Introduction
The majority of parents typically use a variety of parenting strategies, although some adhere to only one. All parents have standards for their kids’ behavior, academic progress, and observance of the law, and they base their parenting style on the way the kid behaves. Some parents indulge their kids as a way of showing them how much they love and care about them. Every parenting approach has a unique effect on kids, particularly when they are crucially developing adolescents who require the greatest guidance and direction (Cheng 2293). An adolescent’s life is really shaped throughout this stage. Parenting may have a beneficial or negative impact on their development.
Family education plays an essential role in the younger generation’s moral and social formation. Parents play a key role in the development of the moral and social aspects of children. Love withdrawal causes a great deal of worry, and power assertion causes a great deal of animosity; therefore, these two emotions are likely to elicit a very high level of arousal (Keller 11414). Adolescents are more likely to experience a moderate level of arousal after induction, which enables them to pay attention to the cognitive justifications their parents provide. When a parent asserts their authority or withdraws their love, the adolescent may become so emotionally stimulated that they may not pay attention to explanations from the parent about how their actions affect others (Doepke et al. 63). The influence of a child’s upbringing significantly influences their capacity to master almost all social activities. Parents’ behavior about their children’s behavior is an indication of the upbringing that has a crucial effect on the child’s ability to gain virtual social activities.
Every parental action has consequences on the children’s behavior, so the role of parents in education, whether formal or not, is fundamental. The word education can take on different meanings. Among them, it implies talking about habits and values of a given society at a given historical moment, which is transmitted to later generations (Keller 11414). In addition to being part of life in society, education also includes learning from individual experiences. Even if it is not their purpose, parents’ reactions teach children about the effects of their actions (Doepke et al. 63). Parents play a crucial role in their children’s education because parents must decide whether to accept or reject the knowledge and values that kids learn during the civilizing process. As a result, they play a crucial mediating role in the relationship between the child and the outside world. This study will evaluate the importance of parents being informed about the effects of good and bad parenting on children to avoid negative consequences.
Indications of Bad Parenting
Bad parenting is a set of actions that can seriously damage a child’s behavior. Children suffer greatly from poor parenting (Le and Nguyen 561). The most common symptom is a lack of basic social skills. The child will show little regard for anyone and have issues with authority, the school system, and the law. As a result, it will damage every aspect of a person’s life and has the potential to wreck one’s future and personality. Parents must understand that the impact of bad parenting on children has a negative influence that can interfere with the psychology of children. This is important for both at an early age and in adolescents because there are many impacts of bad parenting on children, which will continue to develop and give negative energy to them into adulthood actions (Le and Nguyen 561). This is dangerous because children’s lives are not good, and they do not grow and develop not according to expectations.
Many children who are victims of bad parenting have many brilliant ideas but are shy and afraid to express their opinions to others. Investigate and calibrate this is the impact of parenting that is not good for children from an early age. So that children grow up to be shy people and do not even dare to communicate to speak the truth in public (Le and Nguyen 561). Children who tend to be afraid of expressing opinions grow from the upbringing of parents who never ask for opinions from children when deciding something. These parents usually tend to get angry and ignore suggestions from their children. Because of this incident, children are afraid to have an opinion, and that mindset will carry over into adulthood. Parental care for children will have an impact according to what is applied to them daily.
Children who are pampered and have their every wish fulfilled will feel that they are always the winner. Children like this will be too late to think adults. It could be that their minds are five years younger than their actual age (Elliott et al. 214). This results from poor parenting patterns, spoiling children too much, and never completely forbidding what they ask for. Supposedly, parents should not immediately grant what is requested by children. Occasionally let them try first to realize what they want. It has a long-term negative influence on the behavior and psyche of children (Le and Nguyen 557). As early as possible, allow children to make up their minds. However, accompany and guide them to reach the best decision. Because if the children are raised in the way their parents always forbid them from making decisions. This will have a negative impact, so they do not dare to make decisions when they grow up. So, let them make their own decisions as long as it is still in terms of goodness. If the decision is slightly off the mark, the parent’s job is to provide subtle directions. The goal is that they can accept it happily and are no longer afraid to make decisions in the future.
