Positive Parenting Presentation Document, Essays (university) of Developmental Psychology

Download Positive Parenting Presentation Document and more Essays (university) Developmental Psychology in PDF only on Docsity! 0 Positive Parenting Presentation Document, in fulfilment of 2-month internship evaluation scheme, by: Soumi Guha 1 CONTENT PAGE NUMBER Definition Of Parenting Parenting Styles Functions Of Parenthood Parenting Tasks And Phases Of Development Definition Of Positive Parenting The Five Principles Of Positive Parenting Top Parenting Challenges And Using Positive Parenting To Deal With Them Conclusion References 2 3-7 8-11 12 13-14 14-18 19-24 25 25 4 1) Authoritarian Parenting - Some parents are extremely restrictive and controlling. They value respect for authority and strict obedience to their commands and relied on coercive techniques (such as power assertion, love withdrawal, threats or physical punishment) rather than on reasoning or explaining why it is necessary to comply with all these regulations, to control their children‘s actions. Authoritarian parents are not sensitive to a child‘s differing viewpoints. Rather, they are domineering and expect the child to accept their word as law and respect their authority. They are also less nurturing toward their children than other parents in the study. Children who had authoritarian parents appeared unhappy and did not exhibit social responsibility and independence; also, boys tended to be aggressive, whereas girls were likely to be dependent. Authoritarian parenting, especially with its use of coercive techniques for controlling behaviour, is associated with less advanced moral reasoning and less prosocial behaviour (Boyes & Allen, 1993; Krevans & Gibbs, 1996), lower self-esteem (Loeb, Horst, & Horton, 1980), and poorer adjustment to starting school (Barth, 1989). Extremely controlling parenting and the use of coercive techniques are also associated with higher levels of aggression in children (Maccoby & Martin, 1983), poor peer relations (Pettit et al., 1996; Putallaz, 1987), and lower school achievement in adolescence (Dornbusch et al., 1987). Although the adolescents of authoritarian parents may exhibit lower levels of conduct problems in the short term, they do exhibit higher levels of fearfulness, mood difficulties, aimlessness, and unfriendly and passively hostile interpersonal relationships, particularly within middle-class community samples. 2) Authoritative Parenting - This group of parents was high on both control and nurturance. These authoritative parents expected their children to behave maturely but tended to use rewards more than punishments to achieve their ends. They communicated their expectations clearly and provided explanations to help their children understand the reasons for their requests. They also listened to what their children had to say and encouraged a dialogue with them. Authoritative parents were distinctly supportive and warm in their interactions with their children. They will often seek their children‘s participation in family decision making. So, authoritative parents exercise control in a rational, democratic way that recognizes and respects their children‘s perspectives. The offspring of authoritative parents were friendly with peers, cooperative with adults, independent, energetic, and achievement-oriented. They also displayed a high degree of self-control. This set of characteristics often is termed instrumental competence. By the time children reach adolescence, those with authoritative parents show more prosocial behaviours, fewer problem behaviours such as substance abuse, greater academic achievement, and higher self-confidence than 5 adolescents whose parents use other parenting styles (Baumrind, 1991; Lamborn et al., 1991; Radziszewska et al., 1996). 3) Permissive Parenting - These parents set few limits and made few demands for mature behaviour from their children. Children were permitted to make their own decisions about many routine activities such as TV viewing, bedtime, and mealtimes, for example. Permissive parents tended to be either moderately nurturant or cool and uninvolved. Children of permissive parents were low on self-control, self-reliance and did not exhibit social responsibility and independence. These children grow up to have adolescent problems with self-regulation, poor academic performance, impulsivity, rebelliousness, and aggressiveness. 