STUDY REVIEW

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STUDYREVIEW

DescriptionOf The Study Reviewed

Thestudy explains the effects that are associated with the authoritativeparental control on their children behaviour. However, the documentalso presents and compares three models of parental control and howthey impacts on the child behaviour. It also examines variouspropositions regarding the effects of parental control variables ontheir children behaviour. The study also explores the relationshipbetween control and freedom with the stand that authoritative controlcan successfully generate in child behaviour and socializing well isindependent and wilful (Larzelere &amp Harrist, 2013). The type ofparental control imposed on a child always impacts either positivelyor negatively on the child behaviour.

PurposeAnd Theoretical Framework

Theaim of this study was to examine the effects of authoritativeparental control on child behaviour. It provides essentialinformation and guidelines especially to parents to know theeffective way of controlling their child behaviour. It is because thetype of control applied by a parent will determine the behaviour ofthat child. For example, parents who are strict on their children maymake the children develop some sense of fear and discomfort henceinfluencing the behaviour of the child (Adorno, et al., 1950).

ResearchDesign, Sampling and Constructs Measures

Thetype of research design used is that of descriptive research. This isbecause it explains the effects of authoritative parental controlover their children (Larzelere et al., 2013. For example, somepractices such as punishment can have harmful effects to the childbehaviour such hostility, punitive and disaffiliated. The collectionof the data from the parents and the children were conductedindependently. However, the information on the children was based ondirect repeated observations in a laboratory or natural setting. Theparent’s scores were derived from an interview and directobservational data and not personality test. The probability samplingmethod was used to gather samples from the population. It is a usefulstrategy for it gives a chance for anybody to be selected. Thesestrategies were reliable for the results of the research werereported with exclusion of any error.

Resultsand the Appropriateness of The Study

Thestudy showed that an authoritative parent tends to direct the child’sactivities in an issue –oriented and rational manner. The parentalso values both the disciplinary conformity and autonomousself-will. However, the duty in selecting a matter for children isplaced on the hands of the knowledgeable adults who understand thedemands of the culture. Learning is programmed in a way that isappropriate to the age and growth stage of the child. It howeverexplains that punishment has harmful effects and is not effective incontrolling the behaviour of a child. The study found that closesupervision and high demands of the parent authority can result torebelliousness in children and especially during the adolescencestage (Larzelere et al., 2013). It also proves that a firm control bya parent generates dependence and passivity in children. Moreover,the parental restrictions reduce normal self-assertiveness among thechildren. The statistical techniques used were appropriate forhypotheses testing for they demonstrated how authoritative controlcan affect the child behaviour.

AuthorClaims about the Limitation of the Study

Theauthor demonstrates that disciplinary practices give provisionalsupport authoritative control can attain conformity with standards ofthe group without losing the self-assertiveness of the individual.The study limitation is that the hypotheses generated should betested empirically. The hypotheses required some correction of thedata and adjusted to involve the equivalent parental behaviours.

Suggestionfor Future Research

Theresearch described is related to the social and emotional developmentof a child. This is because it involves child’s experiences,management of their emotions and expressions in establishing apositive relationship with others. For future research, the analysisof social and emotional development of a child is important indetermining his behaviour (Bokowski, 2009). The main feature ofemotional development entails the ability to know one’s feelings tohelp in the regulation of behaviours. In learning to communicatetheir emotions, children acquire skills that connect them to theirpeers, family and the community. A responsible care-giving amongchildren helps to regulate their emotions and behaviour. Earlyrelationship is critical among children as they are key to healthygrowth and development. Both cognition and emotions are work jointlyby informing child’s impression hence influencing behaviours.However, they contribute to some processes such as learning anddecision making.

ProposedResearch

Theproposed research should be done in a proper way that will result toreliable results. It should analyse the social and emotionaldevelopment of a child that will assist in shaping the childbehaviour (Dowling, 2005). This research will establish differentfactors that contribute to child behaviour and how parent can utilizeit to improve the behaviour of their children. In addition, it willpropose some effective corrective measures and practices that cancontrol the child behaviour.

CurrentIssue in Social and Emotional Development

Inlife, certain events such as divorce and illness may be challengingto the children in their ability to cope. The events can interferewith the emotional and social development of a child. For example,some illnesses that are chronic may hinder a child from participatingin activities and may also affect their school performance (Geffneret al., 2001). The events that impact on children may also affect thepeople close to the child. Moreover, the events that do not affectdirectly such as disasters, the fear about those events can occupythe child.

References

Bukowski,W. M., Laursen, B. P., &amp Rubin, K. H. (2009). Socialand emotional development.Hove, East Sussex, UK: Psychology Press.

Dowling,M. (2005). Youngchildren`s personal, social and emotional development.London: Paul Chapman Pub.

Broadhead,P. (2010). Personal,social and emotional development.London: Continuum International Pub. Group.

Barnes,P. (1995). Personal,social and emotional development of children.Milton Keynes: Blackwell Publishers in association with the OpenUniversity.

Enzer,N. B., &amp Goin, K. W. (1978). Socialand emotional development: The preschooler.New York, NY: Published by Walker for the Frank Porter Graham ChildDevelopment Center, the University of North Carolina, Chapel Hill.

Geffner,R., Loring, M. T., &amp Young, C. (2001). Bullyingbehavior: Current issues, research, and interventions.New York: Haworth Maltreatment &amp Trauma Press.

Adorno,T.W., Frenkel-Brunswik, Else, Levinson, D. J., &amp Sanford, R. N.(1950). The authoritarian personality. NewYork. Harper.

Larzelere,R. E., Morris, A. S., &amp Harrist, A. W. (2013). Authoritativeparenting: Synthesizing nurturance and discipline for optimal childdevelopment.