This document outlines the schedule and plan for a forum discussion on parenting skills and child development. It includes: 1) A timeline of meetings from April to June 2020 to conduct research, outline the discussion, practice responses, and finalize the forum. 2) Assignments of research articles to four participants identified by student ID number. The articles cover topics like overparenting, parenting styles, the effects of technology on children, and parenting skills that influence cognitive development. 3) An outline for the forum discussion including introductory premises to be presented by each of the four panelists on topics like the definition of effective parenting, how parenting skills influence emotional competence, the effects of overuse of technology, pampering

1. 1. TIME FRAME FORDISCUSSION:
20th
April 2020 (8.30 a.m.-10.20a.m.) : Delegation of article research duties
25th
April 2020 (5 p.m.-7p.m.) : Sitting together for research for information
30th
April 2020 (5 p.m.-7p.m.) : Sitting together for research for information
06th
May 2020 (12 p.m-2p.m.) : Discussion of outlining the forum discussion
10th
May 2020(10 p.m-12 p.m.) : Discussion of counter-arguments and flow of the forum
16th
June 2020 (10 p.m.-12p.m.) : Practice of forum discussion
20th
June 2020 (10 p.m.-12 p.m.) : Practice of forum discussion
27th
June 2020 (2 p.m-4 p.m.) : Final practice of forum discussion
PANELIST AS
Ms. Siti Hawa Binti Ahmad Sidek Datin Siti Hawa
Representative ofthe Ministry ofWomen,
Family and Community Development.
Ms. Wan NurFaraheeyah Binti Rushedan Prof Madya Wan Nurfaraheeyah
Lecturer, University OfIslamic Science
Malaysia
Ms. Nur Nadhia Natasya Binti Osman Dr. Nadhia
Social Psychological ofUniversity
Kebangsaan Malaysia.
Ms. Hazwani Binti Mohamad Associate Professor (Ph.D) Hazwani
Mohamad
Department ofCommunication Science at
University ofTechnology Mara

2. 2. ARTICLE REFERENCES
a) Matric Number: 2019476082
● Article 1
Badarudin, N. (2017, January 24). Are you over parenting?: New Straits Times. Retrieved from
https://www.nst.com.my/news/2017/01/206890/are-you-over-parenting
● Article 2
Murugesan, M. (2018, October 30). Raising resilient children: New Straits Times. Retrieved from
https://www.nst.com.my/lifestyle/heal/2018/10/426376/raising-resilient-children
b) Matric Number:2020966299
● Article 1
Maggie Mamen. Being The Parent. (2020, May 31). Pampered Child Syndrome: Causes,
Symptoms, Corrective Actions - Being The Parent. Retrieved from
https://www.beingtheparent.com/pampered-child-syndrome-causes-symptoms-corrective-
actions/
● Article 2
S. M. (2018). The Impact of using Gadgets on Children. Retrieved from
https://www.longdom.org/open-access/the-impact-of-using-gadgets-on-children-2167-
1044-1000296.pdf
c) Matric Number: 2019872092
● Article 1
Lonczak, H. S. (2019). What is Positive Parenting? Retrieved from Posvitive psycology web site:
https://positivepsychology.com/positive-parenting/
● Article 2
Chander, V. (2020). Parenting knowledge may aid cognitive growth in babies. REUTERS
HEALTH NEWS. Retrieved fromhttps://www.reuters.com/article/us-health-
parenting/parenting-knowledge-may-aid-cognitive-growth-in-babies-idUSKBN1ZZ33W
d) Matric Number: 2020970629
● Article 1
Zarra, M., Noona, K. A. (2015). Parenting Styles and Children’s Emotional Development during
the First Grade: The Moderating Role of Child Temperament. Journal of Psychology &

3. Psychotherapy, 05(05), 11–190. Retrieved from https://doi.org/10.4172/2161-
0487.1000206
● Article 2
Noor, B.A, & M.S. (2014). Effect of Parenting Styles on Children’s Emotional and Behavioral
Problems Among Different Ethnicities of Muslim Children in the U.S. Marquette
University. Retrieved from https://epublications.marquette.edu/dissertations_mu

4. 3. OUTLINE FOR FORUM DISCUSSION
Title: What Are The Parenting Skills That May Affect Child Development?
POINT PREMISES
(HAWA)
1.The definition of effective
parenting
 Parenting Support is defined as ‘any activity or facility aimed
at providing information, advice, and support to the parent to
help them in bringing up their children’.
(HAWA)
2. Emotional and Behavioral
Competence affected by
parenting skill
 Provision of support by parents helps minimize the risk of
internalizing behaviors, such as those associated with
anxietyand depression, which can impair children's
adjustment and ability to function well at home, at school,
and in the community.
 Such symptoms as extreme fearfulness, helplessness,
hopelessness, apathy, depression, and withdrawal are
indicators of emotional difficulty that have been observed
among very young children who experience inadequate
parental care
(FARAH)
1. The parents letting the
children to use gadgets
without limits.
 Many researchers have studied that children spend average of
their time on different gadgets like telephone, radio, TV,
games, Xbox, iPod and stereo system. They spend most of
their time in these activities and don’t pay attention to their
posture, screen brightness, and screen distance from their
eyes which ultimately affect their vision and health.
 In 2013 Daily mail reported that 29% of the toddlers can
easily use the gadgets and remaining 70% are master by
primary school age. According to the USA Centers for
Disease Control and Prevention, an average child spends
about 8 hours a day watching electronic screens.
 It will affect the children’s future on speech or language
which both of it will be delayed. A child with a language
delay might pronounce words well but only be able to put
two words together. A child with a speech delay might use

