Notesale: Turn your study into money

Document Preview

Extracts from the notes are below, to see the PDF you'll receive please use the links above

---

CONTENT
INTRODUCTION……4
CHAPTER 1
...
6
1
...
Psychic development
...
1
...
The definition and characteristics of the concept of psychic development
1
...
2
...
12
1
...
Parental educational style
...
2
...
Education - general theoretical considerations
...
2
...
Family education - specifics and role in the mental development of the
child
...
2
...
Family environment vs
...
31
1
...
4
...
34
1
...
Preschool
...
3
...
Preschool age - general characteristics
...
3
...
The psychological profile of the older preschooler
...
RESEARCH OBJECTIVES AND METHODOLOGY
...
1
...
2
...
3
...
62
2
...
1
...
62
2
...
2
...
4
...
5
...
66
CHAPTER 3
...
68
3
...
Data presentation and analysis
...
2
...
72
CHAPTER 4
...
81
APPENDICES
...
99
SUMMARY
...
103

Introduction
In the development of formal education in kindergartens, an increasingly
important role is held by the partnership of this institution with the family and the
community
...

Parent-educator collaboration is a fundamental condition for ensuring the mental
development of the child, the main aspect of this type of relationship being the
educational consensus
...

The foundations of the child's psychological development are laid in the family
...
The studies carried out in this regard have demonstrated the importance of
the family environment for the development of the child's personality, highlighting both
positive or negative meanings that the family atmosphere can have on the child's
development, depending on its quality
...

In the activity carried out with the children, the educator respects their age and
individual characteristics
...
Of course, these
differences are also visible in the previous sub-stages, supported by the fact that, yes,
each human being is unique and original, but the construction by each parent of a
specific, personal way of relating to their own child in the education they exercise on it,
makes these differences even more visible
...
They work to be able
to give the little ones what they may have lacked
...

Parents do everything to educate their little ones, as much as they know and as
best as they can
...
something else
...
This educational practice is
dependent on the parent's level of knowledge, his attitudes and beliefs, his conception of
the world and life
...
It is true that when talking about parent-child interaction, we are
considering both the parents' influence on the children and the children's influence on
the parents
...
It is one of the factors that influence the quality of parent-child
interaction
...
It is considered that the practice of an educational style,

22

balanced or less balanced, gives the parent-child relationship a certain character,
positive or negative
...

The work aims at:
• the study of the relationship between parenting style and the level of psychic
development of older preschoolers;
• the study of the influence of educational consensus on the psychic development of
older preschoolers;
• the study of the effects caused by the absence of the influence of parental style in the
child's education;
• designing activities with children that also involve the involvement of parents in order
to make parent-child interaction more efficient
...
This is to optimize
the parent-child relationship, promoting the idea of an appropriate parenting style, as
well as that of improving the effects of practicing an inappropriate parenting style
...

As hard as it may seem for some to believe, the education given by parents to
children greatly influences the lives of those who will become teenagers, young people,
adults
...

The theme of the paper has both theoretical and practical implications
...

More precisely, it is about increasing the efficiency of these forms of education for the
mental development of the child, in short, for the fulfillment of the educational ideal
...

In order to support the arguments brought to the necessity of studying the
influence of parental style on the psychic development of older preschoolers, an appeal
was also made to what could constitute a kind of motto of the work
...

If they live in hostility, children learn to be aggressive
...

If they live surrounded by pity, children learn self-pity
...

If they live in jealousy, children learn to feel envy
...

If they live in encouragement, children learn to be confident
...

If they live in praise, children learn appreciation
...

If they live in approval, children learn to like themselves
...


33

If they live by sharing with others, children learn generosity
...

If they live in fairness, children learn to be fair
...

If they live safely, children learn to trust themselves and others
...
"

Chapter 1
THEORETICAL FRAMEWORK

1
...
Psychic development

1
...
1
...
The
concept of development has known a definition constructed from the perspective of
several meanings
...

Synthesizing the data provided by the specialized literature, psychic
development is defined as a process of formation and continuous restructuring of some
psychobehavioral attributes, processes, functions and structures, through the subjective
valorization of social-historical experience, in order to amplify the adaptive possibilities
of the organism
...

As can be seen from the given definition, man does not have all kinds of mental
processes immediately after birth
...

The systemic approach to psychic development allows deciphering the
complexity of this phenomenon
...

Naturalistic approaches, more precisely nativist, look for the origin of psychic
phenomena in the genotypic endowments, which predetermine the conduct and activity
of man
...
The very social conduct of man is related to
unlearned genetic factors
...
The system of the
complexly conditioned social sphere contributes exclusively to the formation of life
positions, the realization of the personal values of man
...
The consequence that
derives from this point of view is the interruption of the course of natural, continuous
development and the appearance of personality deformation effects
...

From a psychological perspective, human development conceives the
development of the human being as a complex and unitary integrative becoming,
realized in three fundamental planes: biological, psychic and social
...

Psychic development refers to the appearance and manifestation of mental
processes, states and structures, while social development involves a continuous
amplification of the possibilities of relating to others and a better adaptation of one's
behavior to the diversity of social requirements
...
A series of multiple and varied
interactions and interinfluences take place between them, so that man is considered a
biopsychosociocultural synthesis
...

Man has attributes common to him and the animal, general human attributes and
personal, individual traits
...
These, under the impact of the concrete contents of life, whose source is
particular social and personal experiences, acquire a certain style of organization, a
specific color and nuance, becoming particular and differentiating from one individual
to another
...
The changes that take place in the biological plane are
extremely important conditions for the onset of psychobehavioral structures
...

Thus, at the beginning, biological rhythms are much higher, during adolescence, they
slow down a lot, while psychic development keeps some increased rhythms and reaches
high qualitative levels
...

Social interaction becomes a main source of psychic development, Vygotsky
himself appreciating that what the child manages to do first together with the adult, he
will be able to achieve alone
...

It is stated that psychic development has its beginnings even before birth, in the
form of certain results from the organic symbiosis with the mother
...

The determination of the psychic segment of human life is included in the
perimeter of the correlation between biological and social, born and acquired, genotype
and environment
...


55

The biological factor is not reduced to the genetic one; it also means the
hereditarily fixed characters and the state of health, the peculiarities of age and sex, the
functional, morphological, biochemical, physiological characteristics of the organism as
a whole and of the human nervous system
...

The notions of innate and acquired refer not only to what is inherited, but also to
what is acquired during the prenatal period, i
...
everything that the individual possesses
during birth
...
To explain the
biological-social relationship, different interpretations have been given that either
consider the two parts as succeeding each other (biological and then social), or consider
them as having parallel influences, or are reduced to one another
...
Social laws then begin to exert their influence
...

Overcoming these conceptions that either exaggerated the role of the biological
or that of the social, it was demonstrated that man is a systemic whole and it is precisely
in this integrality that his uniqueness is manifested
...
Golu (2003) states that
"the biological in man is present in his very social nature
...
218)
...
The
possibility of active social development is programmed by the very biological
organization of man
...
It is important to remember that
human biology does not remain invariant and neutral in relation to the state of the
environment
...
219)
...
This is because any influence, even the
minimal one, can irreversibly disrupt the implementation of this program, contributing
to the formation of unwanted deviations in human development
...

The first characteristic refers to the upward qualitative direction that psychic
development has as a whole
...
The return consists in preserving what was built, as well as overcoming
something, it consists both in consolidation and inoculation of new mechanisms, both in
structuring and restructuring
...
These will allow the establishment of a

66

wider and more appropriate adaptive base to the new circumstances that the subject has
to face
...
Each person is a unique,
unrepeatable specimen that does not find an identical copy either among those who
preceded him or among those who succeed him
...
First of all, each human being has its own hereditary equipment, which is
composed of all the characteristics of the human species but in a differentiated
manifestation generated by belonging to a succession of generations and by random
combinations of genes from the moment of conception of the being that will be born
...
There are a series of biological mechanisms that mediate the
development and affirmation of the unique character of the individual's behavior
...

The concrete and personal character of psychic development is also given by a
series of influences borne by the mother during pregnancy
...
The way of adapting to the latter varies
from one subject to another, their influence being decisive for one, and null for another
...

Taking into account the variety of influences to which becoming human is
subject, there are differences from one individual to another in the following directions:
the duration of the emergence process and the manifestation of some psychic structures;
slower or faster installation speed; the rhythmicity of their production; the
psychobehavioral content of the changes that occurred; the adaptive effect they bring;
the resonance they have in other planes of psychic life as a whole
...

The systematicity of psychic development consists in the modification to a lesser
or greater extent of the old organization, along with the appearance of any psychic
appropriation or substructure
...
The variations arise from
its very different connections with the other components of the system, from the
influences that they, in turn, bear
...
This explains the
fact that the human psychic becoming is not an imperceptible transition from something
to something else, a simple juxtaposition of new acquired elements, but is a unity of
continuities and discontinuities
...


77

In relation to this last characteristic, the concept of stage of psychic development
was elaborated, which will be referred to later, specifying its definition, characteristics,
as well as the stagedness of psychic development as a whole
...
The general laws of psychic
development reflect fundamental determinative relationships
...
This
optimum refers to the following aspects:
• the concordance between the procedurality of functional maturation, on the one hand,
and the quantity and quality of the influences exerted by the environment and education;
• the concordance between the procedurality of functional maturation, on the one hand,
and the quantity and quality of the influences exerted by the environment and education;
• establishing the optimal distance between actual and virtual, between what has already
been acquired and what will be assimilated
...
Psychic development is the result of
an interaction in which the internal and the external are necessarily present
simultaneously and not simply side by side, but interactive
...
It postulates the fact that the internalization of actions is always
carried out in connection with the subject's previous acquisitions and bears their imprint
...
Accommodation is the complementary process of
assimilation
...
Adaptation to the
environment is possible due to the balance between accommodation and assimilation
...

Developmental stages represent qualitative moments of psychobehavioral
becoming
...

The notion of stage is defined as a set of well-defined and qualitatively
differentiated mental characteristics, which allow the identification of similar grades in
children of the same age period and different ones in children placed in the orbit of
different age periods
...

Numerous authors have tried to establish the stages of development, each taking
into account a certain criterion and elaborating according to it the stagedness of psychic
development
...
The criterion proved to be limited due to the lack of a
direct correlation with psychobehavioral aspects
...
Jean Piaget elaborated the theory of the staged
development of intelligence, also following its implications in other planes of psychic
life, imposing intelligence as a criterion for differentiation from psychic fact
...
Wallon gives special
importance to the emotion that is at the beginning of the exit from the instinctive life
and that causes, further, the activity of psychic organization and structuring in order to
maintain the balance with the environment
...

Freud also took into account a psychological criterion - affective -, appreciating
that psychic evolution is achieved by gradually moving from the principle of pleasure to
that of reality, going through the stages: oral, anal, phallic and genital
...

E
...
The author appreciates that
psychic development is both psycho-sexual and epigenetic and establishes eight stages,
from birth to old age
...

Three other criteria will be discussed that have been imposed in establishing the
stages of psychic development due to their synthetic character, managing to reflect as
much as possible of the specifics of each one
...
It reflects many
of his psychic abilities, more precisely, the level of sensitivity, intellect, motivation, will
and personality
...

• the orientation of the fundamental psychic tension - it is about the tension that can
arise from the clash between needs and needs and the conditions and requirements of
the environment, between what has been acquired and what is new, between aspirations
and possibilities, affectivity and cognition, conscious and unconscious
...

These criteria are closely related
...

The construction and full development of the human being involves two major
stages:
• prenatal stage - from the moment of procreation until birth;
• the postnatal stage - the longest and most important stage for mental development
...
The cycle of growth and development (birth-25 years), at the end of which the
human being has all the capacities of the human species
...

II
...
It has the following stages:
• youth (25-35 years) - represents the entry into the profession, internship and the first
insertion in the work activity;
• early adulthood (35-45 years) - marked by adaptation to the profession and family
life;
- mature (45-55 years) - period in which the highest level of
professional achievements and the intensification of family roles is
reached;
- late (55-65 years) - which ends with leaving the professional field but
which is also focused on solving many family problems
...
The cycle of old age that begins with a transition stage (65-70 years) in
which many of the physical and mental capacities are well preserved and integrations
take place in various important activities for the family
...

It is considered that the problem of dividing psychic development into stages
remains current and will continue, its solution presupposing the consideration and
experimentation of the formative possibilities of the leading activity, in this case of
learning
...

Elena Badea (1997) made a synthetic presentation of all the periodizations of
psychic development elaborated over time in her work "Dynamic Characterization of
the Child and Adolescent"
...

Beyond the enumeration of the stages of psychic development, it is necessary to
know the particularities of age, emphasizing the fact that they are not strictly fixed, but
appear in general terms, as a broad framework, as a historical category, with borders
that can be moved "down ” or “up” depending on the place that is created for the child
in the system of activities and social relations, this having special implications in terms
of education
...
1
...
The fundamental factors of psychic development
Contemporary psychology believes that psychic life is the result of multiple
determinations and conditioning
...
These are the fundamental factors of psychic development that
act constantly and profoundly on development, their lack making it impossible or
compromising it
...

In what follows, each of these factors will be presented, paying particular
attention to the interaction between them and the effects generated by it in terms of
mental development
...
3)
...

Biological uniqueness is one of the defining features of the human being,
leaving its mark on the entire human development, in correlation with external,
environmental and educational factors
...

• variations resulting from the interaction between the hereditary ‹‹ equipment ›› and
the influences of the intrauterine environment
...

It is true that contemporary biology has thoroughly demonstrated the biological
heredity of the human being
...

Over time, a series of researches have been carried out in order to determine the
role of heredity in human mental life
...


11
11

The conclusions of these studies allowed the outline of two opposing concepts:
one postulates the idea of the hereditary transmission of psychic properties and
structures, and the other denies the role of heredity in the genesis of the human psyche
...
Rene Zazzo (quoted in Cretu,
1994, page 17) believes that it is more appropriate to talk about "the role of heredity in
psychic activity" or "hereditary premises" for psychic life, than about psychological
heredity, which is insufficiently supported by means of investigation
...

It is necessary to underline the fact that, in the absence of interaction with the
other factors (environment, education), the available native can be lost
...

The specific role of this first factor in human psychic life refers, in particular, to
the exceptional, functional and structural particularities of the human brain that make it
suitable for a special and extremely complex activity, such as psychic life
...
in Creţu (1994), states that the human
species has the longest childhood
...
Osterrieth shows that the lack of stimulation at a certain time results in the
impossibility of developing a certain capacity at a certain time
...
Heredity is both a premise and a
basic condition, it is an indispensable component of the entire development process,
itself developing and differentiating its functionality along the way
...

(Golu, 1985, page 72)
Numerous researches have been carried out to highlight the value of the
environment for human psychic development
...

Osterrieth (1976) believes that the environment supports and creates
opportunities for the manifestation of psychobehavioral peculiarities
...
The lack of incentives, of
favorable conditions prevents the development of some sectors of behavior or some
mechanisms
...
Geographical conditions, climatic conditions in
particular, influence the metabolism and other functional aspects of the body
...
It is about the way of life of a community, the practiced professions,
traditions, customs, the promoted value system, freedoms and prohibitions, the quality
of institutions and people, all of which have a major importance in structuring the
human personality
...

It should be remembered that the action of the physical environment is always
correlated with that of the social environment, which directs the capitalization of the
possibilities offered by the physical environment and modifies its action in accordance
with the body's needs
...

The first environment that has a particularly important formative role for the
entire human life is the family environment
...
It will be shown what is the role of the family climate and the factors
that influence its quality
...

