The Role of Parenting Styles in Enhancing or Hindering Children’s performance in preschool Activities

Abstract

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.