Moreover, many children find it difficult to socialize or blend in with their surroundings, developing depression and aggression (Le and Nguyen 560). The development of criminal behavior, as the child progresses into adulthood, this belief becomes an immoral propensity to harm others deliberately. If the way of raising children is not right, then the impact is not good either (Nanhua, et al. 2293). Therefore, in this case, parents, as children’s first and foremost caregivers, must be early to learn the bad effects that will occur if the child gets the wrong parenting style. Bad parenting can be due to a deficiency of knowledge or a general neglect of proper learning.
Alternative Viewpoint
Families from various ethnic origins frequently exhibit negligence (Keller 11414). As a result, genetic rather than environmental variables influence behavior. Parents who do not pay attention to their children do not necessarily raise criminals or suffer from other issues (Elliott et al. 214). Problems develop, though, if parents do not try to comprehend and safeguard their kids. Poorly raised children are more likely to experience anxiety and depression as adults, according to studies (Oliveira et al. 105345). Children raised in traditional homes with no cultural heritage can experience a poor childhood. Early life experiences highly influence a child’s organism and future performance in social and professional life. And an environment with low stress and positive stimuli leads to good mental and physical development. Oliveira et al. (105345) state that a respectful upbringing will make children, throughout their lives, accept nothing other than living with respect.
This is also true of formal education; their attitudes toward knowledge largely influence parents’ involvement in this process. Parents that place a high priority on scientific and cultural education are likely to have a beneficial impact on the relationship their kids develop with learning (Oliveira et al. 105345). This interest is demonstrated by active participation in the educational process. When parents engage in the material taught in school and demonstrate enthusiasm, their children’s behavior is directly influenced by this attitude (Elliott et al. 214). Therefore, parents play an emotional role in their children’s education. The family’s weight in the world, with science and knowledge, makes it so significant and decisive in determining how children should be educated.
The educational process, or education, can also be understood as the intellectual, physical, or moral development of individuals with a view to adaptation and socialization. For some authors, education can be divided into Formal Education and Non-Formal Education (Oliveira et al. 105345). The first refers to school learning, which has widely known objectives. The second comprises a more diffuse form of education with less hierarchical characteristics. Thus, non-formal education cannot be understood in the progression system since it is not systematized (Oliveira et al. 105345). Nowadays, it is difficult to compare the forces of these two types of education, which often act in opposite directions: one to form and the other to inform.
The Signs of Good Parenting
Early Childhood Education is the child’s first contact with the school experience and encompasses the important phase of life between 2 and 5 years of age. In this way, it provides the integral development of the individual in its physical, psychological, intellectual, and social aspects (Mona et al. 717). In case one faces this, it is essential to understand the importance of this school period in the child’s growth and how the school can contribute to the student’s cognitive advancement (Moè et al. 323). Positive parenting is based on parenting with affection but without falling into authoritarianism or permissiveness. Early childhood education is crucial for a child to develop a social existence outside of the home (Moè et al. 323). This means that in addition to improving their cognitive and physical skills, the person must learn how to relate to and function in society.
Good parenting is based on the parents’ rigidity towards the child’s upbringing. The parents should be good examples to the children to show them the right way to do things and develop rewarding and punishing methods that will not create a rebellious child (Moè et al. 323). Children are not involved in the decision-making process, and the adult is in charge. These are the rules, and these are the punishments parents will receive if they break them. There are no rules or limits in permissiveness – and the child is in charge. But there is an approach that is a middle way between the two ends of this spectrum (Mona et al. 717). Good parenting rejects punishment and permissiveness and assumes that the child can have a degree of autonomy and participate in making decisions within what is appropriate for their age, family context, and respectful boundaries.