5. words and phrases to express ideas but be difficult to
understand.
 Staring at electronic screen continuously for long time causes
distress. Kids suffer various problems like eye irritation or
have difficulty to focus for a while. Attention deficit:
HyperactivityDisorder(ADHD) isa mental disorder. It refers
to problems like paying attention, excess activity or has
difficulty controlling behavior which is not appropriate.
(FARAH)
1. The parents are to
pampered or spoiled their
children (Pampered Child
Syndrome)
 Pampering is defined as the act of indulging or gratifying a
desire, translating into catering to someone’s needs and
desires, in an excessive way that it ends up adversely
affecting the character, nature or attitude of a person.
 Family counselor Maggie Mamen coined this term following
her twenty years of experience in dealing with children’s
psychological issues. Another similar term is ‘Affluenza’,
which is a portmanteau of Affluence and Influenza. Both
these apparent ‘diseases’ are clearly the outcomes of parents
allowing their children anything they want such as
materialistic conditions where the easy availability of money
spoils the child.
 A psychologist attending the court to explain this condition
stated that the child has never learned to say sorry when
someone is hurt. A teenager Ethan Couch who killed four
people and debilitated two others in an incident of
drunkdriving. The lawyer explained his condition as
‘Affluenza’, a state where the child is unaware of emotional
values due to affluence. He only knows that when you hurt
someone, you compensate it with money.
 The effect:
-. The child has the tendency to take everything for granted.
- The child begins to appreciate the abundance of money
from an innocent age
- The child has to take no effort to learn or do anything

6. challenging of his own. Always someone else is available to
do it for him
- The child perceives people without money as unworthy and
inferior
- The child is obstinate to the point of disrespecting elders
(NADHIA)
1. Knowledge of parents
effect cognitive development
of child
 “Promoting parental knowledge about cognitive and language
development,” to help them stimulate their babies brains as
well, the study team writes in The Journal of Pediatrics.
 At the nine-month visit, parents who had more knowledge in
the first week about their baby’s brain development showed a
higher quality of caregiving at nine months. While teaching
their baby the task, they were more sensitive to the infant’s
cues, more likely to communicate “in a warm and positive
tone” and more likely to create opportunities for the infant’s
growth and learning, the study team writes.
(NADHIA)
2. Positive parent style will
effect for child development.
 Developmental parenting is a positive parenting style that
promotes positive child development by providing affection
to support a child’s cognitive development
(Roggman&Innocenti, 2009).
 it is evident thatpositive parenting styles encourage a child’s
autonomy by:
- Supporting exploration and involvement in decision-making
- Paying attention and responding to a child’s needs
- Using effective communication
- Attending to a child’s emotional expression and control
- Rewarding and encouraging positive behaviors
(HAZWANI)
1. Psychological control by
parents can increase the
 This is categorized as an authoritarian parenting style which
shows high levels of control, but only low levels of warmth
and responsiveness.
 The research on emotion socialization has revealed that

7. levels of negative emotions
in their children.
parents who minimize their children’s emotional expression
or punish them for expressing negative emotions increases
the children’s intensity of emotional expression, which lead
them to become more emotionally reactive and less
emotionally self-regulating.
 According to Thompson, Hollis, and Richards (2003),
depression among children is found to occur between the age
of 5 and 10 if they live in an authoritarian home.
 The results of the present study show that the psychological
control deployed by mothers can increaselevels of negative
emotions among all children while fathers’ psychological
control is detrimental in particular for children with a
difficult temperament. Additionally, these results are in line
with recent findings by Aunola and colleagues which suggest
that a high level of maternal and paternal psychological
control is associated with higher levels of negative emotion
in children.
(HAZWANI)
2. Strict parenting may
contribute to children’s
behavior problems and
aggression.
 Thompson, Hollis, and Richards (2003) showed that
authoritarian mothers may have children with behavior
problems as early as age 5 to 10 years old, especially when
the authoritarian mothers experience stress, depression, and
socioeconomic problems; they may discipline their children
more strictly and harshly.
 According to Beck, Daley, Hastings, and Stevenson (2004),
authoritarian parenting with less caring and firm
characteristics will have a destructive impact on children’s
aggression.
 Frick (1994) stated that when parents are too strict and harsh
in parenting, it may contribute to childhood behavior
problems.
 Besides, Knutson et al.(2005) showed that strict and harsh
upbringing which includes yelling, scolding, spanking, and
physical punishment lead to aggression among children.

8. Children exposed to punitive child-rearing may affect their
psychological well-being.
 Another study by Barnow et al. (2005) found that when
children are exposed to strict parenting, they may show
aggressive attitude as a protest to their parents.

9. 4. Article
a) Siti Hawa Binti Ahmad Sidek
Article 1
Raising resilient children
By Meera Murugesan – New Straits Times, October 30, 2018 @ 8:01am
https://www.nst.com.my/lifestyle/heal/2018/10/426376/raising-resilient-children
125
A child who is able to face challenges and adapt to any situation is well prepared for the future writes
Meera Murugesan.
I HAVE often been accused of mollycoddling my six years old daughter.
I admit, I do tend to jump in and fix her problems and generally, am very cautious about allowing her to
try something new, although she desperately wants to show me she can do it.
My excuse is that she’s my only child and I tend to be overly careful where she’s concerned.
But I am aware that my parenting style may not build resilience in her, something she’s going to need as
she grows up and has to figure out the world around her on her own.
Resilience is basically the process of adapting well in the face of adversity, trauma, tragedy or any other
significant sources of stress and it is a key component of emotional intelligence in both children and
adults.
Not many young children today are able to manage the everyday bumps in the road of life since they are
fragile and easily affected by stress and pressure from their surroundings says Datuk Dr Zulkifli Ismail,
consultant paediatrician and paediatric cardiologist and chairman of the Positive Parenting management
committee.
As a result, it is crucial to equip children with the necessary skills to face challenges and to nurture
resilience in them.
YOUNG AND STRESSED
Dr Zulkifli adds that the prevalence of socio-emotional problems among Malaysian children, especially
diagnosable mental health problems is reaching an alarming level, with many reported cases of suicide,
depression, self-harm and anxiety.
In 2017, based on the National Health and Morbidity survey, it was revealed that among adolescents aged
13-17, 18.3 per cent had depression and 39.7 per cent suffered anxiety.
“This means that two out of five teenagers in Malaysia suffers from anxiety and one out of five is
depressed. This is a grim reminder that much needs to be done to address the issue,” says Dr Zulkifli.
Dr Zulkifli says the prevalence of socio-emotional problems among Malaysian children, especially
diagnosable mental health problems is reaching an alarming level.