4) Uninvolved / Neglectful Parenting - These parents seem to be uncommitted to their parental role and emotionally detached from their children, often giving greater priority to their own needs and preferences than to the child. This approach is displayed by parents who have either rejected their children or are so overwhelmed with their stresses and problems that they haven‘t much time or energy to devote to child-rearing (Maccoby & Martin, 1983). These parents may be uninterested in events at the child‘s school, unfamiliar with his playmates, and have only infrequent conversations with him (Pulkkinen, 1982). Research investigating uninvolved parents suggests that this may be the least successful style of parenting. For example, by age 3, children of uninvolved parents are already relatively high in aggression and such externalizing behaviours as temper tantrums (Miller et al., 1993). Furthermore, they tend to be disruptive and perform very poorly in the classroom later in childhood (Eckenrode, Laird, & Doris, 1993; Kilgore, Snyder, & Lentz, 2000). These children often become hostile, selfish, and rebellious adolescents who lack meaningful long-range goals and are prone to commit such antisocial and delinquent acts as alcohol and drug abuse, sexual misconduct, truancy, and a wide variety of criminal offences (Kurdek & Fine, 1994; Patterson, Reid, & Dishion, 1992; Pettit et al., 2001). In effect, these youngsters have neglectful (or even ―detached‖) parents whose actions (or lack thereof) seem to be saying ―I don‘t care about you or about what you do‖—a message that undoubtedly breeds resentment and willingness to strike back at these aloof, uncaring adversaries or other authority figures. Some researchers believe that uninvolved parenting may present the greatest risks of all to healthy long-term development (Steinberg et al., 1994). 6 Why does authoritative parenting work so well? Authoritative parenting is consistently associated with positive social, emotional, and intellectual outcomes. There are probably several reasons for this:  First, authoritative parents are warm and accepting—they communicate a sense of caring concern that may motivate their children to comply with the directives they receive in a way that children of more aloof and demanding (authoritarian) parents are not. When parental demands are accompanied by reasonable explanations and clear, consistent guidelines for behaviour, the child‘s job of sorting out the social world becomes much easier and they are more likely to accept the limitations on their actions.  Then there is the issue of how control is exercised. Unlike the authoritarian parent who sets inflexible standards and dominates the child, allowing little if any freedom of expression, the authoritative parent rationally exercises control, carefully explaining their point of view, while also considering the child‘s viewpoint. Demands that come from a warm, accepting parent and that appear to be fair and reasonable rather than illogical and dictatorial are likely to elicit committed compliance rather than complaining or defiance (Kochanska, 2002).  Finally, authoritative parents take into account the child‘s responses, show affection, and are careful to tailor their demands to the child‘s ability to regulate their conduct. In other words, they set standards that children can realistically achieve and allow the child some freedom, or autonomy, in deciding how best to comply with these expectations. This kind of treatment carries a most important message— “You are a capable human being whom I trust to be self-reliant and accomplish important objectives.” Of course, feedback of this sort fosters the growth of self- reliance, achievement motivation, and high self-esteem in childhood. It is the kind of support that adolescents need to feel comfortable about exploring various roles and ideologies to forge a personal identity. In sum, it appears that authoritative parenting—warmth combined with moderate and rational parental control—is the parenting style most consistently associated with positive developmental outcomes. Children need love and limits—a set of rules that help them to structure and evaluate their conduct. Without such guidance, they may not learn self- control and may become quite selfish, unruly, and lacking in clear achievement goals, particularly if their parents are also aloof or uncaring (Steinberg et al., 1994). But if they receive too much guidance and are hemmed in by inflexible restrictions, they may have few opportunities to become self-reliant and may lack confidence in their decision-making abilities (Steinberg, 2005; Steinberg et al., 1994). 