2. •CHILD REARING IS A PROCESS. IT INVOLVES
PLANNING, FORMULATING, AND IMPLEMENTING A
PROGRAMME OF BRINGING UP CHILDREN IN A
CERTAIN WAY THAT IS IN LINE WITH THE
REQUIREMENT OF THE FAMILY AND SOCIETY. THUS
THROUGH THE PROCESS OF REWARDS AND
PUNISHMENT THE CHILD REARING PRACTICES
INCULCATE IN CHILDREN THE REQUIRED
APPROPRIATE BEHAVIOURS AND CONDUCT THAT ARE
IN LINE WITH THE SOCIAL NORMS AND FAMILY
NORMS.
3. •MODELS OF PARENTING.
-ACCORDING TO THE INDIAN VIEW OF CHILD
DEVELOPMENT, THE NOTION OF SAMSKARA IS
UNIQUE OF BOTH INNATE NATURE OF THE
INDIVIDUAL AND THE TIME DIMENSION IN
DEVELOPMENT, WHERE IN AN INDIVIDUAL’S
ACTIONS AND THOUGHTS ARE BELIEVED TO
CARRY OVER THEIR EFFECTS ACROSS LIVES
(KAKAR, 1999).
4. •THERE ARE IN ALL 16 SANSKARAS IN THE
HINDU SCRIPTURE WHICH ARE TO BE
FOLLOWED WHILE BRINGING UP
CHILDREN. IT STARTS WITH THE TIME OF
CONCEPTION TO THE TIME OF DEATH.
5. •PRE-NATAL SAMSKARAS
1) GARBHADAN (CONCEPTION)
2) PUMSAVANA (ENGENDERING A MALE ISSUE)
3) SIMANTONAYANA (HAIR-PARTING)
•CHILDHOOD SAMSKARAS
4) JATAKARMA (BIRTH RITUALS)
5) NAMAKARANA (BARSO/NAME-GIVING)
6) NISHKRAMA (FIRST OUTING)
7) ANNAPRASHANA (DANTOLYO / FIRST FEEDING)
8 ) CHUDAKARMA (JAVAL KADCHE/SHAVING OF HEAD)
9) KARNAVEDH (KAN TOPAP / PIERCING THE EARLOBES)
6. •EDUCATIONAL SAMSKARAS
10)VIDYARAMBHA (LEARNING THE ALPHABET)
11) UPANAYANA (MUNJ/SACRED THREAD INITIATION)
12)VEDARAMBHA (BEGINNING VEDIC STUDY)
13)KESHANT (GODAAN) (SHAVING THE BEARD)
14)SAMAVARTAN (SODMUNJ / END OF STUDENTSHIP)
•MARRIAGE SAMSKARA
15)VIVAHA (LAGNA / MARRIAGE CEREMONY)
•DEATH SAMSKARA
16)ANTYESHTI (MARAN SAOUSKAR / DEATH RITES)
7. •THE INTERACTIVE MODEL
-THE INTERACTIVE MODEL OF SOCIALIZATION
EFFECTIVELY ILLUSTRATES THE INDIAN PERSPECTIVE OF
CHILD DEVELOPMENT, THAT IS THE CHILD IS BORN WITH
INNATE PREDISPOSITIONS “SAMSKARAS” AND THE FAMILY
MUST NURTURE THE CHILD SUCH THAT HIS POTENTIAL IS
ACTUALIZED. THE TRADITIONAL CHILD REARING
PRACTICES ARE GUIDED BY THE PRINCIPLE OF CHILD
CENTEREDNESS, WITH MOTHER AS THE PRIMARY
SOCIALIZE AND FATHER AS THE PROVIDER AND
DISCIPLINARIAN.
-THE EARLY INFANCY/CHILDHOOD IS CHARACTERIZED BY
“PALNA AND POSNA”, THAT IS PROTECTING AND
NURTURING.
