The Impact of Parenting Styles

What effect do these parenting styles have on child development outcomes? In addition to Baumrind's initial study of 100 preschool children, researchers have conducted numerous other studies than have led to a number of conclusions about the impact of parenting styles on children.

• Authoritarian parenting styles generally lead to children who are obedient and proficient, but they rank lower in happiness, social competence and self-esteem.
• Authoritive parenting styles tend to result in children who are happy, capable and successful (Maccoby, 1992).
• 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.
• 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.

 

Why Do Parenting Styles Differ?

After learning about the impact of parenting styles on child development, you may wonder why all parents simply don't utilize an authoritative parenting style. After all, this parenting style is the most likely to produce happy, confident and capable children. What are some reasons why parenting styles might vary? Some potential causes of these differences include culture, personality, family size, parental background, socioeconomic status, educational level and religion.

Of course, the parenting styles of individual parents also combine to create a unique blend in each and every family. For example, the mother may display an authoritative style while the father favors a more permissive approach. In order to create a cohesive approach to parenting, it is essential that parents learn to cooperate as they combine various elements of their unique parenting styles.
Variant 15

Fill in articles where necessary

…... Thames is …... short river.

…... Lake Baikal is deepest lake in …... world.

We went to …... cinema in …... evening.

You can see …... telephone and ….. lamp on…...writing-table.

She often plays ….... piano in ….. evening

Fill in prepositions

We're going to have a test …... the 3rd …... December. Some …... my friends are coming this evening and we're going to revise the grammar rules …... the test.

"Could you come to see me …... Saturday evening?" "I'd love to. "We live …... a block ….. flats …... the centre …... Odesa. Our flat's …... the ground floor. There are three rooms …... it.

Replace the infinitives in brackets

1 He (to come) home at five o'clock yesterday.

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2 Look! My cat (to play) with a ball.

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3 I (to stand) at the tram-stop when it (to begin) raining.

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4 I (to wait) you at the tram-stop at 5 o’clock tomorrow.

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5 She is so upset; she (to lose) the key to the front door.

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6 When I (to go) to school yesterday, I suddenly (to remember) that I (to forget) to take my English exercise-book.

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Change from direct into indirect speech.

1. Peter said to them: "Don't leave the room until I come back."

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2. I said to Mike: "Send me a telegram as soon as you arrive."

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3. Mary asked Tom:"What time will you come here tomorrow?"

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4. I said to Boris: "Does your friend live in London?"

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5. He said: "I am going to a rest-home tomorrow."

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6. She said: "I spent my holidays in the Crimea last year."

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7. My sister said to me: "You have recovered after your illness."

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5 Translate into English

1 Наша фірма може відгрузити обладнання с.і.а. Лндона у травні

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2 Не треба переглядати пошту: наш директор вже зробив це

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3 Містер Бунін не зможе поїхати в Москву: він захворів

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6 Read and translate using dictionary:

Child Bribery: Discipline Do or Don't?

Most parents and child care providers have resorted to bribery, at least on occasion, to secure good behavior from a child. That's when an adult says, "If you behave in class and don't cause any disruption, then I'll take you for an ice cream afterward." So, is there anything wrong with bribing a child to secure good

behavior? The answer is mixed.

Whether it is a promise of a sweet treat, new toy, or special activity, adults commonly commit a type of bribery with youngsters to get a child to behave. Often, it's a common fallback plan on over-tired parents and youngsters who have too much energy! And, truth be told, bribery works...at least in the short term. But is the act of bribery helping or hurting a child in the long-term?

Child experts typically encourage parents to stop using bribes as a reward for behavior that should be encouraged without cajoling. Bribery encourages kids to focus on what they can get, and then they get into a habit of always expecting something for behaving "right." Kids can then become overly demanding and actually coerce parents to give them more rewards, causing the whole bribe issue to backfire. (Ever heard a child tell a parent that they won't be good unless they "get" something?)