9 V. Providing Boundaries and Limits - Parenting also requires setting limits and boundaries in a developmentally and culturally appropriate manner. It involves helping children learn to self-manage their emotions and behaviour, to control impulsive behaviour and refrain from unacceptable behaviour (e.g., hitting, bullying, temper tantrums, and disobedience), and how to behave appropriately in varied social situations (e.g., visiting relatives, going shopping, attending ceremonies). It also involves providing consequences when children behave inappropriately. This requires parents to have clear expectations, rules, and planning strategies that they are prepared to use as needed to back up instruction or respond to challenging behaviour (e.g., planned ignorance of minor problems, brief removal of activity at the centre of a dispute, or strategies like quiet time or time-out for more serious situations). The type of backup consequences parents use varies as a function of the child‘s age and level of development, culturally-based values, and views on discipline methods. VI. Teaching Life Skills and Mentoring - Parents are powerful role models, skills coaches and mentors, and educate their children in the life skills they deem necessary for survival and success in life. Active life skills coaching is a form of parental guidance and education that helps children learn necessary social skills, self-care, independence and autonomy. Parenting involves modelling, providing advice, verbal and physical guidance, and necessary instruction to children about specific skills children can use to handle particular situations they encounter in their everyday social world. This kind of active skills coaching can include but is not restricted to the following:  Social skills (e.g., saying ―please‖ and ―thank you‖ when making requests, saying ―hello‖ and ―goodbye,‖ taking turns, being able to win and lose graciously);  Effective communication and conflict management (e.g., communicating ideas, needs and opinions, making assertive requests, compromising and negotiating, being tactful);  Compassion towards others (e.g., showing concern and helping others, being empathic);  Problem-solving (e.g., finding out information to understand and solve a problem);  Self-care (e.g., washing hands, cleaning teeth, using the toilet, using sanitary aids);  Appropriate mealtime behaviours (e.g., using eating utensils, chewing with a closed mouth, table manners); 10  Safe and respectful use of technology (e.g., following family and school rules relating to the use of devices, being aware of cyber safety, avoiding high-risk behaviours on social media);  Financial literacy and job search skills (e.g., working for an allowance, saving, purchasing within a budget, looking for work, applying for jobs);  Being an informed consumer (e.g., understanding advertising and costs of goods, creating shopping lists, checking change);  Relationship and sexuality education (e.g., forming healthy relationships, dating, sexual anatomy, sexual identity, conveying healthy attitudes towards sexual activity, contraception, consent, and pornography). VII. Being a Child Advocate - One aspect of being protective towards children involves advocating on their behalf to other carers, educators, medical and health care professionals and coaches (e.g., sports, performing arts) to ensure their needs are being met. This role can include speaking to professionals about children‘s needs (e.g., medication, diet, mobility, and learning). These can be difficult conversations for parents and professionals alike, particularly when the discussion is about a problem or crisis that needs to be addressed (e.g., acute health problem, problems in the classroom). As many children cannot advocate for themselves (e.g., young children, children with a disability), parents must undertake this responsibility on their behalf. VIII. Supporting Children’s Education - Increasing evidence shows that parental involvement in children‘s education is related to how well children do in school both academically and socially (Powell, Son, File, & San Juan, 2010). Parents who have a good relationship with their child‘s educator are better able to advocate for their children (Sanders, Healy, Grice, & Del Vecchio, 2017). This includes communicating openly about any concerns they may have about their children (e.g., behaviour in class, learning problems, peer relationship difficulties, grades). Parents are then more likely to be aware of how to promote or enhance their child‘s learning outside of school hours and to support the school. Children tend to have fewer social or emotional problems at school when parents actively involve themselves in children‘s learning and education (Brotman, Basrjas-Gonzalez, Dawson-McClure, & Calzada, 2018; Kirby & Hodges, 2018). Parents who avoid contact with teachers or the school in general or make demands, escalate or intimidate teachers, tend to be more poorly informed about their children‘s education and can be socially isolated from other parents. Parents with personal histories of disliking or not doing well at school themselves often feel apprehensive, intimidated, anxious and/or avoidant about engaging with the school system. However, communicating effectively with teachers is an important 11 relationship skill for parents to learn so they can meaningfully support children‘s education. IX. Moral and Spiritual Guidance - Religious and moral beliefs and affiliation with religious groups influences how parents raise their children (Brody, Stoneman, & Flor, 1996; Fung, Wong, & Park, 2018). In