For other children, in the interval from 1 to 3 years, the environment of the nursery is
added and then, for as many as possible, that of the kindergarten up to 6-7 years,
followed by the school of all grades
...

Studies carried out in France have shown differences even between students from
central schools versus those from the peripheral areas of Paris or from agricultural
versus industrial areas
...
The problem is not posed in exclusive
terms, such as: environment or heredity, but in terms of tracking the interpenetration
and interaction of the two factors
...
The existence of a 100% positive or 100% negative environment
cannot be questioned
...

However, we can talk about the predominance of the positive or negative influences of
the environment on the psychic development of the person
...
Desirable due to the positive effects it generates, is the relationship of
complementarity between these external influences
...
It is found that
these complementarities exist both between different environments and within the same
environment
...

Unfortunately, there can also be contradictions between the influences exerted by
different environments
...

Considering the second category, the differences are determined by the parents'
adoption of complementary or even opposite educational styles
...

However, the environmental factors should not be reduced to the level of their
physical reality, it being necessary to take into account the significance given to them
by the human subject, knowing that man does not react to events, but to the way in
which he signifies and interprets events, not to the simple presence or absence of
environmental factors, but to the extent and mode of interaction of the individual with
them, in the sense that an environmental factor present but regardless of the subject with
which it comes into contact, is inert from the perspective of its development
...
Secondly, it is a socialization factor, providing the human being with a wide
range of action and communication models
...
It gives meaning to the
individual's behaviors and stimulates them to access human-type development
...
e
...

The environment itself does not guarantee this development
...
This is why,
an optimal psychic development necessarily involves the third factor, with determining,
decisive action, the education
...


14
14

Currently, education is regarded as a planetary phenomenon, being considered
as one of the activities that can favor, through its functions and specifics,
communication, rapprochement and collaboration between nations, areas and cultures
...

Educational actions are not exercised as simple more or less random influences,
exclusively external to the subject
...
Education contributes through the transmitted contents (images,
ideas, knowledge, thinking structures, moral and aesthetic values, norms, principles,
attitudinal, behavioral models, action patterns) to the formation of cognitive, affective
and volitional capacities, as well as personality structures
...

It also takes over and directs convergently with its goals, the influences of the
environment and even accelerates, to a certain extent, psychic development
...
The adaptation of educational influences to social
imperatives, the laws of psychic life and the needs of the subject, constitutes a coalition
of ensuring their effectiveness on human psychic development
...
From here it
follows that its determining role is related to its quality and interactions with the other
two factors - heredity and environment
...
" The author thus explains the fact that the intervention of the
three factors does not occur as a simple meeting more or less external to the psychic life
itself, but between them there is a wide, varied and continuous interaction
...

The assimilation of environmental and educational influences and the adequate
training of hereditary possibilities are closely related to the qualities of learning, that is,
to their components and development
...
Since the child is born in a
par excellence social environment, he is "predestined for a mediated and socially served
development through education
...

By mediating the contributions of heredity and the environment to development,
education itself is mediated by another link, as stated, the child's activity
...
The practical realization of the desired complex development of each child is

15
15

conditioned precisely by the method of intertwining the education exercised by the adult
and the group with the child's own activity
...
The new
structures of the child's mental life are elaborated in the learning process
...
Motivation orients the subject, makes it receptive to the
influences of the environment and education, energetically supports the connection with
them, facilitating their assimilation and transformation into psychic components
...
It is important to know this, since through
education it is desirable to combine the environmental factors in order to act in full
accordance with the sets of predispositions and internal montages of the child
...
Education is a facilitating factor of development but also its determining
factor, giving it a more systematic, relational, faster, more efficient development and in
accordance with external, social determinations
...

As can be seen, mental development is dependent on learning
...
In turn, through development, learning is fulfilled and
completed, it finds its reason for being, extending itself into psychic becoming
...

The mechanism of psychic development is explained by the realization of a
process of great finesse, namely by appropriation
...

Education plays a special role for what is called the driving force of
development and its mechanism, constituting a source of gaps for the first and content
for the second aspect under discussion
...
It will develop other motivational structures with an increasingly higher base,
it will organize the learning activity in such a way as to transform the formative
objectives prefigured by education into its own goals
...

By achieving these goals, education generates distances and contraindications
between what the child has acquired and mastered well and what is asked and offered to
him for assimilation and is also accessible to him in relation to his level of psychic
development already achieved
...

Pantelimon Golu (1985) developed a complete definition of development that
clearly expresses the interaction of fundamental factors within this extremely complex
process
...

The author concludes that psychic development is a mixed, two-dimensional
process, being of external origin through content and internal through premises and
method of realization
...
2
...
It was shown at one point that there can be interactions either
between different factors, or interactions within the same factor
...
All the more so as education knows various forms of exercise,
established depending on the environment in which it is carried out or the level at which
it is carried out
...
We will then insist on a specific form of it established depending on the
environment in which it is exercised - family education, so that in another sub-chapter
the parental style adopted in education, as well as the effects generated by it at the level
of the psychic development of the child, object of the educational process
...
2
...
Education-general theoretical considerations
In connection with the definition of the concept of education, more than 120
definitions were developed
...
Each era tried to agree the orientation of
education with the present and the future of the society seen at that time, valuing in this
way, in one direction or another, the experience of the previous stages
...

Henri Piéron defines education as a set of means with which the child's
development is directed
...
Another definition of education, consistent with the
subject of the work, belongs to the French sociologist, E
...
19-20): "Education is the action exercised by the adult generations on those
who are not trained for social life
...

Education involves the development of intelligence, affectivity and will, being a
systematic and conscious action, carried out based on a plan and method
...

Găvănescul
...
The phenomenon is sometimes captured vertically,
sometimes horizontally, in order to reveal essential aspects, likely to specify its place in
the set of social phenomena
...
Thus, the following characteristics of education were identified:
• adult care for young people, parents for children;
• the care of the present for the future and for the past, but the latter is examined and
valued especially in the perspective of the future, that is, the concern for ensuring the
continuity of social life and an upward development through the level of training of
each member of society
...

• training, stimulation and development of the psychic components of the personality;
• the socialization of the individual, as a humanizing action, through the transmission of
social experience, culture and the value system from one generation to another, as a
condition for the permanence of progress and evolution;
• moral training, putting the individual in a position to know, respect and develop moral
values
...

Functions of education
Education responds to certain needs of the individual - it teaches him to manage
himself, to be able to adapt and to know how to collaborate, thus being functional
...

Before presenting the functions of education, it is necessary to specify a series of
considerations of particular practical importance
...
Each individual is
characterized by educability, this availability to be exploited by the social environment
...
This is
because the competence and quality of life of adults depends to a large extent on the
quality of their work
...
Finally, education is an act of culture, of
raising the individual from the state of nature to that of culture
...


18
18

The dynamic character, the practical and social aspect of education, its complex
and varied implications emerge from the above
...
If in the first case the emphasis was on the
relationship between the educator and the educated, on the interrelational aspect, in the
second case, the emphasis is on the result obtained, on the quality of the finished
product which, moreover, is never completely finished
...

The understanding of education as a dynamic phenomenon refers not only to the
instructive-educational process itself, but also to the action of educational institutions
and factors on the educated
...

The psychological perspective sought to decipher and influence the processes
through which the individual could become what society expected, putting above the
action, the intervention, the process, the internal factor
...

The philosophical perspective sought the evaluation of educational ideals, the
systematization and generalization of theses that guide education in a given era, to
integrate it into a comprehensive conception and to give it a broad and thorough
foundation
...

In order for education to fulfill its functions, it is necessary to specify and ensure
the social coordinates so that they become reality and can contribute to the progress of
society
...
The cognitive, economic and axiological (Todoran cit
...

The forms through which the exercise of the established functions is pursued can
be precise and diversified, institutionalized or not
...
It's about:
• formal education - includes all the actions of education exercised in a conscious and
organized manner within school institutions, specific to the education system
...
Their implementation in practice is done under the
guidance of teaching staff, persons specially invested with the management of the
educational action
...
It is about all
extracurricular educational actions that take place in specially organized institutions
...
Also, the content and the objectives pursued are provided in

19
19

specially developed documents, differentiated according to the purpose in mind, as well
as the psychophysical particularities of those to whom they are addressed
...
These influences practically fall into the category of noninstitutionalized forms
...
Family
education is part of this form of education, having a special role in the formation of the
child's personality
...

These three forms above interact, the effects of the relationship between them
being particularly important for the effectiveness of the child's mental development
...
Formal education, for example, ensures favorable conditions
for non-formal and informal education, these in turn, providing necessary acquisitions
for a good activity in kindergartens and schools
...
Adapting the definition of efficiency given by Chris Argyiris, which states
that "efficiency involves the achievement of established objectives with the acceptable
use of resources" (cited in Zlate, 2004, page 157), it is considered that the efficiency of
formal education is dependent on the level of development of human resources on who
are exercised educational influences
...
When we talk about the human resources involved in education, we
mean the teaching staff and the children/students involved in the education process
...
The
ideal personality of the teaching staff is not the subject of this paper, but the specialized
literature provides a lot of information about the qualities that a good teaching staff
should possess
...


1
...
2
...

The affective, cognitive, social and ethical dimension of parent-child relationships
occupies a place considered major in the educational processes involved in raising a
child (Durning, 1995)
...

From the first point of view, the family is the social group constituted on the basis of
marriage, consanguinity and kinship relations, the members of the group sharing
feelings, aspirations and common values
...

The legal perspective defines the family as a group of people between whom a
set of rights and obligations have been established, represented by legal norms
...
Family relationships can be reduced to several main categories:
• relations between spouses;
• relations between parents and children;
• relations between descendants (between children of the same couple);
• environmental relations between members of the family couple and other people
...
Through the interactions of its members, the family
synthesizes the influences that different external instances (school, peer groups) exert
on each individual
...

Rose Vincent (1972) defines the family as a "group endowed with its own
characteristics, which lives according to certain customs, which respects certain
traditions even unconsciously, which applies certain rules of education, in a word that
creates an atmosphere" (Vincent, 1972 , page 177)
...

The French sociologist Lautrey (1980) establishes three types of families
according to their internal structure:
• weakly structured families that show the child few regularities, the norms being
almost absent;
• families with a rigid structure that place in front of the child unchanging regularities
and norms whose application does not admit of any exception;
• families with a flexible structure that provide the child with regularities and flexible
norms, applicable depending on the situation
...
From the
point of view of authority relations, there can be families with authoritarian or
egalitarian structures
...

J
...
Henri H
...

The family atmosphere varies greatly from one family to another
...
It is considered that the family
climate has a wider scope than the family atmosphere
...
It acts as a filter between the
educational influences exerted by the parents on the children and their personality
...

The family climate determines the child's behavior, starts his mental
development
...
Affective security, harmony, playing roles in the family,
the level of family integration in social life are factors that contribute to ensuring a highquality family climate
...

The affective climate is a condition for the success of the educational actions
exercised by the parents
...

At the same time, they are also criteria taken into account in establishing
parenting styles
...

The acceptance of the child by the parents generates benefits at the level of the
former's social behavior
...

Unlike children accepted by their parents, those who feel their rejection are
characterized by emotional instability, irritability, lack of interest in school, social
antagonism, perceiving authority as harsh and hostile
...

The second dimension - permissiveness-restrictiveness - has particularly
important effects in the formation of children's attitudes and behaviors from an early
age
...
The effects of permissiveness consist in the development of initiative,
courage, independence, and self-confidence
...

The exaggerated protection of the little one will facilitate the development of
self-doubt, the construction of a false image of society
...

The affective warmth-indifference dimension has important consequences in
terms of the child's mental development
...
He believes that this must be expressed through a clear language, but
not a language that is made up only of words
...
Ross Campbell (2001) states that "adequate
fulfillment of emotional needs" is the cornerstone of effective education (p
...

Insisting a little on "adequate fulfillment", attention is drawn to the fact that each
parent must show care for the child, guiding his activities and conduct
...

These are often opposed to the expectations of the parents who practice it
...

Any parent must know and respect the fact that "any unnecessary help given to
the child is an obstacle to his development" (Montessori, 1991, page 29)
The family is the first environment where the child is loved and thus learns to
love others, to give love
...

51)
...
Thus, the child will later be able
to answer the questions "Who am I?" (in order to discover self-identity), "What am I
doing?", "With whom?", "With which tools?"
Regardless of what causes it, parents' indifference towards children has multiple,
negative results: disorientation, insecurity in the manifestation of behavior, lack of
confidence in oneself and in people due to the lack of landmarks, the tendency to make
emotional attachments to persons outside the family, however based on indiscriminate
criteria
...

Two opposing theses were developed regarding the way of exercising family
education in contemporary developed societies
...
This is for two reasons: either the
deprivation of the family of this privilege to educate for the benefit of an external court,
or the "dispossession" of the family from its responsibilities
...
Its role is so
overwhelming that it gives rise to a kind of determinism of the future trajectory
...
The family
environment is not a simple refuge, but, by the nature of the particular and diversified
affective bond that unites the members, it can play a securing role necessary for the
maturation of children
...

The theses describing the evolution of relations between parents and children,
trying to prove the degree of constancy of the bond between the two parties involved,
refer to:
• The non-existence of a specific educational function for parents for pre-industrial
societies;
• Parents' interest in children's education and specific parental educational roles,
corresponding to nuclear families, in industrial societies;
• The progressive decrease of the family educational function, as a result of its taking
over by specialized social institutions
...

Affective relationships between parents and children, for the mental health of
the latter, are extremely important
...
Then, what remains to be done is
materialized in support actions through the quality of the family climate, the school or
other educational institutions
...
Classical functionalism appreciates the family as incapable of
transmitting social values, of creating the premises of social integration or social
consensus, of preserving social order
...
Conflictualist, neofunctionalist theories,
constructivist sociologies and a series of interactive conceptual models oppose
functionalist conceptions through the ideas they elaborate
...
Its role is not
limited to ensuring primary socialization, but intervenes in different ways and on
various channels in the social evolution of the individual
...
However,
contemporary societies seem to make children a source of parents' pride, their reason for
living, a way of fulfillment, a creation, an expression of the couple and the family
...
It also fulfills a constitutive and changing function, through involvement in the
process of social construction
...
These two last two
considerations are supported by constructivist sociologies
...

In volume I of the work "Sociology of family education", Stănciulescu (1997)
presents the mesosystem developed by Jean Kellerhals and Cleopatre Montandon in
1991
...
At its center is the family, and depending on the axes of competences -

24
24

specific or diffuse - and that of the family's involvement in the children's activity, four
modes of its functioning are established:
• The opposition model - according to this model, the family only recognizes very
specific powers to the other courts and does not consider it necessary to intervene in the
action they exercise on the child
...
Parents do not consider an
intervention in the direction of correlating actions appropriate
...

• The model of cooperation - according to this model, the broad competences of all
educational institutions are recognized by the family, as well as the need to coordinate
their actions
...

The educational styles adopted by the parents in the educational process of the
children contribute to the creation of a more or less beneficial family atmosphere for the
development of the child's personality
...
The way
parents react to the child's manifestations strongly differentiates the child's development
in the family
...
39)
made a series of recommendations to parents:
• the need to meet the physical and emotional needs of children from birth in order to
prepare them for communication and relationships with those around them;
• ensuring protection;
• guiding the process of acquiring new behaviors;
• strengthening and confirming the appropriate behaviors acquired and demonstrated by
children;
• providing action models, affective relationships and communication;
• encouraging the child in establishing relationships with people outside the family
...

