CAREGIVING

STYLES
Caregiving Styles
•It affects the socio-emotional development of
the children.
•Caregivers here refer to both parents and
teachers and even other adults that care for the
child.
Caregiving Styles
•Responsiveness refers to caregiver behaviors
that pertain to expression of affection and
communication.
• It involves openness in communication and the
willingness to explain things in ways that the child will
understand
•Demandingness refers to the level of control and
expectations
• This involves discipline and confrontation stages
Caregiving Styles
•Baumrind gave a model that describes the
different types of caregiving styles which 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.
• Marion (2007) expounded on these determining factors.
Baumrind’s High demandingness/
High responsiveness
Low demandingness/
High responsiveness
Caregiving
Styles Authoritative Permissive

Baumrind’s
caregiving styles High demandingness/
Low responsiveness
Low demandingness/
Low responsiveness
and their effect
on children
Authoritarian Negligent
Baumrind’s Caregiving Styles
Baumrind’s Caregiving Styles

Description
Caregiving The caregivers/parents Effect on the
Style /teachers with his caregiver style preschooler
has the following descriptions:

Authoritative • Expect behavior appropriate to the • Makes the

age of the child preschooler feel
(high
demandingness, • Maintain reasonable and fair limits safe and secure
high responsiveness) • Close monitor the activities of the child • Teaches the child
• Warm and nurturing to take
• Have realistic expectations of the child responsibility for
his/her actions
• Communicate messages in a kind, firm
and consistent manner
• Discipline approach focuses more on
teaching than punishing
Baumrind’s Caregiving Styles

Description
Caregiving The caregivers/parents Effect on the
Style /teachers with his caregiver style preschooler
has the following descriptions:

Authoritarian • Set subjective or unreasonable limits • Lead to

(high • Communicate messages aggressive
demandingness, behavior of the
• Strive to have strong psychological child
low responsiveness) control over the child
• Brings about poor
• Do not supervise children’s activities
very well an then gets upset if they self control
make a mistake • Results in poor
• Use corporal punishment, sarcasm, self-esteem
withdrawal of love, threats
• Not able to teach children a better
way to behave
Baumrind’s Caregiving Styles

Description
Caregiving The caregivers/parents Effect on the
Style /teachers with his caregiver style has preschooler
the following descriptions:

Permissive • Permit the preschoolers to • Has difficulty

(low regulate their own behavior and controlling his/her
demandingness, make their own decisions even impulses
high responsiveness) when preschoolers are not yet • Tends to be
ready to do so dependent
• Do not set rules or very few if any • Tends to be
• Do not demand food behavior demanding of
or task accomplishment their caregivers
• Tends not to
• May lack confidence in their persist or easily
ability to influence the child gives up on a task
Baumrind’s Caregiving Styles

Description
Caregiving The caregivers/parents Effect on the
Style /teachers with his caregiver style preschooler
has the following descriptions:

Permissive • Maybe disorganized and • Does not easily

(low ineffective in managing the follow
demandingness, family and household/class • Maybe rebellious
high responsiveness) • Does not handle
• Shows undemanding,
indifferent and rejecting frustration well
action towards the child • Has inadequate
emotional control
• Has little commitment to
• Difficulties in
their roles as school
parents/caregivers performance
Baumrind’s Caregiving Styles
Description
Caregiving The caregivers/parents
Style /teachers with his caregiver style
has the following descriptions:
Permissive • Maybe depressed or
overburdened by
(low demandingness,
high responsiveness) many concerns like
poverty, marital
problems, or absence
of support from others
Effect on the
preschooler
When parents’ behavior is
to the extreme or if child
experiences this style early,
the child may have:
• Attachment problems
• Delayed cognitive
development
• Poor social and emotional
skills
• Delinquent behavior later
in adolescence
Baumrind’s Caregiving Styles

Description
Caregiving The caregivers/parents Effect on the
Style /teachers with his caregiver style preschooler
has the following descriptions:

Neglectful • Do not set firm boundaries or • The child tends to

(low high standards. be more impulsive
demandingness, • Indifferent to the child’s needs • Cannot self-
low responsiveness) and uninvolved in their lives regulate
• The caregivers tend to have • Encounter more
mental issues themselves such delinquency and
as maternal depression, addiction
physical abuse or child problems
neglect when they were were • Have more mental
kids issues
37 to 48 months (3-4 years old)
• Expresses what he/she likes
• Expresses what he/she dislikes
• Can talk about difficult feelings (e.g.
anger, sadness, worry) he/she
experience
Self-regulation of feeling/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 to the
point where he/she is depressed
Display of Self-Appraisal emotions (shame,
pride, guilt)
• Plays to learn a game
• Plays to gain mastery of a game
• Shows pleasure and enjoyment over
his/her successful attempts or efforts
• Confidently joins small groups
especially if situation is competitive
• Seeks assistance from an adult or child
to solve a problem
Receptivity to other’s
emotion
37 to 48 months
• Feels others’ distress and acts
appropriately (e.g. helps, comforts, gives, significant adults and children (other
suggestions, etc.)
Emerging sense of self
• Knowledge of self and basic roles of
people in his environment
Talks about parts of the body and their
functions
• Talks about own specific abilities and
characteristics
• Describes what primary caregiver can
do, what they like and don’t like
• Defends possessions with determination
• Can give reasons or justify why he/she
acted the way he/she did
Forming Attachments
• Shows preference for the company of
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/converse with other children
• Takes turn and shares toys with others
• Actively participates in classroom and
group routines
• Plays organized group games fairly
Interaction
with Adults
36 to 48 months Pakiramdam (sensitivity)
• Verbalizes feelings related to events • Knows when to stop asking questions or
that arise in classroom, home and when he is being m’akulit”
environment in a positive way • Cooperates to minimize conflict or
• Speaks respectfully with adults using tension
“po” and “opo” and/or appropriate
titles
Appreciating Diversity
• Recognizes the importance of adults’
ideas and experiences by listening and • Asks questions that indicate he/she
asking questions when they share these notices differences in socio-economic
status
• Clarifies rules and routines before
abiding by them • Plays organized group games fairly
• Shares personal perspective when
he/she does not agree with or see the
value of a rule or routine
• Can take on another persons’
viewpoint
 ROLES OF
CAREGIVERS
Roles of Caregivers Socio-Emotional
Development of the preschooler
Greet each child with his/her name

Read storybooks that deal with different feelings

Develop routines that encourage working together

Help children to make rules and play simple games

providing opportunities for them to play in small groups

Play games that involve social interaction and teamwork

Roles of Caregivers Socio-Emotional
Development of the preschooler
Teach a child to request, bargain, negotiate and
apologize

Help children cope up with strong feelings by giving

them words they can use to express how they feel

Use dolls/puppets/pictures to demonstrate to children

how to express feelings appropriately

Acknowledge how the child feels

Catch children doing good. Affirm the efforts they

make to accomplish something