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Abstract: The present study examined parental perceptions of parenting styles and their observed relationship with child developmental outcomes. The study focused on four parenting-style dimensions--authoritative, authoritarian, permissive, and uninvolved parenting--and three observed child-development domains--emotional regulation, social competence, and academic behaviour. Data were obtained from 96 parent responses recorded in the study questionnaire. Item-level responses were scored on a five-point response scale and composite mean scores were calculated for each parenting-style and developmental domain. Descriptive statistics, Cronbach's alpha reliability analysis, Spearman's rank-order correlation, and multiple linear regression were used to analyse the data. Authoritative parenting had the highest mean score and was the predominant parenting-style classification in the sample. It was significantly positively associated with emotional regulation and social competence, whereas its association with academic behaviour was not statistically significant. Authoritarian parenting showed no significant bivariate associations with the three developmental domains, although it emerged as a significant predictor in the multiple regression model. Permissive and uninvolved parenting showed significant negative associations with social competence. The regression model explained 25.5% of the variance in overall child-development scores. Index Terms--parenting styles, authoritative parenting, authoritarian parenting, permissive parenting, uninvolved parenting, emotional regulation, social competence, academic behaviour, child development.