# data[].attributes.headline
Source 3- Parent/child relationships around the world 

# data[].attributes.subject
Source 3- Parent/child relationships around the world 

# data[].attributes.body
https://theconversation.com/parenting-practices-around-the-world-are-diverse-and-not-all-about-attachment-111281

Different cultures and societies have Parental values. While they not might be as different and in humane as the Puritan’s they are still different.  Different parenting/relationship practices does no necessarily mean worse or better while this can be the case sometimes it usually just means different societal/cultural norms. For example in the US parents are encouraged to have children form a strong attachment to them through media. But in other cultures this is not the case in some they are encouraged to have their children be more independent while still being there with a helping hand. They believe this lays strong skills for adult life. While in Puritan society parents were controlling but in a very strict way.

# data[].attributes.attachment_link.readable_text
Most parents would agree that parenting is extremely complex and challenging. What works for one child, might not work for another - even within the same family.

Parenting practices and beliefs around the world can also be strikingly different. Japanese children, for example, are often allowed to ride the subway by themselves from as young as seven. This would be considered unthinkable to parents in some other countries. Similarly, the idea of children going to bed at 6.30pm is horrifying to many Spanish or Latin American parents who see it as critical for children to take part in family life during the evening.

Researchers have explored cultural and historical differences in parenting practices for many years. Studies tend to agree that three major factors often explain differences in parenting style: emotional warmth versus hostility (how loving, warm, and affectionate parents are towards children), autonomy versus control (the degree to which children are given a sense of control over their lives), and structure versus chaos (how much children's lives are given a sense of structure and predictability).

Research shows that differences in these key features of parenting can have significant implications for child development. Indeed, the emotional bonds ("attachments") that children have with their parents or caregivers can have lasting effects.

At the centre of the study of human relationships are ideas from attachment theory. Essentially, attachment theory focuses on the " psychological connectedness between human beings." The theory looks at the quality of the intimate bonds we make during the course of our lives, with a specific focus on parent-child relations.

Attachment theory explained

John Bowlby formulated his ideas on attachment theory during the 1950s. He worked as a child psychiatrist at the Tavistock Clinic in London during World War II - noting the devastating impact of maternal separation and loss on child development.

Working with Mary Ainsworth, a Canadian psychologist, Bowlby provided support for the idea that mothers and children are mutually motivated to seek proximity to one another for survival. He argued that a mother's sensitivity to her child's desire for closeness and comfort was a critical factor in shaping attachment and child development.

This sensitivity relates to a mother's ability and capacity to detect, understand and respond appropriately to her child's cues around distress and threat. If her baby is distressed, a securely attached mother is attuned to the distress - she detects it, she is motivated to alleviate it, and she offers a set of soothing responses to do so.

Wellcome Library, London (AMWL: PP/BOW/L.19, nr. 23)

Leading attachment researchers have argued that a consistent lack of such maternal sensitivity in infancy and early childhood results in a belief that the world is unsupportive and that one is unlovable.

Read more: Why everyone should know their attachment style

Since Bowlby's initial volume, Attachment and Loss, in 1969, there have been more than 20,000 published journal articles on the topic of attachment. The literature strongly suggests that if we deny children sensitive care during the early years, there can be significant negative consequences for their emotional and relational life.

The key principles of attachment theory have become embedded in contemporary Western ideas about parenting. And the language of attachment theory underpins the " attachment parenting movement " - which advocates methods such as co-sleeping - where babies and young children sleep close to one or both parents - and feeding on demand.

Attachment theory has also influenced policies about time spent in day care and time away from parents during the early years - such as the generous maternity and paternity leave entitlements that ensure Swedish parents are able to care for their children up to the age of eight. And it has also influenced guidelines on early years educational practice - in the UK for example, the role of a child's "key person" (their main contact) within early years education is informed by attachment theory.

This cultural tide reflects a profound movement towards a "child-centred" approach to parenting, which puts the needs of the child at the centre of their learning and development.

