Spanking, a form of physical punishment aimed at correcting child behavior, has long been a topic of debate in parenting and developmental psychology. A recent study published in the Psychology of Violence sheds new light on this controversial practice, suggesting that spanking is associated with detrimental effects on a child’s cognitive, social-emotional, and motor development. The study, conducted across four countries — Bhutan, Cambodia, Ethiopia, and Rwanda — utilizes longitudinal data to provide a more robust analysis than previous studies.
Spanking remains a widely practiced form of discipline, considered normative and socially acceptable in many cultures. Despite international disapproval from bodies like the United Nations Committee on the Rights of the Child, it is estimated that globally, two out of every three children aged 2-4 years have been spanked.
Previous research predominantly from high-income countries has often highlighted the detrimental effects of physical punishment on child development. However, these studies mostly relied on cross-sectional data and correlational methods, raising concerns about the accuracy and applicability of the findings.
In light of these challenges, the current study aimed to address these gaps by using longitudinal data from lower- and middle-income countries, which have been underrepresented in previous research. This approach sought to improve the understanding of how early experiences, shaped by parenting behaviors such as spanking, influence the development of the brain and foundational skills in children.
“Physical punishment, including spanking, is widespread and socially normative around the globe, and there has been some academic controversy on whether it may be harmful for children’s development. Therefore, in this study I wanted to provide rigorous evidence on the potential effects of spanking on young children’s development,” said study author Jorge Cuartas, an incoming Assistant Professor at New York University, researcher at the Centro de Estudios sobre Seguridad y Drogas (CESED) in Universidad de los Andes, and senior consultant on Violence Against Children at the World Bank.
Data were sourced from four longitudinal studies sponsored by Save the Children. Each study was conducted independently in one of the countries mentioned, involving two rounds of data collection. These studies were not originally designed to explore physical punishment but were utilized for this purpose due to their rich data on child development and caregiver behavior. The sample included a diverse set of participants with a total of 3,048 children.
The core tool used for assessing child development was the International Development and Early Learning Assessment. This instrument is designed to measure early development in several domains: numeracy, literacy, social-emotional skills, and motor skills. IDELA consists of a series of tasks and questions that are administered directly to children, lasting about 30 minutes. To ensure cultural relevance and accuracy, the assessment was adapted and translated by local experts in each country.
In addition to developmental assessments, the caregivers were asked about their use of spanking in the week preceding each survey round. This was measured through a binary (yes/no) question.
Over 70% of the children in the sample were spanked at least once during the study period. The researchers found significant negative associations between spanking and each of the developmental domains measured by the International Development and Early Learning Assessment. In terms of cognitive skills, children who were spanked demonstrated poorer outcomes in numeracy and literacy compared to their non-spanked peers.
Similarly, spanked children exhibited lower levels of social-emotional competencies, which include the ability to regulate emotions, empathize with others, and engage in social interactions in a healthy and constructive manner. The researchers noted poorer motor outcomes among spanked children, which might be linked to restrictions in physical activity or stress responses associated with being spanked.
“Findings from the study demonstrate that spanking is not beneficial, and might actually threaten young children’s healthy development,” Cuartas told PsyPost. “In particular, the study shows that children who are spanked have a higher risk of experiencing developmental challenges, including impaired cognitive, social, and emotional development.”
“These findings are consistent with results from several prior studies conducted in the U.S., and other countries, which collectively indicate that parents should avoid the physical punishment of children and policymakers and practitioners should work on providing support to parents to replace this harmful practice with other developmentally appropriate, non-violent discipline methods.”
Despite the overall negative impact of spanking, the study noted some variation in the magnitude of these effects across different countries. This variability could be influenced by several factors, including cultural norms regarding discipline, the frequency and context of spanking, and socioeconomic conditions.
In Cambodia, for instance, the associations between spanking and negative outcomes were particularly strong across all developmental domains. In contrast, the results in Ethiopia showed negative trends, but these were not statistically significant, which could be attributed to less variability in spanking practices among the sampled population.
However, even with these variations, the general trend across all sites pointed to detrimental outcomes associated with spanking.
The study controlled for various demographic and contextual factors like caregiver education, household wealth, and other disciplinary practices. But the study, like all research, includes limitations. While the longitudinal data is an improvement over previous research, the study lacked data on other confounders, such as forms of family violence, which could affect developmental outcomes. In addition, the measure of spanking may not accurately capture the regularity or severity of the practice.
“Looking ahead, I am interested in continuing my work on designing, implementing, and scaling parenting programs aimed at (1) promoting the nurturing care of children and (2) preventing violence against children, including physical punishment,” Cuartas said.
The study, “Estimating the Association Between Spanking and Early Childhood Development Using Between- and Within-Child Analyses,” was published January 11, 2024.
