Parental Expectations and Child Self-Regulation: A Theoretical Review in Light of Neuropsychopedagogy and Thomistic Psychology

Abstract

This study analyzes the influence of parental narratives and expectations on the development of children’s emotional self-regulation, considering the immaturity of executive functions during childhood. It consists of a theoretical-bibliographic review with a qualitative and descriptive approach, grounded in neuropsychopedagogy and Thomistic Psychology. Classical and contemporary works in the fields of human development, neuroscience, and psychology were selected based on their theoretical relevance to the topic. The findings indicate that the maturation of the prefrontal cortex occurs gradually, making children highly dependent on relational environments. Neuroplasticity highlights the human capacity to be shaped by experience, particularly through care, education, and affective bonds, while parental narratives directly influence the formation of self-concept and emotional regulation. Contemporary influences, such as social media, may contribute to the distortion of parental expectations, potentially impacting child development. It is concluded that maladjusted parental expectations  may contribute to toxic stress and negatively impact child development, emphasizing the importance of guiding caregivers in order to promote more integrated developmental outcomes.