10. Research from the United States has shown that the main issues children face is fitting in with peers,
meeting family expectations and performing well in school and it’s not very much different here in
Malaysia says Dr Rajini Sarvananthan, consultant developmental paediatrician.
Resilience has to be nurtured from young she explains and a child should have both physical and
emotional resilience.
“Unfortunately, today, we live in a world where we don’t give children the space to develop naturally, at
their own pace. We want to provide them with shortcuts, but by doing that, we are denying them the
opportunity to be competent and develop their own skills,” she adds.
Dr Rajini says we live in a world where we don’t give children the space to develop naturally, at their
own pace.
It is normal for parents to want to protect their children or do things for them says Alexius Cheang, a
behavioural psychologist.
Their intention comes from a good place but being over protective or over controlling will not build
resilience in the child.
Doing something on their own and experiencing failure is also a way for children to learn a life lesson but
if parents always jump in to help, they are taking away this valuable learning experience from the child.
“Each time you fail, you learn how not to do something,” says Cheang.
He stresses that what parents can do is to be there for their children as they try something new, but don’t
be so quick to act. Let the child try on his own and come to the parent for advice or guidance should he
need it.
“But what we see is parents jumping in all the time. At concerts or recitals or sports events, they are the
ones urging the child to sing louder or move faster from the sidelines. We think our child’s success is our
success but his growth and progression is our success too.”
And ultimately, our goal as parents should be to give our children the skills and abilities they need to
make the best decisions on their own, with or without us around.
Article 2
Are you over parenting?
By Nadia Badarudin - January 24, 2017 @ 2:01pm
https://www.nst.com.my/news/2017/01/206890/are-you-over-parenting
Research shows that parents’ over-involvement in every stage of a child’s life creates an individual who is
smart but under-equipped to deal with day-to-day tasks. Picture credit: thetimedoctor.co.uk
Over parenting is counter-productive and detrimental to children, writes Nadia Badarudin
IT is 4.45am on a Monday morning. Nini Nazri, a 28-year-old mother of two, is busy preparing lunch for
her daughter, who is in Standard Three. Today, the bento-style menu is inspired by her child’s favourite
character, Minions. And as usual, the food is gluten-free and picture perfect for her Instagram and blog.
Lisa Rahman, 38, is meeting her son’s teacher to discuss his slipping grades. Her 10-year-old has been a
straight-A student since Standard One. Lisa and her husband are very strict in raising their three children
(aged between 10 and 14). They impose high standards when it comes to education and being inconsistent
in studies is unacceptable, and punishable, which means no new gadgets for that month.

11. The routine and practices of Nini and Lisa, who are both working full-time,are typical of modern parents,
especially mothers who feel obliged to pave a straight line to success for their offspring by being more
involved and actively orchestrating their lives at every turn.
Children are given more options, in line with the parents’ aspirations to give them the best possible
advantage.
Rather than choosing between congkak or playing football in the field, children now have to pick between
capoeira or wakeboarding and juggle studies with extra lessons or self-improvement activities.
Studies show that a parent’s active involvement can increase the child’s confidence and chances of
becoming a successful adult. But, is being overly involved in the child’s life and offering excessive hand-
holding normal?
How do parents know whether they have crossed the line between spoiling and nurturing when it comes
to parenting?
OVERPARENTING STYLE
If you are a parent and you do any of these: Praise your child profusely, offer too many rewards, try to
prevent him from making mistakes, carry his backpack, do his homework or argue with his teacher about
his grades, then you are guilty of overparenting.
In the article 5 Signs of Overparenting published on HowStuffWorks.com, writer Cristen Conger says
overparenting, also known as “tiger” or “snowplough” parenting, is a combination of excessive anxiety,
unrealistic achievement goals and old-fashioned spoiling.
The trend of overparenting or strict parenting by the multi-tasker “ultramum”, “tiger mum” or “helicopter
parent” actually took off in the 1990s.
According to psychology website Psych Central, the term helicopter parenting was coined in 1969 by
psychotherapist and parent educator Dr Haim Ginott in his book Between Parent And Teenager. A
helicopter parent is defined as someone who is overprotective or overly interested in their child’s life.
Nini and Lisa, however, do not think they come under that category. In her defence, Nini says what she
does is normal among her circle of friends and followers of her Instagram and blog.
“I don’t see any harm spending more time and effort for my children, like preparing a fancy bento-style
lunch.
“I share my parenting experience and tips on social media. Keeping up with what other parents are doing
gives me ideas on how to raise my children too,” she says.
Lisa says her children have personal tutors and are enrolled in various lessons, from music to capoeira,
just to get them ahead in life.
“I don’t think my husband and I are overparenting. We just want to give them the best and see them
succeed in life.
“Getting them ahead from young is good in this world where paper qualifications matter most. Most of
our colleagues are just like us in raising their kids,” says Lisa, who takes long leave every time her
children sit for major examinations to help with“last-minute coaching”.
PARENTING STYLES
Professor Dr Philip George, a consultant psychiatrist from International Medical University, says the
strict or over-involved parenting style is similar to one of the four parenting styles described in
psychology.
“Tiger parenting or helicopter parenting is similar to the authoritative style where parents decide on
everything and are always in control,” he says.
“The problem begins when parents treat a child like a report card to measure their own success in
parenting,”

