Parenting Practices Research Articles

Parenting Styles and Pupils’ Morals in Upper Primary Schools of Kabula County, Lyantonde District

The purpose of the study was to examine the relationship between parenting style and pupils’ morals in upper primary schools of Kabula County, Lyantonde District. Specifically, to examine the effects of single parenting style on pupils’ morals in upper primary schools; to assess the influence of co-operating style on pupils’ morals in upper primary schools and to establish the effect of co-opted parenting style on pupils’ morals in upper primary schools of Kabula County, Lyantonde District. A cross-sectional design was employed using both quantitative and qualitative approaches to allow triangulation. Both simple random sampling and purposive sampling techniques were applied to select respondents. Data was analysed with descriptive, inferential statistical techniques and thematic analysis. Descriptive statistics involved the use of frequencies and mean while inferential statistics included Pearson correlation and multiple regression analysis. It was revealed and concluded that there is a significant positive correlation coefficient between single parenting style and the level of pupils' moral development in upper primary schools. It was concluded that there is a significant positive correlation between co-parenting style and pupils' moral development in upper primary school education. It was further indicated a statistically significant positive correlation between co-opted parenting style and the level of pupils' morals in upper primary schools. It was recommended to organize parenting workshops in Lyantonde district to educate single parents, co-parents, and co-opted parents about effective parenting styles which would provide information on positive parenting practices that contribute to the moral development of children. It was also recommended to establish parenting support groups where parents can share experiences, challenges, and successes related to their parenting styles. It was recommended that the promotion of increased parental involvement in schools fosters collaboration between parents and educators

Parental Knowledge, Attitudes, and Practices Towards Pediatric Ear Infections in the Makkah Region of Saudi Arabia: A Cross-Sectional Study.

Pediatric ear infections constitute a significant public health concern worldwide, adversely impacting children's health and well-being. Parents play a crucial role in prevention, ensuring timely healthcare access, and therefore minimizing potential complications. This study aims to assess parental knowledge, attitudes, and practices towards pediatric ear infections in Makkah region. A descriptive cross-sectional study was conducted among Saudi parents who were ≥18 years old and lived in Makkah region. Convenience sampling was used to recruit 319 participants through social media platforms; data were collected from June to September 2023 via an online self-administered questionnaire. The questionnaire assessed sociodemographic characteristics, along with knowledge, attitudes, and practices related to pediatric ear infections. A total of 319 parents were included in the study. The majority of the participants were female 228 (71.5%), and 208 (65.2%) had a university education level. The most common age groups were 18-30 years and 31-40 years. More than half of the participants (167, 52.4%) demonstrated adequate knowledge regarding pediatric ear infections. Positive attitudes and practices were reported by 183 (57.4%) and 285 (89.3%) of participants, respectively. Adequate knowledge was significantly higher among participants with younger ages (p<0.05). It was found that having a younger age (18-30 years) was an independent predictor of good knowledge (OR: 1.26 (1.96-3.65), p=0.009) and positive practice (OR: 1.53 (1.01-2.33), p=0.045). We found that the majority of parents in Makkah region had a good level of knowledge regarding childhood ear infections, with an overall positive attitude and practice. The study revealed that younger parents had superior knowledge and younger age was an independent predictor for good knowledge and positive attitude.

Being a right parent: a narrative review of the theory and practice of parental involvement in sport parenting.

The family is the first classroom for children and adolescents to learn and grow, and parents' behavior plays an important role in influencing their children's development, which is also evident in the process of sport participation. The main purpose of this study is to summarise the specific theoretical and practical experiences of parents in sport parenting based on a comprehensive review of the types and functions that constitute parental involvement in sport parenting and the process of their practice. To this end, this study used narrative research as the main research method and searched the literature related to parents' involvement in parenting through sport using the Web of Science database. Using the theoretical underpinnings of parents' implementation of sport parenting and their role practice, studies were screened and 39 pieces of literature were finally obtained. The study found that in terms of theoretical underpinnings, the existing types of parental involvement in sport parenting can be broadly categorized into four types: authoritative, authoritarian, permissive and rejecting-neglecting. The functions of parental involvement in sport education have two dimensions: promoting sport development and promoting socialization. Based on a review of their theories, we further summarise and conclude the consequences of action and appropriate practices of parental practices in three scenarios: on the sports field, on the way home and in the private space. It is assumed that parents, when participating in sports parenting, need to: (I) regulate their own behavior in order to avoid psychological pressure on their children due to inappropriate behavior; (II) play different roles at different stages of their children's sports development; (III) should not put too much pressure on their children's performance. Based on these reviews of the theory and practice of parental involvement in sport parenting, this study further examines the theoretical limitations of the established research. It is argued that future research should pay attention to the differences between the identities and expectations of parents or children of different genders about their sport parenting, in addition to the differences in parental involvement in sport parenting and different practices in different cultural contexts.

