Association Between Knowledge of Child Development and Parenting: A Systematic Review
Shiron Jade September*, Edna Rich, Nicolette Roman
Identifiers and Pagination:Year: 2017
First Page: 1
Last Page: 14
Publisher Id: TOFAMSJ-9-1
Article History:Received Date: 26/9/2016
Revision Received Date: 18/11/2016
Acceptance Date: 05/12/2016
Electronic publication date: 22/02/2017
Collection year: 2017
open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: (https://creativecommons.org/licenses/by/4.0/legalcode). This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Parents who understand early child development are better informed on how to respond to children’s needs. They are also in a better position to identify developmental delays as opposed to a parent with less knowledge of child development.
The aim of the review was to systematically appraise quantitative studies to establish the association between knowledge of child development and parenting styles.
A comprehensive search, through databases namely: Ebscohost (Academic search complete, Africa-Wide information, PsychArticles, SocIndex, Cinahl), JStor, Sciencedirect, Springerlink, Pubmed and Sage was conducted in August 2014 for the previous 12 years. The methodological quality of the studies were independently evaluated and reviewed by two reviewers.
The findings indicate that there is an association between knowledge of child development and parenting styles. While there is an association it may be more of a moderating factor.
Future studies may benefit from using other forms of assessment in con-junction with self report assessments.