12. “Despite the heightened involvement or concern, parents are actually doing more harm than good to their
kids and to their own health too,” he adds.
He says parenting style is shaped by the parents’ upbringing and other factors including own socio-
cultural, technological advancement and the pressure to meet the requirements of hyper-achievement
schools or higher learning institutions.
Technology, for instance, enables parents to monitor their children right from conception (i.e. 3D images
in the womb) to comparing notes with other parents on Instagram or Facebook.
“Parents develop ideas to raise their children based on the way they were brought up, how they perceive
success and what they notice their peers or other parents are doing, as observed on the Internet.
“These factors result in parents having an unconscious wish for their children to achieve what they may
not have achieved,”
“In most cases, these factors cause parents to overestimate their children’s achievements. They fail to
realise that they’re matching unrealistic expectations with their children’s real capabilities,” he explains.
RUINING KIDS AND PARENTS
A 2010-2014 study involving 263 children by Associate Professor Ryan Hong from the National
University of Singapore (published in the Journal of Personality) points out that children with intrusive
parents have less confidence and are more critical about themselves, says Dr Philip.
“Such personality traits can lead to depression and anxiety. Although there’s no similar study in Malaysia,
the findings of the recent National Health and Morbidity Survey are quite worrying.
“It shows almost 20 per cent of children aged between five and 15 have mental health problems including
depression, anxiety and behavioural issues. And that could be linked to the way parents raise their kids,”
he says.
Parents are also putting their health at risk as overparenting forces them to deal with high expectations.
“Disappointments or falling short of expectations can lead to stress and can affect the relationship
between spouses and the bond between parents and children,” he adds.
OVERQUALIFIED YET UNDER-EQUIPPED
The Telegraph reported in 2015 that Julie Lythcott-Haims, an American academic and author of How to
Raise An Adult says a parent’s increased involvement will make the child less able to be independent.
After a decade serving as Dean of Freshmen at Stanford University, Lythcott-Haims noticed the rise of a
new breed of students (likely the first cohort of the over-parented children trend which took off in the
1990s) who were “academically overqualified’ but ‘under-equipped to deal with the day-to-day
practicalities”.
She observed that they still had their helicopter parents hovering close during the transition to college life,
including choosing courses for them.
The Telegraph also highlighted a similar trend in Britain, citing a recent survey where 50 per cent of
youngsters take their parents along to open days to help them choose courses and accommodation. This is
a scenario is common in here too.
TONE IT DOWN
Dr Philip says a sudden change in a child’s behaviour is the best cue for parents to know whether their
parenting style works. Rather than talk about how he feels, a child usually expresses his emotion through
behaviours such as becoming quieter, not socialising, playing rough or eating more. Some teenagers
inflict injuries on themselves when they are under stress.
“Parents should take heed of these changes because it may be linked to their parenting style.
“And if parents themselves start to feel stressed in dealing with their own expectations, then it’s a sign to
tone it down.
“It’s time to do a reality check. Nobody is asking you to be an Ultra Mum or Super Dad,” he says.
Parents need to know that the most pivotal thing in parenting is unconditional love and affection.

13. “It’s okay to set goals or a high standard, but what’s more important is to be realistic and match that with
your child’s abilities.
“If your child makes mistakes, criticise the behaviour, not the child. If your child doesn’t meet a goal,
don’t punish him.
“Mistakes and life blunders enable a child to learn and grow. Let the child know that doing the best he
can is more important than being the best,” he says.

14. b) Wan NurFaraheeyahBinti Rushedan
Article 1
Pampered Child Syndrome: Causes, Symptoms,
Corrective Actions
FAMILY BASICS, POSITIVE PARENTING MAGGIE MAMEN
It is actually sad that there is a psychological syndrome on pampering. Family counselor Maggie
Mamen coined this term following her twenty years of experience in dealing with children’s
psychological issues. She wrote a book of the same name, and the name has stayed. Another similar term
is ‘Affluenza’, which is a portmanteau of Affluence and Influenza. Both these apparent ‘diseases’ are
clearly the outcomes of parents allowing their children anything they want. Specifically put, these are
materialistic conditions where the easy availability of money spoils the child. The dictionary states that to
pamper is to “treat with excessive care and attention.” Note that “excessive” is the key word here.
What Is ‘Pampering’?
Pampering is defined as ‘the act of indulging orgratifying a desire, translating into catering to someone’s
needs and desires, in an excessive way that it ends up adversely effecting the character, nature or attitude
of a person. Now think of these terms with respect to a child – whose whims and fancies are catered to,
with parents going out of the way to please and appease him. Letting the child have his way, whether
legitimate or not, sets the foundation of adults who are stubbornly snobbish, attention seekers, and selfish
to some extent.
Syndrome Symptoms Of Pampe re d Child
The responsibility is entirely on the parents. Every child is born innocent, but wrong upbringing spoils
him or her. The abundance of money is something that is totally unrelated to the innocence of children.
Connecting innocence and money spells a serious corrosion of moral fabric from a very early age. The
common symptoms of a pampered child are as following.
 The child has the tendency to take everything for granted
 The child begins to appreciate the abundance of money from an innocent age
 The child has to take no effort to learn or do anything challenging of his own. Always someone
else is available to do it for him
 The child perceives people without money as unworthy and inferior
 The child has no creative tendencies
 The child is a prolific liar in getting whatever he wants, at any cost
 The child has more of anything than his peers do. If his peer has one video game, an extremely
pampered child has more than one
 Significant loss of interest and short attention span from the child is another major symptom. Even
if he may have all of the latest video game consoles, he may not find any of them interesting after
a few days
 The child is obstinate to the point of disrespecting elders
 The child uses expletives without realizing their shock effect