To the above are added those established by Kari Killen (1998):
• The ability to perceive the child in a realistic manner;
• The ability to accept that it is only the adult's responsibility to satisfy the child's needs
and not the other way around;
• The ability to realistically expect the child's cooperation;
• The ability to engage positively in interaction with the child;
• The ability to have an empathetic relationship with the child;
• The ability to prioritize the satisfaction of the child's basic needs;
• The ability of the parent to control his own pain and frustration without taking it out
on the child
...
On the other

25
25

hand, they aim to satisfy the basic needs of the child, as well as the affective side of the
parent-child relationship
...
It is necessary to emphasize that the influence of the family
environment on the psychological development of the child is not a fixed, uniform one
...
The family climate can shape,
accentuating, influencing or shading certain potential character traits of the child
...
Ideally, the purpose of the family should be to intensify positive influences
and reduce negative influences
...
The acquisitions from
the childhood period are preserved throughout life, within it the foundations of the
child's personality are laid
...
This is due to the richness and diversity
of interpersonal relationships and the behavioral models they provide
...
On the other hand, the
way parents respond to the child's needs is another determining factor
...
Thus, the foundations of later social behavior are laid,
the child very easily taking over gestures, movements, facial expressions, verbal
structures, attitudes and social behaviors
...

We must not lose sight of the meaning of parent-child interaction
...
The very notion of "interaction" indicates the reciprocity of influence
between parents and children
...
The maintenance of desirable relationships requires the continuous adaptation of
parental attitudes and practices to the level of mental development reached by the child
...
Of course, this adaptation is desirable to be carried out
within certain limits, so that it does not turn into inconsistent or uncertain educational
actions that could confuse the child and, moreover, have a negative influence
...
Affective, social, cognitive and ethical deficiencies
are almost always the expression of a difficult past, of a primary narcissistic wound
generated by a deficient relationship
...

An example provided by the same author illustrates very well this indispensable
need for acceptance of the child, as well as that of attachment to the parents
...
" This is just one of
the multitude and variety of behaviors that parents can display to express their affection
...

For some adults, showing care and affection can be a way of wasting time,
considering professional interests to be at the forefront
...

Parental investment also appears as a founding element of the feeling of positive
existence
...

Parent-child relationships closely participate in the partially overlapping game of
socialization and personalization
...
The goals, the intentions, fulfill for children's representations a function
of propulsion towards the future, of support in the present and of marking the possible
...

The mental and social identity of the child is built according to its relationship
with the parent, thus creating a bond in which the needs for (re)acquaintance and the
feeling of personal unity "collide" and are experienced
...

Affective needs strengthen or weaken cognitive and/social needs
...

The family remains the basic institution of the society, within which the process
of individual becoming is experienced and organized
...

A paradoxical function of the family is to allow the child to assume both the
presence and the absence of the other
...
The function will allow the production of meaning and facilitate the
overcoming of the adolescent crisis of the growing child
...

Another function of family education aims at developing the child's capacity for
autonomy, to freely define his own orientations, to decide according to his own ideas
and a system of hierarchical values
...

Educating a child means allowing him to approach multiple identities, to fulfill
multiple roles and functions
...

What is usually called the child's personality, his reasonings, his behaviors,
actions and reactions, are imperceptibly reflected outside the social relationships of
interdependence
...

The child is a "complex compound" (Lahire cit
...
It is built according to the various injunctions with a
socializing role, issued by "significant others", who are none other than the members of
his family constellation
...

Affectivity is one of the main characteristics by which the family differs from
other types of social groups
...
Within it, the child acquires social norms and values and becomes able to relate
to other members of society
...
Failures of family socialization have negative
consequences at the level of communities and society
...
However, there are
also situations in which family socialization is done in discord with general social
norms and values
...

Parents' attitudes towards this process are not very varied
...
They are proud, convinced that the degree of maturity of
the child is dependent on its ability to imitate the parent of the same sex
...

• self-socialization - it starts from the premise that once the child has identified with a
gender, he actively seeks information about how the woman/man should behave
...
in Mitrofan (2003), three functions:
• Maintenance and repair function (housekeeping activities);
• Comfort function (moments of tenderness and confession);
• The development function (explicit educational objectives)
...

Also, socialization within the family requires the existence of several
components, as follows:
• normative - transmission of the main social norms and rules;
• cognitive - acquiring the skills and knowledge necessary to act as an adult;
• creative- through which the capacities of creative thinking and giving appropriate
answers in new situations are formed;

28
28

• psychological - the development of the affectivity necessary for the relationship with
parents, with the future partner, with one's own children and with other people
...
This is because, in the first years of life, the child
responds to everything that happens around him through emotional reactions that will
determine the direction of activity and attitudes later on
...
Knowing them is necessary because once identified, it is possible
to intervene to prevent or stop inappropriate behavior
...
Children strongly feel the separation of their parents
...
However,
education is not the father's or the mother's problem, but both
...

Another mistake is represented by the conviction of some parents that children
only have rights, not responsibilities
...
It is about what is called "nannying" which does nothing but stifle the
natural development of the child's personality
...

Parents' non-recognition of the physiological and psychological changes that the
child goes through at different ages is also a cause that can wrongly influence his
behavior
...

Finally, another cause with an important role in determining the child's behavior
refers to the parents' understanding of the relationship between freedom and constraint
in the child's education
...

Educational success can be achieved as long as there are positive, harmonious
relationships and understanding in the family environment
...

Compared to families in traditional societies, the function of family socialization
began to be increasingly taken over by other social institutions (schools, cultural
institutions, mass media)
...

JM Bouchard (1988) cit
...


29
29

Hierarchy is also maintained at the level of communication, parents distributing
orders, imposing, threatening, controlling, forbidding, giving solutions
...

• the humanist model - the parent guides his child, is his guide, lets him have his own
options and decide autonomously
...

• the symbio-energetic model corresponds to a co-management of power, parents and
children being partners in activities that interest them equally
...
Thus, the child turns into an actor, not only of his own
becoming but also of the continuous construction of parental roles
...
2
...
Family environment vs
...

Since ancient times, authors such as John Locke, JJ Rousseau, Herbert Spencer,
have dealt with this problem by emphasizing the importance of the family climate for
the optimal development of the child, the care of the mother, as well as the need to
educate the child intellectually, respecting human nature with the laws They
...
The first author reinforced the idea of the need
for early child-adult dialogue within the family, considered by the author, a natural,
protective environment that must respond to the child's needs
...
It is true, however, that not every kind of family is beneficial for the subsequent
development of the child, since the family atmosphere is not always a harmonious one,
the parents adopting educational styles unsuitable for their child, having numerous
defects for the correction of which they make no effort
...

On the other hand, Osterrieth considered that at the basis of family education are
the attitudes of acceptance and non-acceptance of the parent towards the child, while
Mucchieli dealt more with the negative aspects of family education - the environment
characterized by tension and conflict, anxious behavior, authoritarian, excessive, or
neurotic mother or father's violent behavior
...

For a child's normal development, a certain stability and coherence are
necessary, through which the family environment becomes an educative environment
with essential formative values
...

The lack of a family environment conducive to harmonious somato-psychic
development by separating the minor from the family for various reasons means that
these children often have to endure the consequences of being cared for in inappropriate
institutions for a long period of time, sometimes even until they reach adulthood
...

In specialized literature, the topic of institutionalized children is a sensitive and
very complex, but insufficiently researched field
...
Some of the
pioneers of research in this field were R
...
Bowlby who talk about the
hospitalism syndrome and about the growth disorders, mental deficiencies, affective and
personality disorders that are signaled at the level of development of institutionalized
children
...

The effects of abandonment in the institution are extremely numerous and often
harmful for the development of society as a whole
...
Barkin,
since 1949 refers to the social behavior of the institutionalized child, making the
connection between the affective problems and the disorders that appear in his social
behavior
...

The author Elena Macavei carried out an extensive research project, related to
the phenomenon of the institutionalization of disadvantaged children, to the outline of
the psychological phenomenon of institutionalization in the children's home
...
Thus, the sudden interruption or deterioration
of the relationship between parent and child becomes a stressful situation, which
generates serious biological and psychological imbalances, which can have devastating
consequences on the subsequent development of the child
...

The children's home is shaped like a second family, the socio-educational
climate here being of particular importance, which represents nothing more than the
coexistence style created by the material and human environment that replaces the
family in ensuring the conditions for the biological and psychological development of
children and adolescents
...
Under these
conditions, the educator in the children's home must possess a high degree of receptivity
to the life problems of the children here, which are not few in number and which are
centered around the recovery of biological and mental retardation, the mitigation and

31
31

elimination of seizures adaptation, therapy of behavioral defects and regressions, as well
as the child's recovery after experiencing shocks
...
On the other hand, the smallest contact with the family, in the first
place, eliminates the feeling of being abandoned, which grinds the child every moment,
and automatically there is an improvement in terms of shaping his social behavior
...
From here derives the increased interest of researchers on the problem of social
integration of institutionalized children and, thus, the increase in the number of
researches aimed at this problem
...
Thus, the effects of institutionalization are
devastating on the individual's personality, but especially on his social development,
bringing with it an increase in feelings of insecurity and lack of value, which inevitably
lead to a decrease in self-esteem
...
Noting that there are some exceptions
(unfortunately too few), some of the extremely important problems faced by these
children are reviewed
...

• reduced social adaptability, rigidity of social relations, absence of social feeling, more
frequent antisocial behavior;
• in adolescence, the picture of the socio-affective maladjustment of the
institutionalized one crystallizes best, he encounters difficulties in making friends, in
maintaining friendships and affective relationships, difficulties in organizing and
managing his life (Dumitrana, 1998, page 40)
...
Buhler: "The child in the
family has much more social contacts during a single day than has the child from the
institution
...
He receives more orders,
asks fewer questions and receives fewer explanations
...
Within the family,
the child meets a lot of children of the same age, relatives or neighbors, play partners in
front of the block or in the park, with whom he makes friends, quarrels, but reconciles
quickly
...
Also, another problem is the extremely large number of children,
with whom it is impossible for the child to establish friendships, and thus, from an early
32
32

age, he is stimulated to fear and mistrust people, being forced to he always leads his life
in the presence of those with whom he does not have an active relationship
...
The child in the institution is deprived of opportunities
for creative activities and learning from his own experience
...
It is not such a
wonder that these children, who have become teenagers in the meantime, find it
extremely difficult to familiarize themselves with the way of thinking and acting of their
high school classmates from normal homes
...
Most of the time, the effect of this opposition is the
creation of two "camps", making an attempt at reconciliation particularly difficult
...
All children show social needs,
among which the need for dependence is one of the most important
...
Here, there are differences between
institutionalized children who have never known their parents and who show a reduced
need for dependence, on the one hand, and, on the other hand, children who were in the
care of their parents at a given time, but have were later abandoned, in which the desire
to be dependent on other people is strongly manifested
...

Prolonged institutionalization is certainly extremely unfavorable to the
harmonious development of the child, and the appearance of some general trends
regarding the quality of human development is registered
...
As stated, the
effects of abandonment in institutions are numerous
...


33
33

1
...
4
...
Hence its
decisive role in the training and development of the child
...

Parenting style is probably the most important public health issue that our
society faces
...
These factors are serious in
themselves, but they are even more important as precursors of problems in adulthood
and for the next generation
...
Usually, a parent does not think about the educational style he
should adopt until he starts having problems with his child
...
Being
a good parent is not a natural ability
...
Parents' education
was not required, but nowadays it is necessary and valid, even more so as society
appreciates this quality
...

Educational strategies refer to all parent-child interactions, aiming at the level of
attitudes, behaviors, learning/acquisition objectives and that of the transmission of
values
...
But they also guide the child's future and family dynamics
...

One thing is certain: the common element of the spiral is the parenting style
adopted by adults in the education of their own children
...
Of course, there are
general characteristics of each type of educational strategy, but it also has specific notes
determined by the personality of the one who practices it in raising his child
...

Darling (1993) defines parenting style as a constellation of parenting attitudes
and practices that are transmitted to the adolescent and that create an emotional climate
within which parental behaviors are expressed
...

In general, they try to adopt a practice either acquired from their parents or opposed to
them
...


34
34

Adopting a parenting style in the child's upbringing that allows him to acquire
those capacities necessary for effective adaptation during childhood, adolescence and
adulthood, defines parental competence
...

We must not lose sight of the fact that in the education of his child, the parent
uses a series of methods, procedures, educational strategies, depending on his
knowledge, values and attitudes
...

The nature and quality of the methods used by parents illustrate a certain type of
educational strategy, i
...
parental style
...

Types of parenting styles
The specialized literature gives great importance to the typologies of parenting
styles, the definition of this concept being succinct
...

The first category uses authority as a criterion, more precisely, the manner of
exercising authority
...
The three proposed styles are: the democratic style, the autocratic
style, the laisser-faire style
...
He talks about the democratic-cooperative, indulgent,
authoritative and neglect/indifference styles
...

What should be specified is that the first two typologies do not constitute actual
classifications of parenting style
...
Due to the fact that they start from the
exercise of authority in the relationship with another, imposing a hierarchical structure
also found in the family environment, they were included in the typologies of parental
styles
...

The two-dimensional typologies use two dimensions as criteria: affectivity (S+ =
security, S- = insecurity) and authority (C+ = control; C- = tolerance, permissiveness)
...

Vandenplas identifies four parenting styles: control, warmth, hostility, neglect
...

Carrying out a synthesis of the works that address the topic of the classification
of parental styles, it is found that they are established according to two axes:
• authority/liberalism or coercion/permissiveness axis
• the love/hostility or attachment/rejection axis (Reuchlin, 1972; Kellerhals &
Montandon, 1997 cited in Stănciulescu, 1997)
...
Thus, the author considers that the definers for the first
axis are:
• limits and constraints imposed by parents on children's activity;
• the responsibilities assigned to them;
• the method of exercising parental control;
• the rigor of applying and controlling the rules
...

Considering the above indicators, it is found that there are parents with a
parenting style that combines both love and limiting permissiveness
...
However, this can only happen for those who
have really adopted this style in educating their child
...

Permissive parents are those who have a rich style of love, considering that this
is more important than setting limits
...
I
put a lot of emphasis on the self-confident growth of the child or on creating the feeling
of feeling important
...
I use control to teach him what is good
and what is bad
...

Stănciulescu (1997) talks about the existence of a pluralism of educational
styles, there are numerous attempts to classify them
...
Through their
combination, four models of parental action are established: the permissive,
authoritative, authorized and rejection/neglect model
...
The adult imposes on him too few rules of
conduct and responsibilities, and the way in which the child responds to the parents'
expectations is subject to weak control
...

There is a confrontation in case of behavioral problems
...
They are often smarter but less oriented
towards acquisitions
...

• The authoritarian model - is characterized by a high level of control and a weak
support of the child's activity
...
The values promoted by authoritarian parents are
tradition, work, order, discipline, authority
...

• The authorized model - is described by combining systematic control with a high
level of parental support
...
"Authorized" parents are
flexible but firm
...

• The rejection/neglect model - is characterized by a low level of control and a low
level of parental support
...
Children with such parents exhibit antisocial behaviors, obtain low
scores on cognitive tests, are more immature compared to children whose parents adopt
other parenting styles and reject their parents as role models
...

These parents are as warm as the permissive ones, the difference between the two styles
being that the democratic ones are more organized when they make decisions
...

The author specifies that the differences between the combinations of high
parental control and medium parental support and low parental support and parental
rejection/neglect are insignificant
...

The notion of influence technique is used, establishing four types: control,
relationship, motivation and moralization
...
Control is an external and utilitarian technique
...
Consequently, modeling the child's behavior is possible by "adjusting" the
relational context
...
The moralizing technique consists
in stimulating or inhibiting a child's behavior by appealing to already internalized values
(religious, moral, aesthetic) considered superior
...

