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2.1.2. Household chores as a field of competence development. Research by Pomerantz and colleagues (2007) showed that the way household chores are organized affects the development of self-regulation and a sense of competence in children. Giving children the right homework not only teaches practical skills, but also shapes key aspects of psychosocial development. Homework with the following characteristics supports positive psychosocial development:
- Developmental adequacy – Tasks tailored to the child’s abilities, challenging, but possible to perform. Too difficult duties can lead to frustration and discouragement, while too easy ones do not provide sufficient developmental stimulation. Bronfenbrenner (2005) emphasizes that optimal challenges in the home environment form the basis for competence development.
- Consistency – Regularity and predictability of tasks builds a sense of security and competence. Daily or weekly chores, performed according to a set schedule, allow the child to develop the ability to plan and organize time. As Duckworth (2016) notes, perseverance shaped by systematic action is one of the strongest predictors of success in adult life.
- Autonomy – The ability to make decisions as part of performing tasks develops initiative and a sense of agency. Children who have a certain amount of freedom in choosing how to carry out household chores show greater intrinsic motivation and commitment. Ryan and Deci (2000) in their theory of self-determination indicate that autonomy is one of the basic psychological needs, the satisfaction of which is conducive to optimal functioning.
- Social recognition – Appreciating the effort put into completing homework strengthens intrinsic motivation. Constructive feedback from parents that focuses on the process and effort, not just the end result, helps the child build a positive image of themselves as a competent and valuable person.
Repetti (1996) in a longitudinal study of families showed that participation in homework from an early school age correlates with higher self-esteem and better academic performance in later years⁴. In addition, research by Ochs and Izquierdo (2009) suggests that children involved in household chores show greater empathy and a better understanding of the needs of other family members.⁸ Participation in household chores gives children a sense of belonging to a family community and the awareness that their contribution has a real impact on the functioning of the household.
2.1.3. The quality of family relationships and the solution of the developmental crisis. Collins and Laursen (2004) emphasize that the quality of family relationships during the school period affects the resolution of the crisis of diligence vs. feelings of inferiority by: (1) Secure emotional base – A secure attachment style allows the child to take cognitive risks and explore new areas of competence. (2) Modeling coping with challenges – Parents, through their own attitudes towards challenges, teach their children how to approach difficulties. (3) Support in failures – The way parents react to their child’s failures shapes their child’s mental resilience.
In addition, Bradley and Corwyn (2002) in a meta-analysis showed that parental responsiveness to the needs of a school-age child is a stronger predictor of competence development than socioeconomic factors of the family.
Combining Erikson’s theory with contemporary research on the functioning of families, the following recommendations can be formulated to support a positive solution to the crisis of diligence vs. feelings of inferiority:
- Creating a home environment that balances challenges and support.
- Appreciating the learning process and effort, not just the end results.
- Including the child in homework appropriate to his age and abilities.
- Building a sense of belonging through relationship building and communication.
- Maintain open communication about challenges and strategies for dealing with them.
As Walsh (2016) emphasizes in his research on family resilience, family support is the strongest protective factor in a child’s development, especially during periods of increased social demands, such as school age.
