Parenting style and the cognitive development of preschool-aged children: Evidence from rural China

Abstract

The correlation between parenting style and child cognitive development has been widely documented in Western societies. There has been far less research, however, in non-Western societies and none at all in rural China. This study aimed to investigate the association between parenting style and child cognitive development in rural China. Participants were 1272 preschool-aged children and their primary caregivers. Children were 49 to 65 months old (51% male), and all were ethnically Han. Primary caregivers reported their parenting style, and children were assessed on their cognitive skills. Two alternative approaches (two dimensions and four categories) were used to examine the correlation between parenting style and child cognitive development. The results show a positive correlation between an authoritative parenting style and child cognitive development and show a negative correlation between an authoritarian parenting style and development. When the mother is the primary caregiver, more educated, or from a wealthier family, she is more likely to use an authoritative parenting style and less likely to use an authoritarian one. In addition, the authoritative style has a stronger correlation with the cognitive developmental outcomes of girls than of boys. The findings encourage researchers to conduct future work on how to implement parenting training interventions that are able to ascertain whether parents in rural China can be taught to adopt an authoritative parenting style. Future research should also seek to identify whether an authoritative parenting style produces (in a causal manner) any significant long-term benefits to the cognitive development of children in rural China.