Some argue, however, that this has shift has negative consequences. US writer Judith Warner suggests that attachment theory has fuelled a culture of "total motherhood", in which mothers are placed in a demanding position of "total responsibility" for their child's needs. Attachment parenting, she says, pressures working mothers (particularly) towards a life where they must perpetually work a double shift - both at home and in the workplace - in the interest of their child's development.

Nazi child rearing

In contemporary Western societies, emphasis and value are placed on the development of our unique "self" and a private emotional world. And attachment theory's child-centred focus on the emotional needs of infants - and how parents respond to them - lends itself nicely to this value system.

But this hasn't always been the case. A look at parenting in Nazi Germany and how subsequent generations have struggled to bond with their children raises questions about what happens when societies engineer beliefs about parenting that are starkly at odds with the propositions of attachment theory.

German historians and psychologists have written extensively about the works of the Nazi educator and physician, Johanna Haarer, whose baby-care manual, The German Mother and her First Child - published by the prolific Nazi publisher Julius Friedrich Lehmanns - sold around 600,000 copies by 1945.

Amazon

Haarer's manual is most notable for parenting strategies and beliefs that contradict attachment theory. To some extent, her work could be accurately described as an "anti-attachment manual". She said that babies should be separated from their mothers for 24 hours after they are born, and they should be placed in a separate room. This was thought to have the added benefit of protecting the baby from the germs of those outside the family. It was also said to allow the mother the necessary time to recuperate from the stresses of birth.

This separation, Haarer instructed, should continue for the first three months of a baby's life. A mother could visit the baby only for strictly regulated breastfeeding - no longer than 20 minutes - and she should avoid playing or dawdling around. Haarer believed that such separation was a critical part of a baby's "training regime". If a baby continued to cry after it had been fed on schedule, if it was clean and dry, and if it had been offered a dummy, "then, dear mother, become tough" and simply leave her to cry.

Haarer's understanding of babies was that they were "pre-human" and showed little signs of genuine mental life in the first few months after birth. Crying, she believed, was simply a baby's way of passing the time. She strongly advised mothers not to carry, rock or attempt to comfort crying babies. It was suggested that this would lead babies to expect a sympathetic response and ultimately to develop into a "little, but unrelenting tyrant".

Fembio.org

Not giving too much attention to babies was also, for Haarer, a critical part of their training. She argued that it "is not a sign of special motherly love if one showers one's child continuously with tenderness; such doting love spoils the child" and will in the long run "emasculate" young boys.

Haarer's beliefs about parenting reflect values that were deemed important for life in the Third Reich. She believed that it was necessary for every German citizen to be "a useful member of the Volksgemeinschaft [national community]" and strongly opposed child-rearing practices that furthered children's individuality. A child had to learn "to integrate into the community and to subordinate his wishes and endeavours for the sake of the community".

Ultimately, her work reflected and shaped child-rearing practices that aligned with the goals of the Hitler Youth movement. Parents were encouraged to produce children who could be integrated into the community, showed no signs of self-pity, self-indulgence or self-concern, and were brave, obedient and disciplined. Advice centres and training courses for mothers based on Haarer's ideas were a tool for the inculcation of Nazi ideology.

Wider implications

Attachment theorists such as Klaus Grossmann have suggested that the Nazi child-rearing movement reflected a set of social, historical and political circumstances that probably ensured a generation of young children were raised in the absence of attachment security.

He argued that such large scale, national neglect mirrored what was found in Romanian orphanages under Nicolae Ceausescu's rule from 1965 to 1989. Here, many children were brought up in terrible conditions - where violence was used to humiliate and control on a daily basis.

As a result, children who grew up in these Romanian Orphanges were shown to have a dramatically increased risk for major problems with insecure attachments, sociability and indiscriminate friendliness - as well as significant differences in brain development. For these children, a lack of love and connection was found to be associated with anatomical differences in key regions of the brain. A major difference though, is that Haarer's ideas reflected organised, intentional ideology cloaked in scientific credibility, as opposed to being the byproduct of conflict of displacement.