turn, parents influence children‘s religious beliefs, attitudes, and behaviour concerning social and moral issues. The family is where children are first exposed to spirituality, religious practices, cultural traditions and rituals, and role models for moral and ethical behaviour (e.g., honesty, kindness). The attitudes parents express in adult conversations that children hear, or in conversations with children, can influence children‘s attitudes towards others (e.g., racial groups, minority and marginalized groups, religions), work ethic, sexuality, and intimate relationships (e.g., same- or opposite-sex relationships, gender roles, marriage, abortion), and social issues (e.g., care for the environment, climate change, politics, war). Parents have an important role in encouraging tolerance, compassion, and acceptance of others (e.g., racial, cultural, and religious differences), and the avoidance of inadvertently teaching children to be prejudiced (Kirby, 2016). 14 The positive parenting approach also takes into account what parent figures need to carry out the parenting task properly: information, guidance and reflection on the family‘s parenting model; time for themselves and with the family; faith in their ability as parent figures and satisfaction with the parenting task; and informal and formal support to help overcome difficulties and reduce parent and family stress. THE FIVE PRINCIPLES OF POSITIVE PARENTING The foundation of positive parenting rests on five principles: attachment, respect, proactive parenting, empathetic leadership, and positive discipline. These five principles go hand in hand to both build a strong bond and to position the parent to be the effective leader their child needs to guide them through childhood. Given below is a breakdown of what this looks like in daily life when these principles are put into practice. I. Attachment According to the attachment bond theory pioneered by English psychiatrist John Bowlby and American psychologist Mary Ainsworth, the bond (or attachment) formed between primary caregivers and infants is responsible for:  shaping all of one‘s future relationships,  strengthening or damaging one‘s ability to focus, being conscious of one‘s feelings, and calming ourselves,  affecting one‘s ability to bounce back from misfortune. Children are hardwired to connect on a biochemical level. This happens first with their immediate family and then with the broader community. If that connection isn‘t there, the brain may not develop as it is supposed to. When a secure attachment is made, the child feels safe. Research suggests that children who fail to develop a secure attachment in the early years often have behavioural problems and relationship troubles later in life. Following are some tips for developing secure attachment:  Responding promptly and lovingly to cries or emotional upsets. While a parent instinctively responds to their infant‘s cries, when dealing with an older child they may feel like they should ignore the cries or tell them to stop crying because whatever they are upset about isn‘t a big deal. Yet, responding lovingly even to the older child is what keeps the attachment bond strong. That bond is jeopardized when one ignores or mocks a child‘s cries.  Understand the child‘s cues for food, rest, play, and comfort, and attend to them accordingly. Learning a baby‘s cues is a stepping-stone to understanding their more complex needs (e.g. the need for privacy, quality time) as they grow in age. Understanding cues helps tremendously with discipline as we assess the need behind the behaviour in question. 15  Giving full, focused attention without distractions. The parent should be present at the moment.  Providing lots of positive attention—talking, laughing, play, cuddles. II. Respect Children need to be treated in a thoughtful, civil, and courteous manner, just as we treat other people. We do not put them down, shame them, speak rudely or disrespectfully, threaten violence, or hit them. Those are not ―tough love‖ parenting techniques; they are bullying techniques. Children learn what they live, and if those techniques are used on them, they are likely to use them on someone else—imagining that they have their parents stamp of approval because they showed them how to do it. Research has shown that children who have loving, nurturing parents have a bigger hippocampus, which promotes better memory, learning, and stress response. Therefore, we respect a child‘s mind by being nurturing and positive, respect a child‘s body and dignity by choosing not to hit them to cause deliberate pain for training purposes, respect a child‘s personhood when we give space to allow them to explore and develop at their own pace. We respect their spirit, acknowledging that each child comes with their unique spirit, which is to be honoured. There are many ways to demonstrate respect to a child. Remember, by experiencing respect, children learn to show respect to others.  