15. What Are The Effe cts Of Pampe ring A Child?
Pampering a child can have serious after-effects on his personality and the character, hence there are
definitive limits set to indulging your child. Let the ‘privileges’ not be misunderstood as ‘rights’, and you
are just about right.The damage to sensitivity can grow into a severe stage if unchecked. Take the case of
the Texas ‘Affluenza’ teenager Ethan Couch who killed four people and debilitated two others in an
incident of drunk driving. The lawyer explained his condition as ‘Affluenza’, a state where the child is
unaware of emotional values due to affluence. A psychologist attending the court to explain this condition
stated that the child has never learned to say sorry when someone is hurt. He only knows that when you
hurt someone, you compensate it with money. The teenager also showed little or no signs of remorse in
the court room even after killing four innocent people and seriously injuring two others. Even when the
situation is not this extreme, circumstances note that pampered children grow into egoistic and self-
centered adults, insensitive to the idea of hurting others.
Article 2
The Impact of using Gadgets on Children
Sundus M*
Department of Computer Science, Lahore Garrison University, Lahore
Abstract
Technology plays vital role in our daily lives. These include electronic games, home computers, handheld
devices, and different type of gadgets. Gadgets are popular in children and as likely in elders. In this norm
we can’t keep our children out of this. This paper presents the impact of gadgets on children in positive
and negative manner. Research has been conducted in how gadgets impact on cognitive and motor skills
of children. It also describes the ways for parents how they can monitor their children by limiting their
time of gadget uses. As the gadgets are increasing day by day, it is leading to the technology addiction
among children. The paper concludes with recommendations for further study of better understanding of
more problems in children by growing impact of computers.
Introduction
Many researchers have studied that children spend average of their time on different gadgets like
telephone, radio, TV, games, Xbox, iPod and stereo system [1]. Kids use gadgets for various purposes
like playing games, watching videos, listening songs, chatting with their friends, browsing different
websites. They spend most of their time in these activities and don’t pay attention to their posture, screen
brightness, and screen distance from their eyes which ultimately affect their vision and health. Staring at
electronic screen continuously for long time causes distress [2]. Kids suffer various problems like eye
irritation or have difficulty to focus for a while. If we are facing problems to cope with screens, imagine
how our child’s eyes must be going through. In this era, we can’t keep ourselves or our children away
from these devices so we can try to minimize the impact of these devices on our children. It’s really
surprising a 2 year old baby can and knows how to use a gadget, similar to how a kid knows to use a
feeding bottle. A study has been conducted in USA on kids and result shows 1 out of 3 children can use a
tablet or phone before they even talk? In 2013 Daily mail reported that 29% of the toddlers can easily use
the gadgets and remaining 70% are master by primary school age. Really Surprising! According to the
USA Centres for Disease Control and Prevention, an average child spends about 8 hours a day watching
electronic screens. As they are growing older the use of gadgets also increases. Too much gadget use
can alsoaffectthe long-termvisionproblem[3].Pluschance of myopia also increases in children when
theyspendabout8 hoursdailyongadgets. When people use electronic screens, they blink less. On an

16. average,a personblinksabout15 times in a minute. Due to the high attention required while using an
electronicscreen,thisrate candropto lessthan 5 timesina minute.A lotof research has been done on
this type of phenomena; this paper describes the positive and negative impact of gadgets on children
(Figure 1).
Negative Effects of Gadgets Use
Speech or language delay In order to understand the speech or language delay in children first we
understand the difference between the speech and language. Speech refers to verbal form of
communicationusedbyhumans,andlanguage referstothe whole systemof communication spoken or
written, verbal and nonverbal. A child with a language delay might pronounce words well but only be
able to put two words together. A child with a speech delay might use words and phrases to express
ideas but be difficult to understand. Speech delay, also known as alalia, these two problems often
overlaps. Many researchers have studied this and also concluded many theories about it. By using s
screening tool, researchers studied that the more time children spends on smart phones, tablets and
electronic games and other handheld devices the more likely the child have delays in expressive speech.
Children will learn to talk and communicate through interactions with others. This is the way how they
will learn to communicate well if they r not communicating they are not learning. Every one minute that
your child is spending on the screen is one minute fewer that he could speak or learn with others. Screen
time is the time you child is spending on screen whether it’s TV or any other gadget. Screen time takes
away the time of child which he can spend by talking and communicating with other people.
Attention deficit: Hyperactivity Disorder (ADHD) is a mental disorder. It refers to problems like paying
attention, excess activity or has difficulty controlling behaviour which is not appropriate. This can occur
in children and cause them to be fidgety, unable to focus, restless and easily distracted. This change in
behaviour can cause problem at school or at home as well. Learning problems Children learn lot of things
before the age of five even toddlers learning perspective is much faster than children. If they are using
gadgets their time to communicate with their parents and learning is bounded. They need proper time
talking with their parents so they can learn new words and how to communicate. They need their parents
not gadgets. Also exposure of theses gadgets are linked to cognitive delays and impaired learning.
Researchers at the University of Washington reveal that modern gadgets are not necessary in child
development.Anxiety Anxiety is a fear about future events and reaction to current events. These kinds of
feelings may lead to various physical symptoms, like shakiness and fast heart rate. This phase is usually
harmless and temporary but children who are suffering from anxiety experience nervousness, shyness and
fear. They try to avoid people, places and activities. Child shows aggression or appears tense when they
can’t get online and this feeling magically goes when their devices are given back. This behaviour can be
easily notice. Dr Graham says ‘Child gets upset or shows anger when by small things and when they get
online they become calmer. He said parents should not the signs of agitation, anxiety and irritation in
children’. Dr Watts added: ‘ It’s pretty normal if a child gets upset not being able to online with one’s
friend, but if a child continuously shows anger or depression not being online then it’s time to start a
conversation. Childhood depression Childhood depression is very common and severe medical illness that
negatively affects child behavior. The way they think and act. Too much gadget use introduces depression
in children of certain ages. It also leads mental health issues in children in childhood and adolescence.
They may act depressed or we can see worst of these symptoms in a couple of days. Negative impact on
character This is one of the biggest problems in this growing world of technology. Children use internet
to see adult content rather to search for educational websites.