Nurturing Sustainable Development: The Interplay of Parenting Styles and SDGs in Children's Development.

This study delves into the dynamics of parenting styles and their impact on the cognitive and social-affective development of children within diverse family populations, contextualized within the framework of Sustainable Development Goals (SDGs). Drawing from a sample population comprising families from various socio-economic backgrounds and cultural contexts, the research explores the nuanced interactions between parenting approaches-ranging from authoritarian/permissive to democratic-and children's developmental trajectories. By examining families with different numbers of children, this study elucidates the differential effects of parenting styles on cognitive adaptability and social-emotional skills across varying family structures. Democratic parenting emerges as a critical factor in promoting children's well-being, equitable access to education, and the fostering of peaceful societies, aligning with SDGs 3, 4, and 16. Furthermore, the research addresses disparities in child development outcomes, shedding light on issues of gender equality (SDG 5) and reduced inequalities (SDG 10) within the context of family dynamics. Through a comprehensive analysis of diverse family populations, this study underscores the significance of inclusive and nurturing parenting practices in advancing sustainable development objectives, advocating for collaborative efforts (SDG 17) to support families in fostering optimal child development outcomes for all.

Parenting practices and trajectories of proactive coping assets among emerging adult Black men.

Positive youth development (PYD)frameworks suggest that a critical response to investigating the challenges young Black men living in resource poor communities experience involves identifying contextual resources in young men's lives and personal assets that promote success. The following study examines heterogeneity in proactive coping assets trajectories, parental practices as predictors of developmental trajectories, and associated outcomes of each trajectory. The study sample consisted of Black emerging adult men living in rural Georgia (N = 504). At baseline, men were between the ages of 19 and 22 (Mage = 20.29; SD = 1.10). At wave four, the participants' mean age was 27.67 (SD = 1.39). Results of growth mixture modeling from waves 1 to 3 discerned three developmental trajectory classes of emerging adults' proactive coping assets: a high and increasing class (n = 247, 49%), a low and stable class (n = 212, 42%), and a moderate and decreasing class (n = 45, 9%). Trajectory classes were linked to baseline levels of parental support, coaching, and expectations. Analysis revealed that parental support and parental coaching predicted proactive coping asset trajectory class identification. Links were then investigated between emerging adults' proactive coping asset trajectory classes and wave four physical health, depression, and alcohol use. Results revealed significant associations between class identification, alcohol use, and physical health. Study findings provide evidence supporting the impact of parenting on emerging adult Black men, underscoring the need to expand resources that support parenting and emerging adult relationships.

Contemporary Parental Leave Policies and Practice Among Obstetrics and Gynecology Trainees and Faculty.

This article aims to describe contemporary parental leave among obstetrics and gynecology trainees and early-career faculty. Here, we present results of a survey that collected information about parental leave policies and contemporary practice, as well as beliefs about surgical and clinical experience for those who take leave. Faculty and trainees were equally well represented among respondents, with half of each group self-identifying as a parent. Most reported that childbearing trainees currently take 6 weeks or less of parental leave and believed that childbearing and nonchildbearing residents should be able to take 12 weeks of leave without extending training.

Interactions between parenting styles, child anxiety, and oppositionality in selective mutism.

Selective mutism (SM) is a poorly understood condition, and debate continues regarding its etiology and classification. Research suggests that a genetic vulnerability may play a role in the development of the disorder which may be compounded by anxious and over-protective parenting. While previous studies supported the role of parenting styles in the development of SM, most of them examined child and parent factors in isolation. The current study examined how the interactions between child internalizing and externalizing behaviors (anxiety and oppositionality, respectively) and parenting styles (authoritative, permissive, and authoritarian) are associated with SM diagnosis. The study included 285 children aged 3-7 years (57.2% females), and their parents (66 children with SM and 219 typically developed children). Parents completed questionnaires about child social anxiety, oppositional behavior, SM severity, and their parenting style. Results showed that parents of children with SM reported lower levels of authoritative practices than those of typically developed children. We also found that child social anxiety and oppositionality moderated the effects of authoritative and authoritarian parenting practices on SM diagnosis. Our results suggest that child anxiety and oppositionality may explain the different susceptibility of children to adaptive and maladaptive parenting styles.

