, (ehavioral regulation co e# a(out a# a re#ult of parental involve ent and re#pon#e to variou# a#pect# of a child/# life* 8or e)a ple, parent# +ho are accepting of their children, grant the ore autono $, and i ple ent higher level# of

(ehavioral control in ter # of rule# and guideline# have children +ho di#pla$ higher level# of (ehavioral #elf;regulation, aturit$, identit$, and +or2 orientation 5<orn#tein, '66'7* Therefore,

parent# pla$ a vital role in the develop ent of e otional and (ehavioral #elf;regulation in their child*

Parental Influence It i# clear that parent# not onl$ influence the develop ent of e otional and (ehavioral #elf;regulation in their child, (ut the$ al#o influence the develop ent of develop ent of aturit$ and drive in children i#

aturit$ and drive* The

o#t prevalent in acade ic achieve ent*

Aunola, Nur i, Ler22anen, and Ra2u;Puttonen 5'66-7 found in a recent #tud$ that a parent/# (elief in hi# or her child/# acade ic #ucce## influenced the child/# #ucce## and drive to e)cel* Therefore, if the parent (elieved the child +a# going to (e #ucce##ful acade icall$, he or #he often (eca e ore focu#ed on #ucce## and, a# a re#ult, achieved higher #ucce##* In addition, the athe atical area, if children +ere ta#2;focu#ed and had a drive to

#tud$ found that, in the #ucceed then their

athe atical #core# +ould increa#e 5Aunola et al*, '66-7* Parent# +ho

pla$ed an active part in their child/# life and advocated certain #ucce## in acade ic# po#itivel$ influenced the develop ent of drive and #ucce## in their children* Overall, parent# +ho activel$ participate in their child/# develop ent in a re#pon#ive e otional develop ent of their child* Moral Develop ent Moral develop ent, li2e e otional develop ent, re#ult# fro the po#itive influence of oral anner +ill po#itivel$ influence the

parent# on a child* According to La+rence "ohl(erg, parental participation in develop ent i# not nece##ar$ for one to reach a high level of and other #etting# can provide #i ilar

oral rea#oning (ecau#e #chool#

oral environ ent# 51=A=, a# cited in <orn#tein, '66'7*

1o+ever, 1off an 51=B-, a# cited in <orn#tein, '66'7 #tate# that di#ciplinar$ encounter# +ith parent# are crucial for the internali.ation of oral #tandard#* @hen a parent intervene# in a

child/# negative (ehavior in an atte pt to correct the (ehavior and then di#cipline# the child, the parent i# atte pting to help the child internali.e oral #tandard#* 1off an #tate# that in order u#t u#e inductive techni3ue# in

for the di#ciplinar$ action# to lead to internali.ation, the parent#

Parental Influence +hich the$ point out the effect of the child/# (ehavior on other# 51=B-, a# cited in <orn#tein, '66'7* In ter # of oral Cudg ent, parent# +ho encourage their child to activel$ participate in or her#elf and the fa il$ are ore li2el$ to

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di#cu##ion and deci#ion; a2ing +ith regard# to hi help their child function at a higher level of facilitate oral gro+th and high level# of

oral rea#oning 5<orn#tein, '66'7* Parent# al#o oral rea#oning +hen the$ dra+ out the child/#

opinion and rea#oning +ith appropriate 3ue#tion# and paraphra#ing to chec2 for an under#tanding of the #ituation* 1o+ever, the pro(ing it to effectivel$ influence rea#oning, #ti ulate u#t (e done +ith #upport and attentivene## in order for

oral gro+th 5<orn#tein, '66'7* Overall, parent# +ho u#e inductive oral di#cu##ion#, and are #upportive and encourage oral rea#oning*

oral rea#oning +ith

autono ou# thin2ing +ill have a child +ho function# at a higher level of %ocial Develop ent

The #ocial develop ent of a child i# influenced ($ parental involve ent #i ilar to e otional and oral develop ent* The #ocial relation#hip a child ha# +ith hi# or her parent#

directl$ correlate# +ith the relation#hip# and #ocial (ehavior the child +ill have throughout life* A# a re#ult, the attach ent a child ha# +ith hi# or her parent# i# pivotal to hi# or her #ocial develop ent* Ain#+orth ha# cla##ified three ain for # of attach ent a child ha# +ith hi# or

her parent#: #ecure, avoidant, and a (ivalent 5Papalia et al*, '66'7* In a #ecure attach ent, a child i# up#et +hen the parent leave# and happ$ +hen the parent return#* An avoidant attach ent i# characteri#tic of a child not (eing up#et +hen the parent co e# or goe#* A child +ith an a (ivalent attach ent to hi# or her parent i# up#et +hen the parent leave# and +ill go (ac2 to hi or her +hen the parent return# (ut the child i# re#i#tant and hard to co fort* A child ore re#ilient, e pathetic, and #elf;

