INTRODUCTION:

The private and personal world that is unique to each individual. Parental influences probably outweigh the effect of all other environmental impacts combined in determining the fundamental organization of children's behaviour. It plays a significant role in giving final shape to the child's physical fitness, emotional stability, learning skills and cognitive urge. The infant continuously pushes forward in every area of development-physical, emotional and intellectual. The strides that the baby makes in his first three years become the foundations of his growth and development as a person. Parents vary in their rearing practices and are frequently unpredictable.

Their interactions with children are often tinged with odd combination of traditions, personal prejudices, emotional regards and rule of thumb procedure. (Sears, R.R, 2010).

Baumrind (1967, 1971) proposed a two-dimensional model of parenting styles based on two most important aspects: responsiveness and demandingness. Four parenting styles were defined by her and others: authoritarian, authoritative, neglectful and indulgent (Maccoby and Martin, 1983). The first two styles are both characterized by high demandingness. However, authoritative parents are highly responsive to their children; whereas authoritarian parents usually disregard their children’s needs. The latter two styles are characterized by low demandingness. Indulgent parents are very responsive to their children; whereas neglectful parents provide little support.

Renken et al. (1989) observed mothers guiding children of preschool age through tasks and found that lack of emotional supportiveness predicted later aggressive behavior in early elementary school. Hostile parenting, which is usually characterized by impatience, anger and disapproval toward the child, was found to be positively associated with aggressive behavior in all age groups from 4 to 11.

NEED FOR THE STUDY:

The results on child-parent attachment are consistent with Bowlby’s (1973) theory of internal working models. Early interactive experience, especially parent-child interaction, provides the basis for one to form and moderate core expectations about the worthiness and likability of oneself and the responsiveness and support of significant others. These models of self and others work as guidance for further interactive behaviors in family and in other situations. In this way, a child will extrapolate early experience with parents to estimate the availability and friendliness of other people, to interpret the intentions (particularly if they are ambiguous) of them, and to select the way he or she reacts. As a result, one who has been securely attached to the primary caregiver will assume that the environment is safe, that he or she is beloved and competent and that others are attentive and friendly. Subsequently, he or she is predicted to respond in a non-aggressive, pro-social way. In contrast, one who has suffered insecure-avoidant attachment is prejudicially guided by the beliefs that others are hostile, social relationships are distressful, and he or she is useless and unworthy of care. Holding these distorted assumptions, one tends to interpret ambiguous or even benign behavior as hostile. As a result, the person, almost defensively, responds in an aggressive manner. When one starts preschool, and interpersonal connection with peers becomes an important part of life, problematic behaviors associated with insecure attachment lead to peer rejection, which is perceived and subsequently strengthens their biased models of others. Lack of peer acceptance finally results in more anger, frustration and use of aggression. These results can be observed as soon as children attend preschool and then school and can generally persist through adolescence.

A parent-child relation that reflects patience, responsiveness and respect towards the child is associated with optimal outcomes in social behavior, and vice versa. The association between parental control and childhood aggression depends greatly on the nature of control. Power-assertive control is associated with anti-social behavior; whereas inductive control is associated with pro-social behavior. Alternatively or complementally, they may serve as a direct template for children’s behaviors, as seen in the fact that physically abused children are highly likely to be physically aggressive. (Meng Pei, 2013).

So the researchers are interested in correlating the child rearing practice and adapting behaviour of child in the school, in order to identify the behavioural problems as early as possible and taking measures to correcting that, also helps the researcher in educating the parents regarding their behaviour, and attitude towards child rearing.

STATEMENT OF THE PROBLEM:

“A study to assess the association between child rearing practice and adaptive behaviour among mothers and teachers of school going children at SRK Matriculation school, pachampalayam, Namakkal District. ”.

OBJECTIVES:

1. To assess the type of child rearing practice among the mothers of school going children

2. To assess the level of adaptive behaviour among teachers of school going children

3. To assess the correlation between the child rearing practice and adopting behaviour among school going children.

4. To find out the association between the child rearing practice among the mothers of school going children and selected demographic variables of their children.

