How Parent's Behavior Affect Their Children Behaves and Thinks

A child often sees their parents as their role model, and of course parents play a very important and recognized role in developing the behavior and intellectual processes of their children. Other than meeting basic needs, parents  also influence children's emotional, psychological and social growth. Supported by the latest and most asked investigations and research, this article examines the various ways parents' behavior influences their children's behavior and cognitive development.

The most crucial ways parents can influence their children is by the model of parental. Daughter and son like to imitate how their parents' act, even if it is good or bad. Children learn social behavior through imitation and observation, according to Bandura's Social Learning Theory (Bandura, 1977).

According to a study by Jones et al. (2018). Prosocial behaviors, or in a more simple way, helping people, including sharing and cooperating are more likely to be adopted by children whose parents demonstrate them. On the other hand, children who are seeing all of the aggressive or antisocial behavior from their parents are more likely to do it themselves, they like mirroring.

How parents discipline their children also has a massive influence on childrens' behavior. Warm, obligated, and authoritative parenting patterns are often linked to successful outcomes. High levels of self-esteem, self-control, and social skills are usually shown by children of authoritarian parents (Baumrind, 1967). Additionally, anxiety, low self-esteem, and behavioral disorders can be seen from authoritarian parenting, which is strong in terms of control but weak in terms of affection. Low-control, overly affectionate parenting can lead to a lack of self-control and problems with authority.
 
Children's cognitive development can be affected massively by parents who actively encourage their children to explore and participate in learning activities. Skills like cognitive thinking and a love of learning are built by parental involvement in educational activities, such as reading books to children and playing tricky and educational games. Children who see their parents like to create a stimulating environment and participate in learning activities will have better cognitive performance, credit to research by Bradley and Caldwell (1984). For example, achieving more academic grades, learning how to solve problems, and language proficiency.

Parental emotional support is necessary for a child's healthy cognitive development. A child who has stable attachment bonds will tend to have a secure base for exploring and learning. This bond is most likely characterized by emotional availability and responsiveness. Those who have secure attachments show better emotional regulation, social competence, and cognitive performance, according to a 2005 study by Sroufe et al. Meanwhile, insecure attachment has been linked to emotional and cognitive developmental problems.

The stages of the kid's social skills are also influenced by parental actions. Strong social skills, like empathy, cooperation, and effective communication, are more likely to develop effectively in children who have good relationships with their parents. Children that have parents who demonstrate and encourage positive social behavior will be better at building and maintaining healthy relationships, according to research by Hart et al. (2003). Being socially active is essential to success in many areas of life, such as work and education.

To summarize, parents did have a big and diverse impact on their children's behavior and cognitive development. Parents influence how their childrens socialize, how they face emotional problems, and their cognitive development by modeling behavior, enforcing rules, and providing emotional support. Mom and dad can make strategies that support good outcomes for their children by having a better understanding of these interactions. In order to provide better understanding and guidance to parents and educators, future research should investigate this relationship.

References
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.

Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75(1), 43-88.

Bradley, R. H., & Caldwell, B. M. (1984). The relation of infants' home environments to achievement test performance in first grade: A follow-up study. Child Development, 55(3), 803-809.

Hart, C. H., Newell, L. D., & Olsen, S. F. (2003). Parenting skills and social-communicative competence in childhood. In J. O. Greene & B. R. Burleson (Eds.), Handbook of communication and social interaction skills (pp. 753-797). Lawrence Erlbaum Associates.

Jones, T. M., Greenberg, M. T., & Crowley, M. (2018). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283-2290.

Sroufe, L. A., Egeland, B., Carlson, E., & Collins, W. A. (2005). The development of the person: The Minnesota study of risk and adaptation from birth to adulthood. Guilford Press.

Steinberg, L., Blatt-Eisengart, I., & Cauffman, E. (2006). Patterns of competence and adjustment among adolescents from authoritative, authoritarian, indulgent, and neglectful families: A replication in a sample of serious juvenile offenders. Journal of Research on Adolescence, 16(1), 47-58