Practice good communication skills—be a good listener.  Respect their bodies. It‘s probably tempting to lick your finger and wipe a smudge off their face, but you‘d be grossed out if someone did that to you. We also unconsciously do things like swoop toddlers up without warning, brush or fix their hair without asking, etc. A good rule of thumb is to ask oneself if you‘d like to have it done to you without permission or warning.  Allow them to make choices. Children are bossed around all day, and then the parents wonder why they have power struggles. Allowing them to make decisions about little things throughout their day helps them feel like they have some control and shows that the parents respect them.  Be honest. One doesn‘t have to spill every detail if it isn‘t age-appropriate to do so, but one doesn‘t have to lie either. If the parent wants open, honest communication from a child, they have to model it.  Apologize when one has wronged them. This goes a long way toward showing a child that parents too have respect for them—and it models good behaviour for when they wrong someone else.  Respect their space and privacy according to one‘s good judgment. 16  Avoid embarrassing them in front of their peers, in public, or online.  Speak kindly about them to others, especially in their presence. III. Proactive parenting Proactive parents address potential problem behaviour at the first sign before it becomes a serious problem. They understand that by putting in extra time building the relationship and teaching upfront, they stop many problems that could have arisen from disconnection, lack of knowledge and instruction. Proactive parenting can be done in two ways:  catching a potential problem before it gets out of hand, and  having a plan of action for when a problem arises. To put proactive parenting into practice, the parents should set important boundaries early in the child‘s life, be aware of changes in the child‘s behaviours and potential problem behaviours, and create a plan of action for dealing with unwanted behaviours, particularly those that trigger parents‘ anger. Proactive parenting also means that parents respond rather than react to their children‘s behaviours. Whereas reactive parents act impulsively, responsive parents are in control of themselves and able to execute a plan of action when a situation arises. For example, if a 3-year-old child is beginning to show signs of aggression during playdates, the proactive parent would start teaching them about emotion management, create a “calm-down area” for them, and set a limit of no aggressive behaviour. When the child shows the first sign of aggression the next time, the limit is upheld by taking them to “time-in,” or their calm- down area. The parent knows in advance what steps to take when aggression happens so the child can calmly handle the situation with ease. To use time-in, the child is brought onto the parent‘s lap or to a “calm-down area” in one‘s home. A calm-down area at home may consist of books, a drawing pad, some objects for sensory play, and objects of relaxing activities like bubble wrap to pop. The parent should bring the child to this spot and sit with them to do some calming activities. Once the child has stopped crying or struggling against the parent to a state of calm and being receptive, the parent tells the child briefly what boundary they crossed and how they can better manage their behaviour. For instance, if they were throwing tantrums over wanting another cookie, the parent might say, “You were upset with me, so you screamed at me. I understand you feeling upset, but I won‟t let you scream at me like that. I don‟t like to be screamed at, just like you don‟t like it. The next time you‟re upset with me, I want you to come to the calm- down area and draw me a picture to show me how you feel.” 19 TOP PARENTING CHALLENGES AND USING POSITIVE PARENTING TO DEAL WITH THEM Rebecca Eanes for her book Positive Parenting: An Essential Guide surveyed a group of more than 9000 parents, and asked them what the top behaviours were that made them lose their cool. In this section, we‘ll address those top five challenging behaviours, highlighting proactive parenting, one of the basic principles of positive parenting. By being proactive and preventing these five behaviours upfront, parents can make sure these challenges don‘t cause them to lose their cool. 1. Aggression When parents meet aggression with aggression—a spanking for hitting a sibling, for instance—then nobody is really in control, and what‘s worse is that it sends the message that aggression is an acceptable response. This is the time for parents to discipline themselves first, make sure that they are in control of their emotions and that they‘re responding instead of reacting. To be proactive about aggression:  Ensure that the discipline