ECE 20 Report

Republic of the Philippines
DAVAO ORIENTAL
STATE UNIVERSITY
A university of excellence, innovation, and inclusion
A SEMI-DETAILED LESSON PLAN

A partial requirement for COURSE CODE: 20
Course Description: Family, School, and Community Partnership
Prepared by:
Almi Jane T. Jalos
Glaizza Mae Balili
Pamela Joyse Manooy
Sheilla Neth Dandoy
Year Level and Section
Submitted to:
DACHEL APRIL A. LADERA
Instructor
Davao Oriental State University website: www.dorsu.edu.ph

Guang-guang, Dahican, City of Mati, phone: +63 (087) 3883 195
Davao Oriental, 8200 e-mail: [email protected]
Republic of the Philippines Facebook: @dorsuofficial
DAVAO ORIENTAL
STATE UNIVERSITY
I. Objectives
 At the end of the 45 minutes discussion, children are able to;
a) identified different parenting styles;
b) explored how different parenting styles may influence children and
their families, and;
c) explored the influence of children and aging parents on families.
II. Introduction
Topic 5: Parenting Styles
Parenting Styles refers to the overall approach and strategies that parents use to raise and
nurture their children. Different parenting styles can have a significant impact on a child’s
development, behavior, and overall well-being and those are authoritarian, permissive,
authoritative, and uninvolved parenting.
In this lesson, we will discuss the different parenting styles and how these parenting
styles influence children and their families.
III. Activity
Activity Name:
Instructions:
 The teacher will group the class into three by letting them choose one color
provided by the teacher.
 The teacher will give one scenario to the students and will let them act out
their responses to the given scenario.
 The teacher will give only 1 minute to prepare.
 Each group will be given 1 minute to perform.
Scenario:
Sophie, a 2-year-old toddler, is playing with her toys at home. Suddenly, she
grabs her older sister's favorite doll and refuses to give it back, even when her parents
ask her to. How do you think Sophie's parents should handle her bad behavior?
IV. Analysis
Directions: On a ½ sheet of paper answer the following questions.
1. How does the parenting style influence the child’s behavior and personality
development?
2. In what ways does the parenting style contribute to the child’s self-esteem
and confidence level?
V. Abstraction
a. Baumrind’s Four Parenting Styles
In the 1960s, psychologist Diana Baumrind identified three main styles of parenting:
authoritarian, authoritative, and permissive later on the fourth parenting style called
neglectful added by the Standford researchers Eleanor Maccoby and John Martin.
Four Parenting Styles

DAVAO ORIENTAL
STATE UNIVERSITY
1. Authoritative
 This is generally regarded to be the best parenting style as it provides a
balance between structure and independence, allowing a child to grow within
reasonable boundaries and explore their abilities. Parents using this style will
set strict standards by which they expect their children to abide but also
support them by providing an emotionally caring environment that fosters
trust. This style can be described as “tough but fair” or “firm but nurturing.”
A child has room to make mistakes and the freedom to make them without
judgment within a structure that provides guidance. Baumrind described
authoritative parents like this: They are assertive, but not intrusive and
restrictive. Their disciplinary methods are supportive, rather than punitive.
They want their children to be assertive as well as socially responsible and
self-regulated as well as cooperative.
This style can help children:
 Gain self-assurance
 Handle responsibility
 Figure out how to overcome difficulties
 Become confident in their judgment
 Children of authoritative parents have more positive psychological outcomes
and better mental health. They feel loved and cherished. They have fewer
behavioral and delinquency problems. These children develop a strong sense
of attachment and security. Independence, self-concept, and confidence.
2. Authoritarian
 This style is often described as dictatorial and overbearing. These parents
respond to any question with, “Because I said so!” and expect to be obeyed
without giving a reason. Rules are strict, with no room for interpretation,
compromise, or discussion. Punishments for violating rules are severe. This
parenting style is cold and non-nurturing while setting high standards for
children’s maturity and achievement.
This approach can have damaging consequences to a child that can follow
them into adulthood. According to therapist and author Alyson Schafer, those
consequences include:
 Developing a “follower” mentality where these children have
trouble deciding things for themselves
 Difficulty discerning right from wrong on their own
 Low self-esteem and seeking confirmation of their worth from
outside authority figures
In addition to the above, authoritarian parenting doesn’t appear to instill
lasting lessons; as soon as the parent leaves, the child will often act out.
They’ll also often seek guidance from someone other than their parent.
 Children whose parents have an authoritarian parenting styles can be

anxious, withdrawn, and unhappy. Studies show that they have more
mental health issues, including depression, suicide attempts, alcoholism,
and drug use.

