Akademik Veri Yönetim Sistemi
Eurasian Clinical and Analytical Medicine, cilt.13, sa.2, ss.22-27, 2025 (Hakemli Dergi)
Abstract
Aim: This study aimed to investigate the effects of parental attitudes on the social and behavioral development of typically developing children and children with special needs aged 48–69 months. Additionally, it sought to compare parenting styles between both groups and examine their predictive role in social skills and behavioral problems. Material and Methods: The study utilized a quantitative, relational survey model. The sample consisted of 302 children (151 typically developing, 151 with special needs) and their parents. Data were collected using the Parental Attitude Scale, the Preschool and Kindergarten Behavior Scale, and a Sociodemographic Form. The data were analyzed using independent samples t-tests, Pearson correlation analysis, and multiple regression analysis. Results: No significant differences were found between the groups in democratic, authoritarian, and permissive parenting styles (p >0.05). However, parents of children with special needs exhibited significantly higher overprotective parenting scores (p<0.05). Typically developing children scored significantly higher in total social skills as well as across all subdimensions, including social cooperation, social interaction, and social independence (p<0.05), whereas no significant differences were observed in behavioral problems (p > .05). Regression analyses revealed that democratic parenting positively predicted social skills behaviors, whereas authoritarian parenting negatively predicted them. Additionally, authoritarian and overprotective parenting styles positively predicted behavioral problems (p <0.05). Discussion: The findings highlight the significant role of parenting styles in shaping children’s social and behavioral development. Overprotective parenting was particularly prevalent among parents of children with special needs. These results emphasize the importance of positive parenting strategies in promoting social competence and minimizing behavioral issues. Future research should explore additional contextual factors influencing parenting and child development.