Growing Up In A Single-Parent Family
664 Words3 Pages
Growing Up In A Single-Parent Family
With the divorce rate as high as it is, more and more children are growing up in single-parent families. Ideally, it is better for children to live with their mom and dad happily married; however, children who grow up in single-parent households can still be well- adjusted children, teenagers, and adults. Although there are always exceptions to every rule, for the most part, children who grow up in single-parent working households are more mature, realistic and independent.
First, in a single-parent working family, children tend to be more mature. The children are more mature because they often have to be responsible for themselves. For example, if their…show more content…
Children in this environment are also capable of dealing with different situations. For example, they are aware of how to deal with emergencies without mom or dad being there to help them. Children are more mature in a single-parent working family because they need to be.
Second, in a single-parent working family, children tend to be much more realistic than children who live in a two parent family. Children growing up in a single parent family know that marriage is not a fairy tale and is definitely not perfect or for that matter even close to being perfect.. They saw their mom or dad’s marriage fail and realized that marriage takes a lot of work, time, and dedication. Children in this situation also know that families have to work hard for the money that is necessary to take care of everyone’s needs. The facts are that most in a single-parent families live at or below poverty levels and they know that mom or dad can’t always buy them brand name clothing, the newest toy, the latest CD or the best video game console. They also know what it is “the real world”. For example, these children see their parent (mom or dad) working hard to pay bills and sometimes struggling to do so. Children are more realistic in a single-parent family because they see first hand what it is like to support and be responsible for a family.
Finally, children in a single-parent working family are
dren who are securely attached to their parents are provided a solid foundation for healthy development, including the establishment of strong peer relationships and the ability to empathize with others (Bowlby, 1978; Chen et al., 2012; Holmes, 2006; Main and Cassidy, 1988; Murphy and Laible, 2013). Conversely, young children who do not become securely attached with a primary caregiver (e.g., as a result of maltreatment or separation) may develop insecure behaviors in childhood and potentially suffer other adverse outcomes over the life course, such as mental health disorders and disruption in other social and emotional domains (Ainsworth and Bell, 1970; Bowlby, 2008; Schore, 2005).
More recently, developmental psychologists and economists have described parents as investing resources in their children in anticipation of promoting the children’s social, economic, and psychological well-being. Kalil and DeLeire (2004) characterize this promotion of children’s healthy development as taking two forms: (1) material, monetary, social, and psychological resources and (2) provision of support, guidance, warmth, and love. Bradley and Corwyn (2004) characterize the goals of these investments as helping children successfully regulate biological, cognitive, and social-emotional functioning.
Parents possess different levels and quality of access to knowledge that can guide the formation of their parenting attitudes and practices. As discussed in greater detail in Chapter 2, the parenting practices in which parents engage are influenced and informed by their knowledge, including facts and other information relevant to parenting, as well as skills gained through experience or education. Parenting practices also are influenced by attitudes, which in this context refer to parents’ viewpoints, perspectives, reactions, or settled ways of thinking with respect to the roles and importance of parents and parenting in children’s development, as well as parents’ responsibilities. Attitudes may be part of a set of beliefs shared within a cultural group and founded in common experiences, and they often direct the transformation of knowledge into practice.
Parenting knowledge, attitudes, and practices are shaped, in part, by parents’ own experiences (including those from their own childhood) and circumstances; expectations and practices learned from others, such as family, friends, and other social networks; and beliefs transferred through cultural and social systems. Parenting also is shaped by the availability of supports within the larger community and provided by institutions, as well as by policies that affect the availability of supportive services.
Along with the multiple sources of parenting knowledge, attitudes, and practices and their diversity among parents, it is important to acknowledge the diverse influences on the lives of children. While parents are central to children’ development, other influences, such as relatives, close family friends, teachers, community members, peers, and social institutions, also