The Role of Parenting Styles in Enhancing or Hindering Children’s performance in preschool Activities
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Date
2014
Authors
Mwoma, Teresa
Ashiono, Benard Litali
Journal Title
Journal ISSN
Volume Title
Publisher
www.iiste.org
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.
Description
Research Article
Keywords
Parenting styles and children, Pre-school education, Parents and parenting styles
Citation
Journal of Education and Practice, Vol.4, No.22, 2013