17. c) NurNadhia Natasya Binti Osman
Article 1
What is Positive Parenting? A Look at the Research and Benefits
Heather S. Lonczak, Ph.D.
29-05-2020
Most adults will become parents at some point in their lives (i.e., around 89.6% of the adult population
worldwide; Ranjan, 2015).
And while most of us strive to be great parents, we may also find ourselves confused and frustrated by the
seemingly endless challenges of parenthood. As both parents of toddlers and teenagers can attest, such
challenges are evident across all developmental stages.
A reoccurring theme in the positive parenting literature is that a warm, yet firm parenting style is linked to
numerous positive youth outcomes. This style is termed ‘authoritative’ and it is conceptualized as a
parenting approach that includes a good balance of the following parenting qualities: assertive, but not
intrusive; demanding, but responsive; supportive in terms of discipline, but not punitive (Baumrind,
1991).
Along with an authoritative parenting style, a developmental parenting style is also believed to
support positive child outcomes (Roggman et al., 2008).
Developmental parenting is a positive parenting style that promotes positive child development by
providing affection (i.e., through positive expressions of warmth toward the child); responsiveness (i.e.,
by attending to a child’s cues); encouragement (i.e., by supporting a child’s capabilities and interests);
and teaching (i.e., by using play and conversation to support a child’s cognitive development
(Roggman&Innocenti, 2009).
Developmental parenting clearly shares several commonalities with authoritative parenting, and both
represent positive parenting approaches.
Overall, by taking a good look at positive parenting strategies that work for raising healthy, happy kids;
it is evident that positive parenting styles encourage a child’s autonomy by:
• Supporting exploration and involvement in decision-making
• Paying attention and responding to a child’s needs
• Using effective communication
• Attending to a child’s emotional expression and control
• Rewarding and encouraging positive behaviors
• Providing clear rules and expectations
• Applying consistent consequences for behaviors

18. • Providing adequate supervision and monitoring
• Acting as a positive role model
• Making positive family experiences a priority
What are the Benefits?
There is empirical evidence for numerous benefits of positive parenting, which cover all developmental
stages from infancy to late adolescence. The following table provides a list of many such examples:
Positive Parenting
Style, Behavior, or
Intervention
Benefit Citation
Autonomy-supportive
Parenting
Better school adjustment
among children
Increased motivation
among infants
Higher internalization
among toddlers
Better psychosocial
functioning among
adolescents
Joussemet, Landry
&Koestner,2008
Reduced depressive
symptoms among
adolescents
Increased self-esteem
among adolescents
Duineveld, Parker,
Ryan, Ciarrochi,
&Salmela-Aro, 2017
Increased optimism among
children
Hasan & Power,2002
Article 2
HEALTH NEWS FEBRUARY 6, 2020 / 7:23 AM / 5 MONTHS AGO
Parenting knowledge may aid cognitive growth in babies
Vishwadha Chander
(Reuters Health) - When parents know more about how their newborn’s brain develops, they’re more
likely to provide an environment that fosters social and intellectual growth in the baby’s first year, new
research suggests.
In a study of low-income Chicago families, researchers assessed how much parents knew about early
brain development during pediatrician visits in the first week after birth and whether that might predict
caregiving behaviors at nine months.
Parents who knew more about infant cognitive development in that first week were more sensitive to cues
and responsive to their children when babies were 9 months old, researchers found.

19. Although new parents tended to focus on babies’ physical health and development in their questions to
pediatricians during well-child visits in the first six months, the results highlight the importance of
doctors’ “promoting parental knowledge about cognitive and language development,” to help them
stimulate their babies brains as well, the study team writes in The Journal of Pediatrics
At the nine-month visit, parents who had more knowledge in the first week about their baby’s brain
development showed a higher quality of caregiving at nine months. While teaching their baby the task,
they were more sensitive to the infant’s cues, more likely to communicate “in a warm and positive tone”
and more likely to create opportunities for the infant’s growth and learning, the study team writes

20. d) Hazwani Binti Mohamad
Article 1
Journal of Psychology & PsychotherapyJournal of Psychology
Research Article OpenAccess
Parenting Styles and Children’s Emotional Development during the First
Grade: The Moderating Role of Child Temperament
Maryam Zarra-Nezhad1*, Kaisa Aunola1, Noona Kiuru1, Sari Mullola2 and Ali Moazami-
Goodarzi1
1Department of Psychology, University of Jyvaskyla, Jyvaskyla, Finland
IBS, Unit of Personality, Work and Health Psychology, University of Helsinki, Finland
Abstract
This study investigated the associations between parenting styles (affection, behavioral control, and
psychological control) and children’s emotional development (emotion expression) during the first grade
of primary school, and the moderating role of children’s temperament (easy, difficult, and inhibited) in
these associations. Mothers and fathers of 152 children responded to a questionnaire concerning their
parenting styles and their child’s temperament at the beginning of their child’s first grade (Time 1). They
also filled in a structured diary questionnaire concerning their child’s negative and positive emotions over
seven successive days (diary) at the beginning (Time 1) and at the end (Time 2) of their child’s first
grade. The results showed that mothers’ psychological control at Time 1 was associated with a subsequent
high level of negative emotions among children, independently of the child’s temperament. Mothers’ high
affection, in turn, was associated with subsequently low levels of negative emotions, particularly among
children with inhibited temperament. Mothers’ behavioral control, on the other hand, was associated with
low levels of negative emotions among children with difficult temperament. Fathers’ psychological
control was associated with subsequently high levels of negative emotions among children with difficult
temperament. No associations were found between parenting styles and children’s positive emotions.
Keywords: Parenting styles; Temperament; Negative and positive emotions; Differential susceptibility
model; Goodness-of-fit
Introduction
Parenting styles, that is, parents’ typical attitudes and behaviors which form the emotional climate in
which parents raise their children [1], have been suggested to play an important role in children’s social
and emotional development [2,3]. For example, affective and warm parenting (i.e., parents’
responsiveness, supportiveness, and involvement), as well as behavioral control (e.g., clear rules and limit
setting) deployed by parents have been shown to be related to low levels of problem behaviors and
depressive symptoms among children [3]. High parental psychological control (i.e., controlling child’s
behavior and emotions through psychological means, such as guilt induction), in turn, has been found to
be associated with increased anxiety, distress, and depressive symptoms among both children and
adolescents [2,4,5]. It has been suggested, however, that children with different kinds of temperaments—
that is, individuals’ innate emotional and behavioral style of experiencing, reacting to, and approaching
novel and unexpected stimuli—may profit or loss from different kinds of parenting [6,7]. For example, a
low level of parental behavioral control has been found to be associated with aggression among children
with high temperamental activity but not among children characterized by low or moderate levels of
temperamental activity [8]. Although there is some evidence suggesting that child temperament
moderates the effects of parenting styles on children’s behavior, such as on adjustment and problem
behavior in early [9-13] and late childhood [12,14], less is known about the differential impacts of