Developing a System on the Dynamics and Implications of Parental and School Tracking of Children's Activities and Academic Progress

This paper explores the dynamics and effects of the school and parent tracking system at École Secondaire Islamique de Gisenyi. The study addresses the problem of monitoring students' academic performance and attendance by examining the extent to which parents and the school utilize tracking mechanisms. Motivations, benefits, and challenges associated with parental and school tracking practices are explored, considering factors like privacy concerns, parental involvement, and student autonomy. The research objectives focus on understanding how the implementation of a tracking system can enhance student success and the overall educational experience through collaborative efforts between parents and the school. By investigating the impact of parental tracking, the study aims to strengthen the bond between parents and the school, fostering a more supportive and engaged learning environment. The methodology involves qualitative data collection methods, including interviews and observations, to provide a comprehensive understanding of the dynamics and effects of the tracking system. The expected results are based on the assumption that the implementation of a tracking system at École Secondaire Islamique de Gisenyi will positively impact student progress, parental involvement, and overall school dynamics. The study's findings aim to contribute to the broader discourse on educational monitoring practices, inform policy recommendations, and empower stakeholders to make informed decisions regarding student tracking in Rwandan secondary schools. In conclusion, this research sheds light on the dynamics and effects of the school and parent tracking system at École Secondaire Islamique de Gisenyi. The anticipated positive outcomes of implementing a robust and user-friendly tracking system include enhancing student success and fostering collaboration between parents and school staff. Keywords: parental tracking, school tracking, data collection, tracking practices.

Modeling trajectories of physical aggression from infancy to pre-school age, their early predictors, and school-age outcomes.

This study identified latent trajectories of physical aggression (TPA) from infancy to preschool age and evaluated (a) effects of early parent, parenting and child predictors on TPA as well as on social, behavioral, and academic functioning in Grade 2, and (b) TPA effects net of early predictor effects on Grade 2 functioning. We used data from the Behavior Outlook Norwegian Developmental Study (BONDS), which included 1,159 children (559 girls). Parents reported on risk and protective factors, and on physical aggression from 1 to 5 years of age; teachers reported on Grade 2 outcomes. We employed latent class growth curve analyses and identified nine TPA. In fully adjusted models simultaneously testing all associations among predictors, trajectories, and outcomes, maternal and paternal harsh parenting, child gender, and sibling presence predicted TPA, which significantly predicted externalizing and academic competence in Grade 2. Child gender had a pervasive influence on all outcomes as well as on TPA. To our knowledge, this is the first trajectory study to determine which predictors are most proximal, more distal, or just confounded, with their relative direct effect sizes, and to link early paternal as well as maternal harsh parenting practices with children's TPA. Our findings underscore the need to include fathers in developmental research and early prevention and intervention efforts.

Self-Regulated Parenting: A Systematic Review of the Relations Between Effortful Control, the Big-Five, and Parenting Practices.

It is well established that parents' own self-regulation is related to adaptive parenting practices (such as warmth and sensitivity) as well as to maladaptive ones (such as laxness and over-reactivity). However, parenting practices are not solely determined by parents' self-regulation. We discuss how broad personality dimensions (drawn from the Big-Five model) relate to temperamental self-regulation (effortful control) and to parenting practices. Considering the limited empirical literature linking these three constructs, we present extant evidence for each of the dyadic connections between these three constructs. We then propose a comprehensive model that includes the plausible moderation/mediation role of different personality dimensions (such as conscientiousness and agreeableness) on the connection between self-regulation and parenting practices. This systematic review summarizes the extant empirical findings from 74 studies, linking effortful control, character and parenting practices. It is the first to systematically review and organize the accumulating knowledge regarding their relations. Based on the reviewed literature, a conceptual framework is proposed for predicting parenting practices, which are, in turn, a crucial concept predicting children's behavioral and cognitive outcomes. In doing so, it provides a theoretical basis for the importance of parental character traits, specifically conscientiousness and agreeableness, as mediators between the parent's effortful control and their actual parenting practices.

The Knowledge, Attitudes, and Practices of Parents Regarding Sun Protection for Their Children.