being used isn‘t causing anxiety or frustration in the child. Fear often manifests as aggression, so if the discipline methods elicit fear, that fear comes out in aggressive behaviours. Use time-in and problem-solving in place of punishment. (Refer to Page No.16 for a description of time-in. Steps for practising problem solving or solution-oriented discipline: o Look behind the behaviour. Parents should remember that behaviour is communication, so decipher what the child‘s behaviour is communicating about their internal state. o Discipline ourselves first. Parents should wait until they are calm and rational before they deal with the problem. o Connect with the child. The basic human needs of love and connection must be met before the brain is free to learn the lesson the parent wants to teach. o Seek a solution. Teach the child to be a problem solver, to right their wrongs and repair relationships. This approach serves them much better than just “making them pay.” o Restore and reconnect. The parents should make sure the child‘s self-worth is restored and they understand that mistakes are opportunities to learn and a bad decision doesn‘t mean they‘re a bad child. Parents should reconnect with their child through empathy and love and move forward in good spirits, leaving the mistake in the past.) 20  Teach the child emotional intelligence. Parents should help them label and understand their emotions and teach them how to manage themselves, and they will experience less frustration, which reduces the chance of aggression.  Finally, when parents allow the child to rest in their love—when the child knows there is nothing that could separate them from the parents‘ love—they will feel safe and connected, and the feelings that cause aggression will diminish. 2. Whining Some parents view whining as the different voices a child uses when they want something. Others mean incessantly asking for what the child wants after they‘ve been told no. Be proactive to prevent whining by:  Offering choices – Give the child some control. Some children whine because they feel powerless. Parents should make sure the child knows they are a valuable part of the family and give them choices throughout the day so that they feel they have some control over their daily life.  Teach negotiating skills - This will lessen the feeling of powerlessness that triggers whining while also teaching the child an important skill. Parents should teach them to state their needs and wants respectfully and how to work to find solutions that will satisfy everyone‘s needs. For example, if the child wants to go to the park but the parent has dinner to cook, then the parent may negotiate that the child will help them with dinner and they will take the child to the park afterwards. If the child knows the parent will listen and take their needs and wants seriously, they will feel more important and connected, and the need to whine about things will dissolve. Once the parents have established that they will consider the child‘s requests, then they‘ve also established that no means no. When the child realizes that there will be a consistent response, the whining stops.  Validating emotions - Listen. Often, children just want to feel heard and understood. Children may whine for all sorts of reasons, and their whining may be a cry for connection or help, a release of pent-up emotions, or maybe they‘re tired or overwhelmed or hungry. Parents should show empathy for the child when they are upset. This can be hard to do when the parents just want the child to stop their whining. However, the more they practise empathy, the easier it becomes. When the parents meet the need behind the behaviour, if they can discern what it is, then that behaviour will cease. 21 3. Not Listening Children are almost always listening however, they may not respond, and that‘s what causes frustration in parents. Ironically, the way parents typically try to gain cooperation (e.g. nagging, lecturing, counting, and demanding) from kids causes them to tune it out and do nothing to foster cooperation. Punishment or the threat of punishment may compel a child to act, but that isn‘t real cooperation. Be proactive to prevent cooperation problems by:  Focusing on keeping the connection strong – If the child rarely listens (i.e., does what is asked), then the parent may need to work on their connection with the child by giving the child quality time. Generally, people want to help others when they feel good about themselves and others.  