Systematization of parenting styles, learning patterns and assertive behaviors in early childhood education

Barrenechea Y.I.Y.T.; Salazar J.M.R.; Caballero J.E.A.P.; De la Cruz J.R.R.; Chilge G.E.C. · RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao (2022)

Resumen

This article aims to show the interpretation of parenting styles for the educational setting; emphasizing how parenting styles and learning patterns favor assertive behaviors in early childhood students. The approach was qualitative-interpretive; for which there were 5 expert teachers and an educational psychologist. The methodology allowed us an adequate analysis of the information regarding the base category, parenting styles, as well as the subcategories, concept, learning pattern, and behavior. The results generated four emerging subcategories and a new theory: “emotional equilibrium”, “technological balance”, “context factors”, “technological society” and the “theory of the importance of parental accompaniment and its influence on student behaviors”. Finally, as a general conclusion, it was determined that; Parenting styles are a set of actions in the way a child is raised, guided, and mentored.

Instituciones: Universidad Nacional de Ucayali; Universidad Privada Norbert Wiener; Universidad César Vallejo; Universidad Privada del Norte