Also, in Genoese families, three forms of exercise of parental authority were
highlighted:
• coercive authority, based on parents' conviction that older age implies greater
competence; the precision of the instructions given to the child and the force are
emphasized, on the need to ensure his limited and unconditional obedience
...

37
37

• structuring authority/"partnership" - the parent provides guidelines to guide him in
building personal autonomy
...
The author considers two other dimensions:
sensitivity (to the adolescent's needs) and control (active/passive)
...
They are self-centered, exercising active control over the child
...
The permissive style is that of parents who are sensitive to the
child's needs, but who exercise little control over him
...
The family atmosphere is thus the most
favorable for social acquisitions
...

As can be seen, over time, the authors have proposed three or four parenting
strategies
...

The aspect regarding emotional security does not appear at all or appears very
little
...
References to affectivity or security intervene much more frequently in
research on attachment, especially the mother-child relationship
...
Thus, it is important for the
child's development what the parents offer him, as well as what the child offers them;
orientation of the child's attitudes, representations and behaviors; building the child's
identity; favors the emergence of the feeling of personal value (self-esteem) and
effectiveness in the process of autonomous decision-making;
The parenting style influences the child's development, but the practice of one
style or another is determined by the way the family group reacts and evolves
...

There are rare situations that lead parents to manage the conflicts that have arisen
between them, to settle their differences, both in terms of the styles adopted
immediately or over time, and in terms of the meaning and value given to these
educational practices and the situations in which they enroll
...
These have an informative role for parents, they
recognize themselves in one form or another
...
In fact, there are arguments brought in
favor of the parent and by no means in favor of the child's development
...
It is about presenting the advantages and disadvantages of practicing
one style or another
...
However, it is appropriate to present
the synthesis of the characteristics of the style of rejection/neglect
...


38
38

• The parental style of rejection/neglect is appreciated as "indifferent" parenting style
due to the lack of emotional involvement and control over the child
...
The behaviors they display in order to prevent the abusive reactions
of the parents, make them believe that they have determined the children to obey,
regardless of the means
...
And an
authoritarian parent loves his child, but he emphasizes the discipline of action and not
the discipline of the relationship
...
They do not negotiate
rules and household chores
...
They confuse discipline with punishment
...
However, it is known that beating is an act of violence and
aggression, being detrimental to the healthy development of the child
...

But, by beating, the child is hurt, he feels pain, anger against the adult, he feels
fear towards the one who beat him, he learns that love hurts, that hitting is a method of
resolving the conflict, he focuses on his emotional experiences and not on the behavior
which caused the punishment
...

Blocking communication between parent and child is a disastrous effect of
beating
...

• The permissive parenting style characterizes parents who agree with their children's
developmental and emotional needs, but have difficulty setting firm boundaries
...
In their educational activity, they
are sometimes too "severe", sometimes inadmissibly lenient with the child's behavior
...
In addition, children have an oscillating behavior, lacking any
possibility to form more stable behavior habits
...
They manipulate them because they can and because permissive
parents let them
...

Another negative consequence of parental permissiveness, for parents, is that
they end up becoming slaves and martyrs in front of their children
...
Such
parents do not take care of them or do not value themselves enough
...

Since things are not quite like that, it is necessary for the permissive parent to regulate
his emotional experiences before trying to care for someone else, to use his
communication strengths to establish clearer boundaries
...
It is necessary for parents to be the most
important listeners of their child and to be the ones who appreciate their achievements
and efforts without exaggeration
...
The
principles by which democratic parents are guided refer to the promotion of good and
evil, calling on the power of example and explanations, considering discipline as
different from punishment, assuming responsibility and the consequences of one's
actions, encouraging children's initiative in trying new activities and solutions of
problems
...

It is true that finding a balance between love and setting boundaries is not so
much a risky task as a difficult one, but it is necessary and possible to accomplish
...
The specialized literature presents two situations:
the first refers to opposite parental styles - authoritarian-permissive, and the second
refers to complementary parental styles - authoritarian-democratic, democraticpermissive
...

This can be considered an educational gain, compared to the first situation, where the
opposition between the two styles is more than obvious
...

When parents discipline their children differently, the latter are confused
...
It is desirable that adults establish rules and apply them together
...
This happens in situations where one of the parents asks the child to perform a
task, and the other asks him to do something else or, simply, asks him to stop doing
what he was asked to do
...
The requirement of the "most authoritative" or the one who
enjoys the greatest respect from the child has the greatest chance of being fulfilled
...

In families with only one child and with far too many adults, the intersection of
requirements leads to their cancellation
...

This violation of the principle of homogenization of requirements can take other
forms:
• the parent asks and then gives in; the other does not initially ask and then asks; the
first decreases the requirement, the second increases the requirement
...

It would be wrong to believe that the child's attitudes and behaviors are
determined exclusively by the educational action of the parents
...
Of course, the hereditary dowry is also taken into account, which
cannot be ignored
...

Over time, a series of researches were carried out that considered the parental
style a factor with a particular influence on certain components of human mental life
...

Before looking at how parenting style influences children's outcomes, it is
necessary to observe the three aspects of parenting:
• the goals of socialization, through which parents help their children to comply with
family and social requirements;
• parenting practices that are used to help children develop appropriate specific
behaviors or school performance;
• parenting style
...
The author found that parents who show accepting behaviors, emotionally
involved attitudes and who treat children's interests with receptivity, favor a high selfesteem
...

According to attribution theory, the child internalizes parental values
...

Recent studies demonstrate, in a consensual manner, that it is necessary to
consider parental behaviors in order to verify their role in the construction of mutual
relations between the child and the parents, as well as their effects on the child's
personality
...

Block (1971, 1980) proposed a typology based on the existence of groups of
parents whose educational strategies were analyzed, as well as those of their own
parents
...

Most of them had negligent and indifferent parents who did not invest in parenthood,
disagreed with them
...

The environment in which they grew up was authoritarian, a little cheerful and
constraining
...
The
punishments imposed on the child for carrying out a task are numerous and regular
...
The third group is that of
self-confident individuals
...

The study practically demonstrates the existence of a process of reproduction of
styles by the child who has become a parent in turn
...

Some authors have highlighted the limits of the authority/love binary, as well as
the parenting styles derived from this binary
...

In other words, in each family system specific methods of communication
between the child and the parents are practiced
...

Research on social interaction outside the family tends to show that patterns of
family interaction affect interactions in other situations
...

Depending on parental educational practices, the development of autonomy will
be different for the adolescent
...
I am of
the opinion that this gaining of autonomy is not achieved without conflicts
...

Harter (1983, 1985, 1993, 1997 cited in Pourtois, 2000, page 96) in his studies
on the construction of self-esteem, analyzed the influence of parental educational
strategies on child and adolescent development
...
The first with whom children interact are parents;
through their behaviors, they develop attitudes in children that, according to Winnicott
(1958), they will use later
...

Macoby and Martin (1983) state that the family is a system whose elements are
mutually dependent and whose interactions are not confused with the characteristics of
the elements that compose it
...
Mothers from single families tend to adopt the authoritative/democratic style
more than divorced mothers
...
Murray, was that the parenting style directly influences
attachment security
...
The theoretical contribution of this study consists in the elaboration
of a conceptual model according to which the parenting style is adopted according to a
series of variables
...

The results of this study are in agreement with Baumrind's observations
according to which the authoritative style determines the achievement of positive results
by children
...
The author describes the
democratic mothers of preschoolers as being more emotionally responsible, loving and
supportive, as well as creative in building the environment for children
...
As an example, we offer
the conclusion of the authors Deslandes & Royer (1994) who, in their study about
teenagers in the school environment, state that the democratic style seems to be the most
favorable for the development of the teenager and this, from several aspects: selfesteem, independence and competence in the social and school field
...

Students from permissive families show the worst results (Dornbush et al
...

Doucet's (1993) and Deslandes & Royer's (1994) studies demonstrate that authoritarian
or permissive parenting styles are both associated with learning difficulties experienced
by secondary school students
...

Through a study conducted in Louisiana State University, with the theme "The
influence of parenting styles on children's cognitive development", the authors
demonstrated that parenting styles are not better predictors of children's cognitive
development than the family's socio-demographic characteristics
...
These refer to the child's boldness, his ability to adapt, as well as to the
parent's personality, marital relations
...

The authors also state that it is possible that parenting styles have a greater and
more direct influence on other aspects of the child's development, such as social and
emotional development, than on cognitive development
...

The authors of the research "In the family: the simultaneous pattern of parenting
style and child behavior", Burton, Phipps and Curtis, take a slightly different approach
than other studies
...

This study treats parenting style as an exogenous variable
...
In other words, it
is true that praising a child more can be encouraging for better behavior, but it is also
true that parents praise their children too much when they do well and criticize them too
harshly when they misbehave inadequate
...
It was found that a weak parental commitment predicts the
presence of depressive symptoms, while a weak encouragement of autonomy and a
weak parental commitment cause behavioral disorders in boys
...
Certain parental practices have been associated with the school success of
young people
...

Parental educational styles and school success
Numerous investigations indicate a dependence of school success on a parental
style characterized by a nuanced and flexible combination between affection and

43
43

parental support of the child's school activity, on the one hand, control and demand
towards this activity, on the other
...
Its
absence and, even more so, maternal rejection, negatively influence both school success
and long-term results
...

Again we arrive at the idea of agreement/disagreement between parents
regarding the child's schooling: school failure seems to come naturally if there is a high
level of disagreement between parental educational styles
...
This
is because the style is the product of a complex of factors including the relationship
between the family style and the school style
...

Parental educational styles and social integration
Social integration presupposes an appropriate level of cognitive development
and motor skills, as well as a certain emotional involvement of the individual: trust,
sense of security, self-respect, respect for others
...

A style characterized by a high degree of acceptance, affection, understanding of
the small child by the person who takes care of him (regardless of whether the person in
question is the mother or the father) favors affective development (confidence and selfesteem) and, implicitly, the child's availability to to face social demands
...
Thus, they make
friends, they easily maintain relationships with those of their own age, they have no
problems in dealing with adults, in the conditions in which they impose external norms
...
It is characterized by a lack of confidence in
themselves and in others, the difficulty of making friends, the inability to cope with the
demands of an environment that they perceive as hostile
...

Considering the direct relationship between parental educational style and
behavioral deviance/delinquency, it was found that this is mediated by other variables
that are easier to quantify: "dissymmetrical" family structures, conflicts and marital
violence almost always associated with conflicts between parents and children
...

The affective dimension of the mother-child relationship has a more notable
importance: mothers of delinquent children more frequently show attitudes of
rejection/hostility; the absence of the condition seems to affect boys more
...
From here the following question can be formulated:
"How is it better to behave with my child?" A "recipe" for optimal parenting behavior
cannot be provided
...
The argument consists in the fact that the parent-child
interaction is very complex, each involved part constituting a complexity that acts/reacts
in a particular situation
...

In the case of adopting wrong educational strategies, a series of conflicts will
arise that will disturb the family atmosphere, if they do not show defensive behavior
...

Authoritarian parents claim blind subordination to the child, without explaining
the imposed rules, the causes of their indications and prohibitions
...
The
foundations of an introverted personality are laid, and communication with parents is
destroyed
...

Another mistake resides in combining the indifferent parental attitude with the
lack of control - the lack of care - in the child's behavior and activity
...
He needs to be guided by his
parents through balanced control, explained rules
...
Also, exaggerated care, excessive
protection of the child, excessive control over his whole life, based on the close
emotional connection, leads to passivity, lack of independence, difficulty in
communicating with peers
...
This can happen for several reasons: the parent wants his child to
become what he himself could not become - the fulfillment of his own destiny through
the child; on the other hand, due to a lack of knowledge regarding the possibilities
appropriate to the child's age, the parent asks him for things that he cannot offer
...

Sometimes, parents end up building an ideal image of their own child, also based on
expectations, and continue to feed it based on "fragments" of experiences lived with
their child
...

However, they try to adopt educational styles that are as suitable as possible for their
child
...
Not always what the
parent gives the child is what the child needs
...

Separating parental practice from style, the latter is considered the context through
which parents develop their children's social behavior in the culture in which they
develop
...
For example, Chao (1994) notes how traditional
Chinese parents are often described as authoritarian-restrictive, controlling, or

45
45

rejecting—but many Chinese balance strictness, firm control, and submission with
parental care and involvement
...

In another study on the cultural specificity of educational practices and their
effects, severe/harsh physical discipline, such as beating or slapping, was found to be an
early predictor of hostile, aggressive behavior in European children, but not in AfroAmericans
...

Considering the educational styles and cognitive development of the child, no
rule can be formulated that expresses the definite correlation between a high level of
development and a certain educational style
...
The
characteristics of the family as an educational unit are important
...
Usually,
children who live in an environment characterized by disagreement, usually resulting
from a super-protective attitude of the mother and an overly authoritarian attitude of the
father, have difficulties in development
...
It is in particular the association of
the environment with risk factors, such as: the mother's chronic mental pathology, her
anxiety, maternal beliefs and values regarding the child's development, the rigidity of
parental attitudes, the family's socio-economic status, external events that the family has
to face
...
3
...
3
...
Preschool age - general characteristics
One of the objectives of the present paper is the evaluation of the level of
psychic development of the large preschooler
...

Considered to be the second childhood, preschool extends between 3-6 years,
being a stage of mental development that is distinguished by a significant increase in the
physical and mental capacities of the child
...
The joy with which he
experiences these transformations, the serenity of the child, allowed those who dealt
with the psychology of ages, in general, of the child, in particular, to call preschool, "the
golden age of childhood"
...
Regarding the contributions of preschool, the following are noted:
• motor and sensory exuberance that considerably facilitates adaptations;

46
46

• increasing autonomy in practical terms, through the formation of numerous selfservice and object-handling skills;
• the development of complex mental processes, these changing the characteristics of
the child's behavior, expanding the possibilities of anticipation and organization thereof;
• great curiosity and thirst for knowledge that stimulates exploratory activities and
enriches personal experience;
• the establishment of a primary moral conscience that increases the child's ability to
adapt to the social environment;
• establishing the foundations of personality and emphasizing the individualizing
aspects
...
Preschool brings important changes in
the child's life, both in terms of somatic and mental development, but also in terms of
mental and relational development
...
He has increased his response and communication
skills, he has other needs, requirements and expectations towards the family
...

An important characteristic refers to the dominance of the mother-child
relationship and at this stage, the relationship with the father becoming more frequent
and consistent
...
It is desirable that at this stage, the communication with the parents
should be productive, the child being able to learn many new things from the parents; it
is possible for the child to collaborate with the parents, the first being able to "work"
with them, being able to help them
...
The preschooler interacts more frequently and
more closely with brothers and sisters and other relatives, with whom he can spend part
of his time
...
The framework of the kindergarten goes beyond the
narrow horizon of the family and places new requirements on the children, very
different from those in the family and, above all, from those in pre-school
...
This preserves the mother's emotional availability but distributes it
equally in the group
...
The children themselves
attach special significance to the relationships with the educator, her influence
dominating the kindergarten space and extending into the family space
...

The whole environment of the kindergarten allows the game to reach its peak, it
being enriched and diversified in a special way
...
As a consequence of this fact, there is thus the complication and deepening of

47
47

knowledge processes, the change of attitude towards the environment and the
improvement of the child's forms of activity
...
This time,
the child discovers the existence of an external reality that depends on him and that he
must take into account if he wants to achieve his goals
...
Under these conditions, imaginative and subjective
attitudes towards the world will gradually be replaced by realistic and objective
attitudes
...
Attending the institutional framework of the
kindergarten presupposes compliance with a certain daily schedule and even having a
certain topography in which the child must manage
...
This fact creates inconsistencies
with what the child knows and can do, continuously stimulating his physical and mental
development
...
The motor of psychic development is constituted by the
deepening of the contradictions between the external demands and the internal
possibilities of the child, between the wishes, aspirations, interests of the child and his
possibilities to satisfy them
...

