RP-Department of Early Childhood Studies

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Browsing RP-Department of Early Childhood Studies by Author "Ashiono, Benard Litali"

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    Does marital status influence the parenting styles employed by parents?
    (2015) Ashiono, Benard Litali; Mwoma, Teresa
    The current study sought to establish whether parents’ marital status, influence their use of specific parenting styles in Kisauni District, Kenya. A correlational research design was employed to carry out this study. Stratified sampling technique was used to select preschools while purposive sampling technique was used to select preschool children to participate in the study. A sample size of 160 pre-school children together with their parents was purposively selected based on their performance level in curricular activities from 20 pre-schools. A questionnaire and an interview were used to collect data on parents’ demographics and their parenting styles. The Statistical Package for Social Sciences (SPSS) was used to prepare and organize data for analysis to test significance levels between variables at 0.05. Data were analyzed statistically using descriptive and inferential statistics. One way ANOVA techniques were utilized to establish whether there exist any significant relationships or differences in the means between parents’ marital status and their parenting styles. The findings indicated that parents’ marital status does not influence their parenting styles. The study therefore concluded that there is no significant relationship between parents’ marital status and the parenting styles they employ in bringing up their children. Keywords: marital status and parenting styles, parenting styles and preschool children
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    The Role of Parenting Styles in Enhancing or Hindering Children’s performance in preschool Activities
    (www.iiste.org, 2014) Mwoma, Teresa; Ashiono, Benard Litali
    Extensive studies have been conducted on the relationship between parenting styles and adolescents’ academic performance. However, limited studies have focused on the relationship between these styles and preschool children’s performance. The current study sought to establish the relationship between parenting styles and preschool children’s performance in curricular activities in Kisauni District, Kenya. A correlational research design was employed to carry out the study. A sample size of 160 pre-school children together with their parents was purposively selected based on their performance levels in curricular activities from 20 pre-schools. A questionnaire and an interview schedule were utilized to collect data on parenting styles. Further, data on preschool children’s performance in preschool activities were collected through document analysis of children’s progress reports. Findings indicated that there was a significant relationship between parenting styles and children’s performance in preschool activities. There was a significant relationship between between authoritative parenting style and children’s performance where r = 0.882 and p = 0.00 < 0.01. Authoritarian parenting style was negatively correlated to children’s performance in curriculum activities where r = -0.261 and p = 0.002 < 0.01. There was no significant relationship between permissive parenting style and children’s performance. It was therefore concluded that parenting styles significantly influence children’s performance in preschool curriculum activities.