When children enter the new environment of the kindergarten, the children’s original living habits are broken, accompanied by resistance to entering the kindergarten, crying, attachment to parents and other anxiety phenomena in the kindergarten. Therefore, alleviating the anxiety of children entering kindergarten is an important task for kindergartens and families. In the early stage of the study, through in-depth reading of relevant theoretical literature, we learned about the theoretical basis of parenting style on kindergarten anxiety. In this study, 120 children in M kindergarten in Sichuan City were taken as the research objects, and the parents filled in the “Family Parenting Style Questionnaire” and “Kindergarten Admission Questionnaire” at the beginning of kindergarten to understand whether the current situation of children’s kindergarten anxiety was related to different family parenting styles, and analyzed the relationship between different family parenting styles and children’s kindergarten anxiety. To have an in-depth understanding of the two and analyze what are the influencing factors. This paper summarizes the effects of different family parenting styles on kindergarten anxiety between 3-and 6-year-olds. Based on the parents’ own factors, family parenting style and home cooperation, this paper puts forward mitigation strategies and suggestions, mainly including encouraging parents to create a harmonious and loving family upbringing atmosphere, focusing on cultivating children’s peer interaction, good parent-child interaction relationship, and perfect home cooperation system.
References
[1] Zuo, A., Tao, X., Tao, F. (2016) The influence of parental parenting style on children’s psychological behavior. Chinese Journal of School Health, 37(10), 1598–1600.
[2] Xu, D. (2020) A typological exploration of family parenting practice in contemporary China: An analysis based on qualitative data. Chinese Youth Studies, (05), 43–52.
[3] Zhou, X. (2023) Family upbringing model, flow distance, and the generation of “small town problem-solver” mentality. Chinese Youth Studies, (10), 83–91.
[4] Liu, J. (2024) Preschool education. Preschool Education, (09), 1.
[5] Wang, L., Zhang, S., He, R. (2024) Kindergarten-based exploration of observation and evaluation of social development of 3–6-year-old children. Children and Health, (04), 51–53.
[6] Chen, L. (2024) Guiding strategies for games to promote children’s mental health development. Early Education, (13), 52–53.
[7] Zhang, M. (2024) A case study on cultivating children’s sociality. New Class Teacher, (05), 38–39.
[8] Dai, M. (2023) The role of independent play in promoting children’s social development. Sichuan Education, (32), 95–97.
[9] Meland, A. T., Kaltvedt, E. H. (2019) Tracking gender in kindergarten. Early Child Development and Care, 189(1), 94–103.
[10] Zhou, M. (2024) The influence of parent–child interaction on children’s development. Good Parents, (20), 82–83.
[11] Huey, E. L., Sayler, M. F., Rinn, A. N. (2013) Effects of family functioning and parenting style on early entrants’ academic performance and program completion. Journal for the Education of the Gifted, 36(4), 418–432.
[12] Duan, X (2024) Research on the current situation and needs of family parenting of infants and young children aged 0–3 years in rural areas of Hubei Province. Education Observation, 13(15), 40–43.
Share and Cite
Ke, X. (2025) The Effect of Family Parenting Style on Kindergarten Anxiety in Children Aged 3-6 Years – Take Sichuan M Kindergarten as an Example. Global Education Bulletin, 1(2), 24-35.