Unit 3Parenting

Mrs. Dollard

• FW 3.1: Define terms related to parenting skills.– 3.1.1: Apply terms

• FW 3.2: List rights and responsibilities of parents. (N.S. 15.1)– 3.2.1: Analyze parental rights.– 3.2.2: Analyze parental responsibilities.

• FW 3.3: List rights and responsibilities of children.– 3.3.1: Analyze rights of children.– 3.3.2: Analyze responsibilities of children.

• FW 3.4: Describe parenting styles.– 3.4.1: Compare parenting styles.

FW 3.1-3.10

• FW 3.5: Explain the importance of parents as positive role models.– 3.5.1: Compile traits of a positive role

model.

• FW 3.6: Describe the importance of a nurturing environment. (N.S. 12.3.1)– 3.6.1: Determine ways to promote a

positive self concept in children.– 3.6.2: Determine the relationship

between nurturing and the fulfillment of potential.

• FW 3.7: Describe guidance, discipline, and punishment.– 3.7.1: Compare and contrast guidance,

discipline, and punishment.

FW 3.1-3.10

• FW 3.8: Designate guidance techniques for promoting positive behavior.– 3.8.1: Determine guidance techniques

for promoting positive behavior.

• FW 3.9: Name roles parents play in children’s education.– 3.9.1: Explain ways parents can be

actively involved in their child’s education.

• FW 3.10: Name guidelines for establishing a strong family unit.– 3.10.1: Compile a list of guidelines for

establishing a strong family unit.– 3.10.2: Compare and contrast strong

families verses dysfunctional families.

FW 3.1-3.10

• Authoritarian: a parenting style where parents are highly demanding and controlling with little or no affection.

• Consistent: repeatedly acting the same way.• Democratic: a parenting style in which parents

allow children some input into rules and limits put on their behavior.

• Discipline: training that corrects, molds, and perfects ones actions.

• Dysfunctional Family: family system in which one or more family members do not fulfill their responsibilities throwing the system out of balance.

FW 3.1

• Guidance: help in learning acceptable behavior.• Negative Reinforcement: a response that tend to

discourage a particular behavior from being repeated.

• Nurturing: providing love, support, attention, and encouragement.

• Permissive: a type of behavior allowing freedom, behavior that is tolerant of practices disapproved of by others.

• Positive Reinforcement: a response that encourages a particular behavior.

FW 3.1

• Potential: what a person is capable of becoming.• Punishment: a penalty inflected on a child for a violation.• Responsibility: an obligation or duty for which a person

is held accountable.• Rights: special privilege, benefit, or personal favor to

which one is entitled.• Self Concept: the mental picture people have of

themselves; their opinion about themselves.• Self Control: the ability to control one’s actions.• Values: ideas about right and wrong and what is

important in life.

FW 3.1

Rights

• Choose living location• Name choice• Religious Affiliation• Educational Decisions• Medical Decisions

– “My Sister’s Keeper”

Responsibilities• Meet Basic Needs• Nurturing• Protect• Fulfill children’s

intellectual, emotional, and social needs.

• Shape moral development and instill values.

What are the Human Rights of Children and Youth? • Human Rights are universal, and civil, political, economic, social

and cultural rights belong to all human beings, including children and young people.

• Children and youth also enjoy certain human rights specifically linked to their status as minors and to their need for special care and protection.

• The human rights of children and youth are explicitly set out in the Convention on the Rights of the Child, the most widely ratified human rights treaty in history.

FW 3.2

The human rights of children and youth include the following indivisible, interdependent and interrelated human rights:

• to an adequate standard of living for a child's intellectual, physical, moral, and spiritual development, including adequate food, shelter and clothing.

• to freedom from discrimination based on age, gender, race, color, language, religion, nationality, ethnicity, or any other status, or on the status of the child's parents.

• to the highest possible standard of health and to access to health care.

FW 3.2

• to a healthy and safe environment. • to education -- to free and compulsory

elementary education, to readily available forms of secondary and higher education, and to freedom from all types of discrimination at all levels of education.

• to protection from neglect and all types of physical or mental abuse

FW 3.2

• Support their children– Provide basic needs: food, clothing shelter– Provide medical care– Provide an education

• Supervise and control behavior– Parents are responsible for a child’s accidental or

intentional injury of others, destruction of property, stealing, truancy, curfew violations

– Parents can control as they see fit as long as they do not abuse or neglect the child or as him/her do something illegal

FW 3.2

Rights• Adequate standard of living.• Free from discrimination.• Highest possible standard of

health.• Safe Environment• Healthy Environment• Education• Protection from neglect and

abuse.