DAVAO ORIENTAL
STATE UNIVERSITY
 Adults raised by authoritarian parents generally adhere to rules but harbor

unresolved anger. They often rank low in happiness. This can lead to
more impulsive, aggressive, and reactive behaviors.
3. Permissive
 The extreme opposite of the authoritarian parenting style, permissive
parents let their children do what they want and don’t implement rules or
structures that might disappoint or upset the child. Descriptions of this
style often have the parent trying to act more as a peer or friend to their
child, giving in to their wants almost immediately. This can result from
that parent growing up with an authoritarian parenting style in their
household and not wanting to put their child through it.
Other negative consequences of overly permissive parenting can include:

 Developing poor emotional control
 Being overly rebellious and defiant when the child doesn’t get
their way
 Giving up when faced with challenges
 Engaging in harmful antisocial behavior, like drug and alcohol
abuse
4. Neglectful
 The types of parents who are neglectful, as the category would imply, do
not interact much with their children at all. The children are given no
rules, structure, or affection and are left largely to fend for themselves.
This parenting style, especially when taken to the extreme, can put
children in danger and lead to them being removed from the home. This
style can also be called “uninvolved parenting.”
Neglectful parents don’t converse or interact with their children much,

don’t attend their children’s activities or events and don’t strive for any
kind of emotional connection. Even if not physically damaging, the
psychological aftermath of this parenting style is serious and can lead to
children:
 Becoming depressed
 Struggling to form close relationships
 Having failed relationships
 Lashing out through delinquent or hostile behavior
 Cutting themselves off from others
b. Lemasters and Defrain Parenting Styles
Lemasters and Defrain (1989) offered yet another model of parenting. This model
looks more closely at the parent's motivations and suggests that parenting styles are
often designed to meet the parent's psychological needs rather than the child's
developmental needs.
1. Martyr
 Is a parent who will do anything for the child, even tasks that the child
should do for themselves. All of the good deeds performed for the child,
in the name of being a “good parent”, may be used later should the parent
want to gain a compliance from the child. If the child goes against the

DAVAO ORIENTAL
STATE UNIVERSITY
parent’s wishes, the parent can remind the child of all of the times parent
helped the child and evoke a feeling of guilt so that the child will do what
the parent wants. The child learns to be dependent and manipulative as a
result.
2. Pal
 Is like the permissive parent described in Baumrind’s model. The pal
wants to be the child’s friend. Pals let children do what they want and
focus most on being entertaining and fun. They set a few limitations.
Consequently, the child may have little self-discipline and may try to test
limits with others
3. Police officer/drill sergeant
 Is similar to the authoritarian parent. The parent focuses primarily on
making sure that the child is obedient and that the parent has full control
of the child. Sometimes this can take to extremes by giving the child
tasks that are designed to check on their level of obedience.
For example, the parent may require that the child fold the clothes and
place them back in the drawer in a particular way. If not, the child might
be scolded or punished for not doing things “right”. This type of parent
has a very difficult time allowing the child to grow and learn to make
decisions independently and the child may have a lot of resentment
toward the parent that is displaced on others.
4. Teacher-counselor
 Is one who pays a lot of attention to expert advice on parenting and who
believes that as long as all the steps are followed, the parent can rear a
perfect child. There are two major problems with this approach. First, the
parent is taking all of the responsibility for the child behavior, at least
indirectly. If the child has difficulty, the parent feels responsible and
thinks that the solution lies in reading more advice and trying more
diligently to follow that advice. Parents can influence children, but
thinking that the parent is fully responsible for child’s outcome is faulty.
Another problem with this approach is that the child may get an
unrealistic sense of the world and what can be expected from others. For
example, if a teacher-counselor parent decides to help the child build
self-esteem and has read that telling the child how special they are or
how important is to compliment the child on a job well done, the parent
may convey the message that everything the child does is exceptional or
extraordinary. A child may come to expect that all of their efforts warrant
praise, and in the real world, this is not something one can expect.
5. Athletic coach style
 Lemasters and Defrain suggest that this is the best parenting style. This
type of parent is like a coach who helps players form strategies, supports
their efforts, gives feedback on what went right and what went wrong,
and stands at the sideline while the players perform. Couches and
referees make sure that the rules of the game are followed and that all
players adhere to those rules. Similarly, the athletic coach as a parent
helps the child understand what needs to happen in certain situations
whether in friendships, school, or home life, and encourages and advises
the child about how to manage these situations. The parent does not

DAVAO ORIENTAL
STATE UNIVERSITY
intervene or do things for the child. Rather, the parent’s role is to guide
while the child learns firsthand how to handle these situations.
c. Influence of Sex, Ethnicity, and Family Type

d. The Development of Parents
According to Galinksky(1987) was one of the first to emphasize the development of
parents themselves, how they respond to their children’s development, and how they
grow as parents. Parenthood is an experience that transforms one’s identity as parents
take on new roles. Children’s growth and development force parents to charge their
roles. They must develop new skills and abilities in response to children’s
development. Galinsky identified six stages of parenthood that focus on different
tasks and goals.
1. The Image-Making Stage (prospective parents)