5. To find out the association between the adaptive behaviour among teachers of school going children and selected demographic variables of the children.

HYPOTHESIS:

H1: There is a different type of child rearing practice among the mothers of school going children

H2: There is a significant Level of adaptive behaviour among teachers of school going children

H3: There is significant correlation between the child rearing practice and adopting behaviour among school going children.

H4: There is a significant association between child rearing practice among the mothers of school going children and selected demographic variables of their children.

H5: There is a significant association between the adaptive behaviour among teachers of school going children and selected demographic variables of the children.

METHODOLOGY:

Research design:

Descriptive: reseach design

Settings:

SRK Matriculation School, Pachampalayam, Namakkal.

Sample and Sample Size:

School going children at SRK Matriculation school, pachampalayam, Namakkal Dt. The sample size was 15.

Sampling Technique:

Purposive sampling

Description of the tool:

1. Section A – Demographic variables:

2. Section B – Assess the level of child rearing practices among mothers of school going children.

Table.1. Scoring procedure for assess the level of child rearing practices among mothers

Child rearing practice	Scores	Percentage
Neglective	0-17	0-31%
Authoritative	18-36	33-67%
Permissive	37-54	68-100%

3. Section C-Assess the level of child adapting behaviour among the teachers of school going children

Table.2. Scoring procedure for Assess the level of child adapting behaviour among the teachers.

Child adapting behaviour	Scores	Percentage
Mal adaptive	0-14	0-31%
Adaptive	15-30	33-66%
Well adaptive	31-45	69-100%

RESULTS:

Table.3 Frequency and percentage distribution of child rearing practices among mothers of school going children according to demographic variables (n=15)

Child rearing	Frequency	Percentage
Neglective	2	13.3%
Authoritative	9	60%
Permissive	4	26.7%

Table.3. and Fig.1. shows the frequency and percentage distribution of child rearing practices among mothers shows more percentage of them having 60% authoritative,26.6% were permissive whereas only 13.3% were neglective.

Table 4. Frequency and percentage distribution of child adapting behaviour among the teachers of school going children (n=15)

Adaptive behaviour	Frequency	Percentage
Mal adaptive	2	13.3%
Adaptive	4	26.7%
Well adaptive	9	60%

Table.4. and Figure.2. Shows the frequency and percentage distribution of child adapting behaviour among the teachers of school going children shows that 60% of them were well adaptive, 26.7% were adaptive and only 13.3% were mal adaptive.

Table.5. Mean, standard deviation and r value regarding rearing practice and adaptive behaviour among school going children (n =15)

	Mean	Standard deviation	‘r’ value
Child rearing practices	32	9	0.47
Child adaptive behaviour	30	8	0.47

The obtained co-efficient of correlation r=0.47. There is significant correlation between child rearing practice and chid adaptive behaviour. It was inferred that the child rearing practices and child adaptive behaviour are significantly co-related.

Table.6. Chi square value of association between the child rearing practice among the mothers of school going children and selected demographic variables of their children (n=15)

Demographic variables	Df	Chi-square Value	Table value	Level of Significance
Age	4	0.1	9.4	TV>CV Not significant
Sex	2	0.04	5.9	TV>CV Not significant
Birth order	4	3.3	9.49	TV>CV Not significant
Education of the mother	8	8.5	15.51	TV>CV Not significant
Occupation of the mother	2	1	5.9	TV>CV Not significant

Therefore it was inferred that there was no significant association between child rearing practice and selected demographic variables.

demographic variable of Adaptive behaviour	Df	Chi square value	Table value	Level of Significane
Age	4	2.85	9.49	TV>CV Not significant
Sex	2	0.04	5.99	TV>CV Not significant
Birth order	4	2.99	9.49	TV>CV Not significant
Education of the mother	8	7.38	15.51	TV>CV Not significant
Occupation of the mother	2	0.8	5.9	TV>CV Not significant