IMPACTS OF PARENTING STYLES ON TEACHING AND LEARNING IN KINDERGARTEN SCHOOLS IN OVIA NORTH EAST LOCAL GOVERNMENT AREA BENIN CITY, EDO STATE

ABSTRACT

Early Childhood Education is a critical stage of development that lays the foundation for lifelong learning and success. This study investigates the impacts of parenting styles in teaching and learning in kindergarten schools, focusing on Ovia North-East Local Government Area of Edo State. In order to carry out this study, four research questions were raised and answered. The study examines, if there are impacts of parenting styles in teaching and learning, the positive impacts of these parenting styles, and the negative impacts of these parenting styles. Initial findings related to this topic suggest that authoritative parenting is characterized by warmth, responsiveness, and clear communication, positively correlates with academic achievement and socio-emotional wellbeing of children. On the other hand, authoritarian and uninvolved parenting styles are associated with lower academic a performance and behavioral issues among young learners. Permissive parenting, although fostering independence, may lack the necessary structure and guidance needed for optimal educational development. The implications of these findings extend to educators, policy makers, and parents, emphasizing the importance of fostering a supportive home environment conducive to learning. By understanding the link between parenting styles and early childhood education, stakeholders can collaborate to implement interventions and programs that promote positive parenting practices, ultimately enhancing the quality of education for children in Kindergarten Schools in Ovia North East local government area and beyond.