Shoshana Sperling, Pace University
Abstract
Perceptions and behaviors of parents of young preschoolers is a subject that has not been extensively researched. Many studies have explored global parenting styles and child developmental outcomes, rather than the way parents conceptualize their roles. Further, most research considers parenting typical children. However, parenting special needs children is challenging. When children with special needs are young, parents are faced with increased challenges along with the common struggle associated with parenting. The Parent Role Development Theory (PRDT) (Mowder, 1991a, 1991b) is a theory proposed to explain how individuals' perceptions of parenting are modified over time. As children progress from childhood to adulthood, their parents' perceptions regarding the parent role change and develop. In this study, questionnaire data was utilized with parents of young children with typical and special needs. The Parent Role Brief Questionnaire (PRBQ) and Parent Behavior Questionnaire (PBQ) were completed by 79 parents of children at four preschools, to sample their perspectives on parenting. Based on the PRDT, the PRBQ and PBQ were created by Mowder to better understand parents' perceptions and parenting activities. Statistical analysis was used to determine how parents of young children with either typical or special needs, conceptualize their roles. The results suggest developmental trends exist regarding how parents rate the importance of parenting characteristics. Parents of special needs children rate parenting behaviors associated with general welfare and protection and sensitivity as most important, whereas parents of typical children deem education the most important characteristic. Parents of special needs children find that responsivity and sensitivity are more important than parents of typical children. Respondents' ratings of their perceptions, on the PRQ, are highly correlated to their parenting activities, as evident in their responses on the PBQ. Assessment, consultation, and interventions with families of children with young children are discussed. Implications for the field of psychology are addressed. By understanding parenting perspectives, psychologists are better able to help parents utilize their parenting role most effectively. Further, effective communication between psychologists and parents can be facilitated with a discussion about useful parent-child assessments and interventions.
Subject Area
Psychotherapy|Families & family life|Personal relationships|Sociology
Recommended Citation
Sperling, Shoshana, "Parenting perceptions and behaviors of preschool parents" (2003). ETD Collection for Pace University. AAI3080972.
https://digitalcommons.pace.edu/dissertations/AAI3080972
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As an expert in the field of parenting perceptions and behaviors, I bring a wealth of knowledge and experience to the discussion. My expertise is deeply rooted in both theoretical frameworks and practical applications, allowing me to provide insightful analyses and interpretations of studies in this domain. I have a comprehensive understanding of various parenting theories, including the Parent Role Development Theory (PRDT) proposed by Mowder in 1991.
The article in question, "Parenting perceptions and behaviors of preschool parents" by Shoshana Sperling, delves into a crucial but relatively under-researched aspect of parenting—the perceptions and behaviors of parents of young preschoolers. This study addresses a significant gap in the existing literature, which tends to focus more on global parenting styles and child developmental outcomes rather than how parents conceptualize their roles.
The Parent Role Development Theory (PRDT) plays a central role in this research. Developed by Mowder in 1991, PRDT posits that individuals' perceptions of parenting evolve and change over time as their children progress from childhood to adulthood. The study employs questionnaire data collected from 79 parents of young children, both with typical and special needs, in four preschools.
Two key instruments, the Parent Role Brief Questionnaire (PRBQ) and the Parent Behavior Questionnaire (PBQ), were utilized to understand parents' perspectives on parenting. These instruments were designed based on the PRDT to explore parents' perceptions and parenting activities. The study's statistical analysis aims to unveil how parents of young children, whether typical or with special needs, conceptualize their roles.
The findings of the study reveal developmental trends in how parents rate the importance of parenting characteristics. Notably, parents of special needs children emphasize behaviors associated with general welfare, protection, and sensitivity as most important, while parents of typical children prioritize education. Moreover, parents of special needs children find responsivity and sensitivity more crucial than parents of typical children.
The study establishes a strong correlation between respondents' ratings of their perceptions (on the PRQ) and their parenting activities (on the PBQ). The implications of these findings extend to assessments, consultations, and interventions with families of children with young children. The article underscores the importance of understanding parenting perspectives for psychologists, facilitating effective communication and interventions to help parents utilize their parenting role more effectively.
In summary, this research contributes significantly to the field of psychology, shedding light on the nuanced aspects of parenting perceptions and behaviors, particularly in the context of children with special needs.
