Family Values in Child Rearing - New

SUMBER UTAMA: DUVAL. 1971.
FAMILY DEVELOPMENT (77-105)
ESN-IKK-FEMA-IPB-FAMILY DEVELOPMENT
Outline
A. TYPE OF VALUE ORIENTATION

B. FAMILY VALUES AND SOCIAL CLASS
C. TREND IN CHILD REARING
D. EFFECT OF CHILD REARING PRACTICES ON
PARENTS AND CHILDREN
A. TYPE OF VALUE ORIENTATION
• Child Orientation
• Home Oriented
• Parent Oriented
PARENT STYLE
BAUMRIND'S DIRECTION
(DISCIPLINE) STYLE
• Authoritarian
• Authoritative (Democratic)
• Permissive
B. FAMLY VALUES (MIDDLE Vs LOWER CLASS)
Table Middle-Class and Lower-Class Family Values
Middle-Class, Family Lower-Class Family

Values Values
1. Cleanliness (of clothes, 1. Cleanliness is not
body, hair, tth, speech) important; often is
is a virtue difficult in crowded
living
2. Religious affiliation and 2. Religious practices is
practices are important, very widely; if present
conservative to liberal are fundamentalist or
3. Future plans rank high: Roman Catholic
savings, property, 3. Present pleasures
getting ahead are sought; little to look
important forward to in the future
4. Work and the joys of 4. Motivations lags;
accomplisHment are opportunities tend to be
valued limited
Table Middle-Class and Lower-Class Family Values [cont.]
Middle-Class, Family Lower-Class Family Values

Values
5. Assuming responsibilty 5. Work is necessary evil,
and doing ones's duty routine jobs offer few
are expected satisctions
6. Sexual controls within 6. Sex is open; “where one
family context are finds it”; less tenderness
velued and permanence expected
7. Agression is expressed 7. Overt agression is
symbolically ini sports, expected; symbolic
verbal battles, ets hostility (ridicule, etc) is
8. Good diction and verbal punished
facility are very 8. Dialect, vernacular, and
important street language are
preferred to correct
speech: “stuck up”
Table Middle-Class and Lower-Class Family Values [cont.]
Middle-Class, Family Lower-Class Family Values

Values
9. Moderation in drinking, 9. Indulgence in drinking,
smoking, drugs, and drugs, smoking, and food
eating is important is escape from harsh
10. Taking care of one's reality
health and using 10. Ill health are lived with;
professional services are home remedies are relied
expected upon
11. Institutions (schools, 11. Loyalties are to kin; little
laws, ets) are supported backing or use to larger,
and utilized formal institutions
12. Education, learning, 12. Schooling, learning,
reading, culture are reading etc are not
highly valued in self and important in themselves
others
C. TREND IN CHILD REARING
• FROM SRICT TO PERMISSIVE

• Entrepreuneurial - Bureaucratic
• FROM TRADITIONAL TO
DEVELOPMENTAL
CONCEPTIONS OF PARENTS
AND CHILDREN
• Child rearing changes 1800s -
1960s
• Traditional and developmental
conceptions
C.1. ENTREPRENEURIAL & BUREAUCRATIC CHILD
REARING METHODS
Entrepreneurial Bureaucratic
Stress self control and Child is thought to fit with others, to be a “nice guy” ,
internalization in control affable, unthreatening, adaptive, and to seek direction
impulses
Train child to change the Child lears to go to parent for wisdom in social skills,
situation even as adults
Stress activity and Person is trained to be cautuous, precise, rational,
independence secure, and unaggressive
Encourage mastery New levels of comfort and security woth lessening
psythic pressure are sought
Prefer sharp differences New sense of participation in the reposndible. Moral
between sex roles community is emerging
Table ENTREPRENRIAL & BUREAUCRATIC CHILD REARING METHODS [cont.]
Entrepreneurial Bureaucratic
More likely to: Loyalty to the groups is central
Feed babies on schedule
Begin toilet training early
Use symbolic punishment
Let babies cry
Training is by supression of Child and adult are free to enjoy themselves and to
impulsive drives express their feelings
Egocentricity and hostility are Individual should be warm, friendly, supportive of other
more frequent
C.2. CHILD REARING CHANGES
Table Child-Rearing Changes from the 1880s to the 1960s
1880s Discipline was based upon authority, with instant, unqestioning

obedience expected
1800s Authority was still the basic point of view
1900s Discipline was a major issue

