Poetic Mindfulness
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Poetic Mindfulness

Parental Belief

According to the literature in the parent’s opinion about childhood education, scholars basically followed three main dimensions to explore this concept: First, the value system of the parents and their goals for their children’s education; second, the parent’s behavior toward the achievement of such educational goals; third, the parent’s attitude in the rearing of their children (Darling & Steinberg,1993). The value, behavior, and attitude of the parent in child-rearing can be integrated into “ Parental belief “ (Schaefer & Edgerton,1985).

In exploring the concept of parental belief, there are two models employed (Goodnow, 1988). ( 1 ) . The model of cultural construction — the parental belief is from the impact on culture, and the difference between parental belief in different cultures will be much greater than within the same culture . ( 2 ) The model of self-construction — the parental belief is due to the experience of the individual; so even in the same ethnic group or culture, parental belief varies from person to person.

Bronfenbrenner (1958) pointed out that the two models are not mutually exclusive; they actually complement each other. Embracing the two theoretical models rather than just dedication to anyone’s model can better help us understand how different impacts are being integrated to form a parental belief.

In dealing with the concept of parental belief, we not only need to embrace two models but also need to consider the dynamic aspect of the models.

Bronfennbrenner (1979) placed child development from an ecological perspective: culture deeply affected the formation of parental belief, but it is not the absolute and only factor; the scope, the essence, and the characteristics of the individual’s environment dynamically influence the parental belief. Furthermore, culture itself is mobile and will continue to change (Harkness et al,1992).


Darling, N., & Steinberg, I. (1993). Parenting style as context: An integrative model. Psychological Bulletin, 113, 487–496.

Schaefer, E.S., & Edgerton, M. (1985). Parent and child correlates of parental modernity. In Sigel, I. E. (ed.), Parental belief system. New Jersey: Lawrence Erlbaum Associates.

Goodnow, J. J. (1988). Parents’ ideas, actions, and feelings: Models and methods from developmental and social psychology. Child Development, 59, 286–320.

Bronfenbrenner, U. (1958). Socialization and social class through time and space. In Maccoby, E. E., Newcomb, T. M. & Hartley, E. L. (eds.), Readings in Social Psychology. New York: Henry Holt & Co.

Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University Press.

Harkness, S., Super, C.M., & Keefer, C.H. (1992). Learning to be an American parent: How cultural models gain directive force. In D’andrade, R. & Strauss, C. (eds.), Human motives and cultural models. Cambridge, England: Cambridge University Press.

Originally published at http://poeticmindfulness.wordpress.com on August 13, 2020.




slow down my brain, breathe deeply, foster present-moment awareness, keep an open and friendly mind to appreciate what is going on in and around me.

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Poetic Mindfulness

Poetic Mindfulness

slow down my brain, breathe deeply, foster present-moment awareness, keep an open and friendly mind to appreciate what is going on in and around me.

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