The term "parenting" is used to describe the process by which adults (parents/kindergarten teachers) attempt to educate a child. Through a relationship between planned and spontaneous action, adults try to achieve the goal of education. In doing so, they must consider or take into account factors that coincide with the child's development (heredity, environment and their own activity). In addition to hereditary predispositions, the way in which a child is brought up also has an important influence on the development of the child's personality. A parenting style can be defined as a system of relationships (between the child - the nurturer - and the adult - the adult - the nurtured), of role reversals between individuals, of communication methods and of the interplay between intentional and unintentional parenting. There are three widely recognized parenting styles: the authoritarian, the permissive and the authoritative parenting style. The latter is considered the most appropriate, as it is based on a conversation between two people.
The theoretical part of the thesis defines education, the different types of education and the factors that influence a child's development. The three parenting styles (authoritarian, authoritative and permissive), the authority of adults in each parenting style and the impact of each parenting style on children's behavior are defined in more detail. The empirical part consists of a survey on the parenting styles that educational professionals observe in
kindergarten children. The aim of the thesis is to find out which parenting styles are identified by kindergarten teachers and assistant teachers and how these are reflected in the children's behavior.
The results of the survey show that the teachers are familiar with the parenting styles and can recognize them in each child, even without knowing the family situation of the respective child. At the same time, they recognize the characteristic behaviors of the individual parenting styles
and classify them accordingly.
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