Caregiving Style

• Caregiving styles affect the socio-

emotional development of the
children
• Caregivers here refer to both parents
and teachers and even other adults
that care for the child.
• Baumrind gave a model that describes a
different types of caregiving styles.
• This was based on a longitudinal study
that looked into the adult authority and
the development of children that
Baumrind conducted which began in the
1960's.
Responsiveness
Refers to caregiver behaviors that pertain
to expression of affection and
communication.

Demandingness
Refers to level of control and expectations.
Baumrind's Caregiving Style and Their
Effects on Children
 Authoritative
Caregiver Style Effect on Preschooler
• Expect behavior appropriate to the • Makes the preschooler feel safe and
age of child secure
• Maintain reasonable and fair limits • Teaches the child to take
• Closely monitor the activities of responsibility for his/her action
the child
• Warm and nurturing
• Have realistic expectation of the
child
Caregiver Style
• Communicate message in a
kind, firm and consistent
manner
• Discipline approach focuses
more on teaching than
punishing
Effect on Preschooler
• Develops good self-control
• Develops a realistic view of
oneself
• Build the child's capacity for
empathy
Caregiver Style Effect on Preschooler
• Set subjective or unreasonable • Lead to aggressive behavior of
limits the child

• Communicate messages • Brings about poor self-control

• Strive to have strong • Results in poor self-esteem
psychological control
• Not able to teach childrwn a
better way to behave
 Authoritarian
Caregiver Style
• Permit the preschoolers to regulate
their own behavior and make their
own decisions even when
preschoolers are not yet ready to do
so
• Do not set rules or very few if any
• Do not demand good behavior or
task accomplishment
Effect on Preschooler
• Has difficulty controlling his/her
impulses
• Tends to be dependent
• Tends to be demanding of their
caregivers
• Tends not to persist or easily gives
up on a task
Caregiver Style
• May lack confidence in their ability to
influence the child
• Maybe disorganized and ineffective in
managing a family and
household/class
• Shows undemanding, indifferent and
rejecting action towards the child
• Has little commitment to their roles as
caregivers
• Maybe depressed or overburdened by
many concerns
Effect on Preschooler
• Does not easily follow
• Maybe rebellious
• Does not handle frustration well
• Has inadequate emotional control
• Difficulties in school performance
• attachment problems
• delayed cognitive development
• poor social and emotional skills
• delinquent behavior later in
adolescence
A Quick Look on What
Preschoolers Can Do
(From Philippine Early Learning Standard)
 Expression of Basic Emotion
• 37-48 Months (3-4 years)
• Expresses what he/she likes
• Expresses what he/she dislikes
• Can talk difficult feelings he/she experiences
• Self Regulation of Feelings or Emotion
• Willing to try something in order to learn more even if unsure of a
successful outcome
• Perseveres when faced with challenging or new tasks
• Accepts brief delays in gratification
• Accepts defeat well; is not a sore loser
• May have some fears but not overly fearful, anxious or nervous
• May feel sad at times but not to the point he/she is depressed
• Display of Self-Appraisal Emotions
• Plays to learn a game
• Plays to gain mastery of a game
• Shows a pleasure and enjoyment over his/her successful attempts or efforts
• Confidently join small groups especially if situation is competitive
• Seeks assistance from an adult or child to solve a problem
• Talks about parts of the body and their functions
• Talks about specific abilities and characteristics
• Describes what primary caregiver can do
• Defends possessions with determination
• Can give reasons or justify why he/she acted the way he/she
did
• Forming Attachment
• Shows a company of significant adults and children (other
than the primary caregiver) over unfamiliar adults and
children
Interactions with other Children
• Plays with 2 or 3 children using the same play equipment
• Participates in games with other children but plays in his own
way
• Chats/converses with other children
• Takes turns and shares toys with others
• Actively participates in classroom and group routine
• Plays organized group games fairly
 Interaction with Adults
• 36-48 months
• Verbalizes feelings related to events that arise in classroom, home and environment in
positive way
• Speaks respectfully with adults using "po" and "opo" and/or appropriate titles
• Recognizes the importance of adult's ideas and experiences by listening and asking
questions when they share these
• Clarifies rules and routines before abiding by them
• Shares personal perspective when he/she does not agree with or see the value of a rule
or routine
• Can take on another person's viewpoint
Pakiramdam (Sensitivity)
• Knows when to stop asking questions or he is being "makulit"
• Cooperates to minimize conflict of tension
Appreciating Diversity
• Ask questions that indicate he/she notices differences in socio-
economic status
• Asks questions about new/different words (dialects) and
practices in the community
• Talks about gender differences and roles
• Regards everyone respectfully, using proper
titles/labels and does not resort to name-calling
• Willing to make friends with other children and
adults in different situations and locations
 The Role of Caregivers in the Socio-
emotional Development of the Preschooler
1. Greet child with his or her names each day.
2. Read storybooks that deals about friendships and different
feelings.
3. Develop routines in the home or school that encourage working
together and getting along.
4. Help children learn to make rules and play simple games by
providing opportunities for them to play in small groups.
5. Play games that involve social interaction and team work.
6. Observe how child plays with other children.
7. Help children understand and cope with strong feelings by
giving them words that they can use to express how they feel.
8. Use dolls, puppets or pictures to demonstrate to children how to
express feeling appropriately.
9. Acknowledge how the child feels.
10. Catch children doing good. Affirm the efforts they make to
accomplish something.
11. Read story books that deals about friendships.
12. For teachers, develop routines that encourage working together
and getting along.