Effect of education and socio-economic status on parenting among pre-school and school going children
DOI:
https://doi.org/10.18203/2349-3291.ijcp20192785Keywords:
Education, Parenting, Pre-school children, School going children, Socio-economic statusAbstract
Background: Parenting is the process of promoting and supporting the physical, emotional, social and intellectual development of a child from infancy to adulthood. Parenting is a complex activity that includes much specific behavior that works individually or together to influence child’s outcomes.
Methods: It is prospective observational study carried out in the Department of Pediatrics, Shyam Shah Medical College and associated Gandhi Memorial Hospital, Rewa, Madhya Pradesh, India during the period from July 2008 to June 2010. Parents were interviewed with predesigned proforma. Parenting was graded in to three grades (1, 2 and 3) according to the performance of parents in various aspects of parenting.
Results: In this study, 60 parents had 155 children constituting 2.5 children per family and male to female ratio was 1.18:1. We observed that literate parents performed well in all aspects of parenting (i.e. behavioral, physical, emotional, mental, spiritual, nutritional), but illiterate parents could not score on these points especially in spiritual and nutritional aspects. 33% graduate parents fulfilled the criteria for grade 3 parenting in nutritional aspects, 55% intermediate passed parents in nutritional aspects were in grade 3, whereas there were more than 50% parents in behavioral, physical and emotional aspects who had education level up to primary class.
Conclusions: Educational status of parents has a positive impact on almost all aspects of parenting and the educational status of mothers appeared to be even more influential. Socioeconomic status of parents and residential area have a great influence on all aspects of parenting.
References
Martin D. The Blackwell Encyclopedia of Social Work. Wiley Blackwell; 2000: 245.
Woodward LJ, Fergusson DM. Parent, child, and contextual predictors of childhood physical punishment. Infant and Child Development. An Int J Res Prac. 2002;11(3):213-35.
Landry SH, Smith KE, Swank PR, Guttentag C. A responsive parenting intervention: The optimal timing across early childhood for impacting maternal behaviors and child outcomes. Developmental Psychol. 2008;44(5):1335-1353.
Robinson CC, Mandleco B, Olsen SF, Hart CH. The Parenting Styles and Dimensions Questionnaire (PSQD). In: Perlmutter BF, Touliatos J, Holden GW, eds. Handbook of family measurement techniques. Instruments & index. Thousand Oaks: Sage; 2001: 319-321.
Day RD, Peterson GW, McCracken C. Predicting spanking of younger and older children by mothers and fathers. J Marriage Fam. 1998:79-94.
Hill NE, Bush KR, Roosa MW. Parenting and family socialization strategies and children's mental health: low-income mexican american and euro-American mothers and children. Child Dev. 2003;74(1):189-204.
Hashima PY, Amato PR. Poverty, social support, and parental behavior. Child Dev. 1994;65(2):394-403.
Buckner JC, Mezzacappa E, Beardslee WR. Characteristics of resilient youths living in poverty: the role of self-regulatory processes. Develop Psychopathol. 2003;15(1):139-62.
Jade S. Grace RE, Vanessa N. Early Child Development and Care. 2016;186:1060-78.
Smith JR, Gunn BJ, Klebanov PK. Consequences of living in poverty for young children’s cognitive and verbal ability and early school achievement. Consequences Growing Up Poor. 1997;132:189.