+ho ha# a #ecure attach ent +ith hi# or her parent# i# 2no+ledgea(le, ha# a higher #elf;e#tee , and i#

ore curiou# 5Papalia et al*, '66'7*

Parental Influence

The attach ent relation#hip# a child for # a# a (a($ influence relation#hip# the child ha# throughout the re ainder of hi# or her life* 8or e)a ple, %tern(erg 51=B>, a# cited in Papalia et al*, '66-7 ha# identified a triangular theor$ of love co po#ed of three pa##ion, inti ac$, and co ain co ponent#:

it ent* An ideal relation#hip, according to %tern(erg, +ill con#i#t

of all three co ponent# over ti e0 individual# in a relation#hip +ith all three co ponent# +ill have con#u ate love* People +ho did not have #ecure relation#hip# a# children +ill not (e ate love* Rather, one +ho ha# a (ivalent attach ent# +ill have pa##ion

a(le to have con#u and co

it ent in relation#hip# (ut not inti ac$, and one +ho ha# avoidant attach ent# +ill of attach ent one

onl$ have pa##ion in relation#hip# 5Papalia et al*, '66-7* In addition, the for

ha# +ill influence peer relation# a# +ell a# ro antic relation#* Individual# +ho have #ecure attach ent# to parent# and other fa il$ e (er# +ill tran#fer thi# level of #ecurit$, tru#t, and

#upport to peer relation#hip# a# +ell 5!ui, !onger, <r$ant, : Elder, '66'7* The relation#hip (et+een parent# and their child +ill al#o influence different a#pect# of hi# or her #ocial develop ent* 8or e)a ple, +hen a child i# ver$ $oung, the child +ill loo2 to parent# to #ee ho+ to re#pond to a (iguou# #ituation# a# a for anner, the child learn# proper #ocial (ehavior fro of #ocial referencing* In thi#

i itating the (ehavior of the parent# the influence

5Papalia et al*, '66'7* %pecificall$, a child +ill learn ho+ to addre## conflict fro

of hi# or her parent#* Miller, DiIorio, and Dudle$ 5'66'7 found that children +ho#e parent# +ere re#pon#ive, controlling, and involved +ere le## li2el$ to re#pond to conflict +ith violence than children +ho#e parent# +ere not involved a# uch* The children +ho +ere li2el$ to re#pond to

conflict +ith violence had parent# +ho +ere incon#i#tent in di#cipline approache# and did not re#pond +ith ade3uate puni#h ent 5Miller et al*, '66'7*

Parental Influence

In addition to directl$ influencing the #ocial develop ent of their child, parent# influence the people the child interact +ith and the child/# peer group* Par2e and <havnagri 51=B=, a# cited in !ollin#, Macco($, %tein(erg, 1etherington, : <orn#tein, '6667 found that parent# influence their child/# peer e)perience ($ propelling their child to+ard certain peer# through anaging the child/# #ocial activitie#* In addition, the$ found that parent# influence the child/# attitude#, value#, per#onalit$, and peer#* 8ro otive# +hich therefore affect the child/# interaction# +ith

hi# or her initial e)perience# +ith peer#, a child then (eco e# friend# +ith peer#

+ho are #i ilar in #chool achieve ent, activitie#, and per#onalit$ trait# 5!ollin# et al*, '6667* A final a#pect of a child/# #ocial develop ent that parent# influence i# their child/# re#pon#e to peer pre##ure* A child +ho#e parent# are re#pon#ive and de anding i# le## influenced ($ peer pre##ure to parta2e in anti#ocial (ehavior #uch a# u#ing drug#, alcohol, and participating in #e)ual relation# 5!ollin# et al*, '6667* In addition, the#e children are ore li2el$

to (e influenced ($ pro#ocial (ehavior #uch a# pre##ure to do +ell in #chool* La#tl$, peer relation# do not alter enduring per#onalit$ trait# and value# #uch a# religion, occupational goal#, and educational plan# 5!ollin# et al*, '6667* 8urther ore, re#pon#ive and de anding parent# in#till trait# and 3ualitie# in their children that inhi(it their #u#cepti(ilit$ to negative for # of peer pre##ure* Throughout each for of p#$cho#ocial develop ent, parent# pla$ a vital role in the

po#itive develop ent of their child* Parent# +ho influence the develop ent of their child in a po#itive anner tend to have particular 3ualitie# and characteri#tic#* The#e parent# tend to (e

re#pon#ive, de anding, accepting and e pha#i.e di#cu##ion and interaction* According to <au rind, the#e parent# have the characteri#tic# of an authoritative parent 51==1, a# cited in

