The Relationship Between Parenting Styles and Child Development: A Longitudinal Study of Parent-Child Interactions

Abstract

This longitudinal study examined the factors influencing child development and parenting styles for families in Pakistan from 2020-2024. As part of the study, 300 parent-child dyads in Punjab province, both urban and rural settings, were selected using stratified random sampling. The children, aged 5-7 years old at the start of the study, were assessed for development and changes every six months using the Parental Authority Questionnaire (PAQ), the Strengths and Difficulties Questionnaire (SDQ), and other standardized child development tools. A comprehensive data set for each participant was developed from structured interviews, direct observations, and teacher ratings. Positive child development in all three domains: cognitive (F=45.32, p<0.001), social-emotional (F=38.67, p<0.001), and behavioral (F=42.15, p<0.001) was explained by the authoritative parenting style. The results from authoritarian parenting were mixed and suggested a moderate positive effect on cognitive development while also predicting increased behavioral problems. Children exposed to permissive parenting were noted to have difficulties with self-regulation and poor academic performance. The study also examined the effect of the parenting style on cognitive and social-emotional development and behavioral outcome which suggested 38%, 42%, and 35% respectively. This study targeted the need for culturally appropriate parenting style interventions for Pakistan.