To evaluate the knowledge, attitudes, and practices of parents toward protecting their children against skin cancer and the sun. This cross-sectional study was performed in Turkey from March through October 2022. The authors used a questionnaire investigating the parents' and children's characteristics, attitudes, and practices toward sun protection and the Skin Cancer and Sun Knowledge (SCSK) scale to collect data. Of 465 parents, 60.2% were women, 83.2% were light-skinned, 20.2% perceived their children as risk-free, 43.8% perceived their children as low risk in terms of skin cancer, 14.6% examined their children from head to foot, 62.3% applied sunscreen to their children, 9.7% made them wear long-sleeved clothing, 60.0% made them wear headgear, 61.1% made them remain in the shade or under a sunshade, and 32.3% made them wear sunglasses. The mean parental SCSK scale score was 14.3 ± 4.1. Scale scores were higher among those who perceived their children as being at high risk for skin cancer (P = .000), whose children had not experienced red or painful sunburn in the previous year (P = .000), and who informed their children about sun protection (P = .000). Although knowledge of skin cancer and solar protection was high, parental perception of the risk of skin cancer was very low, and attitudes toward skin examination were also very relaxed.

Parenting practices as a buffer in the relationship between exposure to community violence and bullying in Mexican adolescents.

Multiple studies have shown that adolescents exposed to community violence are likely to engage in bullying behaviors. However, we still need to understand which variables can help reduce the influence of community violence exposure (CVE) on bullying. To investigate this question, a study was conducted with a sample of 568 Mexican adolescents, comprising 276 (48.6%) males and 292 (51.4%) females aged 12 to 16 years old (M age = 13.7 years, SD = 0.82). The study examined how parental support (PS) and parental induction to justice sensitivity (JS) can moderate the relationship between CVE and bullying. The study used structural equation modeling with latent variables. The results showed that CVE was positively associated with bullying, whereas PS and the induction to perpetrator JS were negatively associated. The moderation analysis suggests that the relationship between CVE and bullying was weaker among adolescents who received high PS. On the other hand, low and high parental induction to JS had the same moderating effect. Based on the findings, parental practices are critical when developing preventive programs to reduce the harmful effects of CVE on bullying behavior.

PARENTAL STRESS, INCONSISTENT DISCIPLINE AND CHILDREN’S EMOTION REGULATION: A DYADIC ANALYSIS

The preschool period is one in which parents experience high levels of stress, with one of the main tasks of parenting being related to promoting children’s emotion regulation through appropriate parental practices. Previous studies focused mainly on investigating the effects of parental stress on children’s broader socio-emotional outcomes (Chazan-Cohen et al., 2009; Neece et al., 2012). Therefore, our study aims to explore the association between parental stress and children’s emotion regulation within a dyadic context, gathering data from both parents, while investigating the mechanisms underlying this association. This cross-sectional study involved 103 parental dyads, with at least one typically developed preschool children aged between three to six years. Parents completed self-reported scales regarding parental stress, inconsistent discipline as a parental practice, and children’s emotional regulation. Dyadic analysis was conducted using the Actor-Partner Interdependence Mediation Model (APIMeM). Results showed that mothers’ and fathers’ stress had a direct negative effect on their perceptions of children’s emotion regulation (the actor effects), and mothers’ stress had a direct negative effect on fathers’ perceptions of children’s emotion regulation (the partner effect). Also, the results of mediation analysis revealed that only in fathers’ case, parental stress exerts an indirect actor effect on children’s emotional regulation through their inconsistent discipline. Fathers’ stress was positively related to fathers’ inconsistent discipline, which, in turn, decreased levels of mothers’ perception of children’s emotional regulation. Future intervention programs should focus on parents’ self-awareness regarding the damaging impact of inconsistent discipline. Also, reducing parents’ stress should constitute one of the main goals of parental-based interventions

Parental beliefs, attitudes, and practices on nutrition and children feeding: implications to preventive measures on children's obesity in Saudi Arabia.

