Exploring the Impact of Parenting Styles on the Social Development of Students in Early Childhood Education Training

This study investigates the influence of three major parenting styles as authoritative, authoritarian, and permissive on the social development of students pursuing early years diplomas at the university level. Grounded in the foundational theories of Diana Baumrind, the research aims to understand how distinct parental behaviors and attitudes shape students' emotional responses, decision-making abilities, and interpersonal skills. Using a quantitative research design, data were collected from 37 participants through the Parenting Style Questionnaire (PSQ), which measures the frequency of behaviors aligned with the three parenting styles on a six-point Likert scale.The findings indicate a clear preference for authoritative parenting among participants, characterized by high scores in areas such as emotional support, mutual respect, and open communication. Authoritative parenting was associated with positive traits like confidence, empathy, and self-regulation. In contrast, authoritarian parenting showed moderate endorsement, particularly for behaviors emphasizing obedience and rule enforcement, but lower support for harsh disciplinary actions or emotional detachment. This style was linked to issues such as low self-esteem and anxiety, which may hinder healthy social interactions. Permissive parenting, with the lowest mean scores overall, was sporadically endorsed particularly for behaviors allowing child-led decisions or leniency but generally showed weak support for practices that lack discipline or boundaries. The study emphasizes that parenting styles play a critical role in shaping students’ social competencies, even as they progress into higher education. The authoritative approach emerged as the most beneficial for developing well-adjusted, socially competent individuals. The results underscore the importance of promoting parenting practices that balance emotional warmth with appropriate structure and discipline. These insights are valuable not only for parents but also for educators and policymakers who seek to foster environments that support holistic child development. While the study offers meaningful contributions to the field of developmental psychology and education, it acknowledges limitations such as a small sample size and reliance on self-reported data. Future research should aim for more diverse samples and incorporate longitudinal and multi-informant methods to deepen the understanding of how parenting styles influence children’s long-term social and emotional outcomes.