Authoritative child-rearing and parenting entails high acceptance and involvement with reasonable control/demands and autonomy of children. The scenario described in this question best corresponds to this style of parenting.

Authoritarian child-rearing and parenting emphasizes strict rules and control, with little acceptance and autonomy of children.

Permissive child-rearing and parenting entails high acceptance of children, but parents tend to act more as "friends" with their children by not setting clear expectations, granting too much autonomy, and spoiling children. 

Uninvolved child-rearing and parenting often conveys disinterest or emotional detachment from children. Beyond providing for children's basic needs (e.g., food, clothes, shelter), parents tend to not be actively involved or emotionally available for children. 

Social Learning Theory stems from behaviorism and operant conditioning, and it emphasizes imitation, modeling, and reinforcement to encourage appropriate behavior.

Unconscious conflicts and resolutions are linked more to psychoanalytic theory, whereas self-directed behavior is associated more with Piagetian ideals of actively exploring one's world to facilitate learning. 

Emotionality and attachment are related more to social-emotional development than cogntiive development and learned behavior. 

During the phallic stage (ages 3 to 5), Freud believed that young boys desire their mother - but because the boys cannot have their mother, they identify with their father and take on a male gender role.

Authoritarian parents prioritize the obedience of their children, and are more likely to punish bad behavior than to reward good behavior. This tends to more often produce anger, distrust, and withdrawal in children raised in Authoritarian households than in children raised in Authoritative or Permissive homes.

Freud's stages of human development focus heavily on sex and aggression, and largely do not account for social influences beyond relationships with one's parents, and after puberty. Eriksen found all of these features of Freud's theory problematic.

The "Strange Situation" experiment began by placing a mother alone in a room with her child. After some time, a stranger enters the room, and the mother leaves the room shortly after the stranger's entrance. A short time later, the mother returns and the stranger leaves. Following this, the mother again leaves the room and returns after a brief period in which the child is alone in the room.

The purpose of this study was to examine the infant's behavior when "abandoned" by his/her mother, and his/her reaction when the mother returned to the room. The children were then classified into three kinds of attachment to their mothers.

Jean Piaget's term schemata refers to cognitive rules/frameworks/blueprints ("schematics") with which humans interpret the world around them. As humans develop through childhood, their schemata are challenged and change to assimilate new knowledge and logic.

In contrast to Jean Piaget's 4 stages, the Information-Processing Model suggests continuous, gradual development, the rate of which depends on the individual and the information presented to them. This model also tends to draw illustrative examples of human cognition and information processing from the way computers process information.

Nature vs. nurture refers to the debate over which of the two aspects has greater influence on human behavior. Erik Erikson developed a psychosocial theory which proposed 8 stages throughout life: trust vs. mistrust, autonomy vs. shame, initiative vs. guilt, industry vs. inferiority, identity vs. role confusion, intimacy vs. isolation, generativity vs. stagnation, and lastly integrity vs. despair.

Freud, Erik Erikson, Piaget, and Kohlberg all developed theories of development that involved stages, whereas Skinner focused on classical conditioning. 

Freud came up with the psychosexual stages of development: oral, anal, phallic, latency, and genital. Erik Erikson came up with eight stages of social development (ex: trust vs. mistrust). Piaget came up with the stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. Kohlberg came up with the stages of moral development: preconventional, conventional, and postconventional.