Parents have a profound influence on their children's dietary habits. Parents' perspectives, attitudes, and behaviors regarding feeding their children a nutritious diet can have a significant impact on their children's health. The objective of this study was to examine the attitudes, beliefs, and feeding practices of parents in relation to nutrition for their children and to determine how these factors influence strategies for preventing obesity. A total of 446 Saudi mothers with children aged 2-12 years were recruited for this study. The Child Feeding Questionnaire (CFQ) was administered to mothers via an instant messaging application. Mothers' age showed a significant difference in perceived responsibility (p < 0.004), perceived parental weight (p = 0.000), perceived child's weight (p = 0.000), and concern about the child's weight (p = 0.000). Mothers with postgraduate degrees exhibited a significant difference in perceived child weight (p < 0.003); occupational status showed a significant difference in perceived parental weight (p < 0.004), perceived child weight (p < 0.001), and residence, particularly in Riyadh, which showed a significant difference in perceived parental weight (p < 0.026). There were also significant differences in body mass index (BMI) (p = 0.000) and perceived parental weight in relation to the mother's age. Mothers' age was significantly related to food restrictions (p = 0.000), pressure to eat (p = 0.000), and monitoring (p < 0.009). Mothers with only one child displayed significance in relation to pressure to eat (p < 0.019), while government-employee mothers showed a significant relationship with food restrictions (p < 0.005). There was a noteworthy association between the age of the mothers and perceived responsibility (p < 0.001), occupation (p < 0.22), residence (p = 0.000), and the mother's BMI (p = 0.000) with perceived parental weight. Finally, occupation (p < 0.006) was found to significantly influence food restriction, while the mother's age was significantly related to the pressure to eat (p < 0.002). Parental attitudes, practices, and beliefs regarding child feeding were strongly associated with maternal age, occupation, and BMI. Targeted interventions should be developed to assist mothers exhibiting these characteristics in establishing healthier and more effective feeding routines for their children. For example, interventions could be designed to educate parents on the latest findings regarding child-feeding habits and help them develop a greater sense of responsibility for their children's nutrition.

Acculturation, Enculturation, Culture-Specific Emotional Distress, and Parenting Among Korean Immigrant Mothers.

This study examined how Korean immigrant mothers' cultural orientations (i.e., acculturation and enculturation) were related to their mental health, specifically depression and the culturally specific syndrome of Hwa-byung (HB), and had direct and indirect relations to their parenting practices (i.e., authoritative, authoritarian, acceptance, rejection). In a sample of 412 Korean immigrant mothers (99.5% foreign-born; Mage = 45.31), a path analysis was conducted by using the maximum-likelihood and bootstrapping methods. Results revealed that mothers' cultural orientations were indirectly related to parenting practices via depression and HB. Specifically, mothers' acculturation and enculturation had positive indirect relationships to authoritative parenting and acceptance versus a negative relationship to rejection, via their links to depression. Mothers' acculturation had a negative relationship to rejection via its link to HB, while enculturation was not related to HB. Additionally, cultural orientations were directly associated with parenting. Overall, the current findings highlighted that HB holds a unique role in parenting after controlling for the effects of depression, which suggests the importance of assessing culture specific syndrome, above and beyond depression, to have a better understanding of Korean immigrant mothers' mental health and its relation to parenting. Implications for research and practice are discussed.

Patterns of cognitive and social-emotional parental stimulation practices among Ghanaian kindergarteners

Across geographically diverse samples, engagement in stimulating activities with young children is considered an important element of parenting that promotes cognitive, behavioral, and social-emotional development. Indicators of stimulation activities are often summed, based on the assumption that more stimulation is better and that different stimulating activities are equivalent. Instead, this study takes a household-centered analytic approach, applying latent class analysis to detect patterns of parental stimulation practices across six activities. We then examine predictors of the resultant latent classes and their implications for children's school readiness among a sample of Ghanaian kindergarteners (N = 2,117; Mage = 5.2 years; 51% male). Results support a 4-class solution that represents (i) Highly Stimulating; (ii) Social-emotionally Stimulating; (iii) Playful; and (iv) Playful and Academically Stimulating households. Multiple child and family characteristics differentially predict latent class membership, although class membership did not differentially predict children's literacy, numeracy, executive function, or social-emotional skills. Findings suggest that all combinations of parental stimulation are equivalently promotive of children's school-related skills and help reify a strengths-based perspective. The results deepen our understanding of the different configurations of parental stimulation and suggest that a tailored approach to parenting programs may be beneficial. Programs can build on activities that parents already do (e.g., social-emotional) to encourage increased stimulation in other areas (e.g., academic).

Impact of Parenting Styles on Adolescent Well-Being in China

Purpose: The aim of the study was to analyze the impact of parenting styles on adolescent well-being in China. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: In China, authoritative parenting fosters adolescents' self-esteem and academic achievement, while authoritarian parenting is linked to lower self-esteem and increased anxiety. Permissive parenting correlates with lower academic achievement and greater risk-taking behavior. These findings emphasize the critical role of parenting styles in adolescent well-being, advocating for authoritative practices for positive outcomes. Unique Contribution to Theory, Practice and Policy: Attachment theory, social learning theory &amp; ecological systems theory may be used to anchor future studies on the impact of parenting styles on adolescent well-being in China. Parenting interventions should prioritize promoting authoritative parenting practices, characterized by warmth, support, clear communication, and appropriate levels of control and autonomy. Policymakers should prioritize investing in programs and initiatives that support positive parenting practices and enhance parental support networks.

