Authoritative Approach of Parenting - Essay Example

Which Of The Parenting Styles Tends To Produce The Most Independent, Competent, And Socially Responsible Children? Why? Authoritative parenting style tends to produce the most competent, independent, and socially responsible children. This style exhaustively takes care of all issues that affect a child. Although it is a domineering style, authoritative form of parenting is also very responsive as compared to other forms of parenting (Darling & Steinberg, 1993). In this form of parenting, parents set guidelines and regulations.

Parents also ensure that children understand the importance and relevance of the set rules to their development. In most cases, parents adjust the set regulations to meet children’s needs. Parents who apply authoritative form of parenting apply discipline measures but in a less punitive way. The discipline applied by authoritative parents is intended at reinforcing positive behavior to children for better and a productive future.Despite being strict on children behaviors, authoritative parents are assertive and very active in their children’s development.

These parents are less restrictive and intrusive. Parents who apply authoritative form of parenting also allow children to makes their own decision but in closely monitored ways. In general, the main aim of authoritative parents is to help children learn the most effective ways of regulating their behaviors in order to become more socially responsible adults. Moreover, despite dictating their decisions, authoritative parents encourage open dialogue between themselves and their children. The set regulations are also child-centered and are intended at encouraging positive development (Wigfield, Eccles, Schiefele, Roeser & Davis-Kean, 2006).

Recent researches by different scholars have also confirmed that authoritative approach of parenting is the most attractive and positive means of upbringing children in the contemporary society. The approach results to the development of adolescents that have a good sense of self. Children who are brought up by this form of parenting are also rated by objective measures as opposed to the subjective measures which are used by other forms of parenting. Children brought up in authoritative settings are also well adjusted to social situations and are more socially competent (Wentzel, 1994)).

Since authoritative parents encourage children to be more independent in their decision making process, children emerges to be more competent in their decision making thus emerging as very successful adults in future. Children who are brought up by this form of parenting emerge to be more creative and expressive and more independent compared to children who are brought up by other forms of parenting. Researchers have confirmed that children who are brought up by authoritative parents are well behaved on social institution and they perform well in class activities.

In addition, these children do not cry for attention. This is due to the fact that authoritative parenting demand for maturity and they set performance limits. In most cases, authoritative parents explain to their children the reason behind any form of punishment. Punishment in this form of parenting is always preserved to be for disobedient children (Steinberg, Lamborn, Darling, Mounts & Dornbusch, 1994). Despite being more independent in their decisions, children who are raised by this form of parenting have a high self esteem which helps them to be more competent.

Therefore, compared to other forms of parenting, authoritative parenting styles tends to produce the most independent, competent, and socially responsible childrenReferencesDarling, N., & Steinberg, L. (1993). Parenting style as context: An integrative model. Psychological Bulletin, 113(3), 487–49Steinberg, L., Lamborn, S. D., Darling, N., Mounts, N. S., & Dornbusch, S. M. (1994). Over Time Changes in Adjustment and Competence among Adolescents from Authoritative, Authoritarian, Indulgent, and Neglectful Families.

Child Development, 65(3), 754–770. Wentzel, K. R. (1994). Family functioning and academic achievement in middle school: A social-emotional perspective. Journal of Early Adolescence, 14, 268–291.Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R., & Davis-Kean, P. (2006). Development of achievement motivation. New York, NY: Wiley.