Date of Award:

5-2012

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Human Development and Family Studies

Department name when degree awarded

Family, Consumer, and Human Development

Committee Chair(s)

Lori A. Roggman

Committee

Lori A. Roggman

Committee

Thomas R. Lee

Committee

Kaelin M. Olsen

Abstract

Infants that are raised in a warm loving environment have an increased probability of growing into responsible loving adults. Infants have the ability to make their needs known through different cues such as crying. Many parents do not understand how to respond appropriately to their infant’s cues. For instance many parents believe that if you pick up an infant every time they cry they will become spoiled. Researchers have studied the effects of responding appropriately to an infant. Infants who have their needs met when they demonstrate signs of distress learn that the world is a safe place for exploration. Contrast this with infants who are raised by parents that exhibit extreme expectations of compliance and exercise harsh punishment for non-obedience of rules, see the world as a harsh punitive place.

This study measured undergraduate students’ beliefs about spoiling infants, obedience and discipline practices, and what students believe is appropriate responses to infant’s cues. The students were recruited from two course sections of FCHD 1500. First, students were given a pretest to help determine what they believed. Second, instruction was given to the students regarding research that shows the effect of parenting practices on infants and in later development. Third, a posttest was administered to the students to determine whether or not in-class had an effect on students’ attitudes regarding spoiling, obedience, and responsiveness. This study shows that the students in these classes changed their attitudes about spoiling and responsiveness after instruction but not obedience.

The majority of students who participated in this study majored in social science programs of study. With their new understanding of responsive parenting they will be able to develop more supportive practices in their lives as future parents and/or practitioners in the field of child development.

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This work made publicly available electronically on May 9, 2012.

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