Also at this age, the child discovers not only the existence of others but also his
own existence
...
Awareness of the
existence of these differences will also be the source of some complexes (tendencies of
rivalry towards the parent of the opposite sex)
...
The
motor and sensory exuberance of this stage will be associated with the enrichment and
flexibility of the image, with the development of thinking that gains coherence, clarity,
communicability and is emancipated to some extent from the affective dominance that
inhibited it in the previous stage
...
The preschooler's personality is
also in the process of formation
...
The child becomes more open to
learning behavioral rules and norms, more receptive to the habits of the family or the
kindergarten, which leads to the discipline of his behavior
...
When this tendency is
contradicted, behaviors of opposition to parents or fraternal rivalry appear
...
As a result of the differences in demands from the two environments in
which he lives, there is also the danger of duplicating the child's behavior
...
In these conditions, the unity of educational requirements becomes essential
...
Significant for this stage is the fact that there is a
centralization of the way of satisfying food needs (Schiopu, Verza, 1993, page 97)
...

The wake-sleep rhythms are now stabilized and become a habit
...
The waking
intervals are full of varied activities, both in the family and in the kindergarten, which
means a win for the mental development plan
...
The very lack of a life program can
dilute the connections with the environment and delay the formation of the necessary
behaviors and attitudes
...
The transformations at the
level of the nervous system are interesting: the neural body grows, as do the nerve
extensions, making the total weight of the brain to be 1200g at the end of the stage
...


1
...
2
...

The small preschooler (3-4 years old) has difficulties adapting to the
environment because he is dependent on his mother but also because he does not
understand what is said to him and does not know how to express himself clearly
...
The child plays more alone, egocentrism still predominating
...
The same insatiability is found at the motor level
...

The middle preschooler (4-5 years old) adapts more easily to the kindergarten
environment
...
The external reality preoccupies him more and more, as
such, the entire mental development of the child will occur at an alert pace
...
The language develops a lot, the imaginative and
creative powers of the child are amplified
...
Emotional reactions are more controlled and more in line
with the requirements of the teacher or the group of children
...
Interests
broaden, the first attitudes begin to take shape, some character traits that constitute the
core of the future personality are installed more obviously
...
Thus, the
review of the characteristics of psychic development for all three sub-stages of

49
49

preschool facilitates the understanding of the existing differences at the level of psychic
development
...
The need for knowledge and
investigation are extremely important, as they highly stimulate the development of all
sensory capacities
...
The motor and sensory
exuberance of this stage is also expressed in the obvious improvement of tactile
sensitivity and in the increase of its role
...

Sensitivity and visual perceptions are trained in exploring the world
...

Auditory sensitivity becomes twice as fine during this period compared to the previous
stage
...
The physical hearing is well developed, also the
development of the musical hearing is possible (it is a favorable period in this regard)
...

Tinca Creţu makes a synthesis of the overall characteristics of the perceptions
that individualize them in relation to those of preschoolers as follows:
• are stimulated and supported by their special curiosity;
• they are emotionally saturated, preschoolers' perceptions being very vivid;
• perceptual exploration is facilitated by easier transfers from touch and hearing to
sight, so that even if the preschooler only sees an object, he can also refer to its other
qualities;
• discriminative performances can sometimes appear surprising to those around, but
overall, the perception remains global, especially that of verbal structures;
• the preschooler's perception can benefit from previous experience, but sometimes the
transfers are distorted;
• in the structuring of the perceptual image, the object properties can be imposed
spontaneously in the foreground in the following order: those of color, shape and
something more difficult, that of three-dimensionality;
• the integration of verbal signals into perceptual acts facilitates differentiation and
better fixes the results;
• the perception of preschoolers begins to be well directed verbally by the adult;
• the perceptive activity of preschoolers is closely related to thinking, which, however,
tends to subordinate it;
• in perceptual activity, centering and decentering are not always well coordinated and
therefore frequent overestimations or underestimations occur
...
Putting several analyzers into operation ensures
their correct development
...


50
50

Time perception is favored by the rhythmicity of the daily schedule and
communication with adults
...
Young
preschoolers make mistakes in the use of time adverbs, while older preschoolers rarely
make errors from this point of view
...
Some manage to
read the clock with an approximation, but regarding the appreciation of the duration of
events they still have difficulties
...
Preschool
representations are very similar to perceptions precisely because their basic source is
extensive perceptual exploration
...
The perception of a horse is most often made from the
profile, while the cart is perceived from the front, and as for the wheels, here it mixes
what the child knows about them with what is a perceptually privileged position
...
The richer the description of an object, the more it
is based on suggestive intuitive support, the clearer and more stable the preschooler's
representations will be
...
Cit
...
Middle preschool age
was called "the age of grace", due to the delicate, differentiated, expressive movements,
with great affective and semantic load
...

Being more and more differentiated, finer and more adapted to objects, the
movements can be easily transferred and applied in new situations
...

The most significant motor acquisitions specific to older preschoolers are
represented by the child's ability to jump rope, to go on roller skates, on a bicycle, to
climb higher, etc
...
They succeed in all their movements aimed at
reaching a goal
...

Thinking has a central role, allowing to overcome sensory experience
...

The main characteristic of the preschooler's thinking is intuitiveness
...
Thinking remains

51
51

linked to the image and individual actions
...

Suggestive in this sense is the example of the 4-year-old preschooler who is asked to
place under 6 red tokens on a table, other blue tokens that he has in his hand
...
Only at
6 years old, the child will be able to place 6 blue chips under the 6 red chips
...
Another characteristic of thinking,
especially of young preschoolers, is egocentrism
...

Artificialism expresses a similar position but related to man's ability to do
everything
...

Animism is specific to the thinking of preschoolers, especially 3-4 year olds
...
For the little preschooler,
almost everything is animated
...

Gradually the preschooler will become aware of the fact that another's thinking
is different from his own, he begins to distinguish the existence of two different points
of view, by comparing which he gradually renounces his own subjectivity
...

Another defining characteristic for the preschooler's thinking is represented by
the organization of the operative structures of thought, the emergence of empirical
notions that, despite the lack of coordination in coherent systems, are of great
importance for the knowledge of reality
...

Preschoolers also have a characteristic attitude towards the possible-impossible
relationship
...
From the
age of 5, a personal experience begins to accumulate that causes the first doubts to
appear regarding the miraculous power of the characters in the stories, the existence of
Santa Claus
...

Parents' concern for the child's development is one of the factors that determine
individual variations in vocabulary volume and speech level
...

Older preschoolers master the basic content of the meaning of words, but the
figurative one is not always understood
...
Another characteristic of preschoolers' language is
that when they don't have the right words for the various situations at hand, the children
build them, starting from those acquired from adults
...

During this period, the language becomes more structured, more coherent and
cohesive, compared to the previous stage
...
It presupposes an
adequate and sufficient use of verbal means to communicate and to be understood,
regardless of the communication situation
...
After 5
years, you can notice an increase in the ability to verbalize everything the child does
and sees
...

A plus for the language of the preschooler refers to the expressiveness of speech
...
They become aware of their value for communication and use them
voluntarily when they play small roles
...
The child realizes at
this age that language can allow him to hide a certain deed, while until the age of 5 he
had a frank speech that sometimes put the adult in difficulty
...
In
dialogue with adults, children show a special care to be understood, with the teacher
they communicate in complete sentences and phrases, and with the mother they are
more relaxed and free
...
Omissions, substitutions, inversions of sounds are possible
...
Even now, speech defects appear, the
correction of which can be done through a speech therapy treatment
...
The first
characteristic refers to the increase in memory volume, especially large preschoolers
acquiring many elements of personal experience and learning contents
...
After 5 years, the memories are
formed, remembering those special events, with a great emotional charge, with many
situational details, but having a fragmentary character
...
Regarding the reproduction of stories
and stories, young preschoolers need more help, either in the form of sentence starters
or in the form of successive questions
...


53
53

A phenomenon specific to early and middle school is reminiscence
...

Another significant change is the gradual installation of voluntary memory
mechanisms
...

Also in preschool, it is possible to move from some lower and relatively
reproductive forms of memorization to higher ones, with a high degree of
reproducibility, due to the enrichment of the child's experience and the improvement of
his intellectual tools
...

• Imagination
In preschool, a real explosion of this mental process takes place, some authors
considering that at this age, the imagination would reach the peak of its development
...
For this reason, rapid and uncontrolled transitions from one
transformative plan to another occur in the imagination and, therefore, often fanciful
evolutions
...

On the other hand, affectivity is expressed in drawing, but also, more so, in
verbal creations (expressive stories, puppet theater), in rhythmic creations (dance,
music)
...

Considering the particular notes of the forms of imagination in this period, it is
specified that the reproductive imagination is very much trained in listening to stories
and stories
...

The creative imagination manifests itself more obviously in drawing, modeling,
constructions and in various role-playing games
...

• Affectivity
The affective life of the preschooler is much richer and diversified compared to
that of the pre-preschooler, undergoing changes of both a quantitative nature (the
number of affective states and moods increases) and qualitative (the existing forms are
enriched and diversified, new forms appear)
...


54
54

One of the most obvious sources of the restructuring of affectivity is the
contradiction between the preschooler's need for autonomy and the prohibitions shown
by the adult towards him
...

Entering kindergarten is a new source of emotional experiences, the child
relating both to a new adult and to peers
...

A progressive and wider positivization of the child's emotional life is noted, as a
result of overcoming the emotional crisis at the end of the previous stage and the
general increase of his adaptive capacities
...

The situational nature of the preschooler's affectivity is expressed by the fact
that it is generated by concrete circumstances, unfolding "here and now" and is
modulated by their flow and the degree of concordance with his needs and wants
...
A multitude of affective states appear, research
highlighting affective states of guilt (at 3 years), pride (at 4 years), modesty (at 3-4
years)
...
Also specific to this period are the bitter candy syndrome,
generated by the affective state of shame that occurs after an undeserved reward, and
the hospitalization syndrome - defined as a child's violent reaction when he is to be
hospitalized for treatment, separation from loved ones being lived as an abandonment
...

Another characteristic is affective impressionability, vibration, immediate and
intense emotional resonance to various requests and events that may occur throughout
the stage
...
There is also an adequate expression of affective feelings
depending on the positive or negative meaning of the circumstances in which the child
takes part
...

Another specific aspect of preschoolers' affectivity consists in the structuring of
mechanisms for regulating emotional behaviors
...

Of crucial importance for the development of affectivity are family relationships
which, through the constancy of attitudes, their frequency and quality, contribute to a
very large extent to the crystallization of preschoolers' feelings
...

Affective attachments of the small child turn into stable, consistent and lasting
affective relationships
...

It is appropriate to insist on what the parent-child attachment means and implies,
since the affective and social life of the one who will become an adult depends on its
quality
...

The parent-child attachment plays an important role in the cognitive and social
development of the child and occupies a central role in most contemporary theories
regarding childhood socialization and theory of mind
...

Attachment theory was born from ethology, developmental psychology and a series of
psychoanalytical disciplines
...
The premise from
which Ainsworth started was that mothers who respond more promptly to children's
needs provide a basis of security - the child must know that his primary needs are met,
so he develops well and becomes autonomous; in the absence of this satisfaction he
becomes insecure, and the exploratory behavior is stopped
...
Bowlby supported the idea that a child needs a sustained attachment to the
mother or guardian and suffers severely if this attachment is interrupted or lost
...
Bowlby introduced the term attachment to specifically refer to the child-adult
bond, as a secure basis and to differentiate it from the perspectives of psychodynamic
theories of learning
...
The theory
emphasizes the value of data provided by Freud about the nature and importance of
early relationships
...

From the existing research it appears that an affectionate behavior seems to
encompass the parent-child attachment and includes characteristics such as: availability,
patience, consistency, responsibility, consistency, facilitation, cooperation, rather than
interference in the ongoing behavior of the child
...
It was also demonstrated
that when the early child-parent interaction is harmonious, the child develops secure
relationships and presents a high degree of socialization
...
Thus, the child-parent
attachment is associated not only with multiple indices of personal experience, but also

56
56

with behavioral patterns that largely reflect the general prosocial orientation, directed
towards others (Waters, 1986)
...

To achieve a cooperative interaction with the attachment figure, a gradual
involvement is needed
...
In the context of a secure attachment,
attachment figures gradually express their expectations, carefully following the child's
recognition, interpretation and response skills
...
As a consequence, the child continues to benefit as much as
possible and suffer as little as possible from the expansion of his relationships
...
Bowlby and others
retained the notion of prototype and its implications, but spoke of attachment in terms of
working models and predictive worlds
...
According to this point of view, the child's initial
constructs and models regarding attachment figures are related to the history of
experiences with these figures
...
The latter is a
theory of mind or, in the terminology adopted by some authors, a social understanding
...
For example: the number of siblings in a family (Jenkins &
Astington, 1996), conversations about family feelings (Dunn, Brown, Slomkowsky,
Tesla, 1991) and wishes (Bartsch & Wellman, 1995), the disciplinary style of parents
(Ruffman, Perner & Parkin, 2000), the mother's prenatal condition (Greig, Howe, 2001),
early mother-child relationships (Symons & Clark, 2000) have been correlated with
preschoolers' performance on social learning tasks
...
, 1997; Meins & co
...
In most of these studies of attachment
quality and social understanding, theory of mind was primarily assessed by
understanding the emotions of others
...
Other studies use assessments that include both aspects
(cognitive and emotional), and their results seem to suggest that separating cognitive
from emotional aspects can be useful
...
, 1989; Ruffman & Keenan, 1996) and a
marked dissociation between cognitive and emotional evaluations of tasks of false
beliefs in children younger than seven years of age who succeeded in these tasks
(Bradmerz & Schneider, 1999)
...
Starting with the middle preschooler, voluntary
correction is done, in an initial phase, in relation to certain oral commands "it's
allowed"/"it's not allowed"
...
His
action is carried out in an impulsive manner, without any prior organization
...
However, the activity
can be disorganized by an unforeseen moment, generating a characteristic disorder
...
The characteristics of attention during the preschool period
consist in the growth of an active and selective character
...
The first refers to awakening involuntary
attention, and the second to maintaining voluntary attention in order to carry out the
activity for a longer period of time
...
We will exclusively insist on the role
of the family, in general, of parent-child interaction, in particular, in laying the
foundations for the formation of the above components
...

In preschool, along with biological needs, social needs come to the fore
...

The construction of moral consciousness is achieved in multiple phases, the first
stage being the imitation of adults' behavior by children, even if they have to sacrifice
their own pleasure
...
The third phase is the one of consolidation, producing generalizations of
the situations that require a certain kind of conduct, as well as the clear verbalization of
the parents' wishes expressed as follows: "that's what the mother says"
...
It is an infantile morality
due to its foundation on the affective relationship between children and parents
...

Another characteristic refers to the fact that it is based on feelings and respect for the
adult
...
It is also a concrete morality, which is applied to
situations actually experienced and using concrete benchmarks in judging things
...
The child believes that
the rule comes from someone superior to him, it is sacred and must never be broken,
even when the circumstances demand it
...

Deficient relationships with parents lay the foundations for later delinquent acts,
as well as for preschoolers' deviations, the most frequent being negativism and lying
...
This
is because, on the one hand, they are sources of attitudinal and behavioral models, and
on the other hand, they confirm and strengthen the child's behavior
...

