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Coding Frame: Parenting Styles and Children’s Developmental Domains
The Supportive Ethnography of Childhood Development, Cognition, and Learning
Angela DeBeer
Sociology Department, Mary Baldwin University
Senior Seminar Soc 400
Professor Andrew Raridon
February 8, 2024
Coding Frame: Parenting Styles and Children’s Developmental Domains
The core aim of this research is to reveal that the communication, structure, and level of social engagement in different household’s impact children’s cognitive, social, and emotional development. To explore how these concepts are manifested in children, the study delves into parental styles, which include authoritarian, authoritative, uninvolved, and permissive parenting. Taking this angle to the study, the research will employ the subsequent coding frame, breaking down the impacts of parenting style on the developmental domains. The coding frame comprises three criteria of assessment, which include the theme, code, and description of the code’s scope. Interacting with the codes will consequently aid in determining the nature of intervention that could be adopted across various households to impact positive cognitive, social, and emotional development in children. Based on this coding frame, the key anticipation is that integrating parental styles can help derive all-rounded children with desirable cognitive, social, and emotional capabilities.
Theme and Sub-themes
Code
Description and Intervention
Authoritarian Parenting
Limited Communication
High cognitive skills
Limited Social Skills
Low emotional intelligence
Intellectually-Limited
When evaluating this code, the critical attribute will link to cognition. The cases demonstrating this code will include households with children who do exceptionally well in school. The intervention will encourage children in this category to socialize to balance their interpersonal relationship and academic performance.
Limited Socially
The code comprises children who are less likely to interact with other students within the school. Their parents prefer they spend most of their time studying than interacting with their peers. The intervention will include encouraging social behavior in the children.
More Rules Less Fun
This code comprises children more likely to follow the rules and exhibit limited or no interest in social interactions. The intervention will include increasing their engagement and giving them roles.
Authoritative Parenting
Moderate Social skills
Good Communication
Low cognitive skills
Low emotional Intelligence
High Interaction and Engagement
Children population with social interaction and likely to interact in activities. High emotional intelligence because of the ability to verbalize concerns. They have good communication skills that aid their interaction. Implement more ideas to make them all.
Proper Language Use
The students demonstrate the ability to communicate about their needs. They communicate immediately they have a concern that they feel affects them. Encourage this behavior in the child and provide more tips to advance the behavior.
Emotional Needs Mets
The child understands how to address issues that affects them emotionally. Find more approaches to help them communicate whenever they experiencing problems that affect them emotionally.
Uninvolved Parenting
Low communication
Low cognitive skills.
Limited social skills
Low emotional intelligence
Unbounded
The child does not comply with instructions and is likely to make their own rules despite being given direct instructions. Employ the behavior modeling approaches to discourage unwanted behavior and improve the target behavior.
Limited Parental Interaction
The child has limited interaction with their parent and are less likely to have figures to emulate. Provide positive role models and inform them of how to emulate the individuals.
Lack of Structure
The child is disorganized, and their behavior is spontaneous. Provide relevant insights on the significance of following instructions and its benefits.
Permissive Parenting
Good communication
Low emotional intelligence
Good social skills
Low cognitive abilities
Low Demand and Responsiveness
The child is accustomed to making self-decisions and not aware of the implications of their decisions. Take the approach of imposing some limits and providing them with insights on the essentiality of conforming with instructions.
Loving and Caring
The child is used to receiving parental attention from parents and interacts more effectively with other people. Encourage their sense of communication and positive behavior towards everybody they interact with within their social context.
Less Maturity Concerns
The child has no sense of responsibility and indulges in random behavior as they do not understand the implications. The best approach to reaching out to the child is to help them understand the idea of responsibility and instill responsibility and accountability in them.
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