Parenting Styles on the Development of Social-Emotional attributes of Kindergarten Pupils of Mantagbac Elementary School

Abstract

INTRODUCTION

The research was conducted to find out the effects of parenting styles on the development of social-emotional attributes of Kindergarten children. It is also a usual circumstance to hear Kindergarten children, shouting, screaming, and crying out loud inside the Kindergarten classroom. These observations were augmented with the pre-assessment results of Early Childhood Care and Development (ECCD) for Kindergarten pupils for the past three years which showed 80% of the Kindergarten pupils manifested significant delay in the overall development particularly noted last school year.

METHODS

The Descriptive-Correlation Method of Research was used in this study. The Descriptive Method was used to determine the most commonly practiced parenting style and the social-emotional status of Kindergarten pupils in Mantagbac Elementary School. On the other hand, the Correlation Method was used to determine the relationship between parenting styles and the socio-emotional development of Kindergarten pupils. The questionnaire was used to collect data on parenting styles used by parents of Kindergarten pupils in Mantagbac Elementary School. Five-point Likert scale was used in answering the questionnaire. The informal interview was also conducted to further clarify the data gathered.

RESULTS

The results imply that the majority of the parents of Kindergarten pupils were warm and responsive while having high expectations for their children. They set rules and enforce boundaries by having an open discussion and using reasoning. They are affectionate and encourage independence. Therefore, it can be concluded then that the parents act more as advisors of their children rather than decision makers.

DISCUSSIONS

It was found out in the study that: Authoritative parenting is the most commonly used parenting style of parents of Kindergarten pupils in Mantagbac ElementarySchool. The social-emotional status of Kindergarten pupils for School Year 2018-2019 showed a slightly advanced development with a weighted mean of 3.74 which often manifested positive social-emotional attributes. It was found out that there is a strong relationship between parenting style and social-emotional development.