Responsibilities

• Show respect• Abide by parents’ rules• Be trustworthy and

honest• Care for possessions

FW 3.3

• Your parent’s parenting techniques.

• Your views on the world.• Your individual

beliefs/values.• Your personality.• The experiences that you

have in life.

1. Personality.

2. Feelings about children.

3. Parenting Values.

4. Reaching Goals

• A parent’s personality has a strong impact on children.

– Personality: your special blend of intellectual, emotional, and social traits.

• The child’s attitude may often mirror the parent’s attitude.

• Both negative and positive traits can be passed along from the parent to

the child.

• Certain personality traits in a parent can hurt children.– A bad temper can scare a child.– A parent who withholds affection may cause the

child to feel unloved.

• Parents need to examine their own personalities and recognize areas for improvements for the benefit of the

children.

• As people grow and experience life they gain a greater control over how the personality develops.

• Even if negative personality traits are present, learning to manage them can help the person change.– Improvements can benefit the

person and the entire family.

• Feelings About Children:– People who don’t like

children are not good prospects for parents.

– Those who like children have a built-in incentive to be good parents.

– Feelings about parenting goes beyond liking and disliking.

– Beliefs about children and childhood influence the environment you create.

– Your own memories of growing up will help you decide on issues.

• Examples: opinions about what a child learns, when they learn, what behavior is reasonable.

• Parenting Values:– What is important for good

parenting?• Good Education• Financial Security• Time

– Everyone’s opinion on what makes a good parent will differ depending on their values or what they think is most important for parenting.

• Reaching Goals:– Everyone should have a goal in life to keep

themselves on track.– Parents should have a goal as well.

• Goal: a conscious target that requires planning and effort in order to reach.

– Having a parenting goal affects the way you parent.– Having clear goals helps keep parents focused on

what is important.– Goals force you to think about where you are

headed and what steps are needed to get there.

• The shaping of a parent comes from outside sources as well as personal ones.

• All of the experiences that you are having now will shape what you will be like as a parent.

1. Families and Culture2. Economic Conditions3. Social Policies4. Parental Roles5. Theories

• Families and Culture:– Everything about the way people live makes up their

culture.• Culture: shared customs, traditions, and beliefs of a large

group of people, such as a nation, race, or religious group.– The actions of a parent are deeply rooted in

cultural experience.• Examples:

– Some cultures restrict the number of children born into a family.

– Other cultures encourage people to have as many children as they desire.

• Families and Culture:– Values and beliefs are a part

of culture.– Within a culture, each

generation teaches the next about educating and guiding children.

– Many customs arise from needs and circumstances.

– Cultural approaches differ from one another, but one is not better than the other.

• Picture of a traditional Chinese wedding.

• Economic Conditions:– Economic conditions affect parenting on 2

levels.1. Individual2. Social

– People have some control over the individual and less over the social.

– Raising a child is expensive.• The lower the income the more difficult it is to

provide.– The strain of making financial ends meet can be hard on parents.

• Economic Conditions:– Some parents may have to take

on the burden of working 2 jobs.• Less quality family time together.

– 2 employed parents may have trouble getting everything done at home.

– No matter what the income level, parents can get discouraged about the financial effects on raising a child.

• Economic Conditions:– Money is not the key to happiness.

– Money offers:• Security• Opportunity

– People who are employed and learn how to manage their money are less likely to have financial problems.

• Without serious financial worries, parenting is easier.

– Experts suggest having savings to cover up to 3 months of living expenses as a buffer against hard financial times.

• Social Policies:– Protective laws are enacted to insure that parents

live up to their responsibilities.– Family-related laws cover areas related to:

• Welfare• Divorce• Domestic Relations• Violence• Child Abuse• Child Abandonment• Adoption• Child Care

• What not to do!

• Parenting styles fall into 3 broad categories.

1. Authoritarian2. Democratic3. Permissive

• Most parents combine elements of each style, but a parent’s overall style tends to be one of 3 types.

FW 3.4

• Authoritarian Style: based on the idea that children should obey their parents without question.– A parent tells a child what to

do, the child is supposed to do what the parent wishes.

– When rules are broken, the authoritarian parent acts quickly and firmly.FW 3.4

• Parents who use the authoritarian style are strong leaders.

• To prepare children for adulthood, they believe in setting certain standards for behavior, they expect their children to meet those standards.