Guidence began to replace “training” in the literature
1910s William Bagley, in School Discipline (1915) admonished never to
punish in anger
First edition of infant care published by Childre n Bureau (1912)
1920s Child development institutes establishes in several universities
Table Child-Rearing Changes from the 1880s to the 1960s
1930s National Council on Family Relations established 1938 as national

clearighouse for persons with professional interest in family living.
Research in family life, child and adolescent development
increased markedly. Corporal punishment rare in schools.
Discussion of spanking as discipline continued among parents
1940s Family centered approach to children seen in first national
conference on Family Life held at the White House in May 1948
1950s Midcentury White House Conference on Child and Youth
considered the role of the home, school, church, leissure-time
agency, as well as vocational gudance, health social services, and
law enforcement in healthy personality development
1960s Golden Anniversary White House Conference on Children and
Youth made recommendations for family life education at avery
age level, both in public schools and under private auspices
Table Traditional and Developmental Conceptions
Traditional Conceptions Developmental Conceptions
A Good Child A Good Child
• Keep clean and neat, is orderly, is • Is healthy and well, eats and sleeps
clean, keeps himself neat, etc well, grows a good body, has good
• Obeys and respects adult, minds his health habits, etc
parents, does not talk back, respect • Share and cooperates with others,
teachers, etc gets along with people, is developing
• Pleases adults, has good socially, etc
characteristics traits, is honest, • Is happy and contented, is a cheerfull
truthful, plite, kind, fair, etc child, is emotionally well adjusted etc
• Respects property, takes care of his • Loves and confidents in his parents,
things, is not destructive, hangs up respon with affection, has
his clothes, etc confidence, etc
Table Traditional and Developmental Conceptions [cont.]
A Good Child A Good Child
• Is religious, goes to sunday school, • Is eager to learn, show initiative, ask
loves God, prays, follow God, etc questions, expresses imself, accept
help, etc
• Works well, studies goes to school, is • Grows as a person, progresses in his
dependable takes responsibility, etc ability to handle himself, enjoys
growing up, etc
• Fits into the family program, has an
interest in his home, does his share,
helps out, etc
A Good Mother A Good Mother
• Keeps house, washes, cooks, cleans, • Trains for self reliance, encourage
mends, sews, manages the household, independence, teaches how to adjust to
etc life, etc
• Takes care of child physically, feeds, • Sees emotional, well-being, keeps child
clothes, bathes him, guards child safety, happy and contented, helps child feel
etc secure, etc
• Trains child to regularity, establishes • Helps child develop socially, provides toys
regular habits, provides a schedule, etc and companions, supervises child's play,
• Discipline, corrects child, demands etc
obedience, reward good behaviour, is • Provides for child's mental growth, redas
farm, etc to child, provides stimulation, educates,
• Makes the child good, instruct in morals, etc
builds character, pray for, sees to religion, • Guides with understanding, gears with
etc life to child's level, interprets, answers
questions, etc
• Relates lovingly to child, enjoys and
shares with child, is interested in what
child says, etc
• Is a calm, cheerful, growing person
oneself, has a sense of humor, smiles,
keeps rested, etc
A Good Father A Good Father
• Is a strong individual, always right, and • is an individual, as his child
the child in his ward
• “Knows” what the child “should” be, so • Seeks to understand the child and
does not seek to understand child as an himself
individual
• Is interest only in activities which he • Places emphasis on the growth of the
determines are his responsibiliy for child and himself
“child's good”
• Places emphasis on giving things to and • Is interested in child's determining and
doing things for the child attaining child's own goals
• Is interested in child's accepting and • Find satisfaction in child's becoming a
attaining goals set by the father mature individual
• Finds satisfaction in child's owing father • Feles that parenthood is a privilege which
adebt which can be repaid by child's he has chosen to assume
obedience
• Feels parenthood is a duty which the
church and/or society ecpect him to
discharge
D. EEFECT OF CHILD REARING
Child-rearing Patterns Related to Emotionally Helathy Personality Development
Conducive (in families at any level) Unfavorable (characteristic a poor
families)
1. Respect for child as individual 1. Misbehavior regarded as such in
term of concrete pragmatic outcomes;
reasons for behavior not considered.
2. Commitment to slow development 2. Lack of goal commitment and of

of child from infancy to maturity belief in long-range success
3. Relative sense of competence in 3. Sense of impotence in handling

handling child's behavior children's behavior, as well as in
others areas
4. Discipline chiefly verbal, mild, 4. Discipline harsh, inconsistence,

reasonable, consistent, based on physical, makes use of ridicule
needs of child and family and of
society
Child-rearing Patterns Related to Emotionally Helathy Personality Development [cont]
Conducive (in families at any level) Unfavorable (characteristic a poor

families)
5. Open, free, verbal, communications 5. Limited verbal communication
between parent and child, control control largely physical
largely verbal
6. Democratic rather than autocratic 6. Authoritarian rearing methods

or laissez-faire methods of rearing
7. Parents view selves as generally 7. Low parental self-esteem, sense of

competent adults and are generally defeat
satisfied with themselves and their
situation
8. Intimate, expressive, warm 8. Large families, more impulsive,

relationship between parent and child, narcissistic parent behavior
allowing gradually increasing
independence
Child-rearing Patterns Related to Emotionally Helathy Personality Development [cont]
Conducive (in families at any level) Unfavorable (characteristic a poor families)
9. Presence of father in home and lack 9. Father out of home