8. TRAIT MODEL (HOLDEN AND MILLER, 1999)
-THE MOST PROMINENT IS THE TRAIT MODEL OF
PARENTING WHICH POSTULATES STABLE, RECURRENT
ENDURING PATTERN OF BEHAVIOUR EMBODIED BY
PARENTS CONSISTENT ACROSS TIME, SITUATIONS AND
CHILDREN AS THE ESSENCE OF PARENTING.
9. CHILD EFFECT MODEL (BELL, 1986)
-IN CONTRAST TO TRAIT MODEL OF PARENTING IS THE
CHILD EFFECT MODEL OF PARENTING. THIS MODEL
CONCEPTUALIZES CHILD REARING AS DETERMINED BY
CHARACTERISTICS OF THE CHILD, SUCH AS
TEMPERAMENT, AGE, GENDER, BEHAVIOUR,
APPEARANCE AND ACTIVITY LEVEL. THIS MODEL WAS
CRITICIZED FOR ITS ONE SIDED PERSPECTIVE OF
PARENT CHILD DYNAMICS.
10. •PROCESS MODEL (BELSKY, 1984)
-HIS MODEL FOCUSED ON FACTORS
AFFECTING PARENTAL BEHAVIOUR AND HOW
SUCH FACTORS AFFECT CHILD-REARING,
WHICH IN TURN INFLUENCES CHILD
DEVELOPMENT. AT THE FAMILY LEVEL,
BELSKY’S INTEREST IS PRIMARILY ON
INTERPERSONAL INTERACTIONS BETWEEN
PARENT AND CHILD.
11. THE MODEL OF PARENTING CONTAINS THREE
DOMAINS OF DETERMINANTS:
1) THE PERSONAL PSYCHOLOGICAL RESOURCES OF THE
PARENTS;
2) THE CHARACTERISTICS OF THE CHILD; AND
3) CONTEXTUAL SOURCES OF STRESS AND SUPPORT,
THAT INCLUDE THE MARITAL RELATIONS, THE SOCIAL
NETWORKS, AND THE OCCUPATIONAL EXPERIENCES OF
PARENTS.
12. •TRANSACTIONAL MODEL (SAMEROFF, 1975)
THIS MODEL HIGHLIGHTS THE BIDIRECTIONAL
RECIPROCAL INFLUENCES OF BOTH PARENTS AND
CHILDREN IN PARENTING AND CHILD DEVELOPMENT.
CONTEXTUAL MODEL (DARLING AND STEINBERG,
1933)
IN THIS MODEL PARENTING STYLE IS VIEWED AS A
CONTEXT THAT FACILITATES OR UNDERMINES
PARENT’S EFFORTS TO SOCIALIZE THEIR CHILDREN.
13. -TO UNDERSTAND THE PROCESSES THROUGH WHICH
PARENTING STYLE INFLUENCES CHILD DEVELOPMENT,
ONE MUST DISENTANGLE THREE DIFFERENT ASPECTS
OF PARENTING, THAT IS,
I) THE GOALS TOWARDS WHICH SOCIALIZATION IS
DIRECTED,
II) THE PARENTING PRACTICES USED BY PARENTS TO
HELP CHILDREN REACH THOSE GOALS,
III) THE PARENTING STYLE OR EMOTIONAL CLIMATE
WITHIN WHICH SOCIALIZATION OCCURS.
14. •PARENTING STYLE
THE PARENTING STYLE IS THE MOST USEFUL
CONCEPT THAT MODERATES THE EFFECTIVENESS OF
THE CHILD REARING PRACTICES IT CHANGES THE
CHILD’S OPENNESS TO SOCIALIZATION. DARLING AND
STEINBERG (1993) ARE OF THE VIEW THAT
PARENTING STYLE AND PARENTING PRACTICES ARE
THE MECHANISMS THROUGH WHICH PARENTS
DIRECTLY HELP THEIR CHILD ATTAIN THEIR
SOCIALIZATION GOALS.
15. -THUS THE MODELS OF PARENTING IDENTIFIED THREE
CHARACTERISTICS OF PARENTS THAT DETERMINE THE
PROCESSES THROUGH WHICH PARENTING STYLE
INFLUENCES CHILD DEVELOPMENT. THESE WERE:
I) VALUES AND GOALS PARENTS HAVE IN SOCIALIZING
CHILDREN
II) PARENTING PRACTICES EMPLOYED BY THEM
III) ATTITUDES THAT THEY EXPRESS TOWARDS THEIR
CHILDREN.