Sociobiologists Heider Keller and Hiltrud Otto have questioned whether such periods in German history have played a role in shaping parenting for future generations. In their book chapter, Is there something like German parenting?, they argued that it is difficult to say whether such powerful historical trends in child rearing set a tone that continues to exist as a dominant force in Germany today.

Indeed, since World War II, child-centred philosophies and practices from the Western world have taken root in German society. And high levels of immigration have meant that there are many ideas and beliefs about parenting in contemporary Germany that sit alongside these generational trends. So it's likely that the influx of these different cultural and historical beliefs has helped to create a society with a myriad of parenting practices that have diluted the impact of historical trends.

Many caregivers

Much of the contemporary Western evidence suggests that, in contrast to what the Nazis thought, attachment still plays an important role in many societies when it comes to raising children - even though the ways in which such attachments are arranged can vary dramatically. And while researchers have provided evidence that certain features of attachment may be universal, others can vary remarkably from culture to culture.

It has been presumed, for example, that there is a universal need and motivation for all infants to form attachments to caregivers. They are thought to be neurologically hardwired to seek close attachments and to be equipped with a behavioural repertoire that has evolved to facilitate this.

But how such attachments are formed (and with whom) can differ. Bowlby's attachment theory emphasises the importance of an infant caregiver bond - most exclusively with the mother or a primary caregiver. But this is not universally true that has to be mother or primary care giver and is largely a reflection of Western middle-class societies.

Research in other cultures has revealed different ways of responding to the universal need for attachment security in infants. Otto's doctoral research, for example, explored attachment patterns in 30 children from the north-west Cameroonian Nso community. Her data revealed some fascinating differences around attachment. Nso mothers tended to have very different beliefs about the value and importance of an exclusive mother-infant bond. In fact, they often discouraged maternal exclusivity, believing that to provide optimal care, many caregivers is best. As one mother noted: "Just one person cannot take care of a child throughout."

Flickr/CIFOR, CC BY-NC-ND

It was important to Nso mothers that children did not develop an exclusive attachment to them and developed equally close bonds with older siblings, neighbours or other children in the community: "[Following only one person] is not considered good, because I want her [the baby] to be used to everybody and love everybody equally."

And as one mother noted, higher maternal death rates increased the importance having many caregivers to look after children:

Following only me? For me I don't think it's too good for her, because like now if she keeps on following only me, loving only me, if I'm not by her side now or if I maybe die, who will take care of her? She needs to at least love everybody or try to be used to everybody, so that in case I am not around, anybody can take care of her.

For the Nso, actively forcing their children to develop close bonds with other members of the community was seen as good parenting, as was frightening children to discourage exclusivity between a mother and child:

I force him to go to other people. When I see any person, I would like to force the child to go to them, so that I should not be the one who is taking care of the child. Because it is not possible that I can be taking care of him alone. He would be disturbing me most often. It means I will not be able to do any other thing.

Otto explained that "Nso mothers train their children towards Nso socialisation goals". This involves producing calm and obedient children who are well suited (and not resistant) to being loved and cared for by many carers. To this end, they discourage the maternal exclusivity that many attachment-based Western parenting models advocate.

Parenting values

Other researchers have identified similar cultural differences. Anthropologist Courtney Meehan's work with the Aka, a Congo Basin tropical forest foraging community, revealed that infants have about 20 caregivers interacting and caring for them on a daily basis.

There's also anthropologist Susan Seymour's work on Indian parenting, where exclusive mothering is the exception:

India provides an excellent case study for examining multiple childcare. Even in a context of rapid change and modernisation, my research and that of others indicate that exclusive mothering is the exception, rather than the rule and that the concept of maternal indulgence - that is, a mother focused solely or primarily on responding to and nurturing her child - is itself problematic.

German researchers have also suggested that mothers and fathers may have unique ways of developing a secure attachment bond with their children. The pathway to secure attachment for mothers may be through sensitive care-giving responses in times of distress. But they identified that fathers were more likely to build secure attachment bonds through sensitive play - play that was harmonious, attuned to the child, and cooperative.