As stated, preschool represents a beginning in the formation of orientation and
regulation components and therefore, configuration of the first character traits
...
Only the interaction of these two groups of factors ensures the formation
of character traits
...
A calm, optimistic, stimulating family climate, with models
of positive behavior, with authentic parental authority, generates positive character traits
such as: self-confidence, optimism, independence, trust in others
...

The level of the psychic development of the preschooler, the interaction of the
fundamental factors that act in the sense of favoring/disturbing the psychic
development, constitute those internal and external factors on whose contribution the
quality of the child's socialization depends
...
The preschooler, integrated or not in the kindergarten environment,
relates to others older than him, lives new social experiences, experiencing a large
number of interrelational behaviors
...
The solitary existence of pre-school is opposed in the immediately
following stage by the collective existence; the "each for himself" attitude is replaced by
the "each for others" attitude; treating others as "objects" is replaced by looking for
others
...

The evolution of the perception of others is suggestive for understanding the
evolution of preschoolers' sociability
...

This explains the arguments and conflicts between 3-year-old children
...
The beginning of the fourth year of life presents the preschooler as the
one who perceives the "other" as a rival, as a person who stimulates the desire to be
surpassed
...
It can be seen how
the competition acquires a motivational value at this age that will be greatly exploited at
the preschool age
...

Cooperation is an interrelational, evolved behavior, implying a strong
intellectual and social maturity
...

The contradictions that manifest themselves in preschool and how to solve them,
constitute the generating factor of the characteristic features that are formed on the
relational background of the 3-6 year old child
...
It is associated with the installation of
some negative character traits: selfishness, lack of sensitivity and attention to others,
which will eventually lead to the rejection of the child by the group
...
Here, interpersonal and
group relationships are the main ways of relating
...

However, delays in the evolution of social behavior are not excluded
...

Optimizing sociability involves entrusting some tasks and social responsibilities,
training children in games and collective activities, rewarding them positively
...
The reporting of the individual
level of mental development must be related to the table of mental normality established
for each age, in order to adopt the appropriate educational strategies
...
The latter was
designed and carried out, so as to allow the fulfillment of the objectives set for the
present research, "The influence of parental style on the psychic development of older
preschoolers"
...
1
...
They were
approached in a synthetic manner, in the first part of the paper, the three aspects
considered stemming from each other
...
The preschool age is a period in which the first educational
influences are the family ones, and then they are doubled by those of the kindergarten
environment
...

The following were targeted:
• the study of the relationship between parental style and the level of psychic
development of older preschoolers;
• analysis of existing differences at the level of mental development as a result of the
consensus or disagreement between the parenting styles adopted by the parents of the
same child;
• the study of the effects in terms of mental development, caused by the absence of the
influence of parental style in the child's education
...

• the design of some activities that involve, on the one hand, the participation of
parents, and on the other hand, their interaction with their own children, in order to
make the relationship between them more efficient
...
2
...

Specific assumptions:
I1: It is assumed that there are significant differences in cognitive behavior between
preschoolers whose parents adopt the authoritarian/permissive educational style and
preschoolers whose parents adopt the democratic educational style
...

I3: It is assumed that there are significant differences in mental development between
preschoolers whose parents adopt the same educational style and those whose parents
adopt different educational styles
...


2
...
Research model
2
...
1
...

Following the theoretical model of the authors Angela Chiţu and Irina Chiriac,
the dependent variable is defined by two large behavioral domains: COGNITIVE and
SOCIAL-AFFECTIVE
...

The targeted indicators for the social-emotional behavior of older preschoolers
are:
• autonomy and initiative in relationships with peers, within the game and other
activities (instructive-educational and recreational);
• the relationship with the teacher and other adults from the close environment;
• the appropriate manifestation by the child of emotional-expressive behaviors
depending on the specifics of the activities in which he is involved (watching
theater/circus shows, games-dramatizations, recitations, stories, interpretation of songs);
• the sense of order in arranging personal things
...

→ the independent variable: the parenting style, this being the specific way of relating
the parent to his own child in the education he exercises on him
...

For the present research, three parenting styles were considered: PERMISSIVE,
DEMOCRATIC and AUTHORITARIAN
...
3
...
participants
The following participated in the research:
• preschoolers (N=171) aged between 5 years and 6 years and 2 months, from the large
and large preparatory groups in three kindergartens in sector 2, Bucharest
...
The preschoolers were grouped into 6 groups,
depending on the parenting styles adopted by their own parents
...
Initially, 440 parents were questioned, but after constructing the groups of
participants based on the grouping variable, 342 parents remained - 171 mothers and
171 fathers - and 171 dyads, respectively
...

• children aged between 5 and 6 ½ years, coming from the institutionalized
environment and within a Service Complex, sector 2, Bucharest, N=30
...

Each dyad corresponded to its own child, the samples of parents and
preschoolers being dependent
...

• G 2 : democratic-democratic, N=30 dyads ↔ • G 2' : large preschoolers, N=30; 15 F,
15 B
...

• G 4 : democratic-permissive, N=30 dyads ↔ • G 4' : large preschoolers, N=30; 14 F,
16 B
...

• G 6 : permissive-authoritarian, N= 28 dyads ↔ • G 6' : older preschoolers, N=28; 12 F,
16 B
...

• G 8 : large preschoolers, N=30, 15 girls and 15 boys
...


2
...
Description of investigation methods
Appreciation of the level of psychic development of the older preschooler
To investigate the level of psychic development of preschoolers, the two
defining behavioral domains were taken into account: cognitive and social-affective
...
Irina Chiriac and psychologist
Angela Chiţu
...

Balance in orthostatism;
II
...

General body-segment coordination;
• Cognitive behavior (C):

63
63

I
...

Representation activity;
III
...

Memory and thinking activity
• Verbal behavior (V):
I
...

Speech, correct expression;
III
...

Manifestations of independence, self-service skills;
II
...

Relationship with adults and children;
In order to apply the cognitive behavior assessment methodology, the following
materials are required:
• the technical material necessary in the examination of psychic development;
• the tables with the normality characteristics of mental development throughout the
preschool stage (3 ½ -6 years);
• the individual form for recording the results (see APPENDIX 2)
...
The results obtained
by the child are recorded in the individual registration form
...
The number
of points obtained is totaled and compared with the total score, calculating the
individual percentage, based on the formula: individual score/total reference score*100
...
Values between 75-100% are in the normal range, and those below 75% are
assessed with the diagnosis of mental subnormality
...

It is specified that for testing the research hypotheses, the items of cognitive
behavior and those of motor and verbal behavior were included
...
Thus, for the evaluation of cognitive behavior, the scale included
16 items/tests (see APPENDIX 3)
...

Evaluation of social-affective behavior
Since the assessment of the level of development of the social-affective behavior
represented a particularly important aspect for the present research, another evaluation
scale was built in this sense
...

To establish the items, the social-affective behavior components of the
Romanian Scales, as well as the observational activity carried out in the kindergarten
environment, were taken into account
...

The scale includes 15 items (see APPENDIX 4)
...

Establishing parenting styles
In order to identify the educational style adopted by each parent, the "Parental
educational style" questionnaire was constructed
...

The parental style refers to the nature and characteristics of the family
relationships within which the educational process is carried out
...

According to the basic theoretical model, to establish the parenting style, two
axes are taken into account:
→ Love axis, with the two extremes: rejection-attachment;
→ the Control axis, with the two extremes: permissiveness-restrictiveness;
Depending on the scores obtained in these, four parental educational styles are
established:
• permissive style (scores above average in Love and scores below average in Control);
• democratic style (scores above average in both dimensions);
• authoritarian style (scores above average in Control and scores below average in
Love);
• the neglect/rejection style (scores below average on both dimensions)
...

The defining indicators for the Control dimension are:
• imposing constraints on children's activities;
• assignment of responsibilities;
• ways of exercising parental control;
• the rigor of applying parental control;
• control of compliance with the imposed rules;
Considering these indicators, the items for each dimension were formulated
...

Initially, 104 items were formulated
...
The
evaluation consisted in the redistribution of the items on the two dimensions and the
assessment on a scale from 1 to 10 of the wording of the items from the point of view of
semantic characteristics
...
Also, the items that could not be fit into any dimension were
eliminated, being marked with "?", as well as due to inter-evaluator disagreement (from
this point of view, the items classified in the same dimension by at least 8 evaluators out
of 13 were kept)
...
78 (N=78) was obtained for the entire questionnaire
...
87
(N=78) and for Control, α =0
...

The final form of the questionnaire (see APPENDIX 5) includes 46 items,
23/dimension
...
Each answer variant is scored with 1, 2, 3, 4, respectively 5p
...
The benchmarks
were built for each dimension, depending on sex, the interpretation of each interval
being realized according to the extremes of the two axes
...


2
...
Description of data collection procedures
The application of investigative tools has acquired a specific character due to the
age level of the participants involved in the research
...
The
actual application took place in a place familiar to the child - the group room -, and
those objects that could have distracted him were removed from his field of vision
...

The technical material was prepared before each child entered the group room;
the examiner sat face to face with him, the furniture was appropriate for the child's age
...

The specific character of the application procedure also refers to what is called
the "warming up" period in which a kind of alliance is established between the examiner
and the child
...
Usually, the conversation about the favorite toy or
the cartoons watched, made it possible to gain trust in the examiner and relax the child
very easily
...
Emotionally expressive tone and behavior, as well as positive
motivation, mattered enormously for the child's security and stimulating him to
participate in the activity
...
Also, during the evaluation,
hand and finger movement games were inserted, so that the preschoolers do not get tired
or bored
...
However,
the examiner had clearly established the goals of the testing, adapting his style
according to the particularities of the subject
...

As a general observation, it can be said that those in the kindergarten cooperated
very well with the examiner, they responded promptly to his requests
...
The same
conditions were observed in terms of furniture and technical material as for the children
in the kindergarten
...

This meant that even 40-45 minutes were needed to apply all the samples
...

The preschooler's social-emotional behavior assessment scale was given to the
educators from the groups the children belonged to, respectively the referendum, the
instruction being noted on each copy
...
Thus, they were asked to rate each item of the
given scale with 1p or 0p, as follows: with 1p, if the assessed preschooler often
manifests the behavior described by the item; with 0p, if the preschooler does not
exhibit the behavior described by the item
...

The "Parental educational style" questionnaires were distributed to the parents in
envelopes, each containing two copies: one for the mother and one for the father
...
Also, the confidentiality
of the information obtained was ensured, with parents having the right and the
possibility to seal the envelopes at the time of their delivery
...
They were
informed about the purpose of completing the questionnaire and its instructions
...
Following the
establishment of the groups of participants in the actual research, 171 two-parent
families participated
...

The evaluation of preschoolers and children within the Placement Center and the
Service Complex was carried out with the agreement of the management of the

67
67

institutions
...


Chapter 3
RESEARCH RESULTS

3
...
Data presentation and analysis
• Presentation and analysis of the results for Hypothesis 1
The results obtained after testing the first hypothesis are presented first in a
descriptive form in the table below
...
The groups of
parents established according to the educational style adopted and the
consensus/contradiction between the styles are placed vertically
...

Deviation

Std
...
96
13
...
36

1
...
66

1
...
30

1
...
19

31

13
...


Max
...
04

12

16

12
...
71

12

15

,22

12
...
67

11

15

1
...
81

13
...
57

1
...
98

14,17

11

16

13
...
20

,09

13,22

13
...
This is because the raw scores
obtained by each child on the scale for assessing the level of development of this
behavioral domain were taken into account
...

To test hypothesis 1, Unifactorial Analysis of Variance (ANOVA) was applied
to see if there are significant differences between children at the level of cognitive
behavior, imposed by parental educational style
...

Unifactorial Variance Analysis ANOVA revealed the existence of a nonsignificant difference between the mean scores of the groups of preschoolers at the level

68
68

of cognitive behavior, although in the education of each the parents adopted different
educational styles: F (5,165)=0
...
75>0
...

Given these results, the question arises "What makes there not be significant
differences between the levels of cognitive development?"
...

• Presentation and analysis of the results for Hypothesis 2
The results obtained after testing the second hypothesis are presented first in a
descriptive form in the table below
...
The groups of
parents established according to the educational style adopted and the
consensus/contradiction between the styles are placed vertically
...
Dev
...
Error

95% Confidence
Interval for Mean
Lower
Upper
Bound
Boun
12
...
25

Minimu
m

Maximu
m

11

15

30

12
...
66

,47

,08

14
...
84

14

15

26

12,15

,88

,17

11
...
50

11

14

28

11
...
48

12,23

11

14

31

12
...
47

13
...
53

1
...
03

14
...
00

1
...
80

13,19

11

15

To test hypothesis 2, the Unifactorial Analysis of Variance (ANOVA) was also
applied to see if there are significant differences between children at the level of socialaffective behavior, imposed by the parental educational style
...

This time, the ANOVA Unifactorial Variance Analysis revealed the existence of
a significant difference between the average scores of the groups of preschoolers at the
level of social-affective behavior: F (5,165)=35,881, sig
...
01, p ‹ 0
...

Considering the confirmation of the hypothesis, it can be said that the parenting
style influences the social-affective behavior of older preschoolers
...

• Presentation and analysis of the results for Hypothesis 3
Unifactorial Variance Analysis provides a "global" picture of the impact of the
independent variable on the dependent variable
...
Thus, the averages of all groups
were calculated and compared at the 0
...
The statistical procedure highlighted the positive meaning of the influence
of the consensus of parental styles on the psychic development of older preschoolers,
comparing, on the one hand, the average scores obtained by children on the Cognitive
Scale, and on the other hand, the average scores obtained by children on the SocialAffective Scale
...
First of
all, the educational consensus is defined as the adoption by the two parents of the
evaluated child of the same educational style: permissive-permissive; democraticdemocratic; authoritarian-authoritarian
...

Knowing the theoretical model of Elisabeta Stănciulescu, it can be found that the
complementary styles intersect either on the Love dimension, sharing the segment
representing attachment (democratic-permissive), or on the Control dimension, sharing
the segment representing restrictiveness (democratic-authoritarian)
...

The application of the "post-hoc" Bonferroni test after applying the ANOVA
procedure revealed significant differences regarding the cognitive behavior of older
preschoolers, imposed by the presence/absence of educational consensus
...
The obtained results are
presented synthetically in the table below:
MULTIPLE-BONFERRONI COMPARISONS

The
dependent
variable

Comp
...


1
...
003

1
...
15 (*)

,30


...
05

70
70

Std
...
There were
no significant differences between the groups of children whose parents adopt the same
educational style and those whose parents adopt complementary styles
...
The first graph of Annex 6 represents the averages of the sisters of
the groups of children, how they stand in relation to each other
...

Regarding social-affective behavior, the application of the "post-hoc"
Bonferroni test revealed the existence of significant differences between the average
scores obtained by children, following the evaluation of this type of behavior, as can be
seen in the table below:
MULTIPLE COMPARISONS - BONFERRONI

The
dependent
variable

Parenting style
(I)

PermissivePermissive
DemocraticComp
...
04 (*)

Std
...


,2
...
80 (*)

,2
...
89 (*)

,2
...
12 (*)

,24

,000

-1
...
05
As can be seen, significant differences were obtained between children whose
parents adopted the same style and children whose parents adopted opposite styles
...
Regardless of whether their parents adopted opposing or
complementary styles
...
As in the case of Annex 6, the first
graph of Annex 7 represents the averages of the sisters of the groups of children, how
they are situated in relation to each other
...