21. parenting on children’s emotional development [15]. The few prior studies that have examined the
combined role of parenting styles and temperament in children’s emotional development have focused on
children’s emotion regulation strategies [9,14] rather than emotion expression. Moreover, the studies have
been carried out among preschool-aged children [9] or older school-aged children [14], and less is known
about the topic after the critical transition to school. The transition to primary school can be both
challenging and stressful for a child [16-18]. During the first grade, children encounter increasing
amounts of successes and failures to deal with, not only in the academic area but also in peer relations
[19]. Children are also expected to follow the teacher’s directions, and they start to form their self-concept
of ability and see others’ behaviors and points of view [19]. Research on the transition to school suggests
that the success of the transition has an important impact on children’s social and emotional competence
[20] and their stress and anxiety levels [21], as well as their future academic performance and learning
capability [20]. Consequently, the present study investigated the extent to which parenting styles
(affection, behavioral control, and psychological control) predict children’s emotional development in
terms of children’s expressions of negative and positive emotions after the critical transition to the first
grade of primary school. In addition, it was examined whether these predictions are different depending
on each child’s type of temperament.
Children’s Emotional Development
Children’s emotional development has been described as consisting of three different components: (1)
cognitive–experiential, i.e., individuals’ thoughts and awareness of feelings (for example, trying to forget
a painful emotion); (2) behavioral–expressive, i.e., external emotional signs (for example, smiling or
crying); and (3) physiological–chemical,
The role of parenting Styles in children’s emotional development
Children’s early emotional development takes place in the dynamic interaction between the parent–
child relationship and the environment that they are developing in [23]. One aspect of this environment is
parenting style, where relatively stable parental behaviors and attitudes toward children determine the
emotional climate of the family [1]. The dimensional approach to parenting styles has typically focused
on the role of three parenting style dimensions in children’s development: 1) affection, i.e. positive affect,
responsiveness, and support in parent– child relationships; 2) behavioral control, i.e., the regulation of the
child’s behavior through firm and consistent discipline (e.g., limit setting, maturity demands, monitoring);
and 3) psychological control, i.e., parents’ control of the child’s emotions and behavior through
psychological means (e.g., love withdrawal, guilt induction), [3,4,35]. The typological approach to
parenting, in turn, has focused on the combinations of the parenting dimensions rather than their unique
effects. For example, Baumrind [36] described three different parenting styles: authoritative parenting,
characterized by a high level of both parental affection and behavioral control; authoritarian parenting,
characterized by a harsh and punitive control and low affection; and permissive parenting, characterized
by a high affection but low behavioral control [37].
Research on emotion socialization has revealed that minimizing children’s emotional expression or
punishing them for expressing negative emotions increases children’s intensity of emotional expression,
making them more emotionally reactive and less emotionally self-regulating [15,38,39]. Further,
authoritative parenting (high parental affection and behavioral control) has been shown to be predictive of
more developed emotional functioning, such as empathy‐related responding, in children over time [40-
42]. Permissive (high affection and low behavioral control) and authoritarian (low affection and high
behavioral control) parenting, in turn, have been shown to be related to children’s emotional
dysfunctioning, reflected, for example, in poor emotion regulation strategies and aggression [15,43].
Moreover, a high level of parental psychological control has been shown to lead to internalizing
problems, such as depression, anxiety, and internalized distress [4].
Aside from specific dimensions or factors of temperament,individual temperament can also be
conceptualized as a constellationof the different dimensions [50]. This perspective calls for a
personcenteredapproach to temperament, which considers the ways inwhich temperament traits are

22. organized and integrated within theindividual [62]. In line with this perspective Thomas and Chess
[53]identified three patterns of temperament: 1) easy, 2) difficult, and 3)behaviorally inhibited. Each of
these temperamental patterns containsdispositional temperamental traits, such as mood (i.e., a child’s
basicmental disposition, varying from being more positive [glad, cheerful, oroptimistic] to more negative
[grumpy, somber, or pessimistic], inhibition(i.e., a child’s tendency to be cautious, wary, and shy with
new peopleand in new situations), activity (i.e., the frequency and quality [vigorand tempo] of a child’s
motor responses), and negative emotionality (i.e.,a child’s tendency to easily get upset, feel anger, or be
difficult to soothe)Children with an easy temperament (positive mood butlow inhibition, activity, and
negative emotionality) are characterizedby optimistic humor, good attention span, mild to moderate
activity,intensity and sensitivity, positive response to new situations, andadaptivity to change. Children
who have a difficult temperament (highnegative emotionality, inhibition, and activity but low positive
mood),in turn, are characterized as having negative, pessimistic humor andbeing very active, intensely
reactive, overly sensitive, and resistant tochange. Finally, behaviorally inhibited children (high inhibition
but low negative emotionality and low activity) are less active, less overtly emotional or intense, and tend
to withdraw in new situations. Difficult and behaviorally inhibited temperament profiles have been
identified as potential risk factors for children’s adaptive development [66-68]. For example, children
with difficult temperamental characteristics during early childhood have been shown to be more likely to
have difficulties with respect to emotion regulation and self-regulation in their later childhood and
adolescence [49,69,70- 72]. Behaviorally inhibited children, in turn, have been found to be highly reactive
in stressful situations (e.g., in response to a strangeror unfamiliar objects) and to become easily
overstimulated [73,74].Recently, also the terms “undercontrolled” (comparable to the
difficultclassification), “resilient” (comparable to the easy classification), and“overcontrolled”
(comparable to the inhibited classification) have alsobeen used to refer to children’s different types of
temperament [75-79].
Consequently, once again, follow-up hierarchical regressionanalyses were carried out separately
for each temperament group. Inthese analyses, children’s negative emotions at Time 2 were predicted
byfathers’ parenting style variables, after controlling for the child’s negativeemotions at Time 1 and the
father’s level of vocational education. Theresults showed that among children with a difficult
temperament,fathers’ psychological control (standardized β = 0.34, p <0.05) predictednegative emotions
at Time 2. That is, the higher the paternal level of psychological control, the higher the level of
subsequent negative emotions among children with a difficult temperament. Among childrenwith an easy
(standardized β = –0.15) or inhibited (standardized β =–0.10) temperament, fathers’ psychological control
had no impact onnegative emotions at Time 2.
Furthermore, the results of the present study showed that although the psychological control
deployed by mothers predicted increased levels of negative emotions among all children during the first
grade,fathers’ psychological control was detrimental in particular forchildren with a difficult
temperament. These results are in line with ourHypothesis 2 and with previous evidence showing that
high parentalpsychological control is related to various negative outcomes amongchildren, such as low
self-esteem, signs of anxiety, distress, depression, shame, and guilt [4,109,110]. Additionally, these
results are in line with recent findings by Aunola and colleagues [2,93] suggesting that a high level of
maternal and paternal psychological control is associated with higher levels of negative emotion in
children. The present study provides a supplemental contribution to the previous literature bysuggesting
that the negative effects of fathers’ psychological control maybe particularly evident among children with
a difficult temperament[8,9,14,89]. Overall, the present findings are in line with the diatheses–stress
model and our Hypothesis 4, suggesting that children with adifficult temperament are even more
susceptible to parental negativeimpacts than those with an easy temperament.