Being mindful of transitions and giving the child appropriate time to comply – the parents should look at what and how much they‘re expecting of the child. If they‘re asking the child to stop in the middle of an amazing play session to go take a bath, then it‘s understandable that they may not hop to it. Their mind is very involved in the play, and it‘s hard to switch gears quickly for most children. Parents should be reasonable and respectful, just as they‘d want others to be to them “I see you‟re having an awesome time. I want you to take a bath in ten minutes.” Give the child another notice five minutes before bath time. This gives them time to transition and is just generally a respectful thing to do. Parents should keep in mind how they feel when a child demands something from them when they‘re engrossed in something else. If the parent shows them courtesy, then they‘ll learn to show it back to the parent.  Use a firm and respectful tone at a conversational distance - Barking commands from across the room, or the house, is much less effective than walking over, getting the child‘s attention by initiating eye contact, and then speaking.  Use “I want” statements rather than “will you” statements - “Will you pick up your toys now?” leaves an option for “No.” It‘s a question, not a request. “I want you to pick up your toys now,” says that this is not negotiable.  Not repeating ourselves over and over – The parent should teach the child to listen by taking action after the first request once reasonable time to comply has passed. If they don‘t do what they have been told to do, then the parent should take action. This means if the child has been told to put their clothes away, then the parent should go over to them, make eye contact, and say, “It‟s time to put your clothes away.” Then guide them toward the laundry pile and ensure they get it done before 24 If parents are experiencing hurtful or rude comments from the child, such as “I hate you” or “You‟re stupid,” understand what they are saying is, “I‟m upset and don‟t know how to handle this.” All feelings are acceptable, but not all behaviours are, so let the child know that you hear them and understand they are upset but that they need to find another way to express it. Parents might say, “It‟s not okay to speak to me like that. I understand you‟re feeling upset, but speak in a way that doesn‟t attack me. If you can‟t do that right now, take a break and come back when you‟re ready to.” Don‘t blow it up or show a strong reaction. Over time, with proper teaching and understanding, the child will learn how to identify those feelings and express them appropriately.  If the parent has been too controlling or too permissive, then both are capable of eliciting back talk.  Apologize if the parent has been disrespectful to the child in the past, and set a new standard of respect. The most important thing parents can do first and foremost is to set a good example. This means they model respect in their interactions with children. If they are prone to yell, the children will be as well. If they choose to ignore the child‘s requests without explanation, they will learn to ignore the parents‘. Parents must set the example for how to communicate respectfully. 25 CONCLUSION Parenting is a major determinant of children‘s development and life course outcomes, making it an extremely important target for early intervention, prevention, and treatment. Good parenting is a cost-efficient, common pathway to positively influence many different developmental outcomes, from healthy brain development to reduced risk of antisocial behaviour and substance abuse. Strengthening the parenting role can influence many diverse outcomes for both children and parents. Parenting is malleable and parents continue to learn to parent throughout their lifetime, from the anxious beginnings of being a first-time parent to the challenge of being a great grandparent in the later years of life. The social role of being a parent and its associated activities is important to not only the next generation; it has a fundamental role in influencing the personal well-being of parents as adults and the quality of community and family life they experience. REFERENCES 1. Shaffer, David R., Kipp, Katherine. (2014, 2010). Developmental Psychology: Childhood and Adolescence (9th edition).Wadsworth Cengage Learning. 2. Bukatko, Danuta., Daehler, Marvin W. (2004). Child Development: A Thematic Approach (5th edition). Houghton Mifflin Company 3. Sanders, Matthew R., Morawska, Alina. (2018). Handbook of Parenting and Child Development Across the Lifespan. Springer International Publishing AG 4. Eanes, Rebecca. (2016). Positive Parenting: An Essential Guide. TarcherPerigee 5. Rodrigo, María & Amoros, Pere & Freijo, Enrique & Hidalgo, Victoria & Máiquez, María & Martínez-González, Raquel-Amaya & Quintana, Juan Carlos & Ochaíta, Esperanza & Balsells, M.Àngels & Fuentes-Peláez, Nuria & Mateos, Ainoa & Garuz, María Cruz. (2019). Best Practice Guide for Positive Parenting: A resource for practitioners working with families. 6. Virasiri, Saovakon & Yunibhand, Jintana & Chaiyawat, Waraporn. (2011). Parenting: What are the critical attributes?. Journal of the Medical Association of Thailand = Chotmaihet thangphaet. 94. 1109-16.