Early childhood development (ECD) has been recognised to be the most important contributor to long-term social and emotional development. Therefore, positive parenting is paramount to foster quality parent–child interaction. Previous research shows that for parents to adopt a positive parenting style, some degree of parental knowledge is required. The aim of this study was to compare the relationship between knowledge of child development and parenting styles in low and high socio-economic groups of parents in ECD centres. A cross-sectional study was conducted using a correlation-comparative research design. The sample consisted of N = 140 parents with children between two and five years old from low and high socio-economic groups. Descriptive statistics and Pearson correlation were used to analyse the data. The findings also show that there is no correlation between knowledge of child development and authoritative parenting styles. However, correlations do exist between the other variables.

Background: Parents who understand early child development are better informed on how to respond to children’s needs. They are also in a better position to identify developmental delays as opposed to a parent with less knowledge of child development. Objective: The aim of the review was to systematically appraise quantitative studies to establish the association between knowledge of child development and parenting styles. Methods: A comprehensive search, through databases namely: Ebscohost (Academic search complete, Africa-Wide information, PsychArticles, SocIndex, Cinahl), JStor, Sciencedirect, Springerlink, Pubmed and Sage was conducted in August 2014 for the previous 12 years. The methodological quality of the studies were independently evaluated and reviewed by two reviewers. Results: The findings indicate that there is an association between knowledge of child development and parenting styles. While there is an association it may be more of a moderating factor. Conclusion: Future studies may benefit from using other forms of assessment in con-junction with self report assessments.

It is essential to consider the factors that affect early childhood development because doing so can help identify potential risks and window of opportunity for intervention to improve outcomes for children. However, identifying risk and protective factors in early childhood requires careful consideration of several challenges and an integrated approach that recognises the complex and dynamic nature of development. The purpose of this study was to identify and describe the prevalent psychosocial risk and protective factors in the early childhood development phase, using an ecological perspective. The study employed a quantitative cross-sectional study using a random sampling technique. The final sample consisted of 505 caregivers of children aged 5 years old and younger. This study revealed that the most prevalent protective factors include child self-regulation, parent-child warmth, family management and collective efficacy but more importantly social support. While risk factors may exist this is mitigated by social support as it moderates and buffers against the effects of risk factors, as indicated by the various research studies cited.