16. CHILD REARING
•is the process of promoting and
supporting the physical, emotional,
social, and intellectual development
of a child from infancy to adulthood.
19. AUTHORITARIAN STYLE
•-IS ALSO CALLED A “STRICT
PARENTING”, THE STYLE OF
PARENTING IS CHARACTERISED BY
HIGH EXPECTATIONS OF
CONFORMITY AND COMPLIANCE TO
PARENTAL RULES AND DIRECTION.
20. AUTHORITATIVE STYLE
• AUTHORITATIVE PARENTING STYLE ESTABLISH
RULES AND GUIDELINES THAT THEIR CHILDREN
ARE EXPECTED TO FOLLOW. HOWEVER, THIS
PARENTING STYLE IS MUCH MORE
DEMOCRATIC.
• AUTHORITATIVE PARENTING CAN BE ALSO
CALLED BALANCED PARENTING, IS
CHARACTERISED BY A CHILD-CENTERED
APPROACH THAT HOLDS HIGH EXPECTATION OF
MATURITY.
21. PERMISSIVE STYLE
• is a type of parenting style characterized by
low demands with high
responsiveness. Permissive parents tend to be
very loving, yet provide few guidelines and
rules. These parents do not expect mature
behavior from their children and often seem
more like a friend than a parental figure.
22. UNINVOLVED STYLE
•AN UNINVOLVED PARENTING STYLE IS
CHARACTERISED BY FEW DEMANDS,
LOW RESPONSIVENESS AND LITTLE
COMMUNICATION.
•ALSO CALLED NEGLECTFUL PARENTING.
•THE PARENTS ARE LOW IN WARMTH AND
CONTROL.
23. THE IMPACT OF PARENTING
STYLES
1. AUTHORITATIVE PARENTING STYLES LEND TO
RESULT IN CHILDREN WHO ARE HAPPY, CAPABLE
AND SUCCESSFUL.
2. PERMISSIVE PARENTING OFTEN RESULTS IN
CHILDREN WHO RANK LOW IN HAPPINESS AND
SELF-REGULATION.THESE CHILDREN ARE MORE
LIKELY TO EXPERIENCE PROBLEMS WITH
AUTHORITY AND TEND TO PERFORM POORLY IN
SCHOOL.
24. •UNINVOLVED PARENTING STYLES
RANK LOWEST ACROSS ALL LIFE
DOMAINS. THESE CHILDREN TEND
TO LACK SELF-CONTROL, HAVE
LOW SELF-ESTEEM AND ARE LESS
COMPETENT THAN THEIR PEERS.
26. • THERE ARE SOME POTENTIALS CAUSES
THESE DIFFERENCES INCLUDE CULTURE,
PERSONALITY, FAMILY SIZE, PARENTAL
BACKGROUND, SOCIO-ECONOMIC STATUS,
EDUCATIONAL LEVEL AND RELIGION.
• THE PARENTING STYLES OF INDIVIDUAL
PARENTS ALSO COMBINE TO CREATE A
UNIQUE BLEND IN EACH AND EVERY FAMILY.
27. • THE AUTHORITATIVE PARENTING
STYLE IS CONSIDERED TO BE THE
HEALTHIEST AND MOST BALANCE
APPROACH TO PARENTING.
• AUTHORITATIVE PARENTS SET AND
ENFORCE LIMITS, BUT THEY DO SO TO
PROTECT THEIR CHILDREN.
28. •AUTHORITATIVE PARENTS CREATE
BALANCE BETWEEN AUTHORITARIAN
AND PERMISSIVE PARENTING STYLES.
•THEREFORE, IT’S IMPORTANT FOR
PARENTS TO PICK A PARENTING STYLE
THAT BEST FITS HOW THEY WOULD
LIKE THEIR CHILD TO BEHAVE NOW,
AND LATER WHEN THEY BECOME AN
ADULT.
