Evaluating Traditional and Contemporary Parenting: Educational Policy Implications for Child-To-Adulthood Development in Nigeria

Abstract

This study looked at the nature of traditional and modern parenting in Nigeria and their educational policy implications for children from childhood to adulthood in Nigeria. The aim was to examine the effects of changing parenting practices on the educational outcomes, discipline, value orientation and decision-making of school administrators and children from childhood to adulthood in selected states of Nigeria with a descriptive survey design method, which involved questionnaires and interviews in the collection of data. 300 parents, teachers and school administrators were sampled. The results showed that traditional parenting focuses on community work, values, moral discipline, respecting elders and authority to grow into adulthood, while contemporary parenting emphasizes on child autonomy, dialogue, opinion and exposure to digital learning. These models have coexisted and have led to both harmony and disillusionment in the field of education, which has affected students' behaviour, academic motivation, and the relationship between teachers and parents. The study found that effective educational policies in Nigeria should be grounded in insights from both parenting styles to promote complete child development to adulthood. It suggests that policymakers can enhance family education programs, include family involvement as a part of school policies and foster value education in both family and school for a better balance between expectations and goals. The blend of tradition and modernity is crucial for improving teaching and learning results and nurturing responsible adult citizens.

Keywords: Traditional, Contemporary Parenting, Educational Administration, Policy Implications, Child to Adulthood Development.