Parenting: Science and Practice

By Marc H. Bornstein. 2001

171 citations recorded by the source corpus.

Each day more than three quarters of a million adults around the world experience the rewards and challenges as well as the joys and heartaches of becoming parents. Of course, everyone who has lived has had parents; the human race succeeds because of parenting. Parenting is a subject about which people hold strong opinions but about which too little solid information or considered reflection exists. Parenting: Science and Practice intends to redress this imbalance. Parenting is, perhaps first and foremost, a functional status in the life cycle. Parents issue as well as protect, care for, and represent their progeny; indeed, parenthood is the “final common pathway” to childhood oversight and caregiving. Parenthood is therefore a job that has the child as its primary object of attention and action. But parenting also has real consequences for parents themselves. Parenting: Science and Practice encompasses the broad themes of who are parents; whom parents parent; the scope of parenting and its many effects; the determinants of parenting; and the nature, structure, and meaning of parenthood for parents.

Subfields: Clinical Psychology, Demography, Education

View Paper: https://www.semanticscholar.org/paper/7a779fdc78a229ef3d46259ad4c2fc0751eda51a

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Citations in the corpus

Fathers' and Mothers' Home Literacy Involvement and Children's Cognitive and Social Emotional Development: Implications for Family Literacy Programs (2013, background): “Research that has focused on parenting has provided strong evidence that the family represents the primary context for developing early cognitive and social emotional skills (Bornstein, 2002, 2006; Collins, Maccoby, Steinberg, Heterington, & Bornstein, 2000).”
Using positive youth development to predict contribution and risk behaviors in early adolescence: Findings from the first two waves of the 4-H Study of Positive Youth Development (2007, background): “For example, ecological assets, such as parental or community mentor behaviors (e.g., Benson et al., 2006; Bornstein, 2006; Theokas & Lerner, 2006), are also important sources of this variation.2 If these findings are extended as the 4-”
Cultural Approaches to Parenting (2012, background): “Parent and child activities are characterized by intricate patterns of sensitive mutual understandings and unfolding synchronous transactions (Bornstein, 2006, 2009).”
The Impact of Maternal Relationship Quality on Emerging Adults’ Prosocial Tendencies: Indirect Effects via Regulation of Prosocial Values (2008, background): “Parent–Child Relationship Although there is a substantial literature on the role of the parent–child relationship on child and adolescent outcomes (see Bornstein 2006; Steinberg and Silk 2002), there is a paucity of literature on the nature of the parent–child relationship during emerging adulthood…”
The long-term effects of early parent involvement and parent expectation in the USA (2013, background): “This view aligns with the specificity principle of parenting, which posits that specific parenting efforts have the most positive impact during specific periods of child development (Bornstein, 2006).”
Changes in Parent Involvement Across the Transition from Public School Prekindergarten to First Grade and Children's Academic Outcomes (2012, background): “For example, Bronfenbrenner’s bioecological theory posits that multiple kinds of reciprocal interactions with persons, objects, and symbols are central to human development (Bronfenbrenner & Ceci, 1994; Bronfenbrenner & Morris, 2006), and Bornstein’s (2006) specificity principle submits that specifi”
The Study of Character Development: Towards Tests of a Relational Developmental Systems Model (2015, background): “…is the developmental regulation (the Development of Character 331 Human Development 2014;57:322–346 DOI: 10.1159/000368784 individual ← → context relation) for specific people or specific social institutions of the context, at specific times and in specific places [e.g., see Bornstein, 2006].”
Maternal personality and parenting cognitions in cross-cultural perspective (2007, background): “, Bornstein, 2002; Holden, 1997). More specifically, Belsky’s (1984) model of the determinants of parenting asserted three principal social-contextual sources including: (a) the parent’s personality and other personal psychological resources; (b) the child’s individual characteristics; and (c) conte”