• How children deal with this style:– Children feel secure, knowing their parents are in

charge.– They know what behavior is and is not allowed.– Children may meet with limited failure and

disappointment.FW 3.4

• Democratic Style: a parenting style in which parents allow children some input into rules and limits put on their behavior.– Children are give a certain amount of

independence and freedom of choice within those rules.

FW 3.4

• Democratic parents try to look at individual circumstances when making decisions.

• Children are gradually allowed to make their own decisions, with parents giving as much input as needed.

• How children deal with this style:– Children move easily toward independence.– They learn through practice to make wiser

decisions and gain confidence.FW 3.4

• Permissive Style: a parenting style in which parents give children a wide range of freedom, with children being able to set their own rules.

FW 3.4

• Parents who use this style set fewer rules but make their expectations known.

• They impose fewer penalties for actions, and often let children experience the consequences of their choices.

• How children deal with this style:– Children tend to develop and rely on their own

abilities.– They solve problems creatively for themselves

and learn lessons from experience.

FW 3.4

• Certain principles can help parents make parenting styles work:– Choose a style that feels right for you.

• Parents are more effective doing what makes them feel most comfortable.

– Consider the child’s personality.– Use each style in moderation– Identify areas where 2 parents’ styles conflict.

• If parents have different styles, they still need areas of agreement. If parents react differently to the same situation this will confuse the child.

• By blending styles, parents adapt their actions to the situation.

• When dealing with children of different ages or personalities, parents may need to change styles.

• Parents may use different styles with the same child.

FW 3.4

• Blending parenting styles is a useful technique, as long as a parent doesn’t change styles suddenly and without thinking.

• Children need to know what to expect from parents.

• Otherwise, children may feel uncertain about what may happen.– They may lose confidence in the parent.– They may lose respect for the parent.– Children may learn to take advantage of situations.

• “If you don’t know where you’re going, you might wind up someplace else.”

• As your ideas about parenting come together you will form a “parenting philosophy.”– Parenting philosophies guide parents.

• Being true to these beliefs and values will help parents guide their children to where they want them to be in life.

• Write your own philosophy of parenting. – This should be about 1 page in length.

• “A Style for You”– Which parenting style do you think you would

use? – Give reasons why you think this approach would

be most effective for you, your spouse, and your children.

Traits:• honesty• trustworthiness• fairness• loyalty• patience• high self esteem (the sense of worth a person attaches to oneself) • positive self concept (the sense of worth a person attaches to oneself)

Importance:• Child’s first teacher• Children imitate behavior

– “Imitation Learning”

FW 3.5

• Show love and affection• Provide limits• Encourage further development

– Physical– Mental– Emotional

• self respect (the ability to hold oneself in high esteem)

– Social• Practice diplomacy (using tact and skill when dealing with others)

• Be consistent (repeatedly acting the same way)

FW3.6

• Guidance is help in learning acceptable behavior.

• Discipline is training that corrects, molds, and perfects ones actions.

• Punishment is a penalty inflicted on a child for a violation.

FW 3.7

• Negative Reinforcement (a response that tends to discourage a particular behavior from being repeated)

• Positive Reinforcement (a response that encourages a particular behavior)

• Self Control (the ability to control one's actions)

FW 3.8

• Children are greatly influenced by their parents’ attitude about education. Children model their views after their parents.

• Roles (a way of acting to fulfill certain responsibilities in life, most often taught by family members)

– Encourage and support the children without pushing them.– Interact with the children as they play and do school work.– Seize teachable moments and expand on the child’s natural curiosity.– Encourage children to work to their full potential (what a person is capable

of becoming).– Help them adjust to school and its routine.– Provide a good environment to do schoolwork.– Parents should be involved in the school.

FW 3.9

• Use “teachable moments”

• Encourage– Be your child’s biggest cheerleader!!!

• Create a homework friendly environment

• Interact with children’s teachers

• Know what is going on at schoolFW 3.9

Families must provide for the physical needs of all family members.

– food, clothing, shelter, health, safety

2. Families must meet the emotional needs of all family members.– love, acceptance, support

3. Families should avoid self destructive behavior (self-imposed activities that can cause physical, mental, or emotional harm)

– drug and alcohol use and abuse

4. Families must provide guidance.– discipline, reasonable limits, consistency

5. Families must nurture (providing love, support, attention, and encouragement) the growth of all family members.

– mental, physical, emotional, social

FW 3.10

• Show Affection• Spend QUALITY time together• Use effective communication techniques• Family Traditions• Family Values• Family Rituals• Build and Earn Trust• Show Respect

FW 3.10