From Nurture to Deviance: A Study on Parenting Style and Juvenile Delinquency

ABSTRACT Drawing on data and quantitative analysis from the 2019 Recidivism Survey conducted by the Ministry of Justice in China, this study unveils a significant correlation between parenting styles, parent-child relationships, and juvenile delinquency. Negative parenting practices can lead to increased anxiety or a lack of self-control, especially in scenarios characterized by inadequate parental supervision. This shortfall in self-regulation is directly associated with a surge in criminal behavior among adolescents, thereby elevating the risk of engaging in delinquent activities. Furthermore, poor parent-child relationships exacerbate the adverse effects of insufficient parental oversight on juvenile misconduct. Youths with diminished social and emotional bonds to their parents are more susceptible to diverging from societal norms and participating in delinquent behaviors. Therefore, effective intervention strategies aimed at curbing juvenile delinquency should focus on improving parental supervision and guidance while simultaneously nurturing positive parent-child relationships.

The mediation roles of self-regulation and problematic internet use: How maladaptive parenting during the COVID-19 pandemic influenced adolescents' academic procrastination in the postpandemic era.

In the transition to the postpandemic era, adolescents are working to shift their focus back to school. However, the prevalence of academic procrastination is reflective of that the aftereffects of the pandemic are persisting. Literature documents the increases in the negative parenting behaviors and internet use of adolescents during the pandemic. The excessive internet use has to do with adolescents' self-regulatory capabilities and self-regulation is profoundly shaped by parents' parenting practices. Given the connections among these factors, the present study seeks to understand how maladaptive parenting practices during the pandemic influenced adolescents' academic procrastination postpandemic through the mediation of self-regulation and problematic internet use. Using three waves of data from a total of 1062 Chinese adolescents (Mage = 14.9 years old, SD = 1.6, 13-18 years old; 45% female), we used structural equation modeling to examine the direct effect of maladaptive parenting on academic procrastination and its indirect effect via self-regulation and problematic internet use. Maladaptive parenting during the pandemic did not directly predict adolescent academic procrastination post-pandemic. Yet, maladaptive parenting indirectly influenced academic procrastination both through self-regulation solely and self-regulation and problematic internet use sequentially. The findings demonstrate that parents can contribute to adolescents' academic procrastination by influencing their self-regulation ability, which further impacts their internet use. Self-regulation serves as a robust mediator between parenting and adolescents' problematic behaviors related to internet use and learning. Implications for parents and intervention oriented toward adolescents are discussed.

Emerging digital inequality in early life: Parenting and differential usage of digital devices among urban preschoolers in China

AbstractObjectiveThis study aims to investigate the following questions: (1) how Chinese preschoolers’ usage of digital devices differ by their family socioeconomic status (SES), and (2) how socioeconomic differences in children's usage of digital devices can be accounted for by parents’ digital parenting attitudes and behaviors.BackgroundScholars in social stratification and inequality have warned about “Digital Inequality” and argued that the fact that people from different socioeconomic backgrounds differ in their access to digital equipment and their knowledge of how to use digital devices effectively would eventually contribute to social inequality. Unfortunately, most of the current studies on digital inequality focus on the population of adults or adolescents; whether and how digital inequality emerges in early life remains heavily understudied.MethodsWe use data from Early Childhood Study‐The Great Bay Area (ECS‐GB), a regional representative survey conducted in 2018 and designed to assess preschool children's social‐emotional and cognitive development in Guangdong, a coastal province in South China. Our analytical sample consists of 11,445 preschool children aged from 3 to 6 with urban hukou.ResultsOur results show that compared with children from lower‐SES families, preschoolers from higher‐SES families spend less time on digital devices daily, are less likely to use digital devices for prolonged time, and spend significantly less time on non‐education purposed and leisure activities. These socioeconomic differences in children's digital usage in terms of time and types of activities are attributable to the fact that parents of higher SES families impose more restrictions, provide more guidance to their children's digital activities, and are more conscious about their children's digital usage in daily life.ConclusionIn contemporary China, digital inequality emerges in early life and such inequality is closely related to family's digital parenting practices.