Developmental Interplay Between Children’s Biobehavioral Risk and the Parenting Environment From Toddler to Early School Age
Developmental Interplay Between Children’s Biobehavioral Risk and the Parenting Environment From Toddler to Early School Age
To prepare for the Assignment:
- Paying particular attention to any research related to parent’s roles. Focus on content that addresses early attachment, parenting styles, and discipline.
- Review the articles “Do Parents Matter” and “Developmental Interplay Between Children’s Biobehavioral Risk and the Parenting Environment From Toddler to Early School Age: Prediction of Socialization Outcomes in Preadolescence.”
- After reviewing the academic information available, formulate your own opinion on this topic.
The Assignment (5–6 pages):
- Summarize the research on the impact of temperament on development. This should include how it might shape our interactions with parents, peers, and in the school environment.
- Summarize the research concerning the impact of parents. This should include the formation of secure/insecure attachments during infancy and the impact this may have on later development. What impact do parenting styles and ongoing monitoring during middle childhood and adolescence have on development?
- Summarize the impact of parenting styles and ongoing monitoring during middle childhood and adolescence on development.
- Summarize the research on the impact of peers, including early play, friendships, and the negative side of peer interactions (e.g., rejection and bullying) on development.
- Compare the arguments of Harris in the Gladwell’s blog post, “Do Parents Matter?” and those of the authors of “Developmental Interplay Between Children’s Biobehavioral Risk and the Parenting Environment From Toddler to Early School Age: Prediction of Socialization Outcomes in Preadolescence.”
- Consider the relative influence of all of these factors as you state your educated opinion of whether or not parents “matter.”
- Please include reference page for all sources cited
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