Het verband tussen de autoritatieve opvoedingsstijl van pedagogisch medewerkers en hun interactievaardigheden in de begeleiding van kinderen

Abstract

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.