 They enter this stage when the family is planning for a child. They are
considering what it means to be parents and their plans for the future.
They think about and form images about their roles as parents,
contemplate what will emerge as a result of parenthood, and prepare for
changes associated adding an infant to their family. Prospective parents
develop ideas about what it will be like to be a parent and what type of
parent they want to be. Individuals may evaluate their relationships with
their own parents as a model for their upcoming roles as parents.
2. The Nurturing Stage (infancy)

 This is the stage that occurs after the birth of the baby or after a baby may
join a family through adoption. A parent’s main goal during this stage is
to develop an attachment relationship with their baby. Parents must adapt
their romantic relationships, their relationships with their other children,
and their relationships with their own parents to include the new infant.
Some parents feel attached to their baby immediately, but for other
parents, this occurs more gradually. Parents may have imagined their
infant in specific ways, but they now have to reconcile those images with
their actual baby. In incorporating their relationship with their child into
their other relationships, parents often have to reshape their conceptions
of themselves and their identity. Parenting responsibilities are the most
demanding during infancy because infants are completely dependent on
caregiving.
3. The Authority Stage (toddler and preschool)

 During this stage, parents make decisions about how much authority to
exert over their children’s behavior. Parents must establish rules to guide
their child’s behavior and development. They have to decide how strictly
they should enforce rules and what to do when rules are broken. Parents
create rules and figure out how to effectively guide their child’s behavior.

DAVAO ORIENTAL
STATE UNIVERSITY
4. The Interpretive Stage (middle childhood)

 During this stage, parents interpret their children’s experiences as they
are increasingly exposed to the world outside of the family. Parents
answer their children’s questions, provide explanations, and determine
what behaviors and values to teach. They decide what experiences to
provide their children in terms of schooling, neighborhood, and
extracurricular activities. By this time, parents have experience in the
parenting role and often reflect on their strengths and weaknesses as
parents, review their images of parenthood, and determine how realistic
they have been. Parents have to negotiate how involved to be with their
children, when to step in, and when to encourage children to make
choices independently.
5. The Interdependent Stage (adolescence)

 During this stage, parents must redefine their authority and renegotiate
their relationship with their adolescent as the children increasingly make
decisions independent of parental control and authority. On the other
hand, parents do not permit their adolescent children to have complete
autonomy over their decision-making and behavior, and thus adolescents
and parents must adapt their relationship to allow for greater negotiation
and discussion about rules and limits.
6. The Departure Stage (early adulthood)

 During the departure stage of parenting, parents evaluate their entire
parenting experience. They prepare for their child’s departure, redefine
their identity as the parent of an adult child, and assess their parenting
accomplishments and failures. This stage forms a transition to a new era
in parents’ lives. This stage usually spans a long time period from when
the oldest child moves away (and often returns) until the youngest child
leaves. The parenting role must be redefined as a less central role in a
parent’s identity.
e. Influences of Parenting
f. Family Issues and Considerations
Every family has its imperfections, and it can be challenging for individuals whose
family life has never been explicitly negative to recognize underlying family issues as
they emerge. Family problems encompass more than just abuse or addiction they
encompass a wide range of factors that impact every family member. Identifying these
issues can be complex, as they can manifest in various ways and affect the overall
dynamics and well-being of the family unit.
Types of Family Issues

1. Clashing Personalities
- Refers to family members who have different personalities or ways of seeing
the world, which can sometimes lead to conflict. For instance, one person might be
very organized and structured, while another is more laid-back and spontaneous.
These differences can lead to misunderstandings and disagreements.
2. Narcissistic Parent

DAVAO ORIENTAL
STATE UNIVERSITY
- It refers to a parent who has narcissistic personality disorder or exhibits

narcissistic traits, such as a lack of empathy, a need for admiration, and a tendency to
manipulate others for their own gain. This can create a toxic a family environment
and cause significant emotional harm to their children. Narcissistic parents exert
control and manipulation through criticism, blame, guilt, shame and insults.
3. Abuse
- Abuse particularly in the family is when an adult, typically a parent or
caregiver, uses violence to control and/or harm a family member. The abuse can be
physical, emotional, psychological, or sexual. Neglect is when parents or caregivers
who have a responsibility to care for a young person don’t meet their basic needs.
4.Intergenerational Trauma
- It is essentially what happens when adverse events or experiences are passed
down from one generation to the next, often in unspoken and deeply complex ways.
- According to American Psychological Association (APA), intergenerational
trauma is expressed when the descendant of someone who experienced a traumatic
event presents challenging emotional and behavioral reactions that are similar to their
ancestor or relative.
5.Money
- Many families face difficulties related to money, budgeting, and
employment. These challenges can encompasses situations where one parent bears the
financial responsibility and feels overwhelmed, insufficient funds for essential needs,
generational issues tied to poverty or gambling. Money has a pervasive influence on
various aspects of our lives, and if there are problems in this, they will impact every
family member.
g. Parenting in Later Life