Parental Influence

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Papalia et al*, '66-7* Therefore, it can (e concluded that parent# +ho are generall$ authoritative are tho#e +ho influence the develop ent of their child in the (e#t anner*

The afore entioned re#earch clearl$ identifie# #o e characteri#tic (ehavior# of parent# and ho+ the#e (ehavior# influence the develop ent of their child0 ho+ever, there are #o e i##ue# that are not pre#ent* In the future, of parenting and to a##e## ho+ 8or e)a ple, ore re#earch #hould (e co pleted to e)hau#t the topic

uch parenting directl$ influence# the develop ent of a child*

ore re#earch #hould (e done on a child/# vie+ to+ard #e)ualit$ and #e)ual

activitie#* In current #ociet$, #e)ual relation# occur earlier in life0 therefore, it i# i portant that parent# 2no+ ho+ to po#itivel$ influence their child on the#e i##ue#* In addition, #hould (e done on the ore re#earch

oral develop ent of a child* 8or e)a ple, re#earch #hould e)a ine ho+ oralit$ in their child a# +ell a# the #trength of the child/#

parent# influence the higher level# of oral# and value#*

It i# evident that parent# greatl$ influence the develop ent of their child* In the e otional #en#e, a po#itive parental influence can help a child e#ta(li#h a health$ per#onalit$ and reach identit$ achieve ent* Parent# al#o aid in the develop ent of their child/# oral rea#oning

and Cudg ent #2ill# through #upportive di#cu##ion# and conver#ation#* La#tl$, a clo#e, #ecure relation#hip (et+een the child and hi# or her parent# influence# the #ocial (ehavior of the child in the future* A #ecure attach ent (et+een the parent# and the child po#itivel$ influence# peer relation# and ro antic relation#* Therefore, the genetic co ponent of the child that the parent# provide i# onl$ one a#pect of their influence on the child/# develop ent* The environ ental a#pect of develop ent i# e#peciall$ i portant in the p#$cho#ocial develop ent of a child*

Parental Influence Reference#

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Aunola, "*, Nur i, D*, Ler22anen, M*, : Ra#2u;Puttonen, 1* 5'66-7* The Role# of Achieve ent; Related <ehavior# and Parental <elief# in !hildren/# Mathe atical Perfor ance* Education Psychology, 23 (4), 96-;9'1* <orn#tein, M* 1* 5Ed*7* 5'66'7* Handbook of Parenting: Practical Issues in Parenting 5'nd ed*, Vol* ?7* Mah+ah, ND: La+rence Erl(au A##ociate#, Inc*

!ollin#, @* A*, Macco($, E* E*, %tein(erg, L*, 1etherington, E* M*, : <orn#tein, M* 1* 5'6667* !onte porar$ Re#earch on Parenting: The !a#e for Nature and Nurture* A erican Psychologist, !! (2), '1B;'-'* !ui, M*, !onger, R* D*, <r$ant, !* M*, : Elder, E* 1* 5'66'7* Parental <ehavior# and the Fualit$ of Adole#cent 8riend#hip#: A %ocial;!onte)tual Per#pective* "ournal of #arriage and $a ily, %4, A>A;AB=* 1a$, I*, : A#h an, A* 8* 5'66-7* The Develop ent of Adole#cent#/ E otional %ta(ilit$ and Eeneral %elf;!oncept: the interpla$ of parent#, peer#, and gender* International "ournal of &isability, &e'elo( ent, and Education, !):*, >B;=1* In an, D*, 1endric2, %* %*, : 1endric2, !* 51==97* Love Attitude#: %i ilaritie# (et+een Parent# and (et+een Parent# and !hildren* $a ily +elations, 43:4, 9?A;9A1* Miller, D* M*, DiIorio, !*, : Dudle$, @* 5'66'7* Parenting %t$le and Adole#cent/# Reaction to !onflict: I# There a Relation#hip4 "ournal of Adolescent Health, 3*, 9A-;9AB* Papalia, D* E*, Old#, %* @*, : 8eld an, R* D* 5'66'7* A ,hild-s .orld: Infancy /hrough Adolescence 5=th ed*7* Ne+ Gor2, NG: McEra+ 1ill* Papalia, D* E*, Old#, %* @*, : 8eld an, R* D* 5'66-7* Psychology: Adolescent and Adult &e'elo( ent 5=th ed*7* Ne+ Gor2, NG: McEra+ 1ill;Pri i#*