71
71

Thus, the second aspect referred to by hypothesis 3 was confirmed, the
educational consensus determining differences at the level of social-affective behavior,
in the sense of its positive influence
...
Thus, only the relevant
results for hypothesis 3 were presented
...
This is to see if there are
significant differences at the level of mental development, between children from a
family environment and institutionalized children, lacking the influence of parental
educational style
...

The table below shows the descriptive statistics data for both behavioral
domains:
DESCRIPTIVE STATISTICS
The
dependent
variable
Comp
...

Social-affect
...
63
1
...
82
1
...

error of
the mean
,33
,22

30
30

8
...
86

1
...
10

,35
,20

Both at the level of cognitive behavior and at the level of social-affective
behavior, significant differences were revealed between the averages of the two groups
of children, thus accepting hypothesis 4 of the research
...
73; df= 58, sig
...
000; Levene: F= 5
...
=
0
...

→ social-affective behavior: t= -13
...
(2-tailed)=
...
23,
sig
...
004
...
Children deprived of family
education obtained significantly lower scores (m Cogn
...
63, m Soc
...
=8
...
std
...

=1
...
std
...
=1, 92), compared to those from family backgrounds (m Cogn
...
16; m Soc
...
=13
...
std
...
= 1
...
std
...
= 1
...

For each of the types of behavior evaluated, the results obtained are represented
graphically, by box-plot, in ANNEX 8, respectively in ANNEX 9
...
Of particular importance, however, are the psychological explanations

72
72

underlying their achievement
...


3
...
Data interpretation
• Interpretation of the results for Hypothesis 1
After collecting the data and obtaining the results through statistical processing,
a series of global and specific discussions and explanations are required
...

From the very beginning of the description of the methodological approach of
the research, the general hypothesis was launched: parental educational style influences
the psychic development of older preschoolers
...
It is necessary to remind that the groups of participants
were made up in a certain order
...
First, the groups of parents - the
mother-father dyads - were established, depending on the educational styles adopted by
them and depending on the existing consensus or not between the parenting styles
...

Following the application of Unifactorial Variance Analysis (ANOVA), the first
specific hypothesis of the research was disproved
...
In
other words, regardless of whether the parents adopt different educational styles,
compared to the styles of other parents and their child, there are insignificant
differences between the levels of cognitive development
...

Since the statistical procedure itself provided an overview of the influence of
parenting style on the cognitive development of older preschoolers, the following
explanations will also be global
...

At the moment of rejecting the hypothesis of a research, the question naturally
arises "What exactly determined its refutation?" Perhaps in other types of studies, this
would be a limitation, but for the present research, it is considered an advantage
...
The
fundamental factors were presented in the first part of the paper, explaining the role of
each one
...
It is about the child's
birth weight, illnesses, previous traumas, the general cultural and sanitary level of the
family, kindergarten attendance
...
This led to disproving the first assumption of
the research
...
This explains why disproving the hypothesis cannot be considered a
limit
...
It has even been demonstrated that attending children's
group positively influences mental development, in the sense that it is better and more
harmonious, compared to that of children raised exclusively in an institutionalized
environment
...
With the entry into the
kindergarten, the narrow family framework is overcome, the new environment puts
before the child new requests, different from those of the family, to which the little one
should respond
...

There is a tendency to capitalize on the role of kindergarten teachers, which can
be gratifying or raise questions
...
These are just some of the desired goals, but currently,
the educator fulfills an increasingly complex role
...
Hence, the necessity that the influences of the family environment are not unequal
in duration and constancy, different from those of the kindergarten environment
...
The question is, however, how stable? The fact
that the preschooler spends more time at home than in kindergarten can sometimes be a
disadvantage for him, in the sense of losing the gains acquired in kindergarten
...

At high preschool age, it is appreciated that the educational influence of the
kindergarten increases in intensity, until it becomes dominant
...
The high scores obtained by preschoolers on the
Cognitive Behavior Assessment Scale also highlight the existing consensus between
what is required of the child, the kindergarten and the family's requirements
...
On the one hand, it is really about parents' awareness of the
importance of attending kindergarten for the child's mental development; on the other
hand, it is about the total trust of adults in this environment, in the activity of educators,
in particular, because of the professional overload that they go through, as adults
...
It is about parents who have their children
in kindergarten for at least two years
...
However, this is another topic that will not be discussed here
...
It is a general statement, its nuances being discussed when
interpreting the third hypothesis
...
This is all the more so as the condition of the kindergarten-family
educational consensus is respected
...
Considering the data obtained, it
can be said that the parental educational style determines differences in the socialaffective behavior of older preschoolers
...
Moreover, he adequately
manifests his affective feelings depending on the situations in which he takes part
...

Childhood is supposed to be a bright, happy, "golden" age
...
Parents have a fundamental role in teaching
children how to enjoy childhood moments, which will be rich memories in adulthood
...
Within it, the child gets to know the first relationship models that
will form the pattern of later relationships
...
It is an interaction whose positive or negative meanings are also given by the
parental educational style
...
This can also be seen in
APPENDIX 7, where the results obtained by the children are graphically represented,
the groups being made up according to parental educational styles
...

In general, the children whose parents adopt the authoritarian style did not
obtain points for the items that focused on: relationships with peers, preferring to play
alone or watch TV; the relationship with the educator, in the sense of non-involvement
in instructive-educational activities; expressive language in recreational activities,
formulating answers to the questions asked
...
As far as emotional experiences are concerned, they
often enjoy the unpleasant events experienced by their colleagues
...

It is necessary to emphasize that, regarding the existing differences between
boys and girls, they are established on the basis of a purely qualitative criterion
...
No statistical approach was carried out in this sense, the hypothesis

75
75

of the research targeting the differences between children, in general
...

Returning, it was found that preschoolers whose parents are permissive, show
selfish behaviors, do not offer toys to other classmates, are disinterested in instructiveeducational activities, want to be informal leaders, are lazy when it comes to selfservice skills, often they don't respect the rules of the games, they want to impose their
own "laws"
...

As the data also show, children whose parents adopt the democratic style
obtained very good results on the social-affective behavior assessment scale,
demonstrating the positive influence of this balanced style for the child's behavior
...
They relate
to the educator very well, recognizing the authority that she has earned for them
...

Social-emotional behavior depends to a very large extent on the establishment of
fair relations between family members
...
As it
was shown in the first part, parents start to question the effectiveness of the adopted
educational methods when they encounter problems with their children
...
Every parent tries to do a lot for the
child, to show him the love he has
...
All his whims are satisfied,
no rules are imposed on him, he gets everything as he wants, without being asked for
anything in return
...
In addition, not being used to
complying with certain rules, they could not integrate into groups, having the pretense
that everything unfolds as they wish
...
In accordance with the present theme, by not integrating into the group of
children, adaptation to the school environment would be difficult, the child being forced
to make additional efforts to meet the school's requirements
...
The effects
of the authoritarian style do not take long to appear, the child becoming either
introverted, shy, with low self-esteem, or aggressive, behaving as he saw
...

The acceptance of the second hypothesis constitutes an additional argument in
order to reflect on the impact that the parenting style has on the social-affective
behavior of the child
...
Hence the need for the foundations to be laid with love and control, the
parent striving to fulfill an important goal for his child's life: balancing the two
dimensions involved - Love and Control
...
The assumption made in relation to the educational consensus turned out to be
partially true
...

For the first behavioral domain, it was demonstrated that, indeed, the adoption of
the same parental educational style brings an increase in its development in preschool
children, compared to those whose parents adopt different parenting styles
...

The specialized literature highlights the fact that educational nonsense can
manifest itself in two forms: the first refers to the fact that parents adopt complementary
educational styles (permissive-democratic; authoritarian-democratic), and the second
refers to the fact that parents adopt educational opposites (authoritarian-permissive)
...

Children whose parents adopted authoritarian and permissive styles obtained
worse results than children whose parents adopted the same parenting style, on the
Cognitive Scale
...
The existing differences highlight the fact that nothing can be
more harmful to a child's mental development than the differences between the demands
that parents place on the child
...

Since we are talking about the permissive-authoritarian dyad, it is not difficult to
understand which of the parents prevails in such a family
...
However, between the total freedom offered by a parent
and rigorous control, there are enormous differences that leave their mark on the child's
cognitive and social-affective development, confusing him due to the lack of guidelines
that a parent should provide
...

The opposition between parenting styles prevents effective communication
between family members
...
The questions formulated by
children and addressed to parents represent an indicator of cognitive development, of
the child's curiosity about everything that surrounds him
...

Here is how to explain the poor results on the Cognitive Scale obtained by older
preschoolers
...


77
77

This creates an imbalance between the two styles, placing the child in the middle of
educational influences
...

Regarding the complementarity of the styles, it seems that the presence of the
democratic educational style in the family mitigates the effect of the style with which it
is associated - permissive/authoritarian -, the children of these dyads having a lower
level of cognitive development than those whose parents adopt the same style , but not
significantly lower (see APPENDIX 6)
...

Thus, the children whose parents both adopted the democratic style obtained
very good results on the Social-affective scale, compared to the other groups of
preschoolers, whose parents adopted either complementary or opposite styles
...
The balance of educational requirements leaves its mark on the
socio-emotional development of the preschooler, he copes with the demands of the
kindergarten environment, respecting the rules of the games in which he is involved,
knowing how to lose, taking the initiative
...

The influence of permissive-permissive and authoritarian-authoritarian styles
determined the achievement of significantly better results for children compared to
those whose parents adopted opposite styles
...
This influence is visible especially in the child's relationship with
his peers, in the sense of not respecting the rules of the game, of the desire to be
constantly the winner and leader in the group of children
...
The lack of support points with the role of guiding social-emotional
behavior, of a unitary parental model, affects its development, which with great
difficulty or not at all copes with the requirements of adapting to the kindergarten
environment, with all that it implies
...

The presentation of the explanations aimed at the interpretation of the results
obtained after testing the third hypothesis of the research constitutes an argument in
order to support the necessity of the educational unit of the parents
...
In essence, each spouse should respect the purpose of the other and
his own purpose
...
In
addition, no matter how plastic the following formulation may seem, it highlights a
fundamental aspect: the child cannot be without love, which is necessary for him, just
like food and water
...
It is ideal for love to secure, support, orient
the child, not capture it
...

• Interpretation of the results for Hypothesis 4
The confirmation of the last hypothesis of the research reveals the fact that
between the children from the family environment and the institutionalized ones there
are great differences in terms of the level of mental development
...

In what follows, an attempt will be made to interpret the results obtained, which
are also represented graphically in APPENDICES 8 and 9
...
Biologically, he is, at birth,
immature, helpless, all his life manifestations being mediated by the adult
...
But
this appears on the basis of a primary need, such as warmth, food, movement
...
For institutionalized children, the
fundamental needs - security, affection, communication - are far from being satisfied on
their own time and by the right person - the mother
...
The mental
development of the child who grows and develops without the influence of a parental
educational style is thus compromised
...
It was
argued and demonstrated that the main factor of adult deviations is the disturbance of
contacts with the mother during the early period of ontogenesis
...
In the case of children totally deprived of the warmth of the
family environment, we cannot talk about the existence of the basal age
...

It is clear that the early age represents the sensitive period for the development
of the child's personality
...

The new environment in which he is included and of which he is a part for an
indefinite period, is an environment that has characteristics much different from the
environment conducive to the child's development
...
He puts his stamp on the subsequent formation of the entire emotional and
neuropsychic sphere of the child, in adulthood being able to emerge through a series of
forms of behavior that escape the control of consciousness
...

The explanations regarding the very poor results obtained by institutionalized
children on the Social-affective Scale are multiple, but their basis is given by the
insecure attachment of these children
...
It represents one of the important conditions for the formation of
man as a member of society
...

In the opinion of some researchers, the child's sense or social instinct is innate,
but subsequent research contradicts this unilateral and extreme opinion
...

Education is not imposed from outside, with violence (or at least it should be),
but rather a deliberate social adaptation is produced
...

Being in an obvious parental dependency, the child needs a process of education
and socialization that is carried out deliberately and is oriented towards the gradual
acquisition of the socio-cultural models accredited by the social group of which he is a
part
...
This explains the fact that those who did not come from family
backgrounds, obtained low results, especially in the items that aimed at relationships
with peers and other adults from the close environment (educator, examiner) and at
items that aimed at the adequate expression of feelings affective, depending on the
specifics of the activities in which they were involved
...

D
...
There are fits of anger, hyperactivity or passivity,
extreme apathy in some cases, going up to autism
...
François Dolto (1987) considers the
abandoned child to be a very strong being because he endured and survived a
particularly difficult "trial" - separation from his mother
...
At the level of these
institutions, great efforts are made to ensure an environment conducive to improving the

80
80

affective gaps and optimizing the level of development of these children
...


Chapter 4
CONCLUSIONS AND FINAL ASSESSMENTS

The topic addressed is a current topic regardless of the period in which it is
discussed
...

The objectives of the work established according to the experience acquired in
carrying out the activity with children and based on the study of the specialized
literature, were subordinated to the purpose of demonstrating that the parental
educational style exerts a positive or negative influence on the development on the
psychic development of the older preschooler, depending of its specificity
...

Following the statistical processing carried out after the application of the
investigative tools, relevant results were obtained, considering, in the end, that the
objectives of the work were fulfilled
...

Attention is thus drawn to the need for a close family-kindergarten
collaboration, both environments having decisive influences on the development of the
child's personality
...
Most of the didactic activity coordinates can be influenced by a good
start in relations at this level
...


81
81

The involvement of parents in the problems of the kindergarten refers to the
building of positive relations between the family and the kindergarten and to a
unification of the system of values and requirements relative to the child
...

The basis of an effective collaboration and cooperation between the kindergarten
and the family is the communication between the two educational agents
...

Educator-parent communication can take place in daily meetings, or in
periodically planned or permanent meetings
...
Also, through these meetings, the educator learns more about the child
and the specifics of the parent's interaction with him, who often communicates to the
educator, how he relates to his own in the education he offers
...
The negative or beneficial
effects do not take long to appear, which is why the educator can intervene with
explanations and arguments in conversations with parents
...
Also, through
everything the educator undertakes, she will consider the child's harmonious
development, taking into account the child's age and individual characteristics
...

In order to inform parents about the effects of a less adequate approach to their
own child's education and the efficiency of their interaction with children, E
...

→ orienting parents towards periodic or permanent support services;
→ discussions and exchanges of ideas and experience between parents
...
These with the aim of making the parent-child
relationship more efficient
...
It often happens that parents, because of their
extremely busy time, do not know what their own child knows and what he does not
know
...
In

82
82

order to avoid such a phenomenon that would determine the adoption of an
inappropriate educational style, the educator can organize activities in which both
parents and children can participate
...

A complex program based on partnership relations with the family is constituted
by the CRP - Resource Centers for Parents, defined as structures built within the
kindergarten that consist of involvement, information, education, counseling,
orientation and volunteering activities for parents
...

CRP presupposes a space specially prepared to ensure an environment
conducive to optimal and positive communication between educators and parents
...
Early information of the parents can
determine the adoption of an educational style appropriate to the child's particularities,
avoiding mistakes in education that could have consequences that are difficult to repair
in the development of the child's personality
...

Given the above, this point of the paper cannot be completed without
highlighting the practical importance of confirming the last assumption, according to
which the absence of parental style in the child's education negatively influences its
development
...

This optimistic vision allows the specification of directions with an ameliorative
role in terms of optimizing the psychological development of institutionalized children
...
From a material point of view, this kind of institutions are provided, but it
is found that the satisfaction of material needs is not sufficient
...
Fortunately, a series of
initiatives have started to be taken in this sense
...

It is good to provide children with experiences specific to their ages that
contribute to the acquisitions of each level of individual development
...