These studies show that child-rearing values are a reflection of our culture. They are not universal. And they are vulnerable to generational changes.

In the contemporary Western world beliefs about attachment and parenting have a strong connection to Bowlby's original framework. These ideas and beliefs have played a critical role in the move towards a healthier society for child development and well-being. But given the historical and cultural diversity in parenting and broader social values, there should be caution about advocating attachment theory as the "only" way. In the end, perhaps it is comforting to know that parenting is so diverse and that there isn't a one-size-fits-all model.

# data[].attributes.attachment_link.title
Parenting practices around the world are diverse and not all about attachment

# data[].attributes.attachment_link.description
Most parents would agree that parenting is extremely complex and challenging. What works for one child, might not work for another - even within the same family. Parenting practices and beliefs around the world can also be strikingly different. Japanese children, for example, are often allowed to ride the subway by themselves from as young as seven.

# data[].attributes.headline
Source 2 - Parent/child relationships in the Puritan society

# data[].attributes.subject
Source 2 - Parent/child relationships in the Puritan society

# data[].attributes.body
https://classroom.synonym.com/puritan-rules-for-children-12082009.html

Puritan standards and relationships for their children are much different than modern day. Puritans were much more strict but that parental love was still there. Puritans excepted their children to not show emotion in public or private.  Puritans also believed that the will of children was something that first had to be broken down. being naturally stubborn parents were expected to correct this and make a perfect child in society.

# data[].attributes.attachment_link.readable_text
Simon Fuller has been a freelance writer since 2008. His work has appeared in "Record Collector," "OPEN" and the online publication, brand-e. Fuller has a Bachelor of Arts in English literature from the University of Reading and a postgraduate diploma from the London School of Journalism.

# data[].attributes.attachment_link.description
Simon Fuller has been a freelance writer since 2008. His work has appeared in "Record Collector," "OPEN" and the online publication, brand-e. Fuller has a Bachelor of Arts in English literature from the University of Reading and a postgraduate diploma from the London School of Journalism.

# data[].attributes.headline
Source 1- Importance of parent/child or relationships in modern day society.

# data[].attributes.subject
Source 1- Importance of parent/child or relationships in modern day society.

# data[].attributes.body
https://www.parentingni.org/blog/parent-child-relationship-why-its-important/

Parent and child relationships are a very important aspect of life. Having a healthy parent/child relationship can make or a break a child’s future. A child with a secure parental relationship can learn to regulate their emotions in certain situations. They can also lay the foundation for better social and emotional skills. A few ways to strengthen a parent/child are. One, spending time together and talking to one another. Two, telling eachother you love eachother can build a sense of trust. And three, being available for one another to talk.

# data[].attributes.attachment_link.readable_text
Parenting is the most fulfilling job that we will ever have, but it's not without it's challenges. Modern family life can be stressful and with various pressures on families it's not always easy. Ultimately, parents want what is best for their child and a strong parent-child relationship can help lead to better outcomes for children.

Why is a Positive Parent-Child Relationship Important?

The Parent-Child Relationship is one that nurtures the physical, emotional and social development of the child. It is a unique bond that every child and parent will can enjoy and nurture. This relationship lays the foundation for the child's personality, life choices and overall behaviour. It can also affect the strength of their social, physical, mental and emotional health.

Some of the benefits include:

Young children who grow with a secure and healthy attachment to their parents stand a better chance of developing happy and content relationships with others in their life.

A child who has a secure relationship with parent learns to regulate emotions under stress and in difficult situations.

Promotes the child's mental, linguistic and emotional development.

Helps the child exhibit optimistic and confident social behaviours.

Healthy parent involvement and intervention in the child's day-to-day life lay the foundation for better social and academic skills.

A secure attachment leads to a healthy social, emotional, cognitive, and motivational development. Children also gain strong problem-solving skills when they have a positive relationship with their parents.