severe marita conflict
10. Free verbal communication about 10. Repressive, punitive attitude about sex,
sex, acceptanve of child's sex needs, sex questioning, and experimentation
channeling of sex drive through
“healthy” psychological defenses
11. Acceptance of child's drive 11. Alternating encouragement and

agression but channeling it into restriction of aggression, primarily related
socially approved outlets to consequences of agression for parents
12. Favorable attitude toward new 12. Distrust of new experiences

experiences, flexibility
13. Happines of parental marriage 13. High rates of marital conflict and family
breakdown
Factors that should build strong, well-knit
personalities with a high degree of mental
health:
1. A good start physiologically
2. Emotional nourishment
3. Adequancy of sensory stimuli
4. Opportunity for motor development and
freedom from excessive pressure for
perfomance
5. Stable relationship with mother during the
period of establishing clear concepts of self
and others
6. Stable, respected interests and possessions
Factors that should build strong, well-knit
personalities with a high degree of mental
health:
7. Opportunity to exercise autonomy,
initiative, and industry, and to achieve
mastery over various areas of the
environment
8. Feeling supported, accepted, a source of
pride and satisfaction to parents
9. Opportunity to cope with gradual doses of
frustration and difficulty
10. Participation in group life with some
recognizably consistent pattern (freedom
from demoralizing value conflict)
t RELATION OF PARENTING STYLES TO CHILDREN'S BEHAVIOUR
(Baumrind's Research)
Parenting Style Characteristic Children Behavior
Authoritative Controlling but flexible Self reliant
(Democracy) Demainding but rationable Self controlled
Warm, self reliant, uniq Explorative content
Values discipline Cooperative
Authoritarian (Adult Strict control by punitive measure Discontent

Center) Evaluation of child's behaviour and Aimless
attitudes with absolute standar Withdrawn
Value obedience Fearfull
Respect for authority Distrustfull
Permissive (Child Non controlling Least self reliant

Center) Non demainding Impulsive
Acceptance of child policies Aggressive
Least explorative
Least control
DEVELOPMENT OF COMPETENCE
(Finding from Harvard Preschool Project)
INCOMPETENCE CHILDREN
 Remain unnoticed or are
COMPETENCE CHILDREN disruptive
 Need a lot of direction to
 Get attention in socially complete task
acceptable ways  Have difficulty getting along
 Use adults as resources with others
 Get along well with others  Lack ability to anticipate
 Plan and carry out concequences
complicated tasks  Have simplistic vocabulary
 Use and understand
complex sentences
ERICSON'S STAGES OF PHYCHOSOCIAL DEVELOPMENT
Stage Development's Stage Agent

Infancy Trust..............................................Mistrust Family
Early childhood Autonomy................................Shame/Doubt Family, School
Play Age Initiative.................................................Guilt Family, School, Peers,

Comm
School Age Industry..........................................Inferiority Family, School, Peers,
Comm
Adolescence Identity...............................Identity Difusion Family, School, Peers,
Comm
Young Adulthood Intimacy...........................................Isolation Family, Peers,
Community
Adulthood Generative.............................Self Absorption Family, Peers,
Community
Sene Scence Integrity........................................De Spair Family, Peers
BAGAIMANA PERUBAHAN
ORIENTASI PENGASUHAN
ANAK DALAM SUATU
KELUARGA SEPANJANG
SIKLUS HIDUPNYA?
BLUE-PRINT GAYA
PENGASUHAN YANG TIDAK
MUDAH BERUBAH

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SUMBER UTAMA: DUVAL. 1971.

FAMILY DEVELOPMENT (77-105)

A. TYPE OF VALUE ORIENTATION

Middle-Class, Family Lower-Class Family

Middle-Class, Family Lower-Class Family Values

Middle-Class, Family Lower-Class Family Values

• FROM SRICT TO PERMISSIVE

Table Child-Rearing Changes from the 1880s to the 1960s

1880s Discipline was based upon authority, with instant, unqestioning

1900s Discipline was a major issue

1930s National Council on Family Relations established 1938 as national

2. Commitment to slow development 2. Lack of goal commitment and of

3. Relative sense of competence in 3. Sense of impotence in handling

4. Discipline chiefly verbal, mild, 4. Discipline harsh, inconsistence,

Conducive (in families at any level) Unfavorable (characteristic a poor

6. Democratic rather than autocratic 6. Authoritarian rearing methods

7. Parents view selves as generally 7. Low parental self-esteem, sense of

8. Intimate, expressive, warm 8. Large families, more impulsive,

Conducive (in families at any level) Unfavorable (characteristic a poor families)

9. Presence of father in home and lack 9. Father out of home

11. Acceptance of child's drive 11. Alternating encouragement and

12. Favorable attitude toward new 12. Distrust of new experiences

Authoritarian (Adult Strict control by punitive measure Discontent

Permissive (Child Non controlling Least self reliant

Stage Development's Stage Agent

Early childhood Autonomy................................Shame/Doubt Family, School

Play Age Initiative.................................................Guilt Family, School, Peers,

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