International Journal of Research in Advent Technology, Vol.2, No.9, September 2014 E-ISSN: 2321-9637 48 Vocational interest in Childhood: Parenting Style Mustafa Tekke 1 , Nurullah Kurt 2 Department of Psychology and Counseling, International Islamic University Malaysia 1, Universiti Teknologi Malaysia 2 Email: mustafatekke@gmail.com 1 , kurtnurullah@hotmail.com.tr 2 Abstract-Childhood shows the importance of developmental change and transition as such career development. Children should be prepared for vocational interest to understand a future, explore self and occupations, make educational and vocational decision and solve problem. In this line of reasoning, the family is a greatly influence for children in order to help them explore. Parents serve as significant player to provide information about the world and enhance children's skills. Researchers have studied the influence of parents and the family on children's career development. This research suggests that the appropriate parenting style qualifies the experiences of security that enhance exploration and risk taking which views early experiences as a basis for self-confidence as well as vocational interests and goals throughout life span. This study looks at the ways in which family functioning, parenting styles, and parent-child interaction influence career development. Index Terms- Parenting style, career development, vocational interest, childhood 1. INTRODUCTION As it is widely known, childhood represents the threshold of career development; there are a wide variety measures used in the research of children`s vocational development (Watson & McMahon, 2005). Children potentially actualize in social roles through experiences of childhood while they increase interests, abilities and curiosities. (Ginzberg, Ginsburg, Axelrad, & Herma, 1951; Super, 1990, Vondracek, 2001a, Hartung, Porfeli, & Vondracek, 2005).). Yet, structured and packed activities provided by nursing school or child-care centre or might negatively affect on children's career development. As Zinnecker (1995) examined, although play is playing important role in childhood activity, children often lack time for unstructured play because of intensified pressures to engage in routinized and organized school, extracurricular, and other activities that make childhood less and less a period of cultural moratorium involving freedom from responsibility and work. Children need to explore, search , imagine , solve problem and take risk in order to create a feasible work future that is available in community and family contexts. According to two- dimensional model of Blustein, Ellis, and Devenis (1989), “vocational exploration and commitment” (VEC) captures where one is in the process. This VEC dimension is a continuous intention to obtain the full range of the career process as described by developmental theorists (e.g., Gottfredson, 1981; Super, 1957), in which children must increase an array of experiences that promote foundational beliefs, competencies and attitudes for exploring self and occupations, shaping their life careers, visualizing a future and making career decisions (Hartung, Porfeli, & Vondracek, 2008), but a lack of the beliefs, attitudes and competencies and also necessary information about environment and the world of work to be able to make a confident career decision prevent them to build their career accordingly (Savickas, 2002a). On the other hand, to some extent, this complexity is followed by an exploratory phase in which children acquire information about themselves and the work environment through the processes of self- and environmental exploration. This information, therefore, enables children to crystallize their interests, make confident vocational interests and enhance the level of the career life (Hardin, Varghese, Tran & Carlson, 2006, Tekke, 2013). In this present study, the researchers are going to contribute a guide for scale construction and development of vocational interest that could help researchers and counselors, as it is studied on career adaptability in childhood by Hartung et al. (2008) which is provided a guide for scales to identify the nature, timing, rate, and degree of adaptability and inform the developmentally sensitive career interventions. 2. VOCATIONAL INTEREST IN CHILDHOOD AND SUPER`S CAREER DEVELOPMENT MODEL In view of childhood as the preliminary of vocational interest across the life span and dawn of career development, it is claimed that the antecedents of vocational interest are formed during the childhood