Introduction
The question of how parental practices shape a child's development remains one of the most extensively studied issues in developmental psychology and family pedagogy. Diana Baumrind's classical typology (1967, 1971), later refined by Maccoby and Martin (1983), drew researchers' attention to two key dimensions of parenting — demandingness and responsiveness — whose configuration determines the quality of the parent–child dyad.
This paper undertakes a systematic analysis of how the four basic parenting styles — authoritative, authoritarian, permissive, and neglectful — shape the social and emotional competencies of children aged 7–10. Particular attention is given to the mechanisms of emotion regulation and the capacity to form peer relationships, as these constitute the developmental foundation of later school functioning.