Parenting styles and disruptive behaviors in basic education children from Zepita, Perú
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Parenting styles significantly influence child development, affecting both internalizing and externalizing problems. This study investigated the relationship between different parenting styles and disruptive behaviors in children from 3 to 5 years of age in the rural district of Zepita, Puno, Peru. The selected method was quantitative, correlational and non-experimental design. The variables were evaluated using the PCRI-M and CBCL questionnaires: disruptive behaviors, emotional adjustment and parental attitudes towards parenting. The results obtained show that certain parenting attitudes and styles (support, parenting satisfaction, commitment, communication, discipline, autonomy, role distribution, and social skills) directly influence the development and maintenance of disruptive behaviors and emotional disturbances in children. In conclusion, there is evidence of a relationship between parenting styles and disruptive behaviors in early childhood education children in Zepita. The authoritarian style, predominant in 60% of the parents, is associated with greater behavioral and emotional problems, highlighting difficulties in attention (40%) and aggressive behavior (25.09%), making it necessary to implement family education programs that promote better educational, disciplinary and parental care practices as preventive measures for the community of Zepita.
Parenting styles significantly influence child development, affecting both internalizing and externalizing problems. This study investigated the relationship between different parenting styles and disruptive behaviors in children from 3 to 5 years of age in the rural district of Zepita, Puno, Peru. The selected method was quantitative, correlational and non-experimental design. The variables were evaluated using the PCRI-M and CBCL questionnaires: disruptive behaviors, emotional adjustment and parental attitudes towards parenting. The results obtained show that certain parenting attitudes and styles (support, parenting satisfaction, commitment, communication, discipline, autonomy, role distribution, and social skills) directly influence the development and maintenance of disruptive behaviors and emotional disturbances in children. In conclusion, there is evidence of a relationship between parenting styles and disruptive behaviors in early childhood education children in Zepita. The authoritarian style, predominant in 60% of the parents, is associated with greater behavioral and emotional problems, highlighting difficulties in attention (40%) and aggressive behavior (25.09%), making it necessary to implement family education programs that promote better educational, disciplinary and parental care practices as preventive measures for the community of Zepita.
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