Parenting Style - Positive Parenting

There is "one-size fits all" when it comes to parenting, we change and adapt as our children grow. However, following some simple positive parenting tips can help when it comes to your relationship with your child.

Warm, loving interactions
Treat every interaction as an opportunity to connect with your child. Be a warm in your expressions, give eye connect, smile and encourage interaction.

Have boundaries, rules & consequences
Children need structure and guidance. Talk to your children about what you expect of them and make sure they understand.

Listen and empathise with your child
Acknowledge your child's feelings, show them you understand, and reassure that you are there to help them whenever they have problems.

Problem Solving
Help your child to problem solve. Be a good role model and show them how to behave through your own actions. When you work with your children to find solutions they learn how to deal with difficulties in a appropriate way.

Strengthening the Parent-Child Relationship

Forming a connection with your child is important to developing a strong parent-child relationship. Here are some tips to help with strengthening your relationship with your children.

Tell your child you love them
Of course you love your children but tell them every day, no matter what age they are. Even on difficult days let your child know you didn't like the behaviour but you love them unconditionally. A simple "I love you" can do a lot to strengthen a relationship.

Play together
Play is so important to children's development. Young children can develop many skills through the power of play. As well as it being fun and helping you develop your relationship with your child, it can help children's language skills, emotions, creativity and social skills.

The Department of Education and Playboard NI have developed a range of resources on play for parents with the #PlayMatters campaign.

Be Available
Make time to talk to your child without any distractions, even 10 minutes a day can make a big difference in establishing good communication habits. Turn off the TV, put away technology and spend some quality time together.

Eat meals together
Eating together as a family sets the stage for conversation. Encourage no technology at the table and enjoy each other's company.

Listen and empathise
Connection starts with listening. Try and see things from your child's perspective and foster mutual respect.

Spend one on one time with children
If you have more than one child try and make a point of spending individual time with each of them. Quality, individual time with your child can strengthen your bond, builds their self-esteem and lets them know they are valued.

# data[].attributes.attachment_link.title
Parent-Child Relationship - Why it's Important - Parenting NI

# data[].attributes.attachment_link.description
Parenting is the most fulfilling job that we will ever have, but it's not without it's challenges. Modern family life can be stressful and with various pressures on families it's not always easy. Ultimately, parents want what is best for their child and a strong parent-child relationship can help lead to better outcomes for children.

# data[].attributes.headline
Difference between Puritan child/parent relationships and modern day parent/child relationships. 

# data[].attributes.subject
Difference between Puritan child/parent relationships and modern day parent/child relationships. 

# data[].attributes.body
When Hester sees her parents across the brook she sees the change in Hester (the letter is gone from her chest). Pearl is acting like a child who is realizing her world is suddenly changing. It is a challenge for her to discern what kind of relationship her parents have. And it will be hard for her to view dimmensdale as her father.

# data[].attributes.body
Hester in this chapters shows how she has an unconditional love for Pearl. When Dimmesdale is going to meet Pearl with Hester he talks about how he is uneasy around children and afraid she will not love him. On the other hand all Hester can talk about is Pearls kindness and pure beauty. This shows the kind of relationship between Pearl and Hester in a deeper perspective. Because this is her default response.

# data[].attributes.body
Dimmesdale is overcoming his fear of children not having a connection with him by going to meet Pearl. He is attempting to make a connection with his child.

# data[].attributes.body
In this chapter Pearl is faced with the decision of going across the Brooke back to Hester. In the end she ends up doing this because of the motherly love Hester has for Pearl. At first Pearl does not want to go because Hester does not have the Scarlet letter pinned to her chest, once she does this Pearl crosses. Pearl also is given the choice to greet and embrace Dimmensdale but refuses most likely because she does not share that parent/child connection with him.

# data[].attributes.body
https://docs.google.com/document/d/1-udsQZZM_4w2GuwfmV9LrmyVBB9pn9T4Z0RFs08JYnA/edit?usp=sharing

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.