The adult continues to be responsible but in a relationship with more communication, respect, and appreciation of feelings, even when saying “no” to children (Moè et al. 323). But when a tantrum from upstairs happens, in which the child is calm enough to understand, the parent can offer a choice to the child but avoid negotiating. It is possible to accept the children’s feelings of frustration, but without giving in, within limits defined by the adult. Therefore, children pick up the customs and behaviors of those around them and eventually adopt them (Moè et al. 331). Children may make judgments and learn from mistakes when they are free to do so. Children raised with good parenting adapt sufficiently to community socialization (Oliveira et al. 105345). The creation of trusting relationships with parents and friends enhances this. Additionally, children develop healthy mental and physical aspects, which develop personal skills.
Spending quality time with children will make children feel that they are getting attention, thus creating a healthy emotional relationship between parents and children. Children are designed to need attention and emotional connection (Nanhua, et al. 2293). When children don’t accept it, they will negatively seek attention. Quality time is needed at least 10 to 15 minutes daily to know the child’s development. Giving children quality time will help parents create deeper and more meaningful relationships (Nanhua, et al. 2293). Parents can introduce the consequences of certain behaviors first so that children can make choices and find solutions. Parents also need to be aware that unwanted things happen if a child forces a consequence. As parents, we must be able to give children an understanding that bad things that happen are also an opportunity for children to learn from failure.
Conclusion
Good parenting is a parenting concept that emphasizes a positive attitude and discipline by prioritizing affection. Positive parenting is done in a supportive, constructive, and fun way. Supportive means parenting by giving full support for the child’s development, and constructive means building children with a positive attitude, avoiding violence or punishment, and doing it in a fun way. Thus, positive parenting teaches children to behave in discipline without giving punishment but teaches discipline by telling them what is right and what is wrong. A supporter of good parenting and a child psychologist, good parenting encourages parents to promote good behavior among children. In this case, the child will be formed with positive behavior to provide positive feedback so as not to focus on bad behavior. Therefore, bad parenting is the parent’s fault, and parents must ensure good parenting for the overall development of their children and their future. Bad parenting is detrimental to the child, not just in the short term but also in the long term. Allowing kids to make errors and encouraging them to learn from failures requires mutual respect and an open communication channel.
Works Cited
Ayoub, Mona, et al. “Genetic and environmental associations between child personality and parenting.” Social psychological and personality science vol. 10, no. 6, 2019, pp. 711–721.
Cheng, Nanhua, et al. “Quality of maternal parenting of 9-month-old infants predicts executive function performance at 2 and 3 years of age.” Frontiers in Psychology vol. 8, no. 1, 2018, pp. 2293.
Doepke, Matthias, Giuseppe Sorrenti, and Fabrizio Zilibotti. “The economics of parenting.” Annual Review of Economics vol. 11, no. 2, 2019, pp. 55-84.
Elliott, Sinikka, and Megan Reid. “Low-income Black mothers parenting adolescents in the mass incarceration era: The long reach of criminalization.” American Sociological Review vol. 84, no. 2, 2019, pp. 197–219.
Keller, Heidi. “Universality claim of attachment theory: Children’s socioemotional development across cultures.” Proceedings of the National Academy of Sciences vol. 115, no. 45, 2018, pp. 11414–11419.
Le, Kien, and My Nguyen. “‘Bad Apple’peer effects in elementary classrooms: the case of corporal punishment in the home.” Education Economics, vol. 27, no. 6, 2019, pp. 557-572.
Moè, Angelica, Idit Katz, and Marianna Alesi. “Scaffolding for motivation by parents, and child homework motivations and emotions: Effects of a training program.” British Journal of Educational Psychology, vol. 88, no. 2, 2018, pp. 323-344.
Oliveira, T. D. O., et al. “Children’s behavioral problems, screen time, and sleep problems’ association with negative and positive parenting strategies during the COVID-19 outbreak in Brazil.” Child Abuse & Neglect, vol. 130, no. 1, 2022, pp. 5345.