An exploration of child-rearing practices and their association with psychosocial development among preschool children in Fafen Zone, Somali Region, Ethiopia

Abstract

Despite growing evidence linking child-rearing practices to psychosocial outcomes, a significant gap remains in research contextualised within the Somali Region of Ethiopia, where unique cultural, familial, and socio-economic dynamics shape how children are raised. The study applied a mixed-methods research design. A sample of 504 participants who are parents, preschool teachers, and directors was selected through simple random and purposive sampling techniques. The research aimed to identify prevalent child-rearing practices and their association with the psychosocial development of children. Data were collected through questionnaires, interviews, and focus group discussions. Mean, standard deviation, and ANOVA post hoc were used to analyse the quantitative data. Thematic analysis method was utilised to analyse and interpret the qualitative data. The findings indicated that the majority of respondents favoured a permissive parenting style. Furthermore, the study revealed the prevalence of extended family structures and polygamous family arrangements within the study area. These familial contexts likely contribute to the psychosocial environment in which children are raised, potentially influencing their social skills, emotional regulation, and academic skills. Given the prominence of permissive parenting, characterised by leniency and limited boundaries, there is a potential need for intervention. The study recommends the establishment of parenting programmes designed to equip parents with effective strategies that promote healthy psychosocial development in children. Such programmes could emphasise the benefits of balanced parenting approaches, incorporating both warmth and structure, to foster resilience and positive outcomes.