23. Article 2
EFFECT OF PARENTING STYLES ON CHILDREN’S EMOTIONAL AND
BEHAVIORAL PROBLEMS AMONG DIFFERENT ETHNICITIES OF
MUSLIM CHILDREN IN THE U.S.
Noor A. Rosli, B.A., M.S.
ABSTRACT
Marquette University, 2014 Parenting styles create different social environments in the lives of children
within the home. Many studies have investigated the effects of parenting style on children’s emotional
development and behavior (Liem, Cavell, &Lustig, 2010; Pezzella, 2010; Schaffer, Clark, &Jeglic, 2009;
Steward & Bond, 2002; Timpano, Keough, Mahaffey, Schmidt, & Abramowitz, 2010) as well as
differences in parenting across cultures (Keels, 2009; Paulussen-Hoogeboom, Stams, Hermanns, Peetsma,
&Wittenboer, 2008). Limited research has been conducted on parenting style and religion, however, and
especially in Muslim families, and among Muslim American families in particular. There is also a lack of
research that focuses on the effects of all four parenting styles (i.e. authoritarian, authoritative,
permissive, and neglectful) on child development in Muslim families. Most scholars focus on
authoritarian and authoritative parenting styles in their studies and disregard the permissive and neglectful
parenting styles (Mayseless, Scharf, &Sholt, 2003; Takeuchi & Takeuchi, 2008). The present study
focused on associations between parenting style and measures of emotional and behavioral problems in
Muslim American children. No statistically significant differences were found in emotional and behavior
problems between the various parenting groups. Consistency in parenting was also not associated with
emotional and behavioral difficulty scores. Authoritative parenting was found to be the most frequent
parenting style among Muslim fathers in the study sample, while authoritarian parenting was the most
frequently reported parenting style among the Muslim mothers in the sample.
Keywords: parenting style, children emotional and behavioral, cross-cultural, Muslim
The Effects of Authoritarian Parenting Style on Children’s Emotions and Behaviors
The effect of authoritarian parenting style on depression
In a study on parenting style and depression among adolescents, Joshi et al. (2009) found that,
adolescents who lived with authoritarian parents had more depression than those who lived with
authoritative parents. Other researchers also found that authoritarian parenting and depression are strongly
correlated (Milevsky et al., 2007;2008; Patock-Peckham& Morgan-Lopez, 2009). Thompson, Hollis, and
Richards (2003) also found that depression occurs among children between the age of 5 and 10 if they
live in an authoritarian home. Taken together, these studies suggest that authoritarian parenting may
contribute to depression in children.
The effect of authoritarian parenting style on self-esteem
Several studies have demonstrated a relationship between low self-esteem and authoritarian
parents among children (Martinez & Garcia, 2008; Milevsky et al., 2007). Other researchers found that
compared to children who received warmth and acceptance behavior from their parents, children who are
controlled by their parents may display low self-esteem (Barnow, Lucht, &Freyberger, 2005; Patock-
Peckham& Morgan-Lopez, 2009). One can say that the level of self-esteem of children with authoritarian
parenting may decrease.

24. The effect of authoritarian parenting style on life satisfaction
Numerous studies have examined the relationship between authoritarian parenting and children’s
life satisfaction. For example, Milevsky et al. (2007) demonstrated that life satisfaction of children may
decrease when they are raised by authoritarian fathers. Additionally, Leung, McBride-Chang, and Lai
(2004) stated that the element of control and punitive nature of authoritarian parenting may cause children
to feel unhappy and dissatisfied with their life. It is suggested that authoritarian parenting may minimize
life satisfaction among children.
The effect of authoritarian parenting style on aggression
Aggressive behavior occurs among children when their parents treat them strictly and harshly.
According to Beck, Daley, Hastings, and Stevenson (2004), authoritarian parenting, with less caring and
firm characteristics, will have a negative impact on children’s aggression. In fact, Frick (1994) stated that
when parents are too strict and harsh in parenting, it may contribute to childhood behavior problems.
Moreover, strict and harsh upbringing which includes yelling, scolding, spanking, and physical
punishment leads to aggression among children (Knutson et al., 2005). Children exposed to punitive child
rearing may affect their psychological well-being. A longitudinal study done by Thompson, Hollis, and
Richards (2003) showed that authoritarian mothers may have children with behavior problems as early as
age 5 to 10 years old, especially when the authoritarian mothers experience stress, depression, and
socioeconomic problems; they may discipline their children more strictly and harshly. Another study,
Barnow et al. (2005), found that when children are exposed to strict parenting, they may show aggressive
attitude as a protest to their parents. Overall, one might say that children raised by authoritarian parents
have possibility to exhibit aggression behavior.