Het verband tussen de autoritatieve opvoedingsstijl van pedagogisch medewerkers en hun interactievaardigheden in de begeleiding van kinderen
Summary
Background: The authoritative parenting style is linked
with greater academic competence in children and it
provides an optimal environment for the development of
self-regulation of children. Parents with an authoritative
parenting style are more consistent and are also
sensitive to their child’s specific needs during parentchild
interactions. Therefore, the authoritative parenting
style has a positive influence on the interaction skills of
parents during parent-child interactions. Besides parents,
pre-school teachers play an important role in the
development of children. Aim: The aim of this study is to
determine whether the authoritative parenting style of
pre-school teachers in child day care influences their
interaction skills in interacting with children between 2
and 4 years of age, in particular the interaction skills in
Facilitating of learning and development and Behaviour
guidance. Method: In a sample of 124 pre-school
teachers, authoritative parenting was assessed through a
questionnaire. An observational instrument was used to
assess the interaction skills of the pre-school teachers.
Results: A significant moderate effect was found for the
authoritative parenting style on the development of
cognitive skills of children, one of the indicators of the
scale Facilitation of learning and development.
Conclusion: There is empirical evidence that the
authoritative parenting style has a positive effect on the
way pre-school teachers develop cognitive skills of young
children. More research is needed to determine the effect
of the authoritative parenting style on the interaction
skills of pre-school teachers.