While bribes can be okay--understanding that sometimes desperate times call for desperate measures where kids and behavior are involved--child experts urge adults to try a different tact to get the same result. Opt instead for a discipline-type technique. An example could be that if kids help you and stay by your side at the clothing store, then there will be enough time in the schedule to stop by the neighborhood park for 30 minutes. In other words, if time permits based on how quickly you can enter shop and leave a store, then the family schedule will allow for some fun free-time! And you haven't used the "good behavior" threat to accomplish it!

 

Variant 16

Fill in articles where necessary

….... Russia is washed by... Arctic Ocean in... north.

…... Altai Mountains are.….. higher than …... Urals

Teckle comes from …... very old country on …... Nile

There's….... writing-table near.….. window and …... arm-chair near it.

My mother likes to play …… piano.

Fill in prepositions

There isn't a table …... the middle …... our living-room. The table's …... the corner. There's a piano …... the left …... the table and a small table …... a radio set..... it …... the right.

My daughter likes (loves) playing …... the piano. Some …... her friends often come to listen …... her …... the evening.

Next week Mary and her children are leaving …... Kiev. Mary is only going to spend two weeks …... her par­ents. Then she's returning …... Kiev again.

Replace the infinitives in brackets

1. As soon as I (to receive) a letter, I shall go to Moscow.

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2. When your sister (to go) to London last?

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3. He (to go) to the cinema tomorrow.

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4. What you (to do) now? - I (to drink) tea.

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5. What you (to do) at six o'clock yesterday?

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6. Nick (to do) his home-work at seven o'clock tomorrow.

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7. I already (to read) five English books.

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8. Nick (to do) his home-work by seven o'clock yesterday.

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Change from direct into indirect speech.

1. "Don't eat too much ice-cream," said Nick's mother to him.

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2. "Please help me with this work, Henry," said Robert.

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3. She said: "I spent my holidays in the Crimea last year."

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4. I said to the man: "Are you living in a hotel?"

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5. "You have not done your work well," said the teacher to me.

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6. Boris said to them: "How can I get to the railway station?"

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7. He said to her: "I shall do it today if I have time."

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5 Translate into English.

1 Не треба приходити сюди завтра: ми вже відгрузили парові котли

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2 Ви повинні зустріти бізнесменів британської фірми завтра

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3 Ви млжете підготувати всі необхідні документи до зустрічі?

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6 Read and translate using dictionary:

Child development

Child development refers to the biological and psychological changes that occur in human beings between birth and the end of adolescence, as the individual progresses from dependency to increasing autonomy. Because these developmental changes may be strongly influenced by genetic factors and events during prenatal life, genetics and prenatal development are usually included as part of the study of child development. Related terms include developmental psychology, referring to development throughout the lifespan, and pediatrics, the branch of medicine relating to the care of children. Developmental change may occur as a result of genetically-controlled processes known as maturation, or as a result of environmental factors and learning, but most commonly involves an interaction between the two.

There are various definitions of periods in child development, since each period is a continuum with individual differences regarding start and ending.

Some age-related development periods and examples of defined intervals are: newborn (ages 0–1 month); infant (ages 1 month – 1 year); toddler (ages 1–3 years); preschooler (ages 4–6years); school-aged child (ages 6–13 years); adolescent (ages 13–20).

Mechanisms of development.

Although developmental change runs parallel with chronological age, age itself cannot cause development. The basic mechanisms or causes of developmental change are genetic factors and environmental factors. Genetic factors are responsible for cellular changes like overall growth, changes in proportion of body and brain parts, and the maturation of aspects of function such as vision and dietary needs. Because genes can be "turned off" and "turned on", the individual's initial genotype may change in function over time, giving rise to further developmental change. Environmental factors affecting development may include both diet and disease exposure, as well as social, emotional, and cognitive experiences. However, examination of environmental factors also shows that young human beings can survive within a fairly broad range of environmental experiences.

Rather than acting as independent mechanisms, genetic and environmental factors often interact to cause developmental change. Some aspects of child development are notable for their plasticity, or the extent to which the direction of development is guided by environmental factors as well as initiated by genetic factors.