The intense and eminence of family involvement has an unswerving impact on the development of a child. Anew born child do not understand certain personalities, behaviors and attitudes. They are usually formed during the growth of a child. The practices and values that are upheld by parents and siblings have a direct influence to the emotional and learning development of a child in a family (Couchenour & Chrisman, 2011).
Positive stimulation and proper nutrition are exceptionally vital in determining the development of a child. Physical and mental developments are mainly controlled by early experiences in the child’s life. An emotionally detached and abusive family environment can lead to delays in development, stress-related medical problems as well as learning disabilities (Couchenour & Chrisman, 2011).
Family relationship nurtures the potential of a child. For example, a family that spends extensive time reading and talking to their young ones will have a direct impact on the preparedness of the child for school. Spends that spend adequate time with adults are likely to be high performers in school (Couchenour & Chrisman, 2011).
Families also nurture self-esteem in children. This comes with the handling that children get from their parents. Children who always feel safe at home develop an outstanding sense of belonging in the globe and are always to take risks or try new activities.
Also, negative traits are influential to the intensification of an infant. If a child gets exposed to adverse negative elements in their lives as they grow up, they are likely to build up extensive negative traits (Couchenour & Chrisman, 2011).
For example, a child brought up in an environment full of arrogant individuals it is likely that the child will become arrogant.
Parenting styles are equally influential to the development of an infant. Parenting may take different dimensions with the main ones being disciplinary strategies, communication styles, warmth and nurturance and expectations of control and maturity. These dimensions yield the four parenting styles that may be adopted during the growth and progress of a child. These parenting styles include; authoritarian parenting, authoritative parenting, permissive parenting, and uninvolved parenting (STATTIN, 2000). Each of the styles has influence on the development of a child at infancy and early childhood stages.
Authoritarian parenting
This style is characterized by children being subjected to certain rules set by their parents. Failure to follow the rules set the parent has to punish the child. Authoritarian parents do not elucidate to their offsprings why they set such rules (STATTIN, 2000).
This parenting style lead to obedient and efficient children, but they luck happiness and social competence as well as develop low self-esteem.
Authoritative style
It is like the authoritarian style where parents establish guidelines and rules for their children to follow. However, in this parenting style parents are responsive to questions by their children. If children do not meet certain conditions, they are not always punished (STATTIN, 2000).
The main influence of this kind of parenting style is that it leads to capable, happy, and successful children.
Permissive parenting
Permissive parent are also known as indulgent parents. These parents have extremely few demands to impart on their children. These parents do not always punish their children since they have moderately low expectations of mellowness and self-control (STATTIN, 2000).
The impact of this style to a child is that it mainly leads to children who lack self control and happiness (STATTIN, 2000). Such children do not cope well with authority rendering them perform poorly in school.
Uninvolved parenting style
This parenting style involves few demands, little communication and low responsiveness between a child and the parents. Although, parents satisfy basic needs of their children, they are utterly detached from the social lives of their children. At some extent, some of these parents neglect the requirements of their children (STATTIN, 2000).
The impact of this parenting style in children is that it induces lack of self-control among children. It is also known to characterize children with low self-esteem and rendering them less competent in comparison to other children (STATTIN, 2000).
The most outstanding parenting style is the authoritative parenting style. This is because it aids in bringing up a fully rounded child in terms of obedience, discipline and ability to learn.
On the other hand, early childhood education has extensive brunt on the cognitive development of a child. Early childhood education may be defined as the situation where a child is introduced to the education system at their early age. In most cases, early childhood education is enhanced through a close relationship between children and their teacher (Essa, 2011).
The main aim of the teacher to this kind of children is to develop interest on education among children. The teacher engages children in to various activities, which determine their thoughts and view on certain issues. These activities assist the child in developing motives, interests, and abilities of the child (Essa, 2011).
For the teacher to understand the peculiar abilities in the children he or she must be willing to bond to the children through interactions, touching their lives in various ways as well as relating with them accordingly (Essa, 2011).
Engaging children into various activities broadens their minds and their thoughts advance as time elapses. The different plays that teachers engage these children in make them prepared for thinking and learning. They also impart the minds of individuals with the sense of social advancement (Essa, 2011). Therefore, early childhood education has a direct impact to the cognitive development of children.
References
Couchenour, D. L., & Chrisman, K. (2011). Families, schools and communities: together for young children(4th, international ed.). Belmont, CA: Wadsworth Cengage Learning.
Essa, E. (2011). Introduction to early childhood education (6th ed., Annotated instructor's ed.). Belmont, CA: Wadsworth/Cengage Learning.
STATTIN, A. (2000). Parenting styles and adolescents' achievement strategies. Journal of Adolescence, 23(2), 205-222.
