The Relationship Between Parenting Styles and Moral Development of Preschool Children Mediated by Children’s Attachment

Objective: Family is like a school where parents teach the lessons of humanity and morality, which are the foundation of human happiness, to their children. Moral development is an essential part of children’s understanding of moral rules and principles. The lack of moral development, along with anxiety, and depression exposes children to antisocial and suicidal behaviors. Moral development is associated with parenting styles and attachment. This study aims to investigate the relationship between parenting styles and moral development of preschool children mediated by children’s attachment. Materials & Methods: This descriptive correlational study was conducted on 128 children (64 girls and 64 boys) selected from 8 preschools in Tehran Province, Iran, in 2020 using a cluster sampling technique. The study data were collected using three questionnaires: Baumrind Parenting Styles Questionnaire (PSQ), the Kinship Center Attachment Questionnaire (KCAQ), and Lotfabadi Moral Development Questionnaire (MDQ). The first two tools were completed by mothers of children, while the MDQ was completed by children. The Kolmogorov-Simonov test, correlation test (Enter method), analysis of variance, and multiple regression analysis were used for data analysis in SPSS v. 21. Results: The regression analysis results showed that parenting styles had a significant relationship with moral development (R=0.74, Adjusted R2=0.54, P=0.000). Also, attachment had a significant association with moral development (R=0.71, Adjusted R2=0.49, P=0.000). With one unit change in permissive, authoritarian, and authoritative parenting styles, the moral development of preschool children can be predicted by 43.5%, 19%, and 37.6%, respectively. Moreover, with one unit change in positive adjustment/development, negative behavior, emotional reactivity, and distancing from caregiver support dimensions of attachment, the moral development of preschool children can be predicted by 33.6%, 38.4%, -26.4%, and -11.4%, respectively. Also, the results of the Sobel test showed that the attachment variable was the mediator of the relationship of parenting styles with moral development (z=2.29>1.96).  Conclusion: The moral development of children is related to permissive, authoritarian, and authoritative parenting styles. Besides, children’s attachment can mediate the relationship between parenting styles and moral development. More planning and follow-up are needed to improve the moral development of preschool children. When parents are consistent in their parenting styles, they provide their children with assertive and trusting behaviors. They should listen to their children and promote dialogue with them. Their discipline should be accompanied by warmness, logic, and flexibility and give their children the freedom to some extent. This treatment can help children develop their social behavior.