83
83

In conclusion, the parental educational style influences the mental development
of the child in a positive or negative sense, depending on its specifics
...

The theme of the present paper required the construction of a questionnaire to
establish parental educational styles, as well as the Scale for assessing the level of
development of the social-emotional behavior of preschoolers
...
It is possible to study the influence of parental styles strictly
on the personality traits of preschoolers, as well as the existing differences between girls
and boys imposed by parental styles, at the level of certain components of their
personality
...
This is all the more so since the completion of any
research is not an end, but a clear beginning for the development of other studies
...
However, there is a need for receptivity and goodwill on the part of the parents,
the awareness of the fact that the model offered and the education exercised greatly
influence the further development of the child, contributing to his success in life, as a
human being
...

2
...

1
...
Second childhood
3
...
Puberty
I
...
The period of perceptive interests
2
...
Period of general interests
0-1 year
4
...
The stage of organizationevaluation
5
...
Production stage
6
...
Early childhood
2
...
Great childhood
1
...
Preschool age
3
...
Early school age
5
...
High school age (adolescence)
1
...
Age of the "Little Faun"
3
...
Age of Pubertal Anxieties
5
...
The stage of the fundamental
feeling of trust
2
...
The stage of the sense of initiative
4
...
The stage of personal identity
6
...
The stage of adulthood, of
generative capacity, of integrityacceptance
1
...
The stage of self-image formation
3
...
The
cooperation-socialization
stage
5
...
The stage of self-affirmationorganization

85
85

13-17 years
17-19 years old
over 19 years

0-1 year
1-2 years
2-3 years
3-6 years
6-7 years
7-8 years
8-12 years
over 12 years

7
...
Membership
status
of
the
sociocultural group

Lacassagne

Leontiev

Nagy, L
...
First childhood
2
...
The third childhood
4
...
Puberty
1
...
Preschool period
3
...
The period of the first schooling
5
...

2
...

4
...

1
...


Springer

Verrier

Author

Walloon

3
...

2
...

1
...

3
...
The sensorimotor, emotional, and 0-1 year
impulsivity stage
2
...
The stage of establishing selfawareness
4
...
School stages
6
...

Date of birth:
...
Item
MI 2

Jumps on one leg with ease

M II 2

Draw a square, following the pattern
...


IC 2

Sort sticks by three lengths
...


IC 4

Count 5-7 cubes
...


C II 2

Assemble the given object from the component parts (3-4 piece puzzle)

C III 1

He distinguishes two moments of the day - morning and evening
...


C IV 2

C IV 4

Group images in relation to 4 general notions (fruits, birds, vegetables,
furniture)
...

Explain the usefulness of 4-5 objects (cup, fork, umbrella, boots, table)
...


VI 1

Begins to use 2 adverbs of time (today, tomorrow)
...


C IV 3

Items

APPENDIX 3

89
89

ASSESSMENT SCALE OF THE LEVEL OF COGNITIVE BEHAVIORAL
DEVELOPMENT OF THE PRESCHOOLER

-COGNITIVE SCALE• For 5 ½ years
No
...


M II 1

Makes correct movements on command (left hand-right eye; right hand-left
eye)
...


M II 2
M III 1
CI 1

Correct orientation movements in one's own body scheme, with some
difficulty (show right ear, left leg)
Build a deep ladder from a few cubes, 6-7 cubes
...


CI 3

Indicate and name 4-5 colors or shades
...


C III 1

He easily distinguishes and names 2 moments of the day
...


C IV 2

C IV 5

Group images in relation to 4-5 general notions (birds, vegetables, furniture,
clothing)
...

Define 3 objects or beings (ball, cat, bed)
...


VI 1

Knows 3 adverbs of time (today, tomorrow, yesterday)
...


C IV 3

APPENDIX 3

90
90

ASSESSMENT SCALE OF THE LEVEL OF COGNITIVE BEHAVIORAL
DEVELOPMENT OF THE PRESCHOOLER

-COGNITIVE SCALE• For 6 years
No
...


M II 2

Draw a rhombus, according to the model
...

Make a construction of 10-12 cubes
...


C III 1
C III 2

Distinguish 3 main moments of the day, relate usual activities for these
moments
...


C III 3

List 5-7 days of the week
...

Define 4 objects or beings (ball, cat, coat, horse)

C IV 5
C IV 6
C IV 7

Establish similarities between 3 given notions (dog-cat; apple-pear; iceboot)
Count over 10 cubes
...


V III 1

Elaborate on 3 given images
...


V III 2

Recognizes 2-3 letters correctly
...
Item
1
...


2
...


3
...


4
...


5
...


6
...


7
...


8
...


9
...


He reacts appropriately from an affective point of view, in recreational
activities
...


11
...


12
...


13
...


14
...


15
...


ANNEX 5 Your child's name and surname*

...

Please put an "X" in the box corresponding to the answer, next to each
statement , which you consider best describes the relationship with your child
...

You can honestly express your choice of answer for each statement in the
questionnaire
...
The final results will refer to the number of choices
of the answer options obtained by each person, WITHOUT SPECIFYING WHO IS
THE ONE WHO COMPLETED IT
...

For the relevance of the information, it is good to complete this questionnaire alone
...

► Example of completion:
1
...

Total
agreement

Partial
Agreement

Neutral

Partial
Disagreement
X

Totally disagree

► Meaning of the answer options:
→ Total Agreement = very often you adopt the behavior described by the statement in
the questionnaire towards your child
→ Partial Agreement = you often adopt the described behavior in front of your child
...

→ Partial Disagreement = you rarely adopt the described behavior towards your child
...


Items
1
...

2
...
I am generous with praise for my child
...
I share with my child the positive experiences I feel with him
...
No one and nothing prevents me from scolding my child when
he makes a mistake
...
I encourage him in the conversations we have
...
In a discussion, I allow my child to have the last word
...
I restrict my child's access to cartoons when he breaks a
behavior rule
...
I always check the truth of what my child says
...

11
...

12
...

13
...

14
...

15
...

16
...

17
...

18
...

19
...

20
...

21
...

22
...

23
...

24
...


Items
25
...


AT

26
...

27
...

28
...

29
...

30
...

31
...

32
...

33
...

34
...

35
...

36
...

37
...

38
...

39
...

40
...

41
...

42
...

43
...

44
...

45
...

46
...


APPENDIX 6 One-factor analysis of variance ANOVA-Bonferroni
-Cognitive behavior-

95
95

13,70

Mean of cognitiv

13,60

13,50

13,40

13,30

13,20
permisivpermisiv

democraticdemocratic

autoritarautoritar

autoritarpermisiv

democraticautoritar

democraticpermisiv

stilparental

16,00

cognitiv

15,00

14,00

13,00

12,00

11,00
permisivpermisiv

democraticdemocratic

autoritarautoritar

autoritarpermisiv

democraticautoritar

democraticpermisiv

stilparental

APPENDIX 7 One-factor analysis of variance ANOVA-Bonferroni
- Social-affective behavior-

96
96

Mean of socialafectiv

15,00

14,00

13,00

12,00

permisivpermisiv

democraticdemocratic

autoritarautoritar

autoritarpermisiv

democratic- democraticautoritar
permisiv

stilparental

15,00

socialafectiv

14,00

13,00

12,00

146
11,00
permisivpermisiv

democraticdemocratic

autoritarautoritar

autoritarpermisiv

stilparental

APPENDIX 8

97
97

democraticautoritar

democraticpermisiv

T-test for independent samples
-Cognitive behavior-

16,00

14,00

cognitiv

12,00

10,00

8,00

6,00

institutionalizati

neinstitutionalizati

mediu

APPENDIX 9

98
98

T-test for independent samples
-Social-affective behavior-

16,00

14,00

social afectiv

12,00

10,00

8,00

6,00

4,00

institutionalizati

neinstitutionalizati

mediu

BIBLIOGRAPHICAL REFERENCES:

99
99

ARRANZ, E
...
(2002)
...
vol
...
pp
...
Carfax Publishing
...
(1997)
...
Technical Publishing
House
...

BARAN-PETRESCU, A
...
Partnership in education
...

Bucharest
BERNSTEIN, B
...
Studies in the sociology of education
...
Bucharest
...
(2000)
...
Technical Publishing House
...

BOROS, M
...
Parents and children
...

Bucharest
...
(2000)
...
vol
...
no
...
Routledge Ed
...
& CURTIS, L
...
En famille: Modèle simultané du style
parent et de la conducte de l'enfant
...
statcan
...
02
...

CAMPBELL, R
...
Education through love
...

Bucharest
...
(1994)
...
Child
Development, 65 (4), 1111-1119
...
& CHIțU, A
...
Assessment of mental development in preschool
children
...
Bucharest
...
(1998)
...
Almaty Medical Publishing House
...

CRETU, T
...
The psychology of ages
...
Bucharest
...
(2004)
...
The University of Bucharest
...

DARLING, N
...
(1993)
...
Child Development, 113, 487-496
...
(1970)
...
Didactic and
Pedagogical Publishing House
...

DIMA, S
...
(1980)
...
Didactic and Pedagogical Publishing
House
...

DIMITRIU, C
...
The family constellation and its deformations
...
Bucharest
...
(1991)
...

Child Development, 62, 1049-1065
...
(1998)
...
EDPRA
...

DURNING, P
...
L'éducation familiale
...

GOLU, P
...
Learning and development
...
Bucharest
...
& GOLU, I
...
Educational psychology
...

Bucharest
...
; HOWE, D
...
Social Understanding Attachment Security of Preschool
Children and Maternal Mental Health from British Journal of Developmental
Psychology
...
381-383
...

KILLEN, K
...
The abused child
...


100
10
0

MACAVEI, E
...
The family and the children's home
...

Bucharest
...
; FORTIN, L
...
; POTVIN, P
...
(2000)
...

MILLET, L
...
Projet éducatif et trouble de la personnation in M
...
NOT
(coord
...
225-242
MITROFAN, I
...
(1991)
...
Z
...
Bucharest
...
(coord
...
The obstacle course of human development
...
Iasi
...
(2000)
...

Bucharest University Publishing House
...
(1997)
...
PRESS Mihaela
...
(1995)
...
Didactic and Pedagogical Publishing
House
...

MONTESSORI, M
...
The child: divine but misunderstood being (for parents and
educators)
...
Bucharest
...
(2001)
...
Humanitas
publishing house
...

OSTERRIETH, P
...
The child and the family
...
Bucharest
...
(1973)
...
Didactic and Pedagogical
Publishing House
...

PIAGET, J
...
(1976)
...
Didactic and Pedagogical
Publishing House
...

POURTOIS, J
...
(2000)
...
Presses Universitaires de France
...
No
...
Parental models and the
contemporary family
...

ROŞCA, AL
...
(1970)
...
Didactic and
Pedagogical Publishing House
...

SALADE, D
...
Dimensions of education
...
Bucharest
...
(1997 )
...
I
...
Polirom Publishing House
...

STEINBERG, L
...
(1992)
...
Child
Development, 63, 1266-1281
...
; VERZA, E
...
The psychology of ages
...
Bucharest
...
(2005)
...

http/www
...
org
VRĂŞMAŞ, E
...
Education of the preschool child: elements of pedagogy at an
early age
...

VRĂŞMAŞ, E
...
Counseling and education of parents
...
Bucharest
...
(2004)
...
Polirom Publishing House
...


SUMMARY

The purpose of this research was to verify the possibility of the existence of a
significant influence of the parental educational style on the psychic development of the
older preschooler
...
The aim
was also to compare the level of mental development of children from a family
environment with that of children from an institutionalized environment
...
Each dyad
corresponded to its own child, the older preschoolers being also thus grouped into six
groups
...
Their results were compared with the results of a group of preschoolers
from family backgrounds, built by random sampling
...

The first hypothesis refers to the fact that the permissive/authoritarian parenting
style causes the children to obtain significantly lower results following the assessment
of cognitive behavior, compared to those whose parents adopt the democratic style
...

The third hypothesis expresses the possibility of the existence of a significant
difference between the results obtained by children whose parents adopt the same
parenting style and the results obtained by children whose parents adopt different
educational styles on the Scales for assessing the mental development of preschoolers
...

In order to test the above-mentioned hypotheses, the research tools were applied,
as follows: the application of the questionnaire "Parental educational style" in order to
identify the educational strategy adopted by each parent
...
Taking the model of considering psychic development by the two authors,
two behavioral domains were targeted: cognitive and social-affective
...
In order to assess social-emotional behavior, a scale
was built to evaluate it, according to the model provided by the Romanian Scales
...
Thus, no significant differences were revealed
between the results obtained by the children, even if their parents adopted different
educational styles in their education
...

The third hypothesis was partially confirmed, in the sense that, at the level of
cognitive behavior, significant differences were revealed between the results obtained
by children whose parents adopted the same parenting style and children whose parents
adopted opposite styles (authoritarian-permissive )
...
The same was demonstrated in
the case of social-affective behavior, with the exception of the democratic-democratic
dyads, whose children obtained significantly higher results than those whose parents
adopted different educational styles, either opposite or complementary
...
It is stated, however, that the parental style
adopted in the child's education leaves its mark on the child's mental development,
influencing it positively - in the case of the democratic style - or negatively - in the case
of the permissive/authoritarian style
...
The difficulty
arises at the moment of balancing the two dimensions - love and parental control -, at
the basis of which is also the parents' knowledge, the consistency and the unity of the
educational requirements
...


103
10
3

ABSTRACT
The Influence of The Parent's Educational Style on Child's Psychological
Development
The goal of this study is to verify the possibility of a significant influence of the
parents' educational style on the child's psychological development
...
It has also been investigated the difference between
psychological development for institutionalized children on one side and children that
grow up in a normal family on the other side
...
In this study it has also been included a
group of children from institutionalized medium whose results were compared to the
results of a group of children from normal families - group that was constituted through
randomized grouping
...

First hypothesis was that the permissive / authoritarian educational style of
parents determines significantly smaller results to cognitive behavior for children,
compared to those parents who adopt a democratic style
...
The third hypothesis verifies the existence of a
significant difference between psychological development for children influenced by
the same parental style on one side, and for children influenced by different styles, on
the other side
...

In order to test these hypotheses the following instruments were used: "Parental
Style" questionnaire and "The Romanian Scales" made by Irina Chiriac and Angela
Chitu (to measure the cognitive and social-affective development)
...


104
10
4

The statistical interpretation of the results revealed that there are no significant
differences between children's results, even if their parents have adopted different
parental styles in their education
...

The third hypothesis was partially confirmed so, the results have revealed
significant differences in cognitive behavior for children whose parents adopt the same
educational style and children whose parents have adopted divergent styles
(authoritarian-permissive)
...

The explanations given to sustain these results were summarized in a distinct
chapter of this study
...

There is no ideal educational style for parents, but an equilibrium is desired
...
The difficulty consists in the way this equilibrium between
the two dimensions, love and control, must be created
...

A lot of love and patience is necessary and, especially the winds of knowing
when and how to show them to children in order to positively contribute to his future
development
...
05
...

Study on the influence of person-organization congruence on job satisfaction
...

- Differences in attachment and theory of mind determined by environment and
level of mental devotion
...

- Organizational change project
...

Univ
...
Nicolae Mitrofan, from the "Methodology of teaching psychology"
course, realized by holding a demonstration class of Psychology, with the theme
"Imagination" - March 2005
...
Univ
...
Mielu
Zlate from the "Leadership & Management" course, realized through the
implementation of the learning unit with the theme "Leadership Theories" November 2006
...

The training course "Basics of short psychotherapies and collaborative
techniques", Level I - December 2005 - January 2006
...
234, Bucharest
governess
106
10
6

107
10
7



---