The Influence of Different Styles of Parenting on the Formation of a Person’s Personality at Different Ages
This interaction is illustrated in a discussion of the influence of significant relationships, the development of social understanding, the growth of personality, and the development of social and emotional competence in childhood.
Whether located in early childhood programs, school-based classrooms, well-child clinics, or family networks, support for parents of young children is critical to enhancing healthy early childhood experiences, promoting positive outcomes for children, and helping parents build strong relationships with their children.
In the words of Masten and Cicchetti (2010, p. 492), “effectiveness in one domain of competence in one period of life becomes the scaffold on which later competence in newly emerging domains develops . . . competence begets competence.” From the literature, the committee identified the following four outcomes as fundamental to children's well-being. While the committee focused on young children (ages 0-8), these outcomes are important for children of all ages.Cognitive competence encompasses the skills and capacities needed at each age and stage of development to succeed in school and in the world at large. Children's cognitive competence is defined by skills in language and communication, as well as reading, writing, mathematics, and problem solving. Children benefit from stimulating, challenging, and supportive environments in which to develop these skills, which serve as a foundation for healthy self-regulatory practices and modes of persistence required for academic success (Gottfried, 2013).
In turn, children, two years after their mothers participated in the program, displayed lower levels of aggressive behaviour as well as better cognitive skills than those whose mothers had not undergone such cognitive retraining. These findings, then, clearly underline the important role played by parental beliefs in the child-rearing process.
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