- Parenting in later life, especially in the context of early childhood education, can
bring unique challenges and opportunities. Older parents often bring a wealth of life
experience and stability to their parenting approach. However, they may also face
physical limitations or health concerns that younger parents typically do not. In
early childhood education, older parents might have a deeper appreciation for the
importance of quality education and be more actively involved in their child's
learning journey. Additionally, they may offer a sense of wisdom and patience that
can benefit both their child and the school community. Overall, supporting older
parents in early childhood education involves recognizing their strengths while also
providing resources and accommodations to address any potential challenges they
may encounter.
Tips to increase parental involvement in child’s early childhood education:
● Maintain open communication with your child’s teacher

- Maintaining open communication channels helps keep parents and teachers on the
same page. A parent can share their observations and concerns and similarly a teacher
can suggest ways to strengthen socio-emotional skills.
● Attend child-parent conference

DAVAO ORIENTAL
STATE UNIVERSITY
- A parent teacher conference helps both parents and teachers take stock of the child’s
academic and personality development and find areas where they can contribute to
improve things.
● Ask open-end questions, when your child comes home from school
-Asking open-ended questions helps you understand a child’s thought process, their
observations and makes them more curious and engaged. So instead of just asking
how was your day at school today? Follow it up with Wow! Tell me more about it...
● Help them with homework and support your child, whenever it is needed
-Parental support is crucial for a child’s development. When you help them with
homework or support them from a young age, they consider you as a natural ally and
will come to you without fear or inhibitions later.
● Participate in school events and extracurricular activities.

-Children love it when they see their parents involved in school activities. It has an
overall positive impact on the child and increases academic achievement and classroom
behavior.
VI. Application
VII. Summary
VIII. References
Family Life and Parenting Styles. (n.d.). Retrieved from LUMEN:

https://courses.lumenlearning.com/wm-lifespandevelopment/chapter/family-life-and-parenting-
styles/?fbclid=IwAR0CZ5q0vZfLSo1xwgHNliuIKojW9ht8ny7BdZFPnTHa6EOc_FYsQ_lmi5c
Giovannini, J. (2023). CHILDREN, FAMILIES, SCHOOLS, AND COMMUNITIES. ROTEL
(Remixing Open Textbooks with an Equity Lens) Project.
Sheal, F. (2018). Types Of Parenting Styles And Their Effects On Children. Retrieved from Zedua:
https://www.zedua.com/blog/four-types-of-parenting-styles-and-outcome/?
fbclid=IwAR2Sjl154yNNCMmqChEQFXxz5PscouYNkXZAd3L87nWD3zd9kGqqQuDBf9k


ECE 20 Report

Uploaded by

Copyright:

Available Formats

ECE 20 Report

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ECE 20 Report

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

A SEMI-DETAILED LESSON PLAN

Davao Oriental State University website: www.dorsu.edu.ph

Davao Oriental State University website: www.dorsu.edu.ph

 Children whose parents have an authoritarian parenting styles can be

Davao Oriental State University website: www.dorsu.edu.ph

 Adults raised by authoritarian parents generally adhere to rules but harbor

Other negative consequences of overly permissive parenting can include:

Neglectful parents don’t converse or interact with their children much,

Davao Oriental State University website: www.dorsu.edu.ph

Davao Oriental State University website: www.dorsu.edu.ph

c. Influence of Sex, Ethnicity, and Family Type

1. The Image-Making Stage (prospective parents)

2. The Nurturing Stage (infancy)

3. The Authority Stage (toddler and preschool)

Davao Oriental State University website: www.dorsu.edu.ph

4. The Interpretive Stage (middle childhood)

5. The Interdependent Stage (adolescence)

6. The Departure Stage (early adulthood)

Types of Family Issues

Davao Oriental State University website: www.dorsu.edu.ph

- It refers to a parent who has narcissistic personality disorder or exhibits

g. Parenting in Later Life

Tips to increase parental involvement in child’s early childhood education:

● Maintain open communication with your child’s teacher

● Attend child-parent conference

Davao Oriental State University website: www.dorsu.edu.ph

● Participate in school events and extracurricular activities.

Family Life and Parenting Styles. (n.d.). Retrieved from LUMEN:

Davao Oriental State University website: www.dorsu.edu.ph

You might also like